Issues In Courses Research Articles

Environmental Service Learning as University-Community Partnership: Using Actor-Network Theory to Examine a New Model of Engagement

Service learning has many documented benefits for students. The benefits to the communities are less clear. This study examines the unfolding of an environmental service-learning partnership from the perspective of one participating community liaison. We examine a new model of university-community engagement, where undergraduate students are paired with a local community to address environmental issues in courses that focus on adaptation and mitigation. We use actor-network theory (ANT) to explore the experiences of one community liaison, focusing specifically on factors that helped build and maintain the partnership and produced benefits for the community. Findings highlight the community liaison’s agency in negotiating partnership goals and determining the definition and treatment of environmental concerns. We conclude by identifying the insights an ANT perspective holds for service-learning and community-engagement research and practice.

Event-Sampled Adaptive Neural Course Keeping Control for USVs Using Intermittent Course Data

This paper addresses the issue of course keeping control (CKC) for unmanned surface vehicles (USVs) under network environments, where various challenges, such as network resource constraints and discontinuities of course and yaw caused by data transmission, are taken into account. To tackle the issue of network resource constraints, an event-sampled scheme is developed to obtain the course data, and a novel event-sampled adaptive neural-network-based state observer (NN–SO) is developed to achieve the state reconstruction of discontinuous yaw. Using a backstepping design method, an event-sampled mechanism, and an adaptive NN–SO, an adaptive neural output feedback (ANOF) control law is designed, where the dynamic surface control technique is introduced to solve the design issue caused by the intermission course data. Moreover, an event-triggered mechanism (ETM) is established in a controller–actuator (C–A) channel and a dual-channel event-triggered adaptive neural output feedback control (ETANOFC) solution is proposed. The theoretical results show that all signals in the closed-loop control system (CLCS) are bounded. The effectiveness is verified through numerical simulations.

Wybrane aspekty transformacji funkcji i stopnia przenikalności granicy polsko-rosyjskiej = Selected aspects of the transformation in function, and permeability, of the Polish-Russian border

The Polish-Russian border is unique, and for many reasons. One of these relates to the role of Kaliningrad Oblast vis-à-vis Russia on the one hand, and the EU and NATO on the other, making it clear how strategically important he District is from the geopolitical point of view. A second wider issue of course concerns Russia’s position on the international stage. Unsurprisingly, the Polish-Russian border has been characterised by a significant dynamic where changes of function and permeability are concerned. Given that the border plays a role even at global level, transformations that have occurred relate to changes in EU/Poland-Russian relations, even if such top-down considerations neglect a further significance from the point of view of border residents who must struggle with issues of lack of access to a stable border. The aim of the work detailed in this paper was thus to identify the functions played by the Polish-Russian border across the whole 1990–2018 period, as well as the associated degree of permeability. And despite a relatively rich literature devoted to the border in question, it is possible to note relative neglect of the matter of how that border was created and shaped, as well as a real lack of analyses when it comes to variability in status post-2012. This gap in the Polish literature, in particular, is bridged in the present paper, whose author sought the answers to three key research questions. These related to whether, and to what extent, the Polish-Russian border actually represented a barrier; to the factors determining variability of function and permeability; and to the impact of any instability of functioning on the everyday lives of inhabitants in the Poland-Kaliningrad border region. Analysis of the material compiled makes it clear that the greatest impact on the role of the border in question is that exerted by individual decisions of central governments and the European Parliament. For the years 1990–2018 saw the border’s status change under the influence of, for example: the introduction of visa-free travel (1990–1997), the Act on Foreigners (1998–2003), Poland’s accession to the EU (2004–2007), Poland’s accession to the Schengen Area (2008–2011), the introduction of local border traffic (2012–2016), the Crimean crisis (from 2014) and suspension of local border traffic (from 2016). Additionally, the role of the border has been changed by the state of border infrastructure, procedures, the image of Russia, global trends relating to borders and relations nurtured by ruling political parties.

Islam dan Pembangunan Manusia Di Era Globalisasi

<p>In the globalization era, people are increasingly competitive and increasing their ability to become productive human beings. Human development is the main thing in doing change and progress in life. In the discussion Human development in the era of globalization which is a world program through the unity of nations is inseparable from the study of Islam. So that Islam as a religion can enter to become a very important discussion in development issues of course. National development becomes the main task of the government from the regional level to the province, thus providing human resources as a form of mover and its managers. Policies on human resource development always experience dynamics and perkembangnnya in terms of sociology, anthropology and culture. Islam as the majority religion in Indonesia becomes a determinant and has a major influence on development issues nationally. Islam and human development in the era of globalization becomes the most important thing to build Indonesia into a culture, character and progress. Thus the development process becomes the main part to reconstruct the infrastructure, human, network and every aspect. Construction in religious thought that is the study of Islamic thought in the development process becomes the goal for tercipatanya development in the era of globalization. It is also a form of advancing the society and mindset of a digitally literate man and aware of science, technology, development and life in the era of globalization in the form of international relations.</p><p><strong><em>Keywords</em></strong><em>: Construction Of Islamic, Human Development</em><strong></strong></p>

Islam dan Pembangunan Manusia di Era Globalisasi

Di era globalisasi membuat manusia semakin terus besaing dan meningkatkan kemampuan untuk dapat menjadi manusia yang produktif.Pembangunan manusia merupakan hal utama dalam melakukan perubaan serta kemajuan dalam kehidupan.Dalam pembahasan Pembangunan manusia di era globalisasi yang merupakan program dunia melalui persatuan bangsa-bangsa tidak terlepas dari kajian Islam.Sehingga Islam sebagai agama dapat masuk untuk menjadi pembahasan yang sangat penting dalam isu-isu pembangunan tentunya.Pembangunan nasional menjadi tugas utama pemerintah dari tingkat daerah sampai provinsi, sehingga mempersipakan sumberdaya manusia sebagai bentuk peggerak dan pengelolanya.Kebijakan terhadap pembangunan sumberdaya manusia selalu mengalami dinamika dan perkembangnnya dari segi sosiologi, antropologi dan budaya.Islam sebagai agama mayoritas di Indonesia menjadi penentu dan memiliki pengaruh besar terhadap isu pembangunan secara nasional.Islam dan pembangunan manusia di era globalisasi menjadi hal terpenting untuk membangun Indonesia menjadi negara yang berbudaya, berkarakter dan berkemajuan. Dengan demikian proses pembangunan menjadi bagian utama untuk merekonstruksi infrastuktur, manusia, jaringan dan setiap aspeknya. Konstruksi dalam pemikiran agama yakni pemikiran studi Islam dalam proses pembangunan menjadi tujuan agar tercipatanya pembangunan di era globalisasi. Hal tersebut juga sebagai bentuk memajukan masyarakat dan pola pikir manusia yang melek digital serta sadar akan ilmu pengetahuan, teknologi, pembangunan dan kehidupan di era globalisasi dalam bentuk hubungan internasional

Assessing Students’ Knowledge about Learning and Forgetting Curves with a Free Production Technique: Measures and Implications for the Development of Learning Aids

Learning and forgetting curves are not only integral issues for courses in introductory psychology, they are also of high practical relevance to students when it comes to the formation of realistic goals and expectations on learning outcomes. A paper-and-pencil-study investigated how well students of psychology ( N = 82) have internalized the concepts of learning and forgetting curves. We developed a vignette-based assessment technique: drawing a hypothetical learning or forgetting curve in an empty coordinate system with time on the x-axis and performance on the y-axis, the starting point and endpoint being fixed. In spite of the free production format answers were quantified in a way that would allow for automated feedback in online teaching tools. For instance, learning which decelerates over time implies a curve above the diagonal while decelerated forgetting implies a curve below the diagonal. Deviating from this optimal solution, about 60% of the drawn learning and forgetting curves were classified as being close to the diagonal axis. Analyses on the individual level also documented poor consistency of knowledge. Students drawing a deceleration in learning were not more likely to also draw a deceleration in forgetting. Implications for future learning aids, for example, online feedback systems are discussed.

Batik Dengan Pewarna Alami Upaya Meraih Pasar Wisatawan Mancanegara

Batik Indonesia has been confirmed by Unesco as a world cultural heritage and Yogyakarta was crowned as World Batik City by World Craft Council (WCC), on the 50th anniversary of the organization in Dongyang, Zhejiang Province, China, on October 18-23, 2014 This indicates that batik is worldwide. Batikpun usage rate is very high, not only the people of Indonesia but also many foreign tourists who buy batik for souvenirs even batik also has become an export product. Yogyakarta Special Region (DIY) is a tourist visiting area that relies on batik as main souvenir. Production of batik in Yogyakarta is high enough to cause environmental problems, especially in the disposal of waste. The process of making this batik will harm or disrupt the natural environment around, such as plants and animals and even livestock. Environmental disturbances are based on substances or chemicals released at the end of the batik making process. By looking at these conditions began to be thought by the batik craftsmen to develop environmentally friendly batik by using natural dyes. The use of natural dyes is not so popular and still at the stage of testing, but Mrs. Rini Kartikasari and Mrs. Tanti Syarif have started introducing this product to the market. The main issue of course relates to the marketing and governance of the development of this natural dye batik. With this PPPE program can make batik natural dyes as export products or can be marketed in the areas of foreign tourists visit. At the present stage, several activities have been conducted, such as: partners and their communities have received tourism management training, upgraded showroom, and assistance for exhibition, website design and equipment introduction. In this year also generated output in the form of: standardization of product quality, website, and various equipment to support batik production process with natural dye. From these activities bring significant benefits for both partners, they are able to increase sales turnover and can market products in the area of †foreign tourists. Keywords: batik, natural dye, Sleman.

Teaching sociocultural issues to pre-service physical education teachers: a self-study

The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a research conference, we discussed future research to understand what and how we were explicitly addressing issues of social justice in programs, and how we were educating PSTs to teach K-12 students about social justice and social inequalities. A collaborative self-study over the course of one academic year allowed us to explore our teaching practices by investigating teaching materials and pedagogical methods during the teaching process. We identified three salient themes that were prevalent between both of our pedagogical approaches: using self as an example, responding to teachable moments and questioning whether we are doing enough. Barriers to incorporating sociocultural issues in courses are discussed, and a call to revitalize the social justice agenda in PETE is made.

Intentions towards the sustainability of young adults: a cross-cultural comparison

Education for sustainable development in higher education is becoming increasingly important for success of universities and other institutions where students will exercise their professions. The main goal of this study is to apply the theory of planned behaviour to analyse sustainability attitudes, behaviours and intentions among students in higher education institutions across five countries: USA, Portugal, Cyprus, Serbia, and South Korea. The results suggest that individualism, masculinity, and power distance moderate the effects of attitude and behaviour on sustainable intentions. Individuals in more individualistic and masculine societies tend to be more pro-active and assertive in their attitudes, decisions, and reactions towards sustainability. In universities located in societies that score high in power distance, professors and senior managers must be very clear when defining and practicing sustainability issues in courses, classes and on campus.

Technology and Teaching Culture: Results of a State Survey of Foreign Language Teachers

Findings from a state survey on technology and teaching culture indicated that teachers in general made little use of computer facilities such as the World Wide Web and e-mail. Although the teachers made considerable use of video materials, especially foreign films, they made little use of interactive media such as CD-ROMs and videodiscs even when these materials were part of commercially available instructional packages. Teachers' level of education and teaching experience accounted for some of the differences in the frequency with which teachers used technology. The study also found that Japanese teachers demonstrated more frequent use of technology than teachers of other foreign languages. Teachers in rural areas appeared to make very little use of interactive media learning materials. It is clear that foreign language teachers need to improve their knowledge of how to integrate technology with other activities in classroom instruction. This need could be met by including instructional technology issues in courses for pre-service and in-service teachers.

給食経営管理論分野における教育の現状と課題

【目的】特定給食施設における管理栄養士業務能力を育成するための教育について，管理栄養士養成校で実施されている給食経営管理論分野及びこれに関連する科目の開講状況を把握し，問題点を明らかにすることを目的に以下の調査を実施した。【方法】管理栄養士養成校125校を対象とし，郵送による留め置き法でアンケート調査を行った。回答は給食経営管理論分野の教員に依頼した。【結果】給食経営管理論分野の科目は，管理栄養士学校指定規則にある講義または演習2科目，実習1科目の配置が66.7％を占めていた。給食経営管理実習の内容や学生が行っている業務は，栄養士養成課程の「給食の運営」であった。また，給食経営管理論分野の開講年次は，食事摂取基準の活用や，基礎知識の学習が同時期に行われている傾向がみられた。「食事計画」「献立作成」「食事摂取基準」「食品衛生」の学習が給食経営管理実習の前にない管理栄養士養成校が2割強であった。基礎学習項目を給食経営管理論分野の科目のみで学ぶ管理栄養士養成校は「献立作成」で27.5％，「食事計画」で33.3％みられた。【結論】給食経営管理論分野の科目は，管理栄養士学校指定規則に示す最小限の科目数で臨地実習開講時期までに開講している管理栄養士養成校が多かった。カリキュラムでは，給食経営管理実習の前に「食事計画」「献立作成」「食事摂取基準」「食品衛生」の基礎学習科目がない場合や，「献立作成」や「食事計画」の基礎を給食経営管理論分野のみで教えているなどの問題点が明らかになった。

Management Challenges in a Maturing Industry: A Teaching Case Study of Melon Farming in Latin America

This is a horticulture case study of the export market for melons (Cucumis melo) from Central America to the United States. Melons have provided growers an excellent production and marketing opportunity since the early 1980s. “Off-season” shipments have changed from a consumer novelty to a commodity. The case documents how this producer entered the industry and became a dominant firm using a cost leadership strategy that included adopting advanced production technology and generating large sales volume to take advantage of its opportunity. As the product moved through the cycle from new product to mature market, there were changes in behavior by competing firms, a slowdown in growth of the markets, and reduced profits. Other management practices such as creating profit centers, using employee incentives at all levels, and outsourcing transportation and brokerage services were used to supplement the cost leader strategy. The development of the market and of the firm is documented, providing the basis for discussion of management and marketing issues in courses at the university level in horticulture and agribusiness.

Educators’ perspective of online course design and delivery

Background: With advances in technology, educators are increasingly involved in the delivery of online courses. This paper reports a qualitative descriptive study from the educators’ perspective of developing and delivering a fully online course to undergraduate health science students.Method: The authors engaged in reflective conversations about the course which were audio-taped, and the resultant transcripts analysed thematically.Results: Two main themes emerged: (1) Arousing students’ interest, which represented the central motivator in the formulation and implementation of the course, and (2) Working with larger numbers of students, which highlighted the most significant challenge encountered during course delivery. There are considerable workload issues for courses which attempt to use material that is relevant, applied to students’ interests, requires collaboration, and includes learning activities linked to sequential assessment. Time must be allowed for consistent, frequent and focused engagement with the students online in order to achieve a quality teaching and learning environment.Conclusions: The findings revealed that ongoing tension exists between aspiring to provide high quality, pedagogically sound, interesting and collaborative online learning opportunities and the workload and time demand realities of enacting these intentions.

Training and communication in the implementation of environmental management systems (ISO 14001): a case study at the University of Gävle, Sweden

Training and communication are essential elements in the implementation of environmental management systems (EMS). This study is based on two main questions: (i) What methods for training and communication will support the implementation of EMS at a university? and, (ii) How did faculty and staff perceive the training and communication activities? The study includes a literature review, a case study of methods for training and communication, and results of a semi quantitative survey of the perception of training and communication. All activities took place at the University of Gävle (Sweden). The University of Gävle was certified according to ISO 14001 in 2004. Practical experiences from the implementation of EMS in industry were used as reference. The literature review indicates that training is a key factor during implementation of EMS, and that training may change attitude and behaviour among managers and employees. Similar conclusions can be drawn from this study. The case study, and practical experiences from industry, indicate that similar methods of EMS training and communication can be shared by industry and universities. However, “academic freedom” and “critical thinking” may result in the need for more interactive training methods at a university than in industry. The results of the survey indicate that the training and communication have increased awareness of environmental issues. A deeper understanding of the personal role in the EMS was also observed. It can be concluded that the EMS training and communication team has a demanding task to introduce the concept of indirect environmental aspects at a university. Lecturers and researchers should be convinced that the greening of a college involves more than, for example, reducing the consumption of paper. The main role of EMS at a university should be to focus on indirect environmental aspects, for example, to introduce environmental and sustainability issues in courses and research.

Differentiating Culture and the Environments in International Business Courses

The author has focused on the problem of repetition in material in international business confounding the course contents. This admixing of material to a large extent comes from the influences of the same cultural and environmental considerations being the source of much information across these courses. The author suggests a way to deal with this admixing through a judicious choice of examples to those impacting the issues in the course. There are many instances where the same cultural or environmental consideration influences some of the main issues in more than one course. The paper suggests the use of an example of that influencer impacting issues that are central to the content of the course being taught. This same strategy involving this same influencer in another course would suggest the use of an example relating to issues pertinent to that course. The use of an influence impacting different issues in different courses forcing a different explanation would help differentiate the courses and also give the student a much fuller and more sophisticated understanding of different cultures. Doing this would increase the cogency of each course and lay a better foundation for the student in understanding the multifaceted nature of the influences of culture and the environments.

Remember 9-11! White Belligerency in the Academy

Here at our spring faculty conference we are being asked to engage in a discourse about controversial issues of teaching in a post 9-11 climate.' For many nonwhites associated with the academy, a crucial issue of course is white belligerence. As I have defined it, belligerence involves both a normative understanding in international relations whereby an aggressor state is engaged in some form or act of hostility (for example, war, declared or otherwise) and an individual personality trait. For the purposes of this discussion, these two understandings are racialized, that is, individuals or institutions responding to racially coded messages that cleave whites and nonwhites along what W. E. B. DuBois termed the or the relations of nonwhites to whites. White belligerency is not new, however; it exists in a ubiquitous low to midlevel state. As nonwhite experiences reveal and the white historical record distinctly shows, there has been an ongoing controversy over a whole host of issues within the academy that involve the Color Line, like a racially separate but unequal education or affirmative action. Even in the twenty-first century, Vine Deloria Jr. maintains that racism begins in the universities and to blame the common man for what intellectuals think or fantasize about is almost obscene. Think of all the things that people have said about Indians and you will find they emerged first in academia.2 Though Deloria's charge against the academy is recent, it was being echoed by hundreds of other racial and national communities throughout the United States, especially in the late 196os; and, in response, the academy opened its doors to the general public more than it had previously. Consequently, with the increase of both nonwhite students and

Infusion of Multicultural Issues in Curricula: A Student Perspective

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision.

We Suffer Our Memories: Thinking About the Past, Healing, and Reconciliation

We Suffer Our Memories: Thinking About the Past, Healing, and Reconciliation Grahame Hayes I “Who is not personally concerned by the truth?” asks Lacan (1977, 118), and while acknowledging the dialectical and transgressive nature of truth in the analytic situation, he suggests that both the analyst and analysand are immensely interested in, and attached to, the truth. The truth of what it means to be a person, to live a meaningful and fulfilled life, to be cured, are concerns which circulate within therapy and circumnavigate the contexts of therapy. Indeed, when it comes to healing, who is not interested in truth? These issues of course are not addressed by floating truth in quotation marks. What is the difference between truth and “truth” besides our cowardice? And how should we approach truth, through its opposite, untruth, or are we better served by the term falsity? If truth is not an absolute, then surely it is to be found in the dialectics of its negation, untruth, falsity, ignorance, meconnaissance. How do we speak the truth, and where are the words to be found? With human experience inscribed and constituted in sociality, how do we locate this truth that we must speak? In other words, the truth is not only elusive, but multiple—personal truth, social truth, historical truth, political truth. If the task of psychotherapy is conceived of as something more than taking away symptoms, making people cope with the consensual reality of everyday life, and alleviating neurotic misery, to paraphrase Freud, then helping the subject speak the truth becomes a fraught therapeutic and ethical task. The therapist as the subject who is supposed to know, provokes the person to speak (to speak the truth), and yet resists speaking for [End Page 29] the person, in fact must frustrate the person’s desire as a condition for realising the (unbearable) truth of their individuality. Does it not follow that if the truth is so hard to come by in the analytic situation, where there are many “checks and balances” concerning the making conscious of the unconscious, finding and revealing (painful, hidden) memories, and facing the often unbearable truth of our lives, that the circumstances for speaking the truth about our social and political lives at least require some guarantee of emotional containment? Seeing as society is not individuals writ large, how do we get people to speak the social truth, the political truth, the historical truth? Are these questions only pertinent to the individual realm, and would a different set of questions and conceptions be needed in talking about the social and political realm? While there is no adequate social theory of human agency, increasingly the interconnections between the individual and the social, between self and society are being rethought. For example, Zaretsky (1976) has criticised the ideological nature of social theorising that would have discrete notions and analyses for the realms of the individual and the social. Not only is the feminist slogan of “the personal is political” now a social theory truism, but the notion that “the political is also personal” is gaining currency within contemporary social theory (Giddens 1991; Elliott 1992; Calhoun 1996). Theories of individuality, and theories of the economy for instance, represent modes of understanding, cognitive representations of the complexities of social life in their necessary (epistemological) isolation from each other. However, social life is other, more total, more indivisible, and more open than the authority and closure that our theories suggest. The “authority” of the theories of social life is needed to deal with the reality (lived-experience) of our lives. There is not much authority in individual life, which might account for why it is often so incomprehensible and frightening, and why we are so attached to social institutions. According to Jaques (1953; in Hinshelwood 1991) society itself might function as an emotional container, and hence the legitimacy and “authority” of certain social institutions as containers of inchoate human experience, and terrifying memories. [End Page 30] South Africa’s past has left thousands of people with memories that are so choked with emotional pain that the process of forgetting has become seriously compromised. The social institution where the politics of the (apartheid) past is being...

Chemistry and the Human Environment: A Course for Non-Science Majors

A non-science majors' chemistry course that satisfies both instructors and students has been a long and difficult quest. Wolke (1) outlined the problems encountered in teaching such a course and the objectives such a course should include. The Mount Holyoke Conference of 1972 (2) specifically addressed the issue of courses that included contemporary chemical applications. Both Harvard and MIT implemented a course that introduced chemical concepts to non-science majors based on hands-on qualitative and quantitative analyses of their daily diets (3). Hostettler published a bibliography of courses and laboratories specifically designed for nonscientists that were developed between 1968 and 1977 (4). Mitchell (5) discussed changes in student interest and goals in relation to teaching chemistry to the non-science major. Chemistry for Citizens: A Symposium (6) contains a collection of papers describing similar courses. More recent courses designed for nonscientists include a variety of consumer and interdisciplinary courses (7 - 10). The pioneering work of Tobias (11), analyzing the reasons for the hostility toward chemistry courses, must be included among the more recent attempts to shift the paradigm away from the traditional course.

The Interaction of Child and Environment in the Early Development of Drug Involvement:

This review covers four areas of work: first it provides an overview of the large scale studies of adolescent drinking and drug involvement, with particular focus on findings related to person-environment interaction, as these effects account for onset of drug use and involvement in drug use during the teen years. Of special interest is the extent to which different aspects of the environment (physiological, peer, parental) enter into the process. Section Two provides an extensive review of preadosure to drugs plays a role in the development of individual differences. Section Three examines issues of course, and presents a model for the way risk factors may aggregate or disaggregate over developmental time. Section Four describes a prevention program that was developed as a response to the issues reviewed. The question of whether drug abuse is a preventable phenomenon is also discussed.