Underage first grade enrollees, their achievement and personal and social adjustment,

Mode of access: Internet.

The influence of study and travel abroad on the personal and professional development of students in architecture design programs

International travel has significant implications on the study of architecture. This study analyzed ways in which undergraduate and graduate students benefited from the experience of international travel and study abroad. Taken from the perspective of 15 individuals who were currently or had been architecture students at the University of Miami and Florida International University or who were alumni of the University of Florida and Syracuse University, the research explored how international travel and study abroad enhanced their awareness and understanding of architecture, and how it complemented their architecture curricula. This study also addressed a more personal aspect of international travel in order to learn how the experience and exposure to foreign cultures had positively influenced the personal and professional development of the participants.^ Participants’ individual and two-person semi-structured interviews about study abroad experiences were electronically recorded and transcribed for analysis. A second interview was conducted with five of the participants to obtain feedback concerning the accuracy of the transcripts and the interpretation of the data. Sketch journals and design projects were also analyzed from five participants and used as data for the purposes of better understanding what these individuals learned and experienced as part of their study abroad.^ Findings indicated that study abroad experiences helped to broaden student understanding about architecture and urban development. These experiences also opened the possibilities of creative and professional expression. For many, this was the most important aspect of their education as architects because it heightened their interest in architecture. These individuals talked about how they had the opportunity to experience contemporary and ancient buildings that they had learned about in their history and design classes on their home campuses. In terms of personal and professional development, many of the participants remarked that they became more independent and self-reliant because of their study abroad experiences. They also displayed a sense of global awareness and were interested in the cultures of their host nations. The study abroad experiences also had a lasting influence on their professional development.^

The Impact of Mindfulness Meditation on Educator Growth and Professional Development: A Personal Account

This study examined the use of mindfulness meditation in educator growth and professional development. The purpose was to create recommendations for an effective mindfulness meditation practice for educators. To this end, as the researcher is an educator as well as an experienced mindfulness meditation practitioner, the research methodology was self-study through narrative inquiry. The exploration of mindfulness meditation on the researcher’s personal and professional development was viewed through the lenses of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory. These theories provided an analytical framework that guided this research. Themes were drawn from the exploration and connected with academic literature. The results were a mindfulness meditation framework for educators that is based on the Socratic Method, and utilizes the conceptual frameworks of Maslow’s hierarchy of needs and Mezirow’s transformational learning theory.

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. ^ Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. ^ Results of a 2 x 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. ^ This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning. ^

Quality of student involvement and college contribution toward development of traditional and nontraditional undergraduate students

Nontraditional students differ from traditional students on characteristics such as age, employment status, marital status, and parental status. The quality of a student's experience is important as it relates to his or her transformation and is a reflection of the quality of the college. Using theory of involvement as a framework, the purpose of this study was to test if there were differences between traditional and nontraditional undergraduate students in their ratings of quality of college involvement (academic, co-curricular, student interactions, and faculty interactions) and perceptions of college contribution toward development (intellectual, personal, social, and career). A two part survey was distributed to a random cluster sample of sophomore and higher level undergraduate classes equaling 400 undergraduate students. Results of a 2 X 4 repeated measures ANOVA indicated that traditional students rated quality for co-curricular involvement and student involvement significantly higher than nontraditional students. Both traditional and nontraditional students had similar ratings of college contribution toward development. There were different patterns of correlations between involvement and development. Traditional students' ratings of academic and student involvement were more highly correlated with development than were the ratings of nontraditional students. However, nontraditional students' ratings of academic and faculty involvement were more highly correlated with development. When testing for differences in correlations between quality of involvement and college contribution toward development, the largest observed differences were quality of student involvement and college contribution toward personal and social development. Although not significantly different, traditional students had stronger correlations between those factors than did the nontraditional students. This research demonstrates the importance of using social role when defining student type. It contributes to involvement theory by explaining how traditional and nontraditional students differ in their ratings of quality of involvement. Further, it identifies different patterns of correlations between ratings of quality of involvement and college contribution toward development for the two types of students. While traditional students may need a more rounded college experience that includes more social and co-curricular experiences, nontraditional students use the classroom as their stage for learning.

Christianity and the shaping of Vanuatu’s social and political development

The Pacific island state of Vanuatu has been considerably shaped by its Christian heritage. Indeed, the role of the various Christian Churches has been pivotal in the development and sustenance of Vanuatu prior to and since its Independence. These Churches include Anglican, Catholic, Pentecostal and evangelical denominations. Missionaries and later local Church leaders were involved directly in Independence movements and shaped the legal and social infrastructure of this nation. This involvement and influence has continued to the present. This article will consider the role the Church has played in the development of Vanuatu. First, a case study analysis of both the historical and contemporary role the Church has played in the development of Vanuatu will be presented. This review will consider the impact of both key individual Church leaders who played central roles in Vanuatu’s Independence. Secondly, the paper will consider the contemporary role Christian Churches play in the provision of social service- including education and health-across Vanuatu. It will conclude that Christianity has therefore played and continues to play a central role in the political and social development of Vanuatu.

Impact of music therapy to promote positive parenting and child development

The effectiveness of a 10-week group music therapy program for marginalized parents and their children aged 0–5 years was examined. Musical activities were used to promote positive parent–child relationships and children’s behavioral, communicative and social development. Participants were 358 parents and children from families facing social disadvantage, young parents or parents of a child with a disability. Significant improvements were found for therapist-observed parent and child behaviors, and parent-reported irritable parenting, educational activities in the home, parent mental health and child communication and social play skills. This study provides evidence of the potential effectiveness of music therapy for early intervention.

Widening Perspectives of Teacher Education : Studies on theory-practice relationship, reflection, research and professional development

This dissertation examined the research-based teacher education at the University of Helsinki from different theoretical and practical perspectives. Five studies focused on these perspectives separately as well as overlappingly. Study I focused on the reflection process of graduating teacher students. The data consisted of essays the students wrote as their last assignment before graduating, where their assignment was to examine their development as researchers during their MA thesis research process. The results indicated that the teacher students had analysed their own development thoroughly during the process and that they had reflected on theoretical as well as practical educational matters. The results also pointed out that, in the students’ opinion, personally conducted research is a significant learning process. -- Study II investigated teacher students’ workplace learning and the integration of theory and practice in teacher education. The students’ interviews focused on their learning of teacher’s work prior to education. The interviewees’ responses concerning their ‘surviving’ in teaching prior to teacher education were categorized into three categories: learning through experiences, school as a teacher learning environment, and case-specific learning. The survey part of the study focused on integration of theory and practice within the education process. The results showed that the students who worked while they studied took advantage of the studies and applied them to work. They set more demanding teaching goals and reflected on their work more theoretically. -- Study III examined practical aspects of the teacher students’ MA thesis research as well as the integration of theory and practice in teacher education. The participants were surveyed using a web-based survey which dealt with the participants’ teacher education experiences. According to the results, most of the students had chosen a practical topic for their MA thesis, one arising from their work environment, and most had chosen a research topic that would develop their own teaching. The results showed that the integration of theory and practice had taken place in much of the course work, but most obviously in the practicum periods, and also in the courses concerning the school subjects. The majority felt that the education had in some way been successful with regards to integration. -- Study IV explored the idea of considering teacher students’ MA thesis research as professional development. Twenty-three teachers were interviewed on the subject of their experiences of conducting research about their own work as teachers. The results of the interviews showed that the reasons for choosing the MA thesis research topic were multiple: practical, theoretical, personal, professional reasons, as well as outside effect. The objectives of the MA thesis research, besides graduating, were actual projects, developing the ability to work as teachers, conducting significant research, and sharing knowledge of the topic. The results indicated that an MA thesis can function as a tool for professional development, for example in finding ways for adjusting teaching, increasing interaction skills, gaining knowledge or improving reflection on theory and/or practice, strengthening self-confidence as a teacher, increasing researching skills or academic writing skills, as well as becoming critical and being able to read scientific and academic literature. -- Study V analysed teachers’ views of the impact of practitioner research. According to the results, the interviewees considered the benefits of practitioner research to be many, affecting teachers, pupils, parents, the working community, and the wider society. Most of the teachers indicated that they intended to continue to conduct research in the future. The results also showed that teachers often reflected personally and collectively, and viewed this as important. -- These five studies point out that MA thesis research is and can be a useful tool for increasing reflection doing with personal and professional development, as well as integrating theory and practice. The studies suggest that more advantage could be taken of the MA thesis research project. More integration of working and studying could and should be made possible for teacher students. This could be done in various ways within teacher education, but the MA thesis should be seen as a pedagogical possibility.

NAFTA and uneven development in the North American apparel industry

The various contributions to this book have documented how NAFTA-inspired firm strategies are changing the geography of apparel production in North America. The authors show in myriad ways how companies at different positions along the apparel commodity chain are responding to the new institutional and regulatory environment that NAFTA creates. By making it easier for U.S. companies to take advantage of Mexico as a nearby low-cost site for export-oriented apparel production, NAFTA is deepening the regional division of labor within North America, and this process has consequences for firms and workers in each of the signatory countries. In the introduction to this book we alluded to the obvious implications of shifting investment and trade patterns in the North American apparel industry for employment in the different countries. In this concluding chapter we focus on Mexico in the NAFTA era, specifically the extent to which Mexico's role in the North American economy facilitates or inhibits its economic development. W e begin with a discussion of the contemporary debate about Mexico's development, which turns on the question of how to assess the implications of Mexico's rapid and pro-found process of economic reform. Second, we focus on the textile and apparel industries as sectors that have been significantly affected by changes in regulatory environments at both the global and regional levels. Third, we examine the evidence regarding Mexico's NAFTA-era export dynamism, and in particular we emphasize the importance of interfirm networks, both for making sense of Mexico's meteoric rise among apparel exporters and for evaluating the implications of this dynamism for development. Fourth, we turn to a consideration of the national political-economic environment that shapes developmental outcomes for all Mexicans. Although regional disparities within Mexico are profound, aspects of government policy, such as management of the national currency, and characteristics of the institutional environment, such as industrial relations, have nationwide effects, and critics of NAFTA charge that these factors are contributing to a process of economic and social polarization that is ever more evident (Morales 1999; Dussel Peters 2000). Finally, we suggest that the mixed consequences of Mexico's NAFTA-era growth can be taken as emblematic of the contradictions that the process of globalization poses for economic and social development. The anti-sweatshop campaign in North America is one example of transnational or crossborder movements that are emerging to address the negative consequences of this process. In bringing attention to the problem of sweatshop production in North America, activists are developing strategies that rely on a network logic that is not dissimilar to the approaches reflected in the various chapters of this book. © 2009 by Temple University Press. All rights reserved.

Global value Chains, rising power firms and economic and social upgrading

© Emerald Group Publishing Limited.Purpose – The purpose of this paper is to introduce the global value chain (GVC) approach to understand the relationship between multinational enterprises (MNEs) and the changing patterns of global trade, investment and production, and its impact on economic and social upgrading. It aims to illuminate how GVCs can advance our understanding about MNEs and rising power (RP) firms and their impact on economic and social upgrading in fragmented and dispersed global production systems. Design/methodology/approach – The paper reviews theGVCliterature focusing on two conceptual elements of the GVC approach, governance and upgrading, and highlights three key recent developments in GVCs: concentration, regionalization and synergistic governance. Findings – The paper underscores the complicated role of GVCs in shaping economic and social upgrading for emerging economies, RP firms and developing country firms in general. Rising geographic and organizational concentration in GVCs leads to the uneven distribution of upgrading opportunities in favor of RP firms, and yet economic upgrading may be elusive even for the most established suppliers because of power asymmetry with global buyers. Shifting end markets and the regionalization of value chains can benefit RP firms by presenting alternative markets for upgrading. Yet, without further upgrading, such benefits may be achieved at the expense of social downgrading. Finally, the ineffectiveness of private standards to achieve social upgrading has led to calls for synergistic governance through the cooperation of private, public and social actors, both global and local. Originality/value – The paper illuminates how the GVC approach and its key concepts can contribute to the critical international business and RP firms literature by examining the latest dynamics in GVCs and their impacts on economic and social development in developing countries.

Teachers' and teacher educators' lives: the role of emotion

This paper reports research which focuses on ways of enhancing understandings by teachers of the key role that emotions play in their personal professional growth. It combines the narrative, autobiographical accounts of teachers attending part-time masters degree programmes in England (Continuing Professional Development and School Improvement) and Northern Ireland (Personal and Social Development) with an interrogation of the underlying values which affect the practices of their tutors. It reveals the effects of powerful and often unacknowledged interaction between personal biography and professional and social contexts upon teachers in schools and higher education.

Targeting social need in a divided society: an evaluation of a community-based adult education initiative

This article examines the impact of a community-based adult education initiative designed to target social need in Northern Ireland. Set against a backdrop of extreme civil unrest and disadvantageous socio-economic conditions a cohort of adults was identified to participate in a personal and social development programme. The initiative was funded from Peace and Reconciliation resources made available to Northern Ireland by the European Union. High levels of unemployment and negativity about previous learning experiences were characteristic features among participants. An evaluation of the effectiveness of the programme was carried out and a follow-up qualitative survey ensued 6 months after the completion of the training. Results indicate that the learner-centred methodology was effective in providing a gateway to further education and training and enhancing participants' self-esteem, confidence, motivation, tolerance, social skills, community involvement and