Secondary school teachers' perspectives on teaching about topics that bridge science and religion

The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, Science and Religious Education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject area. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils hold religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training.

Meta-morphs: – being a mediator of the ‘thin’ place and ‘thin’ experience in the HE classroom. A paper on the experience of creating transformations in HE teaching and learning

The research which underpins this paper began as a doctoral project exploring archaic beliefs concerning Otherworlds and Thin Places in two particular landscapes - the West Coast of Wales and the West Coast of Ireland. A Thin Place is an ancient Celtic Christian term used to describe a marginal, liminal realm, beyond everyday human experience and perception, where mortals could pass into the Otherworld more readily, or make contact with those in the Otherworld more willingly. To encounter a Thin Place in ancient folklore was significant because it engendered a state of alertness, an awakening to what the theologian John O’ Donohue (2004: 49) called “the primal affection.” These complex notions and terms will be further explored in this paper in relation to Education. Thin Teaching is a pedagogical approach which offers students the space to ruminate on the possibility that their existence can be more and can mean more than the categories they believed they belonged to or felt they should inhabit. Central to the argument then, is that certain places and their inhabitants can become revitalised by sensitively considered teaching methodologies. This raises interesting questions about the role spirituality plays in teaching practice as a tool for healing in the twenty first century.

Proposed regional agenda on population and development for Latin America and the Caribbean beyond 2014

The document revisits, broadens and updates the discussions contained in ECLAC documents Input for the preparation of a regional agenda for the Programme of Action of the International Conference on Population and Development: towards 2014 and beyond (LC/L.3219(CEP.2010/4)), of 2010, and Reflections on the population and development agenda for Latin America and the Caribbean beyond 2014 (LC/L.3481(CEP.2/5)), of 2012..

Seminars on savings and financial systems: experiences in Latin America: summary and conclusions

Contiene las conclusiones y las reseñas de los trabajos presentados a los seminarios: "Ahorro y eficiencia en la asignación de recursos financieros: experiencias en América Latina", 25-27 enero 1989; y "Ahorro y financiamiento", 29 noviembre-1 diciembre 1989.

Experiencing Manipulative Material for the Teaching and Learning of Mathematics

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Teaching and learning discourse analysis: some ideas on the use of ICTs

[EN]ICTs have played a major role in transforming the way we teach and learn. The purpose of this paper is to present some ideas on how ICTs can be implemented in the teaching and learning of discourse analysis. ICTs offer valuable material to help explain key theoretical concepts of discourse analysis and to examine linguistic and social reality. A tweet, a video song, a speech, an advertisement or a hoax-mail may enhance students’ motivation and stimulate critical thinking.

Influence of Engineering Instructors' Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses

This study explored how academics' beliefs about teaching and learning influenced their teaching in engineering science courses typically taught in the second or third year of 4-year engineering undergraduate degrees. Data were collected via a national survey of 166 U. S. statics instructors and interviews at two different institutions with 17 instructors of engineering science courses such as thermodynamics, circuits and statics. The study identified a number of common beliefs about how to best support student learning of these topics; each is discussed in relation to the literature about student development and learning. Specific recommendations are given for educational developers to encourage use of research-based instructional strategies in these courses.

European guidelines on management of restless legs syndrome: report of a joint task force by the European Federation of Neurological Societies, the European Neurological Society and the European Sleep Research Society

Since the publication of the first European Federation of Neurological Societies (EFNS) guidelines in 2005 on the management of restless legs syndrome (RLS; also known as Willis-Ekbom disease), there have been major therapeutic advances in the field. Furthermore, the management of RLS is now a part of routine neurological practice in Europe. New drugs have also become available, and further randomized controlled trials have been undertaken. These guidelines were undertaken by the EFNS in collaboration with the European Neurological Society and the European Sleep Research Society.