tag:blogger.com,1999:blog-27284261614725820652023-11-16T18:44:31.826+00:00Academic Practice ReadingInformation about journals and books about academic practice and teaching in HEUnknownnoreply@blogger.comBlogger225125tag:blogger.com,1999:blog-2728426161472582065.post-34546562791724247582022-04-17T17:38:00.000+01:002022-04-17T17:39:12.099+01:00Fwd: Table of Contents Alert: Higher Education Quarterly, Vol. 76, No. 2, April 2022<div dir="ltr"><br><div style="color:WISESTAMP_SIG_971ac5a5ffd821270fd4c7ac899c5c5f"><br><img src="https://tracy.srv.wisestamp.com/px/6676939672649728.png?embedded_method=extension" alt=""></div><div class="gmail_quote"><div id="m_-6176273978880953797AlertEmail" style="margin-left:13px;width:100%;background-color:#fff!important"><br> <table style="width:100%"> <tbody><tr><td><a href="http://el.wiley.com/ls/click?upn=xg9PfBdkPcMs8SwIuaPb25tuxgupufYHkgfnNYcsDP7Tp8lwCP8uw89RhPin-2Fu-2BWL7jhptMnq8Gz2aTuGwBNKQIuWMmXhLzOsZb5C0ecmzU-3DeXyV_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsluQzmoISg-2BOjJsGKCOsX-2FQTPzgCJHGjwopcULnW9S-2BrXreYsYCReJ1xQEZ3mPAxu98L8dgDHGH3y5-2FlKA6YGrZsF7Y3jQuwidCgwThTeRLii2xBjUevHOGsyqMYo4lUEvnI-2FtX-2FL58AAGmNXyws2qectK-2B70pATrUoktRC-2FIu3naYY-2BXl1fY9r-2BsoixGN506XHVuZZmREXkb4aV-2BpT9w1B-2B" target="_blank"><img src="https://onlinelibrary.wiley.com/pb-assets/journal-banners/14682273.jpg"></a></td></tr> </tbody></table> <table style="width:100%"> <tbody><tr> <td width="150"><a href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZf2TkRKOwio646ekZsD8XX3r9XvtDL3aYTx-2FiJc8-2FyFrf48bVrBSYdErwdZfqFF6C0-3D_L0K_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslu-2Bet8YeVnHbTAy9kvSIPCKPMJ19X0UhgnoCFhzOLyfBVeRVbz5zW0O6iYB9Sb3ByuRxmVpBWmlwKYV2FBCdcV4QpRIKJJhps6Nk0d5coF-2FZJBCYRkyFY7-2FiG5MgLGJpayNeR1aceGvj8LRo7JxcNJt2Sm0RndzWAZgX850tzW-2B3as-2FukqZ5miKQ9PvOLcavrQDJjuOfOrA36l6PeUHzOD4" target="_blank"><img src="http://onlinelibrary.wiley.com/cms/asset/07c40364-7573-451d-9515-6a2781d8650b/hequ.v76.2.cover.jpg" style="display:block;border:0px;width:auto;height:130px;max-width:100px" alt="Cover Image" height="130" width="100"></a></td> <td><b>Higher Education Quarterly</b><br><a href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZf2TkRKOwio646ekZsD8XX3r9XvtDL3aYTx-2FiJc8-2FyFrf48bVrBSYdErwdZfqFF6C0-3Dtuk2_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslvwP3kaqRdPNbsgCx7Q6R-2BwGugIUkL7F3JiIrhZtOOHWBDO0m01x87JTbOgTLnluIxY2tFySBXzl65oW3kwQ6lFr079GHnPjCHexSn-2FFfvW7hf0JFotLCC09v517B2s3cKxViXhSubczSA22CUpNcbuUHRzli7XK9Z8L4WbyAB8aq70vSvagyCTdRxh-2BvXmrzoOFhRHbhawa3j1Pyd2xslj" target="_blank">Volume 76, Issue 2</a><br><a href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZf2TkRKOwio646ekZsD8XX3r9XvtDL3aYTx-2FiJc8-2FyFrf48bVrBSYdErwdZfqFF6C0-3DXmQp_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslsVbn4KO24i0ljRPiypoyyJbcwitVNIQI-2FgdnwLgRcN-2Bqhqi-2Bm3SF1fOTViFtSup1nTQqId-2ByThL6suegf1WvvDqp21vD6ACIILEjIfeOlb2WpHfZE3MLFY9rGHOdmhg7McqQnIbShP86c4-2BPHz9w6HLdu40HMe6RrR5U-2BjuFobg8JicirUwzXuiGLAbGYILgR8CbpobOj4AEZ-2Ba5O1fvI-2F" target="_blank">Including Special Issue on Internationalization of Higher Education in Pandemic Time in a Global and Comparative Perspective</a><p> Pages: 201-509</p> <p>April 2022</p> <p></p> </td> </tr> </tbody></table> <div style="text-align:center!important;padding-bottom:1rem!important;margin-bottom:1rem!important;border-bottom:1px solid #d8d9da!important"></div> <div> <div> <div> <h3 id="m_-6176273978880953797heading-level-1-1" title="ISSUE INFORMATION"> <p>ISSUE INFORMATION</p> </h3> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_free.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#4c6fd9;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px;vertical-align:2px">Free Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdBCxoPFyF1ZNkYO35wj3xFnxN3J8oIydG6c6EY-2FmeXjIP8fRgEBL01vdB5K9m8P4L1tE4FKQLAf87FG5pRPLVdXUuzG4Ll6ZqXBpFQA9wurg-3DfUcI_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslvgI2S7VRQbAUMpmmHNsB1SbPICcnBCNdw0VWNpWCfIiSUSntExUdZG0vnyF5pR0Lk-2BfIXY8ta-2BITL5q84PEeD2LKOfnkj5AeAewZn565GreLds3vZvQxP8scVWWo1pYA9Z2BkeJwc1lj8cJnh8Pi5h0JvRus4evYEM7HGq4xvD67o0EXZbS-2BlCetY-2BFlNDNLAU4CzqE2Ve4zuIhJ4d-2Fxbe" target="_blank"><h5 style="color:#005274;font-size:16px">Issue Information</h5></a> <p style="float:none;list-style:none;margin-top:0">Pages: 201 | First Published:16 April 2022</p> <div> <ul></ul> </div> </div> </div> <div> <h3 id="m_-6176273978880953797heading-level-1-2" title="SPECIAL ISSUE ON INTERNATIONALIZATION OF HIGHER EDUCATION IN PANDEMIC TIME IN A GLOBAL AND COMPARATIVE PERSPECTIVE"> <p>SPECIAL ISSUE ON INTERNATIONALIZATION OF HIGHER EDUCATION IN PANDEMIC TIME IN A GLOBAL AND COMPARATIVE PERSPECTIVE</p> </h3> <div> <h4 id="m_-6176273978880953797heading-level-2-1-1" title="EDITORIAL"> <p>EDITORIAL</p> </h4> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdReSFrBuRJ2N13X1l4mtlRDgR1qkP5-2BZSz1kZoDUp6kwQTX68i50sSwMPsl77Iz-2FqZWtuXq4PzUIQd7Zwny-2FQ-2B4PkEwxFtsUqXf-2Bjv-2Fi0MeE-3D5X4o_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslv5a7uFMjppXx2LY9V0RQgj9LUF-2BXia15Z-2FfWDiEhaHR9J-2Bpd6cXqAJ2IJHeQEQiIN0Ol4bPs0MooFLwQWWyGd4cTmHp8LYlN-2FoRN0GoCj-2FFW1n0nDTLSDIwWDv-2B1F0RAADy-2B1oNe5obWh-2FkD8gA8TL7ANci3thCCvh0BS5ef4ZCP3hokRGm9bxGXkMAHL9NHMrIPzXzQZqs2YnFB97SwBm" target="_blank"><h5 style="color:#005274;font-size:16px">Internationalization of higher education in a post‐pandemic world: Challenges and responses</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Futao Huang, </span><span style="color:#757472;display:inline;margin-left:0"> Daniela Crăciun, </span><span style="color:#757472;display:inline;margin-left:0"> Hans de Wit</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 203-212 | First Published:16 March 2022</p> <div> <ul></ul> </div> </div> </div> <div> <h4 id="m_-6176273978880953797heading-level-2-1-2" title="RESEARCH ARTICLES"> <p>RESEARCH ARTICLES</p> </h4> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_free.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#4c6fd9;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px;vertical-align:2px">Free Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdfcbxvOg1e5DYvhuGzpaN3ZNyFUbTnrpNh7MX0AT41JA8Se6HZKiF4aA-2FeuNGl4Ke-2BD2K-2F3MJEbbgeFpl-2FbUPee3OY1T2Hx1ZKNicDnG6obc-3Dp2QX_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslsmXFFhPwD6lmjwwD7Cj3a7UCWTjEhVFwGTH-2Bdh39xCttE-2FjwW2nBhutA-2BL-2F-2F0IbrvtZNaHHXev-2F3d7EiZ5lLrJdInl5FxTG7Ph4hqR0O4Ayx6scYogb-2FYJcHLZ-2FEh3SpL8AjVxBnn60eDsgkNdcjKC5mPvVt5kkVXzQXINpenM0hx0C4t2Zd0gxijt5fFw43UOXXgQKZg4KDib1i-2FqOCv3" target="_blank"><h5 style="color:#005274;font-size:16px">A plague on higher education? COVID, Camus and Culture Wars in Australian universities</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Anthony Welch</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 213-229 | First Published:30 January 2022</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdiUbME-2BIfPstHPkDIV9BXqnHGqLzmofbGbxplhwqvdLDONzJ7M8IeICU18qiGQFmXI-2BYl4f4qgrKs-2BZA-2FWrXihdqpc9XyPRIGaenBrMSFmZk-3D3lM7_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslu59AI8wuwcXTMHBtlCSxiQOFhYyjpLrYZPPw9a2S7Khefk2QgGgmC-2BIPhH4R-2FA7sqabH9h6pSRmO2KhFnE8p92Aj2s-2FjstK8LgpuQBWJCQDHqwYuhOhKiNURv9b7KcojVdysnC6VuNgu4FV0y5lnTGJPc1JrUjYJX67ZyPRxch4AUcboCAf4tLGvV0TzIA864fge7b3Y77yUEfs-2FPO4EyL" target="_blank"><h5 style="color:#005274;font-size:16px">Remaking international higher education for an unequal world</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Ka Ho Mok, </span><span style="color:#757472;display:inline;margin-left:0"> Youliang Zhang</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 230-246 | First Published:13 November 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_free.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#4c6fd9;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px;vertical-align:2px">Free Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdrwFRUYquw9aAa1CPk5NOLFREqHOR65k-2Fnq6yVvJpMON0SlvcNabbY46T-2BhIEv-2BDQjMQkdNs-2FcuChxocozH9jiVSr3LrVshAknUaQd4l3Af4-3D2z3J_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslsp34C2UWnBV878VLi-2BtAEgjxzSkIoYb3ZMILYYMly80qSBFd9W-2FuMfls4DfLMuQvkMLXHxki2HINMZgynmWAZCvbC5cDkgRAo70YZMoCXANZBhcxfTFzU1l981zVkv93dw1xvnwJAB2io9DdV-2Fh-2FzN7cUdJ6QTgsOlJuqO8e2D8ljx9amgmj4yIY-2BXEWikPwTMXxVwELdYaSLfAmi-2FUbNI" target="_blank"><h5 style="color:#005274;font-size:16px">The COVID‐19 pandemic: The watershed moment for student mobility in Chinese universities?</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Min Li, </span><span style="color:#757472;display:inline;margin-left:0"> Ni Ai</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 247-259 | First Published:21 February 2022</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_free.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#4c6fd9;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px;vertical-align:2px">Free Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdZOyygvwLcxh2mtOywnIgQBLO-2BKHW28ZuZFFTyAgO-2Fko8YJJhnKVMx0slrtBBO7p-2Frqb1FfXsHJbx4mhe55APCYdujSjEn1dxjrnB0sRbOUI-3DD7Jr_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslvAdiABIcopwVJnM9qNoAfKMjrv19nj75FvjqraFTwZd7kVGIX99GneNizUOrHmAAzPGnmMMLNWqecBwP11tq5JSKF-2FXhySqcgjzhK18JIS9vBxBKOFVN1PJGCdDcbFCe4VPIV10OapphxDIU-2BWh0q1zSgO9rFJttWZ0VYMRFGo4BIxwe6HHJaiIDc-2FN2GPC8B1C5jQCScNZb5g3bh0rmSe" target="_blank"><h5 style="color:#005274;font-size:16px">Impacts of the COVID pandemic on international faculty's academic activities and life in Japan</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Futao Huang</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 260-275 | First Published:18 November 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdbPuUywOrtbpVN8SWWe8d6011xAGYkeH7vdmI8HsrYOLVX46UfetqdRFDEstsmo06PRNp-2Bfi1AsY9o86VM0y1kSTvElUVpalDpPriehNtijA-3DcRfN_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslu9klTx6Z8cZCSMA6WQ3wxxpyTWD-2FrLNTz6EpUk2RlDb7Wvkgwxak7yC0s5dD0SWw4jjisXNSuBUjwvE9NaNJKxo8pt7jvowIeYZ-2F17gzWEO-2BJO6SU-2BA18534Fa4ZA8SlCzlekW9BqNbT-2B1KkY6Ut4yRiGq5MBAavPwpmfx9SlbGxdmO-2BbUjWVMtzYOZC-2FBwJ-2Ffg8RL8-2FGUxmA4iqwhWNvJ" target="_blank"><h5 style="color:#005274;font-size:16px">Europe's post‐pandemic internationalisation: Challenges and possibilities in a decidedly networked future</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Irina Ferencz, </span><span style="color:#757472;display:inline;margin-left:0"> Laura E. Rumbley</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 276-292 | First Published:17 February 2022</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_free.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#4c6fd9;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px;vertical-align:2px">Free Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdRwqS-2FqEEfI2T0lQOiaHA4He6cy32wimCrCfDDK51mlIplae8fLyWhuGF5bf-2BQRlGifnB5yAoJ0DUHXXzgmu246JgFyJYuXKC0ePIbWpLgX8-3DLCQB_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsluheTl1y2e4hj8yCYQ2GGJvItvuIj2hcDV-2Fo1ybeYBtfE8EQ3krB4AH8pVasLYpxx8dOEEEtJyBWk84-2BkvA46rUgcgOdkNCheE-2FlJG2LoGODhaOEomMf6dOG1hY9aRGcEKv8ihCBxkkbz23V2XA8Q4l0spy-2F7mPN3TCDRZynVwSuifo73jMNZMe5yhMttZGkgSqE3D6rAnk5hnW-2BgBTWCg0" target="_blank"><h5 style="color:#005274;font-size:16px">Internationalization in Russian universities during the pandemic of COVID‐19: Lessons for succeeding in the new reality</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Ekaterina Minaeva, </span><span style="color:#757472;display:inline;margin-left:0"> Larisa Taradina</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 293-310 | First Published:03 April 2022</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdePo7onavfsownb1qnFZ8ytzx5j9m4suk8hf1RZon9yn0FoibVOUwdKIm6YGMPZZNor5Yk4lPOLOgrqXqfyaqTbN32bKng5I5BLtq4z00KaU-3DVJ9Y_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsluFr-2F5Q6Ka85o9ZkKRNlvfHBFNW86XTDgwmwD8sEFbF7l6DrLvnHXCk3d3MF4Q2ZXfTWd1s2sjRhs4EZ8vGoWZA9QPb2ddyXyKnuCeR-2FnUzvUqhHw4ztRId-2F8wozQ3wUmb7dtQSUzsKhEHqjX-2BpzW76htDCU1UM4Uq64LuYRoET-2BBcNVhJmnwYi9COOTC2pz1D0hU8FkWEPbaMscbopKKRo" target="_blank"><h5 style="color:#005274;font-size:16px">Moving internationalisation beyond exceptionalism using the MARS model</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Fiona Hunter, </span><span style="color:#757472;display:inline;margin-left:0"> Neil Sparnon, </span><span style="color:#757472;display:inline;margin-left:0"> Paulina Latorre</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 311-327 | First Published:13 March 2022</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_open.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#6d2077;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px">Open Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdgaMcKPyHfqAu2FEZkjA7rAwSchd8-2Bv3uAPQK1VFCOzX7QvYKNNPW5JW8IxiVXS3Y5jstnH9-2FincXt8d3eOBHZGVkomH5fkZWkOt98AeKq-2FY-3DAcEY_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslt3YPSb9tY0qy6mzFgn940xtwAYzUkzCgbMeLtCpWNUw52P7qx8QFzk89HqdjUSWwW1kLwocDW93C1PE6E-2B-2BCG9PR4yfkGdxAa-2B4-2BWhG0lefSQ14UX6b3SF90443dIMFbfSQVnms3s3xyHTrCTq-2B6PlJ9-2BUC0usF5B4yXHWq-2Byu1pH4b-2B-2FTgjQN1Hln27ng89Ni-2Fe0azavTkt7aWGLL-2FDw6" target="_blank"><h5 style="color:#005274;font-size:16px">The impact of COVID‐19 on international student enrolments in North America: Comparing Canada and the United States</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Elizabeth Buckner, </span><span style="color:#757472;display:inline;margin-left:0"> You Zhang, </span><span style="color:#757472;display:inline;margin-left:0"> Gerardo L. Blanco</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 328-342 | First Published:14 November 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_open.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#6d2077;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px">Open Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2Fkdbze1pdGEbkiTqPMpYEoC4cAMyEQzmfCXXI4PXQErjgmlQ63P2ZSWK7EYfLYoJZrJUqztUflOhRj9vfT10yOVdNudw9uZS-2BDagwxrF47jQJs-3D1HFA_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsltH-2BdxsOcuX7TwtfjeKZyVR-2F5YbVE1n7t1NdPo0wTl0DdkCC2AxGGoyBZcorckiMmA6cxYgpp8jxgkjbWgHLbbRkHLLe61W-2B6dWiljZVTUI28sbNkwmhwQoT8M-2FqfAlMnerwhel3tcV7VbBjYs7EQgDjoL0h-2FXIWdfkx5RQ5XPKs7g5GkSNCPZP75QXXNXhNd27iwqEhXkXFrhPLbo8fcgu" target="_blank"><h5 style="color:#005274;font-size:16px">Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Vangelis Tsiligkiris, </span><span style="color:#757472;display:inline;margin-left:0"> Janet Ilieva</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 343-366 | First Published:27 March 2022</p> <div> <ul></ul> </div> </div> </div> </div> <div> <h3 id="m_-6176273978880953797heading-level-1-3" title="OTHER ARTICLES"> <p>OTHER ARTICLES</p> </h3> <div> <h4 id="m_-6176273978880953797heading-level-2-1-1" title="RESEARCH ARTICLES"> <p>RESEARCH ARTICLES</p> </h4> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdAwxjinKhRPnYKiiZwBxK1RO6v73hbWII8Y8BOBAeQ8Fe8JWguMoOscpC-2BH4K9xk5gSeb7OdNgapaMbEaVFLEtKLYpT3K6wO0td0hqvuM-2Fgg-3DIFaU_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsls-2BiHuSe83dwvsyz7XMz-2B9fivGkF26O9bAGB670nRm4ipMN2qWFudb9L328wrduyn80fFQvB75r17BnfvYfO8C2IUrRy4RzWpsvPWAZN9X-2B6VvQGAERN8GpNPdWpl30LMbIazdpi43q0oIWe-2FwPya7BMmDmx4GtjYLoprdRmLzYR4qcBzL3dEkyj-2FllOEo7OF83t7crpn1q61hwRvmseWOf" target="_blank"><h5 style="color:#005274;font-size:16px">Committed to their craft: Understanding the relationship between job crafting and work commitment among faculty in the United States</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Jon McNaughtan, </span><span style="color:#757472;display:inline;margin-left:0"> Russell Thacker, </span><span style="color:#757472;display:inline;margin-left:0"> Dustin Eicke, </span><span style="color:#757472;display:inline;margin-left:0"> Sydney Freeman</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 367-384 | First Published:26 July 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2Fkd7mmO4lDKfBbfa5t2R3n1e7kCRQdGFAYHAltTjBjydV2AjOH8cI-2ByHcdOeGbIrH73opUMX3oBUZ3UDntZVCfBS7b4U4xtbBpBwa7r5Hf9PJE-3Dr58F_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslunFtuVIWf2VX3Ujjy1ia2HxoELRGrB1pPg5kyPYL-2FE5wSo01AD4p7eh8zHCk8fIDxZGoh25nRWzXczN2pSUsmMuAUIbsSS1il1phxPc2fsJnW4Lb73E3QcgYEpCX2c49w-2BKVeu1-2FOk6hVQRP-2FVjFglbdUL7FQZPB5MOhine-2FCW5pGrdzTIqNXSwlDpOkZgMRWDobObIDRWpEtT9pThL16r" target="_blank"><h5 style="color:#005274;font-size:16px">World‐class universities and the Soviet legacies of administration: Integrity dilemmas in Russian higher education</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Anatoly V. Oleksiyenko</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 385-398 | First Published:04 March 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdDIxU-2BSm208UJGExNhl0dOW0evtbFsqVK0NDoc-2F9uW-2Bv8ocXWpC45Btf2s9w-2FKKtisRBJ3Iv4QBSXPAZdDzONBrm80HT6ukQJ2flX1UQHisU-3DxzNJ_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslt966w-2FLfQRaxmtLhCrUAoML61XIhdC1sLkCIr5jK4WZEl3HCistK6WcDMSbcK7KyjbcdhxfE5jwteq1JmA7fayurSed2FLcJMsjI1BWfnYHl4cCOhGTwh-2BtNQsts7-2F7lsdKZMCB7Zx1r5NvyMJ4PgULzdvOUFYQTFKRyRVWsM3Z-2BywxDwMGASEX31C7IcIvN45SEXh7F6hlZAeBI4vTTBu" target="_blank"><h5 style="color:#005274;font-size:16px">Using network DEA to inform policy: The case of the teaching quality of higher education in England</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Boon L. Lee, </span><span style="color:#757472;display:inline;margin-left:0"> Jill Johnes</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 399-421 | First Published:09 February 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_open.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#6d2077;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px">Open Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdSuULn1EPhqimv8-2FaSen5l-2BzITxhMotTeWXXDpkcaNyYvCuL13-2BSl24BB4yKawU-2FOvSxG3p72mfHAplRJKw1-2FNveH6j-2BxOZGDuKmeSKKaD6A-3DJCxl_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsluxTWetlaIWBtYjhHT-2Fy4t6aUqu6bvGz2gcFXOqKc3xP-2FqKMSXdbsNH850FVZjBAhsBoQzUbcs4fF3FznUPFdJM6lDBfAQnCP0zVR1UZpMAxDzU2XTnz8Uu6B08L4k-2B-2F-2B5vsfJjO6kwNutRB8nbHHTn6XaN3CU-2FjJMcytthn7FdIMYY1LMDuNWKDuiLKmoAa3mJoa-2Bun2HnrddLyIn3-2FrdM" target="_blank"><h5 style="color:#005274;font-size:16px">Exploring critical perspectives on labour market information through the lens of elite graduate recruitment</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Tom Staunton</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 422-435 | First Published:04 March 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_open.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#6d2077;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px">Open Access</span></span></span></span><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkderSOCl-2BQ-2F2ltC8se72M2toNTAE5UYVylTb4JkJUPysLKeTO2DR6AQY8RQ61EswJFV26Xzgjbephiz4PVjmflVbVSpEa-2B1eWcyr-2B2NTcqvZ0-3DfnN8_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpsls0VzWbOq5k2ieOGDnRbG-2BpAAf8bdU8-2BNN1vdEALAmD7dON7LFfQPucu7pA-2BcLr21qeqw5t-2Fmly0mwBkv36B39wbdFdDLoRC8eIPMEqCtQ8trABz0bEHe47802CdfZrG6LuUcYoXSAAnDwzHo8hdlOPsBBlcO-2FEmo7NrToZ-2F33j468bM-2FdKxS7oph4AyA6qf7X5P3otHzMU1OxKufR4yDwe" target="_blank"><h5 style="color:#005274;font-size:16px">Changes in the study abroad gender gap: A European cross‐country analysis</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Giorgio Di Pietro</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 436-459 | First Published:13 March 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdZHAr5FrOhLCcuRYVeP4YA1MUhGhiN-2F-2FGYTJ3aG7uJllT5fnCmoHof78C5beR3n4toix4WymMdfezZLlCz-2B7OaH-2FyG0JSA3sTywP8CFuJU6w-3Dm0ZH_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslt9goRK6lGPKXoQfZa9RDzqrVvKVBBHvK6O9lYQRhQi-2B-2FAfkRLfQXESv5nFB3Urk4oY9KH0-2Fy4aIXjvNEBEn-2FiYLN42hAxSmjkIFm527etiQNb9YaV9t1Q8kV7CGWjmzSS8RKth8Ffzlxt-2BAe-2FJplRhfx-2FJQwXENgm4CRqzquaHe-2BucYLGmGAxTB90VNy-2BH-2BDFdP5ifboCgM-2BCv0INA334j" target="_blank"><h5 style="color:#005274;font-size:16px">The emergence of creativity as an academic discipline: Examining the institutionalization of higher education programs</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Fatih Aktas</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 460-477 | First Published:10 May 2021</p> <div> <ul></ul> </div> </div> </div> </div> <div> <h3 id="m_-6176273978880953797heading-level-1-4" title="BOOK REVIEWS"> <p>BOOK REVIEWS</p> </h3> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdpEEtyYn1mlvjxzrd7jcbko0lWEYwZeHZNshhMxQiT5qLkdEu3MoTPd-2B9m1DAhJHMINRpfwvhyxqvWsrAdMtsyq2G-2ByZyO5uU01VeK-2BteYaE-3DJh0P_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslvmYU6agLf8zZCi4LDV-2FW00bgCS28rJ1MWXEHRseIrmLxyjlitSNc5KMiis3Gj48XQBdlOxEyP8jGNo4kv-2F-2Fz4Pleq5LSxiyrtI-2FRXN8bdubuw7TI1ZjtPXkogXRWWdLabL0gJMmoM1ZYXQ56XUVjg7mmU3dzvn3hrCC1tZlmaxpkc1wbkvoVnm1gmwN-2FxR1IT1SBRfcdAwTo3LcChE1zLt" target="_blank"><h5 style="color:#005274;font-size:16px">Understanding the 'Underclass': Analysing the role of adjuncts in higher education</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Michael Conklin</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 478-482 | First Published:27 April 2021</p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdyxaXmkn-2Bo2wpeJ5bkTJXbe10wJzXGAotINKl-2FGOfbocHGWxcoU2guKaaTxw3LBX0JFvyNU9O5g7hxVhN0B0ft71lD6ywZuq511EdkYRYwp8-3DcCPE_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslvDnWsp1soKYZCP57ZEyj9mv1-2FWkL1j7riHfq7Jm760MgW7coS3HU8fsn9VSMvI2BEnM1PJExCgSSyfGT3CsovXG6TDZwxZTG7TfTAOLIEfFMYhQ66k-2F1biYj1UTMl-2BEKaRzc-2FUYDUTZh17CObOiBQuopq9oGWcTCT-2FJFYfS4MAsTfafIhYTHoNy9Tsl3JKcJWpo2YOsI002Ywtjr9w4ojk" target="_blank"><h5 style="color:#005274;font-size:16px">A History of American Higher Education</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Christopher M. Johnson</span></div></span><p style="float:none;list-style:none;margin-top:0">Pages: 483-485 | First Published:29 June 2021</p> <div> <ul></ul> </div> </div> </div> <div> <h3 id="m_-6176273978880953797heading-level-1-5" title="THIS ARTICLE HAS BEEN RETRACTED"> <p>THIS ARTICLE HAS BEEN RETRACTED</p> </h3> <div style="border-bottom:1px solid #e7e4df;margin-top:25px;margin-bottom:25px;padding-top:0px;padding-bottom:10px"><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qOFa-2Bj7oX-2FRWoCGpR4uxuDKtFKeiUJaULlRmDXBRTQY5guTYsvMz-2Fzugubl804FVhoOCPXDGSWUIyVWDTUotwHYIGpbatQk7pgSJ4oWO0Ihvgs154fvOePE9cEr-2B-2BhHjYaYBvz22foCB2Ymdagg2N8SeIGmJusy9jLLs0GhMr-2FkdOaTc26AIuuae9MrGPFSSPoTjDU0sy8IKQ0s1ABWSNpgSJ3R4CDSumKGL64F36vCok-2FcLyO3n59bYGOeqlehV-2Fciz69rsxZOF1Za7kwPlJ-2FA-3DpIO7_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5EHOLLP1UySDq-2F4eB1xmsx54ZlnmX4XkzBNnSjrvpslsOB-2B-2FifJDnk3kKXNHetYjrM2sjekiIDbfTpkkCkUG-2B780ZuUQXauxUC-2FyJkcG8xqJNLi4u2fkFcPsQOEFAkUt7o2tAw23DjeAqfxrRh6-2FDLROI-2BZOko-2FNbtS5A-2FtEjc7LJJtomAEc2D1oWuN-2FvfBg1yAV96BMHU3sTiAdKQ3otkZgYh2-2BM6IwrSSEz6POxRmE7N1MeS8QLvG6wwMLWpd2C" target="_blank"><h5 style="color:#005274;font-size:16px"><i>Retracted</i>: Donor money and the academy: Perceptions of undue donor pressure in political science, economics, and philosophy</h5></a> <p style="float:none;list-style:none;margin-top:0">Pages: 486-509 | First Published:25 October 2021</p> <div> <ul></ul> </div> </div> </div> </div> </div> <table style="width:100%"> <tbody><tr> <td></td> <td></td> </tr> </tbody></table> <p><br></p><img src="http://el.wiley.com/wf/open?upn=nE9rxSXA5G4kxsTVkgv43h-2Bm-2B9Yo-2B-2Bv7uQWCV8xxkX-2BrLcOHId0EopOjIQdx3Uo5HfgYRQ86J0yasOpnyFbgOgm8muF1muiwK0pMjZi0DcdAd-2FsQNqqgrVqmDUUOHb0MN8r-2FsFrbHipTnRG5nIt5G5qKx6GDwkOJhEbcBw83yekaExY7-2BaiqyUtisElV1NkIXg7hRO8WRK3M9OUP8ZHevSMSQWYQIehWAPbbkS2HLdblRO3z15V1o1ZNmM1KbhJGgSbBS2w9x5qz-2FAyVZem9-2F29-2BAWOgo0eo3E-2FbbuojiGXljfnDM5I3DjwiiRa75MnD" alt="" width="1" height="1" border="0" style="height:1px!important;width:1px!important;border-width:0!important;margin-top:0!important;margin-bottom:0!important;margin-right:0!important;margin-left:0!important;padding-top:0!important;padding-bottom:0!important;padding-right:0!important;padding-left:0!important"></div> </div><br clear="all"><div><br></div>-- <br><br><style type="text/css"> @media screen and (max-width: 489px) { .border-color { display: none !important; } } </style></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-19901528424149950602021-12-27T16:12:00.001+00:002021-12-27T16:12:38.465+00:00Fwd: Festive readings - Latest issue of PESTLHE (Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education OUT NOW<div dir="auto"><div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr"><br></div><br><br> <div lang="EN-GB" link="#0563C1" vlink="#954F72"> <div class="m_1105269304605157171WordSection1"> <p class="MsoNormal">Dear All<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif">With a big sigh of relief for our extremely patient authors, we, at last, bring you the latest issue of PESTLHE. We have five papers here that the authors have been waiting to be published for a long time now. Thank you to all of you for working with our reviewers who make this all possible. <u></u><u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif"><u></u> <u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif">See below. <u></u><u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif"><u></u> <u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif">Take care all of you<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif">Jane <u></u><u></u></span></p> <h3><span style="font-family:"Arial",sans-serif;color:#0a818a;font-weight:normal">December 2021<u></u><u></u></span></h3> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Jane Pritchard<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">1-2<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/250" target="_blank" rel="noreferrer"><span style="color:#333333">Editorial December 2021</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/250/247" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Maxine V Swingler, Gillian Hendry<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">3-33<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/247" target="_blank" rel="noreferrer"><span style="color:#333333">Embedding reflection on graduate attributes in the psychology curriculum: The impact on self-efficacy and the perceived value of graduate attributes.</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/247/245" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Anne Tierney, Dorothy Aidulis, Julian Park, Katherine Clark<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">34-52<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/233" target="_blank" rel="noreferrer"><span style="color:#333333">Plotting a route through SoTL: From bioscientist to pedagogic researcher</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/233/242" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Toh Yen Pang, Alex Kootsookos<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">53-77<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/251" target="_blank" rel="noreferrer"><span style="color:#333333">Authentic learning activities in engineering design course: What works well to cultivate engineers Australia's professional attributes?</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/251/249" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Rachel Mackinney, John Kelly, Craig Pulling<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">78-93<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/231" target="_blank" rel="noreferrer"><span style="color:#333333">The Effect of Feedback Type on Academic Performance</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/231/243" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">Kate Whittington, Ellayne Fowler, Oscar Cordero Llana<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:18.0pt"><span style="font-size:10.5pt;font-family:"Arial",sans-serif;color:#757575">94-109<u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/236" target="_blank" rel="noreferrer"><span style="color:#333333">Enhancing the Assessment Literacy of Distance Learning Students: A Case Study</span></a></span><span style="font-size:15.0pt;font-family:"Times New Roman",serif;color:#333333"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/article/view/236/246" target="_blank" rel="noreferrer"><span style="color:black;border:solid #10beca 1.0pt;padding:6.0pt;background:#10beca">PDF</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:22.5pt"><span style="font-size:15.0pt;font-family:"Arial",sans-serif;color:#333333"><a href="https://www.pestlhe.org/index.php/pestlhe/issue/archive" target="_blank" rel="noreferrer"><span style="color:#333333;border:solid #757575 1.0pt;padding:6.0pt">View All Issues</span></a><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:150%"><span style="font-family:"Arial",sans-serif"><u></u> <u></u></span></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><u></u><img width="144" height="113" style="width:1.5in;height:1.1805in" src="cid:image001.jpg@01D7F742.424C7C50" align="left" alt="image002"><u></u><b><span style="color:#1f3864">Dr Jane Pritchard, NTF, SFHEA<u></u><u></u></span></b></p> <p class="MsoNormal"><b><span style="color:#1f3864">Head of Educational Development<u></u><u></u></span></b></p> <p class="MsoNormal" style="margin-bottom:5.5pt;line-height:12.0pt"><b><span style="color:#595959">Centre for Teaching and Learning </span></b><span style="color:#1f497d"><u></u><u></u></span></p> <p class="MsoNormal" style="line-height:12.0pt"><span style="font-size:10.0pt;color:#1f497d">Littlegate House, 16/17 St Ebbe's, Oxford, OX1 1PT<br> </span><span style="font-size:10.0pt;color:#5f5f5f">E</span><span style="font-size:10.0pt;color:#2e74b5">: <a href="mailto:jane.pritchard@ctl.ox.ac.uk" target="_blank" rel="noreferrer">jane.pritchard@ctl.ox.ac.uk</a> </span><span style="font-size:10.0pt;color:#1f4e79">Website: </span><span style="font-size:10.0pt"><a href="https://www.ctl.ox.ac.uk" target="_blank" rel="noreferrer"><span style="color:#0563c1">https://www.ctl.ox.ac.uk</span></a><span style="color:#1f4e79"> <u></u><u></u></span></span></p> <p class="MsoNormal" style="line-height:12.0pt"><span style="font-size:10.0pt;color:#1f4e79">Twitter: @EddevJanep<u></u><u></u></span></p> <p class="MsoNormal"><span><u></u> <u></u></span></p> <p class="MsoNormal"><span><u></u> <u></u></span></p> <p class="MsoNormal"><u></u> </p></div></div> </div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-44274017252947603712021-12-06T14:47:00.000+00:002021-12-06T14:48:27.741+00:00Fwd: Invitation<div dir="ltr"><br><div class="gmail_quote"><div lang="EN-GB" link="#0563C1" vlink="#954F72" style="word-wrap:break-word"><div class="m_-3805786836361486315WordSection1"><br> <p class="MsoNormal"><span><u></u> <u></u></span></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><b>Join us for our virtual Book launch<u></u><u></u></b></p> <p class="MsoNormal">9<sup>th</sup> December 2021<br> 3-4 pm<u></u><u></u></p> <p class="MsoNormal"><b><i><a href="https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fus02web.zoom.us%2Fj%2F6021115975%3Fpwd%3DbGNOM1hKNlo4WE45b0gycjQzS2pCZz09&data=04%7C01%7CLesley-Jane.Eales-Reynolds%40uwl.ac.uk%7C3797204a8e2b4880113d08d9b68b32d1%7Cb0abd1ed496642749f1959dd663e81f5%7C0%7C0%7C637741532275851288%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=PC9qUiuqRdElx%2F06CpgPdzGfOgQRh4rly%2FT2FUvC1%2Bo%3D&reserved=0" target="_blank">https://us02web.zoom.us/j/6021115975?pwd=bGNOM1hKNlo4WE45b0gycjQzS2pCZz09</a></i></b><u></u><u></u></p> <p class="MsoNormal"><b><i>Meeting ID: 602 111 5975</i></b><u></u><u></u></p> <p class="MsoNormal"><b><i>Password: 954356</i></b><u></u><u></u></p> <p class="MsoNormal"><br> <b>Join us at the launch of the book: "Excellence in Teaching and Learning in Higher Education: institutional policies, research and practices in Europe".</b> <br> Editors: Isabel Huet (Portuguese Open University & CIDTFF, LE@D), Teresa Pessoa and Fátima Sol (University of Coimbra, Portugal).<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">The 'idea' of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead, to organize a more European view on the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic. The book is organized in four interrelated themes: (1) policy and quality; (2) professionalization of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. <u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Professor Lesley-Jane Eales-Reynolds will present the book and will deliver a short communication with the title: "Are we brave enough to be excellent teachers in this world of performance indicators?"<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">The book is available in Open Access via the following link:<u></u><u></u></p> <p class="MsoNormal"><a href="https://eur01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmonographs.uc.pt%2Fiuc%2Fcatalog%2Fbook%2F222&data=04%7C01%7CLesley-Jane.Eales-Reynolds%40uwl.ac.uk%7C3797204a8e2b4880113d08d9b68b32d1%7Cb0abd1ed496642749f1959dd663e81f5%7C0%7C0%7C637741532275861243%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=kjp5UkE1T2chqiUYy7uEFTLqwOebjkBU51bU3dd0yzI%3D&reserved=0" target="_blank">http://monographs.uc.pt/iuc/catalog/book/222</a><u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><b>Programme<u></u><u></u></b></p> <p class="MsoNormal">Opening of the event - Vice-Rector Professor Cláudia Cavadas, University of Coimbra. <u></u><u></u></p> <p class="MsoNormal">Welcoming remarks - Director of the Coimbra University Press, Professor Alexandre Dias Pereira, University of Coimbra. <u></u><u></u></p> <p class="MsoNormal">Introduction - Book editors, Professor Isabel Huet, Portuguese Open University.<u></u><u></u></p> <p class="MsoNormal"><b>Conference:</b> "Are we brave enough to be excellent teachers in this world of performance indicators?" and <b>book presentation</b>, Professor Lesley-Jane Eales-Reynolds.<br> Higher Education Consultant, Principal Fellow – Advance HE, National Teaching Fellow, Emeritus Professor, University of West London, UK. <u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><u></u> <u></u></p> </div> </div> <br> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-46470958883730312392021-11-17T20:29:00.000+00:002021-11-17T20:30:11.086+00:00Fwd: IJSaP 5(2) is published<div dir="auto"><div><br><div class="gmail_quote"><br> <br> We are delighted to let you know that the 10th Issue of the International Journal for Students as Partners (IJSaP) is now available from <a href="https://mulpress.mcmaster.ca/ijsap/issue/current" rel="noreferrer noreferrer" target="_blank">https://mulpress.mcmaster.ca/ijsap/issue/current</a>. It is our largest Issue to date.<br> <br> In it you will find 24 manuscripts - 1 editorial, 3 research articles, 6 case studies, 12 reflective essays, 1 opinion piece, and 1 review that have been written by 31 students and 39 staff/faculty from Australia, Canada, China, Hong Kong, Malaysia, New Zealand , South Africa, the United Kingdom, and the United States.<br> <br> Issue 5.2 also contains the second set of contributions to the Voices from the Field section. These have been written by 7 students, 4 staff, and 9 faculty from within a range of institutional types in Australia, Canada, New Zealand, Pakistan, Singapore, South Africa, the United Kingdom, and the United States.<br> <br> Please note that we will be publishing a special section in the next Issue on Partnership in Fostering Socially-Just Pedagogies. As this will take up much of the Issue, we have decided to postpone the next Voices from the Field section until Issue 6.2. We will publish a call for contributions later. We expect to publish Issue 6.1 in May 2022.<br> <br> This issue of IJSaP, which is hosted by the MacPherson Institute at McMaster University and published by McMaster University Library Press, was co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US.<br> <br> Potential authors (both staff/faculty and students) with an idea for a research article, case study, opinion piece, reflective essay, or review are strongly encouraged to send the editors (<a href="mailto:ijsap@mcmaster.ca" target="_blank" rel="noreferrer">ijsap@mcmaster.ca</a><mailto:<a href="mailto:ijsap@mcmaster.ca" target="_blank" rel="noreferrer">ijsap@mcmaster.ca</a>>) a brief (around 250 words) proposal<<a href="https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx" rel="noreferrer noreferrer" target="_blank">https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx</a>> before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.<br> <br> Staff/faculty and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<<a href="https://goo.gl/forms/lagSTJPSms0mTOaH3" rel="noreferrer noreferrer" target="_blank">https://goo.gl/forms/lagSTJPSms0mTOaH3</a>>.<br> <br> Please pass this announcement on to anyone you think may be interested.<br> <br> Nandeeta Bala, Abderrahim Benlahcene, Alison Cook-Sather, Katie Doran, Nicole Duck, Nattalia Godbold, Sharonna Greenberg, Rachel Guitman, Mick Healey, Ruth Healey, Amrita Kaur, Connie Kwan, Ran Liu, Kelly Matthews, Benjamin Moorhouse, Caelan Rafferty, Antonio Dos Santos, Sarah Slates, and Harry West, the IJSaP Editorial Board.<br> <br> <br> ########################################################################<br> <br> <br><br> </div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-10563316328960521512021-11-03T19:00:00.000+00:002021-11-03T19:01:00.989+00:00Fwd: New books<div dir="auto"><div class="gmail_quote" dir="auto"><br><br> <div lang="EN-GB" link="#0563C1" vlink="#954F72"> <div class="m_-5421013170898059826WordSection1"> <p class="MsoNormal"><span style="font-size:12.0pt">Dear colleagues, As editors of the book series <i>Critical Practice in Higher Education <a href="https://www.criticalpublishing.com/critical-practice-in-higher-education" target="_blank" rel="noreferrer"> https://www.criticalpublishing.com/critical-practice-in-higher-education</a><u></u><u></u></i></span></p> <p class="MsoNormal"><span style="font-size:12.0pt">we are delighted to let you know that the most recently published books in the series are: <u></u><u></u></span></p> <p class="MsoNormal"><i><span style="font-size:12.0pt">Critical Approaches to Online</span></i><span style="font-size:12.0pt"> <i>Learning</i> by Julian McDougall <a href="https://www.criticalpublishing.com/online-learning" target="_blank" rel="noreferrer"> https://www.criticalpublishing.com/online-learning</a> 20% off code on website<u></u><u></u></span></p> <p class="MsoNormal"><span style="font-size:12.0pt">and <u></u><u></u></span></p> <p class="MsoNormal"><i><span style="font-size:12.0pt">Enabling Critical Pedagogy in Higher Education</span></i><span style="font-size:12.0pt"> by Mike Seal and Alan Smith <a href="https://www.criticalpublishing.com/enabling-critical-pedagogy" target="_blank" rel="noreferrer">https://www.criticalpublishing.com/enabling-critical-pedagogy</a> <u></u><u></u></span></p> <p class="MsoNormal"><span style="font-size:12.0pt">20% off code on website.<u></u><u></u></span></p> <p class="MsoNormal"><span style="font-size:12.0pt"><u></u> <u></u></span></p> <p class="MsoNormal"><span style="font-size:12.0pt">We are always keen to talk with colleagues who might be interested in writing a short, accessible book for the series. <u></u><u></u></span></p> <p class="MsoNormal"><span style="font-size:12.0pt">If you have an idea for a book please contact us: <a href="mailto:j.jarvis@herts.ac.uk" target="_blank" rel="noreferrer">j.jarvis@herts.ac.uk</a> or <a href="mailto:k.smith27@herts.ac.uk" target="_blank" rel="noreferrer"> k.smith27@herts.ac.uk</a><u></u><u></u></span></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal"><span style="color:#4472c4">Joy Jarvis<u></u><u></u></span></p> <p class="MsoNormal"><span style="color:#4472c4">Professor of Educational Practice,</span><span style="color:#4472c4"><u></u><u></u></span></p> <p class="MsoNormal"><span style="color:#4472c4">National Teaching Fellow<u></u><u></u></span></p> <p class="MsoNormal"><span style="color:#4472c4">School of Education, University of Hertfordshire<u></u><u></u></span></p> <p class="MsoNormal"><span><a href="http://go.herts.ac.uk/joy_jarvis" target="_blank" rel="noreferrer">http://go.herts.ac.uk/joy_jarvis</a><b><span style="color:#4472c4"><u></u><u></u></span></b></span></p> <p class="MsoNormal"><span style="color:#4472c4">Series Editor (with Karen Smith) Critical Practice In Higher Education<u></u><u></u></span></p> <p class="MsoNormal"><u></u> <u></u></p> </div> </div> <br> <hr> <p align="center"><br></p> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-54801642028649172032021-09-30T14:32:00.000+01:002021-09-30T14:33:37.443+01:00Fwd: New Issue of JLDHE!<div dir="ltr"><br><div class="gmail_quote"><div lang="EN-GB" link="#0563C1" vlink="#954F72"><div><br> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">We are delighted to announce that Issue 21 of the <i>Journal of Learning Development in Higher Education</i> has now been released and is free to access here: <a href="https://journal.aldinhe.ac.uk/index.php/jldhe/index" target="_blank">https://journal.aldinhe.ac.uk/index.php/jldhe/index</a>. What a fabulous reading for a rainy Thursday afternoon!<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Like many other colleagues, we felt that September 2021 arrived out of nowhere, bringing with it unresolved uncertainties of the new academic year, and with it, we re-entered a 'new normal' in higher education. The 'postpandemic' university did not materialise and conversations around teaching in person versus online, blended or hybrid, in masks or socially distanced, still dominate our planning and delivery design. Our readers might therefore find it comforting that the conversations in this issue of our journal include both pre-Covid and pandemic-centred analyses, with most articles still reporting on the past world some of us long for and which does not rush to come back. Our next issue, the Compendium – a special issue on the impact of Covid-19 on our teaching practices – will reflect on our eventful transitions to the 'new normal'. We are very excited to see it shaping up and cannot wait to see it out in the world soon.<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Unsurprisingly, our learning development community remains as strong as ever. Colleagues have been fully engaged in the <i>JLDHE</i> <a href="https://journal.aldinhe.ac.uk/index.php/jldhe/readingclub" target="_blank"> Reading Club</a>, with three stimulating bi-monthly meetings already under our belt. In May, we discussed Sam King's article on <a href="https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/604" target="_blank">metadiscourse</a>; in July, we had the opportunity to find out more about Nathalie Sheridan's <a href="https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/574" target="_blank">Guerrilla Research Tactics</a>; and in July, we exchanged views on collaborating with academic staff when adopting flipped learning to support students, as well as gaining an insight into Sheryl Mansfield's innovative asynchronous materials for <a href="https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/508" target="_blank"> flipped teaching</a>. Our next Reading Club will meet on 10 November 2021 and everyone's invited – please contact <a href="mailto:jennifer.hillman@open.ac.uk" target="_blank">Jenny Hillman</a> for details on how to join. <u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Yet our LD colleagues have not only been reading; they are writing, and writing a lot. As a result, this Issue 21 is the largest we have published since our last 'normal' pre-Covid issue in late 2019. We bring you three new papers, four case studies, and two book reviews, hoping that as our readers you will find thought provoking and stimulating material in this collection.<u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Finally, we owe a big thank you to our authors, who worked hard to support our field of learning development with their research, and to our reviewers, whose critical reading of submissions and thoughtful feedback and recommendations have made invaluable contributions to the quality of articles we publish.<u></u><u></u></p> <p class="MsoNormal"><span style="color:#323e4f"><u></u> <u></u></span></p> <p class="MsoNormal">On behalf of the JLDHE Editorial Board and with best wishes for a favourable autumn term, <u></u><u></u></p> <p class="MsoNormal"><u></u> <u></u></p> <p class="MsoNormal">Jim Donohue<u></u><u></u></p> <p class="MsoNormal">Nicola Grayson<u></u><u></u></p> <p class="MsoNormal">Andy Hagyard <u></u><u></u></p> <p class="MsoNormal">Jenny Hillman<u></u><u></u></p> <p class="MsoNormal">Eleanor Loughlin<u></u><u></u></p> <p class="MsoNormal">Cathy Malone<u></u><u></u></p> <p class="MsoNormal">Craig Morley <u></u><u></u></p> <p class="MsoNormal">Gita Sedghi <u></u><u></u></p> <p class="MsoNormal">Alicja Syska <u></u><u></u></p> <p class="MsoNormal"><span style="color:#323e4f"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsExMvxSn0KaJ5xMjKL6602LuDqd0ghn9UyHGenr3CQ6cKrY1760rMk6O3ukNuOYTdsIbS6zu69xBV4zMMn-3SRtsgueuJGXoIiYV3c02I6YBfk6bc8ajX6S4f_uEq12kqbID0k6_WXReG/s1600/image002-717466.png"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsExMvxSn0KaJ5xMjKL6602LuDqd0ghn9UyHGenr3CQ6cKrY1760rMk6O3ukNuOYTdsIbS6zu69xBV4zMMn-3SRtsgueuJGXoIiYV3c02I6YBfk6bc8ajX6S4f_uEq12kqbID0k6_WXReG/s320/image002-717466.png" border="0" alt="" id="BLOGGER_PHOTO_ID_7013719467197031474" /></a></span><span style="color:#323e4f"><u></u><u></u></span></p> <p class="MsoNormal" style="background:white"><u></u> <u></u></p> </div> <hr> <a href="http://www.plymouth.ac.uk/worldclass" target="_blank"><img src="http://www.plymouth.ac.uk/images/email_footer.gif"></a><br> <br> <font size="smallest" color="gray" face="Calibri">This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, University of Plymouth accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. University of Plymouth does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.</font> </div> <br> <hr> <p align="center"><br></p> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-19317816228869399862021-08-12T22:44:00.000+01:002021-08-12T22:45:05.072+01:00Fwd: New Open Access Issue of Learning and Teaching (Vol. 14, Issue 2)<div dir="ltr"><div class="gmail_quote"><br> <br> The latest Open Access issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) has published!<br> <br> LATISS is a part of the Berghahn Open Anthro Collection: <a href="https://www.berghahnjournals.com/page/berghahn-open-anthro" rel="noreferrer" target="_blank">https://www.berghahnjournals.com/page/berghahn-open-anthro</a> <br> <br> Please visit the Berghahn website for more information about the journal:<br> <a href="http://www.berghahnjournals.com/latiss" rel="noreferrer" target="_blank">www.berghahnjournals.com/latiss</a><br> <br> Volume 14, Issue 2<br> <br> Editorial<br> Penny Welch and Susan Wright<br> <a href="https://bit.ly/2Xn0QhM" rel="noreferrer" target="_blank">https://bit.ly/2Xn0QhM</a> <br> <br> Articles<br> Experiences of first-generation scholars at a highly selective UK university<br> Caitlin Hindle, Vikki Boliver, Ann Maclarnon, Cheryl McEwan, Bob Simpson, and Hannah Brown<br> <a href="https://bit.ly/3CLqDQL" rel="noreferrer" target="_blank">https://bit.ly/3CLqDQL</a> <br> <br> The irony of an 'international faculty': Reflections on the diversity and inclusion discourse in predominantly White institutions in the United States<br> Chenyu Wang<br> <a href="https://bit.ly/3yGYeZK" rel="noreferrer" target="_blank">https://bit.ly/3yGYeZK</a> <br> <br> Encounters with borders: A migrant academic's experiences of the visa regime in the Global North<br> Priya Dixit<br> <a href="https://bit.ly/2UaxP7C" rel="noreferrer" target="_blank">https://bit.ly/2UaxP7C</a> <br> <br> It's time to (climate) change the way we teach: Addressing anthropogenic climate change in social science classrooms<br> Eleanor Shoreman-Ouimet<br> <a href="https://bit.ly/3jNRXp4" rel="noreferrer" target="_blank">https://bit.ly/3jNRXp4</a> <br> <br> Using differentiated teaching to address academic diversity in higher education: Empirical evidence from two cases<br> Matias Thuen Jørgensen and Lena Brogaard<br> <a href="https://bit.ly/3iDXD5C" rel="noreferrer" target="_blank">https://bit.ly/3iDXD5C</a> <br> <br> Book Review<br> Meg Hancock<br> <a href="https://bit.ly/3CHRqgO" rel="noreferrer" target="_blank">https://bit.ly/3CHRqgO</a> <br> <br> Supplemental Material<br> Using differentiated teaching to address academic diversity in higher education — Online Supplemental Material<br> Matias Thuen Jørgensen and Lena Brogaard<br> <a href="https://bit.ly/3iHZ96U" rel="noreferrer" target="_blank">https://bit.ly/3iHZ96U</a> <br> <br> Sign up for Email Updates: <a href="http://bit.ly/2WLeoxR" rel="noreferrer" target="_blank">http://bit.ly/2WLeoxR</a><br> Please visit the Berghahn website for more information about the journal: <a href="http://www.berghahnjournals.com/latiss" rel="noreferrer" target="_blank">www.berghahnjournals.com/latiss</a><br> Please support the Subscribe-to-Open initiative and recommend Learning and Teaching to your institution's library: <a href="https://www.berghahnjournals.com/page/berghahn-open-anthro" rel="noreferrer" target="_blank">https://www.berghahnjournals.com/page/berghahn-open-anthro</a> Please fill out the one-step web form to do so: <a href="http://journals.berghahnbooks.com/latiss/library-recommendations/" rel="noreferrer" target="_blank">http://journals.berghahnbooks.com/latiss/library-recommendations/</a><br><br> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-89944892958794345812021-08-12T22:43:00.000+01:002021-08-12T22:44:17.414+01:00Fwd: New website for Healey HE Consultants<div dir="ltr"><br><div class="gmail_quote"><br> <br> We are delighted to launch our new website. Ruth has completely redesigned this from the old one, and we have adopted a more appropriate domain name: <a href="http://www.healeyheconsultants.co.uk" rel="noreferrer" target="_blank">www.healeyheconsultants.co.uk</a><<a href="http://www.healeyheconsultants.co.uk" rel="noreferrer" target="_blank">http://www.healeyheconsultants.co.uk</a>>.<br> <br> There is an automatic redirect from the old site (<a href="http://www.mickhealey.co.uk" rel="noreferrer" target="_blank">www.mickhealey.co.uk</a><<a href="http://www.mickhealey.co.uk" rel="noreferrer" target="_blank">http://www.mickhealey.co.uk</a>>). However, if you have bookmarked any of the learning and teaching bibliographies and handouts that we maintain on the website, you may wish to update the links. You can find the new resource links at: <a href="https://www.healeyheconsultants.co.uk/resources" rel="noreferrer" target="_blank">https://www.healeyheconsultants.co.uk/resources</a>. These resources have been downloaded over 80,000 times.<br> <br> As well as news about our activities, there are details of the keynotes, workshops, and consultancies we offer, along with comments from delegates who have participated in previous sessions.<br> <br> Some of you will be glad to know that we have retained and expanded the page dedicated to our golden retrievers with even more photos!<br> <br> Best wishes<br> <br> Mick and Ruth Healey<br> <br><br> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-19394966666405124832021-08-06T11:00:00.000+01:002021-08-06T11:01:03.233+01:00Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 42, Issue 4, August 2021 is now available online on Taylor & Francis Online<div dir="auto"><div class="gmail_quote" dir="auto"><div dir="ltr" class="gmail_attr"><br></div><br><br><div style="color:#333333;background-color:#f1f1f1;min-width:100%;Margin:0;padding-top:0;padding-bottom:0;padding-right:0;padding-left:0"><table width="600" border="0" align="center" cellpadding="15" cellspacing="1" bgcolor="#e8e8e8"><tbody><tr><td width="600" style="background:#ffffff;margin:0"><div align="center"><div align="center"><table width="600" border="0" align="center" cellpadding="0" cellspacing="0"><tbody><tr><td width="600" height="113" valign="top" style="padding:0"><div align="left"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRiz1ze4_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDD1Goe0LshCYkgy2K40uiTHiQHmcVAhLt4ivAMrV5707ugC-2FS7hg6Naxgr0xkzNe5aPWiaZTIg7o9EU8EfaG-2FWZeeDq4AnHZoqnfmxzRi-2Fgs4F-2BnE4HQhHBJlE0hmydfuCWP-2F5r8Oz64Xn9fCa3c-2F791Y89j6BQOJ7MXWXkF-2FdELGixGir3h6G-2BUNtt3PfgM-2Bw-3D" target="_blank" rel="noreferrer"><img src="http://www.tandfonline.com/pb-assets/email/tandfemailbanner.jpg" alt="Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis" title="Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis" width="600" height="113" border="0"></a></div></td></tr><tr><td width="600" height="20" valign="middle" align="left" style="background:#5c6167;color:#fff;padding:5px 15px"><span style="font:normal 12px Arial,sans-serif">The online platform for Taylor & Francis Online content</span></td></tr><tr><td class="m_3450460603196577211two" width="600" valign="top" style="padding:0 12px"><table width="576" border="0" cellpadding="0" cellspacing="0" bgcolor="#FFFFFF"><tbody><tr><td width="576"><div align="center"><table class="m_3450460603196577211left" width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td class="m_3450460603196577211right" width="446" style="padding-left:0px"><div align="left"><p style="font:normal 16px Arial,sans-serif;line-height:18px;margin-top:10px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq29U2fGFHjK0l4Y5koKLk5N-2F-2BWLTIOWoWnfC5cAOZk6pQ-3D-3DwkiC_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDAq2EEZVIwf3Z4gSK2qR9l6RLeyRC-2BfW88ODrxt5Dt5yFr9FPX-2FyGS-2BLMkapyY53B9emlSinK9dd3qf6vRP2R7YC0plFePRKhmqHqlTQ1OGMUHmrvM2DxTo0KMW67YIJKN7u2EDhAsbO5qER5ZluVZobW9XHcmPIr53cK4syGLOpRdMJz-2FHljIE3X1P3-2FpNHYg-3D" target="_blank" rel="noreferrer">Discourse: Studies in the Cultural Politics of Education, Volume 42, Issue 4, August 2021</a> is now available online on <a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRiz0FG__f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDCJtjc5yu-2Fpa-2Bsrtjy6IdFmEM-2FruIQPBxMcuG73pf3NAw0U9gj2MlClnR09OcbQWOtCvtYF-2FgemzQJZyKYrveWuPeKdSLykf6CXLSaaAb4hq1ouyzrzaWRyYch9vEEBVzx6gfRMmSG8W4FtMvt08uX6-2BBW61FAKt25tOYZsBClFwxEToJ9ektaP60GIh9yRNLw-3D" target="_blank" rel="noreferrer">Taylor & Francis Online</a>.<br><br><br><br> This new issue contains the following articles: </p></div></td><td width="100" valign="top" style="padding-right:0px"><div align="center" style="padding-top:15px"><a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYFFXUDI9CrT4LDW3SVIF31ZyETK_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDA0pT9iAviSJAjA8tc2fVpBgj3PpAuYMeMVD9Sd09ORcoEMChWaPu6AAEWTicdzd8aet00zFWaSnxGVR2Wdw2tB3XzUcqr8Ff-2BmXt90NwTmhn4zjAen-2BUG60VFiNEQKWW1Fw81SNUxM0w2jxZBDzOBGroNLV0Q0JcWC8FZSpX1eumwcvxCygQYHqrJO6TEo4Xg-3D" target="_blank" rel="noreferrer"><img src="https://www.tandfonline.com/action/showCoverImage?journalCode=cdis20" width="80"></a></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td width="546" style="padding-left:0px"><div align="left"><div style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:10px"><span style="font:bold 16px Arial,sans-serif"><span>Articles </span></span><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uWUocLDHk2sY3WkzW3hrvoeNIrpPk2KljWCPfZq-2BAagFLMqz_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDCK58twlWkKhS2pvAG4JBsgzHX2MINvrPfq9SwhvGQ0TFtCw2Z4v9T1xdSJjnniWhx4qU1ku2LZcClwtZWZKCP-2BaRYL6bLHv7PN8Lbc6Mu0Z7uF6bIKr1nB3C3a0xEGbHR6CXxs7Op-2BCH90NwzGDClmTOc-2Frad08zcbzDAzNDjn8rHJO1b429vK1-2Fkvx7vc3XM-3D" target="_blank" rel="noreferrer">Positioning Indigenous knowledge systems within the Australian mathematics curriculum: investigating transformative paradigms with Foucault</a><br>Amber Hughes<br> Pages: 487-498 | DOI: 10.1080/01596306.2020.1715345</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6ucIv-2BtQQuN2wBcPdFmkXTdLN4ppQAzwSOPrXfvdUWl-2BHmPk6_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDBVSofoQMB6oFhe2uJ1YFLK1-2BOmyFHGJMYyt65gQrUM8XbIeAkfNke7O1OSLhe3OXvRtRuLBbncitCtDA10MkHS82OoKT5Tl2MI-2B6xXk-2BCLlLULr-2FteKmO-2FcZ-2BqM8Q3bxD7B6KcHGcjLs3Cb4zZfz-2FLqB00H6G6f-2FUR-2BsYUdX7wwUGD9A74fRPWJKZctxJug4U-3D" target="_blank" rel="noreferrer">Disability-related bullying and its discursive formations and enactments in the social ecology of schooling</a><br>Anastasia Liasidou & Elissavet Ioannidou<br> Pages: 499-512 | DOI: 10.1080/01596306.2020.1711514</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfBf47Hcmx-2FhZmNQkwdI4aIsAnL5zE1-2BnRqH7W9-2BmVBSSB-2FuJVW7Wk7ssqEpkDLY6aF1-F_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDA5rBGdOyu1Bcdwn6XnUs7qp-2FsH09OxU906WraGUXa9qrVpp-2FIgfJHsg-2BPMTH5Thtk7v80VO-2FUfzae58ss1Lmfk-2B6I-2BSsiDS0PyfJgi4qlN97gllZlZMn4cDWAIoUTXrIplbuajz0KwgLzaPuXCtr1SEbNjAfNHZ9OXxV0OM9MD9BatzQBTX7Lr8bky3y0KsYg-3D" target="_blank" rel="noreferrer">A critical discourse analysis of Curriculum for Excellence implementation in four Scottish secondary school case studies</a><br>Stephanie Hardley, Shirley Gray & Ruth McQuillan<br> Pages: 513-527 | DOI: 10.1080/01596306.2019.1710463</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uVuIf0TC-2BmUPf9VYSbKmHYAt1q94oYFAZLARBL0JzyVFFUoi_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDDWKeVg7jYDF3qxJ43qXAAnm-2FztWUrZZUhZdHbEU1hzSxf7KQ9l98JVGa1Z8SUW7EkFNL4-2BR-2Brkh2IHrf9Cz5ojngGe7Q7O1eV8XsgnRHgVTJIg9BXN-2BVDzEfyVsTNn489MI-2F88dFLaUwk5VqFHUHNfQmvy39gnhQfOlYlWOJcPyoBQLqYCnnLjiPs2ZfdZ5mQ-3D" target="_blank" rel="noreferrer">Cultural trauma and the politics of access to higher education in Syria</a><br>Zeina Al Azmeh, Joanne Dillabough, Olena Fimyar, Colleen McLaughlin, Shaher Abdullateef, Wissam Aldien Aloklah, Adnan Rashid Mamo, Abdul Hafiz Abdulhafiz, Samir Al Abdullah, Yasser Al Husien, Ammar Al Mohamad Al Ibrahim, Ziad Al Ibrahim, Taiseer Barmu, Abdulnasser Farzat & Bakry Kadan<br> Pages: 528-543 | DOI: 10.1080/01596306.2020.1715922</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6ucQ1zmvX6JYKvzKhom9L58nMQHWHxmrp7l8kJ5Wv10BUcSeZ_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDBKrjJCViYMmM0jssUt8LlybrKJQvO4aVrjpLWGpNZeopYkZIPy6vBeSY-2BgWN5mU1nB9dGlKMo9OglXg3-2FyUOni5kwsmbaol6SvaLiIAAKob8cUCGYvquVfQIZ6tIgvzrFKoptLnwdoLsFg9xEDMLdZuG4REWf3LhkT7hJ0uCtBVohn45Z5YTg5RCbZn7YZDIE-3D" target="_blank" rel="noreferrer">'How do you get the courage to stand up?' Teachers' constructions of activism in response to education policy reform</a><br>Amber Warren & Natalia Ward<br> Pages: 544-558 | DOI: 10.1080/01596306.2020.1716689</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uSTDL6mu9iRVYw9A-2F-2FYHdcB31NVknjKrIhe8Ah45nkOS-mut_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B51mNpOp7UYXMbPEm2XkSzyG3-2B-2FqzUTsNRzQDDbsWGRDCFcR6XXT-2FEKK-2BEK0pp2e4ra9Fct87lOngRXttLllN5ZyHefMUef8Nfa4qHNlKRQS5Q-2F9hWCJYvBQ5odMF82tfuELXvWC5gcoWQKpa0dIkWtsmmuvLlTHXZTsuXc7gjjhWNh5vzbaOVS1MFhVH3pTdyF4iZ95pyHDoqMkjqb7KfyK3SMcnAXjZD1X4iSTVhGDA-3D" target="_blank" rel="noreferrer">Engaging with policy actors and the discursive politics of school-related gender-based violence in Ethiopia and Zambia</a><br>Freya Johnson Ross & Jenny Parkes<br> Pages: 559-571 | DOI: 10.1080/01596306.2020.1724079</p></div></div></td></tr></tbody></table></div></td></tr></tbody></table><div align="left"><span style="font:normal 12px Arial,sans-serif;color:#666666;line-height:18px"><p style="font:normal 12px Arial,sans-serif;color:#666666;line-height:18px"><br></p></span></div></td></tr></tbody></table></div></div></td></tr></tbody></table></div><img src="http://url310.tandfonline.com/wf/open?upn=nE9rxSXA5G4kxsTVkgv43h-2Bm-2B9Yo-2B-2Bv7uQWCV8xxkX-2BrLcOHId0EopOjIQdx3Uo5Gmb9ebAcMW7tSI1ePixDEn3ZKQe8XnH1kFQa4Wn4w-2FkJ538wFPZEAFA52o42-2FEAojNZNtIFVeI24JnxYBkyQYzSOdKNelcY1D8Q5DvZ4DBWyTHiqJ-2Bq2IuHZ1-2FIDfjqulsCnlxdWLNVVJEcfdQ6hsovAD5a7MfgsapiTo30yebV37kcsWV7jIAV9vBRit-2BOtjM1Qo4TNnKvjZMEm2WZe-2BwxJy-2F8UE74RdRONiRc4Q4pW81PJYclsulPVxd8dgY7r" alt="" width="1" height="1" border="0" style="height:1px!important;width:1px!important;border-width:0!important;margin-top:0!important;margin-bottom:0!important;margin-right:0!important;margin-left:0!important;padding-top:0!important;padding-bottom:0!important;padding-right:0!important;padding-left:0!important"> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-62420345376737846072021-07-21T10:52:00.001+01:002021-07-21T10:52:53.312+01:00Fwd: [SI] Issue Published (open access): Inclusive Universities in a Globalized World<div dir="ltr"><br><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr"><br></div><br>Social Inclusion has just released a new issue, fully open access, and all articles are free for you and others to read, download and share.<br><br><b>Inclusive Universities in a Globalized World</b> (2021, Volume 9, Issue 3)Edited by Liudvika Leišytė, Rosemary Deem and Charikleia TzanakouComplete issue: <a href="http://www.cogitatiopress.com/socialinclusion/issue/view/231" target="_blank">www.cogitatiopress.com/socialinclusion/issue/view/231</a><br>Table of Contents:<b>Inclusive Universities in a Globalized World<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4632" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4632</a><br>By Liudvika Leišytė, Rosemary Deem and Charikleia Tzanakou<br><br><b>The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4122" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4122</a><br>By Jan McArthur<br><br><b>Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4074" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4074</a><br>By Jessica Wren Butler<br><br><b>The Need and Desire for Inclusive Universities: A Perspective from Development Studies<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4096" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4096</a><br>By Stephen Thompson<br><br><b>Mass University and Social Inclusion: The Paradoxical Effect of Public Policies<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4165" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4165</a><br>By Pierre Canisius Kamanzi, Gaële Goastellec and Laurence Pelletier<br><br><b>Inclusive Higher Education Access for Underrepresented Groups: It Matters, But How Can Universities Measure It?<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4163" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4163</a><br>By Anete Veidemane, Frans Kaiser and Daniela Craciun<br><br><b>Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4084" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4084</a><br>By Katharina Resch and José Pedro Amorim<br><br><b>Gender and Globalization of Academic Labor Markets: Research and Teaching Staff at Nordic Universities<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4131" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4131</a><br>By Maria Pietilä, Ida Drange, Charlotte Silander and Agnete Vabø<br><br><b>Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4065" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4065</a><br>By Beatriz Gallego-Noche, Cristina Goenechea, Inmaculada Antolínez‐Domínguez and Concepción Valero‐Franco<br><br><b>Comparative Inclusion: What Spanish Higher Education Teachers Assert<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4030" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4030</a><br>By Amparo Pérez‐Carbonell, Genoveva Ramos‐Santana and María‐Jesús Martínez‐Usarralde<br><br><b>Faculty Perception of Inclusion in the University: Concept, Policies and Educational Practices<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4114" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4114</a><br>By Ana Maria Moral Mora, Inmaculada Chiva and Carmen Lloret‐Catala<br><br><b>Digital Teaching, Inclusion and Students' Needs: Student Perspectives on Participation and Access in Higher Education<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4125" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4125</a><br>By Leevke Wilkens, Anne Haage, Finnja Lüttmann and Christian R. Bühler<br><br><b>University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4126" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4126</a><br>By Michael Grüttner, Stefanie Schröder and Jana Berg<br><br><b>Coloniality in the German Higher Education System: Implications for Policy and Institutional Practice<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4139" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4139</a><br>By Lisa Unangst and Ana M. Martínez Alemán<br><br><b>Diversity is not the Enemy: Promoting Encounters between University Students and Newcomers<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4121" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4121</a><br>By Janieta Bartz and Wibke Kleina<br><br><b>The Segmentation of the Academic Labour Market and Gender, Field, and Institutional Inequalities<br></b><a href="https://www.cogitatiopress.com/socialinclusion/article/view/4190" target="_blank">www.cogitatiopress.com/socialinclusion/article/view/4190</a><br>By Marta Vohlídalová<br><br><br>Kind regards,<br><br>Mariana Pires<br>Cogitatio Press, Portugal<br><a href="mailto:si@cogitatiopress.com" target="_blank">si@cogitatiopress.com</a>________________________________________________________________________<br> Social Inclusion<br> <a href="http://www.cogitatiopress.com/socialinclusion" target="_blank">http://www.cogitatiopress.com/socialinclusion</a> <br> <hr> <p align="center"><br></p> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-75212327357474774782021-06-08T12:41:00.001+01:002021-06-08T12:41:52.775+01:00Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.<div dir="auto"><br><br><div class="gmail_quote" dir="auto"><div dir="ltr" class="gmail_attr"></div><div style="color:#333333;background-color:#f1f1f1;min-width:100%;Margin:0;padding-top:0;padding-bottom:0;padding-right:0;padding-left:0"><table width="600" border="0" align="center" cellpadding="15" cellspacing="1" bgcolor="#e8e8e8"><tbody><tr><td width="600" style="background:#ffffff;margin:0"><div align="center"><div align="center"><table width="600" border="0" align="center" cellpadding="0" cellspacing="0"><tbody><tr><td width="600" height="113" valign="top" style="padding:0"></td></tr><tr><td width="600" height="20" valign="middle" align="left" style="background:#5c6167;color:#fff;padding:5px 15px"></td></tr><tr><td class="m_8437745369207993665two" width="600" valign="top" style="padding:0 12px"><table width="576" border="0" cellpadding="0" cellspacing="0" bgcolor="#FFFFFF"><tbody><tr><td width="576"><div align="center"><table class="m_8437745369207993665left" width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td class="m_8437745369207993665right" width="446" style="padding-left:0px"><div align="left"><p style="font:normal 16px Arial,sans-serif;line-height:18px;margin-top:10px;padding-bottom:15px"><br></p></div></td><td width="100" valign="top" style="padding-right:0px"><div align="center" style="padding-top:15px"><a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYFFXUDI9CrT4LDW3SVIF31ZiZpD_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B50buciK-2Bg9AXec3-2FUBCHvA1GeOu1MBvACv9CZrJViIHbNx50-2FV75xcaWMmeEjf-2FcsitWUNJfNjkDgVI40jUxtFPZWI6RKgiM4tFrD-2FF4C2UtA5C1Wi9rLiuVPyseiFgJVEd4sXo9HrI-2BjzLekf6YVyhfPTui5uCIYBjPbKMQ7NJnEtoGEQvETPOft8FRK2jensiAXCyzrepuRZ4ewe-2B29DDKiHsiJj0F54y0IY2Wshqk-3D" target="_blank" rel="noreferrer"><img src="https://www.tandfonline.com/action/showCoverImage?journalCode=cdis20" width="80"></a></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td width="546" style="padding-left:0px"><div align="left"><div style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:10px"><span style="font:bold 16px Arial,sans-serif">Research Article </span><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6ua1-2FSJsHyDijAS7aDF4GcM5OJQPhMkmkIc2ErzWhVtLKDFaF_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B50buciK-2Bg9AXec3-2FUBCHvA1GeOu1MBvACv9CZrJViIHY-2FG4ui-2BqhXJ3PYstyyRUT8jTnhCL661ayOugssbE2pbU5OX0bY0VWAJIfxVfFMTWKyb2Ty68gQmGbyrgkDwFj1So9lNK4xB7icAetf7zLIPtzOIQIfltG7VWHVxnykXCO6Qay6dFmwaTTuJdr6AmjE-2F24rfDLnm34F6qdLLenZXGA5ihzLadCp5tYJtfm0OJ8-3D" target="_blank" rel="noreferrer">'Shooting your voice': challenging power relations at school through Photovoice</a><br>Avy Dwight Hemy & Assaf Meshulam<br> Pages: 1-17 | DOI: 10.1080/01596306.2021.1937944</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uev9GRMvLVQS5bOZNTLApEgNvcQdMH1a49xLnoGl16kwZsHl_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B50buciK-2Bg9AXec3-2FUBCHvA1GeOu1MBvACv9CZrJViIHbUWUho2L6qOPTmSPMiO92OIe34AGncLQmzpaLJOOtc4x8BXXhYLi16n9GHPp-2BFFj8mZlGl6m1C2MBRthohKGgSNQLIF3aKfSHYVENU6YNq6qt5XlnIlqdI-2BfKIkZZvr8DwH-2BUDwO6aFkHBi-2FUq1l3-2Feh0GU2TSzv8z94j6GojGSgzmN-2FXhqDZWifivrJAbjqM-3D" target="_blank" rel="noreferrer">'The prison of the body': school uniforms between discipline and governmentality</a> | <img style="vertical-align:middle;width:90px;border-radius:2px" alt="Open Access" src="https://www.tandfonline.com/templates/jsp/_style2/_tandf/images/open_access_lock.png"><br>Jasper Friedrich & Rachel Shanks<br> Pages: 1-14 | DOI: 10.1080/01596306.2021.1931813</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uZ07euk6CCYF6wJkl01UqHjZ2wSHqcKn4jn04SBYbrwhGCqA_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B50buciK-2Bg9AXec3-2FUBCHvA1GeOu1MBvACv9CZrJViIHasNEiawOUyAFAqdKaUw12UlNnqAPUoTM7-2FXQpdfwHjGwNM6lSWEKEoNs-2FJUtmfocoGVHo58CAYx6zes7xqUPOnTvFVfHBFqxRGd19ZM80exmDJuGe7Xou-2FKxjUeFIHfySk3cgStzCKmfv3ThYXB-2F31B54zeH-2BHaN0IhcQxvMDM7lDjhsSUVderEX0nhQdCDks-3D" target="_blank" rel="noreferrer">Hyper-performativity and early career teachers: interrogating teacher subjectivities in neoliberal educational assemblages</a><br>Kirsten Lambert & Christina Gray<br> Pages: 1-15 | DOI: 10.1080/01596306.2021.1933912</p><br><span style="font:bold 16px Arial,sans-serif">Review Essay </span><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2Y6MdAyQ17-2BnWCG-2BkDRzjfXNyU2HxWA9q8ctAU2xV6uZ2ZapOxannEWA4VAmLhH-2FzLChpu-2BUs-2BX7H9306hRwciRl1__f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B50buciK-2Bg9AXec3-2FUBCHvA1GeOu1MBvACv9CZrJViIHYFZYuaeMJeX9k-2F3KuiLFMoXbGEsMi1PWyO-2BkTXQafCeX-2BQhCzaVwrIvuabVK-2BDSHeuj1qNbgOcBfLtnKbStEHdJOkNBM1dJs81R-2FS7lFEkfJX1uNWgZs7378nK-2BRPDFjA2HaNBw8NEXweFJzY7-2BvSzV5tHoWy0D-2BV-2BMqeiZIAi0fF90HiSuwDDo9skqhtlbVI-3D" target="_blank" rel="noreferrer">Forms of education: rethinking educational experience against and outside the humanist legacy</a><br>Samir Haddad, Naomi Waltham-Smith & Ansgar Allen<br> Pages: 1-11 | DOI: 10.1080/01596306.2021.1932755</p><br></div></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" 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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-75076359706124928202021-05-25T18:35:00.001+01:002021-05-25T18:35:55.150+01:00Fwd: Out Now: Lived Experiences of Ableism in Academia by Nicole Brown<div dir="ltr"><br><div class="gmail_quote"><div lang="EN-GB" link="blue" vlink="#954F72" style="word-wrap:break-word"><div class="m_879922230964688716WordSection1"><br> <p style="margin:0cm;background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"> </span><span style="font-size:11.5pt;font-family:"Segoe UI",sans-serif;color:black"><u></u><u></u></span></p> <p style="margin-bottom:0cm;background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"><a href="http://bristoluniversitypress.co.uk/signup-bup-pp" target="_blank"><span style="color:#1155cc">Sign up to our newsletter</span></a> to receive 35% discount on all our books.</span><span style="font-size:11.5pt;font-family:"Segoe UI",sans-serif;color:black"><u></u><u></u></span></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><b><span style="font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm">*****************************************************</span></b><span style="color:black"><u></u><u></u></span></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><b><span style="font-size:12.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm">Out Now: Lived Experiences of Ableism in Academia<u></u><u></u></span></b></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><b><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm">Strategies for Inclusion in Higher Education</span></b><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"><br> <b>By Nicole Brown<u></u><u></u></b></span></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"><br> </span><em><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#615959">"Using 'lived experience' first-hand accounts, this volume illuminates the complex and often shocking experience of combining the aspirations and demands of academic life with the stigma of managing disability and chronic illness."</span></em><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#615959"> <strong><span style="font-family:"Arial",sans-serif">Gillian Bendelow, University of Brighton</span></strong></span><b><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"><u></u><u></u></span></b></p> <p style="margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm;line-height:18.0pt;background:white"> <span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#615959">Demands for excellence and efficiency have created an ableist culture in academia. What impact do these expectations have on disabled, chronically ill and neurodivergent colleagues? This important and eye-opening collection explores ableism in academia from the viewpoint of academics' personal and professional experiences and scholarship. <u></u><u></u></span></p> <p style="margin-right:0cm;margin-bottom:7.5pt;margin-left:0cm;line-height:18.0pt;background:white"> <span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:#615959">Deeply embedded in personal experiences, this perceptive book provides examples for universities to develop inclusive practices, accessible working and learning conditions and a less ableist environment. <a href="https://policy.bristoluniversitypress.co.uk/lived-experiences-of-ableism-in-academia?utm_source=listserv&utm_medium=email&utm_campaign=x-listserv-month-2021" target="_blank"><span style="color:#007c89">Learn more about it.</span></a><br> <br> <strong><span style="font-family:"Arial",sans-serif">Read the author's article, <a href="https://www.transformingsociety.co.uk/2021/05/25/make-enablement-the-legacy-of-the-covid-19-pandemic/?utm_source=listserv&utm_medium=email&utm_campaign=x-listserv-month-2021" target="_blank"><span style="color:#007c89;font-weight:normal">'Make enablement the legacy of the COVID-19 pandemic</span></a><a href="https://www.transformingsociety.co.uk/2021/05/25/make-enablement-the-legacy-of-the-covid-19-pandemic/" target="_blank"><span style="color:#007c89;font-weight:normal">'</span></a> on Transforming Society. </span></strong><u></u><u></u></span></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><span style="color:black"><u></u> <u></u></span></p> <p class="m_879922230964688716xmsonormal" style="margin:0cm;background:white"><span style="font-size:10.0pt;font-family:"Arial",sans-serif;color:black;border:none windowtext 1.0pt;padding:0cm"> </span><b><span style="font-family:"Arial",sans-serif;color:black;border:none windowtext 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href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZf2TkRKOwio646ekZsD8XX3HQ62F6Lg7aUCbwI9oWleY-2B64IAGIQW8tgGDpFwxMGmg-3DGv1B_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5qBcnXWfMAJZ-2BH0MNX5FpvkSttBKNPcRhotcpQoSqyPHHv3pz7I9J6gLuQnLNhp52zuf5KuGLfdvJcLEj55-2BCpOqvdWSeEqsB8EGNArbRprmX9Qczewkd0pSSOpOlSCYE6dZXk-2F2LFalFHxRG75CzMsJmAFlROfIxDdvqj6L4juiR9Ei1dOFGN2qBcdMErSBxZOpYeIrDubMkSAgMFEJkKQET3rhhC6hUm1B6a6IYfUCkEyQ0tdxbWcM8XWcJ-2FkB1" target="_blank">Early View</a></p> <p> </p><div>Online Version of Record before inclusion in an issue</div> <p></p> </td> </tr> </tbody></table> <hr width="100%" size="1" noshade color="#333" style="height:2px;border:none;color:#333;background-color:#333"> <div> <div style="border-bottom:1px solid #e7e4df;margin-top:0px;padding-top:0px;padding-bottom:10px"> <p title="ARTICLES">ARTICLES</p><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qP5bpkgL5PPWYaqaH8ElZQ0wzh7YzEz-2BPX-2B9QpCXna6fkp-2Fc6O1V9S0wvO1-2FCqOY3uEdnavLCpXdkj0YJpyVKz3p-2BRK6pmXulxSCb6Q1J0vz0ettkHqrIiJAt0uxeHczofZPjehRqARwvgqEQuVP9kw9VK1ND8Ln1QaWFMtMJiwnoZAxGSTtIWsSDOZhqMK5BX1FnKpRTWeS75xYJdae8-2BW2c96Je4PdUvYI2u4hux4ELFLmfl4fZTTciPoD8haqxPhSry98rYnbVVcucyiRBJ4-3DTRzg_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5qBcnXWfMAJZ-2BH0MNX5FpvkSttBKNPcRhotcpQoSqyPEY8WpuS3RsKPvGfSLzR4uoupWMRZkrGcjmQqvm8PdSAfdDahmCseSbW7qQaSe01PaOwqW0FqR0VNAW59xLGr8EMhesL5UtZfss5xTiIJumx4SueU56rRDj0p2dIDhz1npH8kdNIGNY5CN3hbCYSN2bLOojtcbMNt1BAScEwlVtmlcug6ybzqSSfZKJatGzE-2FKBNmJH-2BpQgeJLqD9P50vJj" target="_blank"><h5 style="color:#005274;font-size:16px">Marketisation of higher education: A genre analysis of university prospectuses in Pakistan</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Ambreen Shahnaz</span></div></span><p style="float:none;list-style:none;margin-top:0">Version of Record online: 24 May 2021 </p> <div> <ul></ul> </div> </div> <div style="border-bottom:1px solid #e7e4df;margin-top:0px;padding-top:0px;padding-bottom:10px"> <span><span><img src="https://onlinelibrary.wiley.com/pb-assets/images/icon-lock_open.png" style="padding-right:3px;margin-right:3px"><span><span style="color:#6d2077;font-size:12px;font-weight:600;padding-right:3px;margin-right:3px">Open Access</span></span></span></span> <p title="ARTICLES">ARTICLES</p><a style="text-decoration:none;display:block" href="http://el.wiley.com/ls/click?upn=3P-2FFNDAGSso-2BACQqCJSxZQYXuyDFuSyQWVXTOVuATZfE2ZYhBvN14MKB0KVXOLGO8obGng7vSyli3t-2BN6pmyppzIenmXueGAJ-2FkLG8YQt-2B4libg9SOn7OU1prw6yHMWlpUC7HV8QH9UuOayoFug3qP5bpkgL5PPWYaqaH8ElZQ0wzh7YzEz-2BPX-2B9QpCXna6fkp-2Fc6O1V9S0wvO1-2FCqOY3uEdnavLCpXdkj0YJpyVKz3p-2BRK6pmXulxSCb6Q1J0vz0ettkHqrIiJAt0uxeHczofZPjehRqARwvgqEQuVP9kw9VK1ND8Ln1QaWFMtMJiwn2kKvGoQiMgBmZKREsXI3j1La1t1cd5XLLkzboGPaeMAsdo2ojWKulIkuw1umA9ml9FSt8SVOsWrZrtIwLV3q2yUHsl7ExMM7ffFYS8H3MbY-3DdGsE_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5qBcnXWfMAJZ-2BH0MNX5FpvkSttBKNPcRhotcpQoSqyPGhcduv57oLsmcAMSW7QhyCoBajilaeXbQ616iJsoaW08nH5xVmk4xlvPaFRFaQlpeDZv767YiNXfrPbszBG8oBcclXgZmIP6327xiyZKLTliFSty0AHMTQRgtX6yUVenWisYhUy-2BbCZ3X8B-2FFZhqUKhts-2B7bbYzgVVVDtZthnNFN0X-2BlYFGgtWPU5mPRYCCa8-2BjaaWuDlkMg6F-2BPNyokY7" target="_blank"><h5 style="color:#005274;font-size:16px">Students as consumers? The perspectives of students' union leaders across Europe</h5></a><span style="float:none;list-style:none"> <div><span style="color:#757472;display:inline;margin-left:0"> Rachel Brooks</span></div></span><p style="float:none;list-style:none;margin-top:0">Version of Record online: 24 May 2021 </p> <div> <ul></ul> </div> </div> </div> <table style="width:100%"> <tbody><tr> <td></td> <td></td> </tr> </tbody></table> <p><br></p></div> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-15526697344726889082021-05-11T17:05:00.000+01:002021-05-11T17:06:25.714+01:00Fwd: New Open Access Issue of Learning and Teaching (Vol. 14, Issue 1)<div dir="ltr"><br><div class="gmail_quote"><br><br> <br> The new Open Access issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) has published!<br> <br> LATISS is a part of the Berghahn Open Anthro Collection: <a href="https://www.berghahnjournals.com/page/berghahn-open-anthro" rel="noreferrer" target="_blank">https://www.berghahnjournals.com/page/berghahn-open-anthro</a> <br> <br> Please visit the Berghahn website for more information about the journal:<br> <a href="http://www.berghahnjournals.com/latiss" rel="noreferrer" target="_blank">www.berghahnjournals.com/latiss</a><br> <br> Volume 14, Issue 1<br> <br> Editorial<br> Penny Welch and Susan Wright<br> <a href="https://bit.ly/2R8OCX6" rel="noreferrer" target="_blank">https://bit.ly/2R8OCX6</a> <br> <br> Articles<br> How is disability portrayed through Welsh universities' Disability Service web pages?: A Critical Disability Studies perspective<br> Beth Pickard <br> <a href="https://bit.ly/2SKn0bp" rel="noreferrer" target="_blank">https://bit.ly/2SKn0bp</a> <br> <br> Precarity and dehumanisation in higher education<br> Olivia Mason and Nick Megoran<br> <a href="https://bit.ly/3wblb5V" rel="noreferrer" target="_blank">https://bit.ly/3wblb5V</a> <br> <br> Becoming a global citizen?: Developing community-facing learning in the social sciences<br> Jane Booth<br> <a href="https://bit.ly/2R9AEo1" rel="noreferrer" target="_blank">https://bit.ly/2R9AEo1</a> <br> <br> Daring spaces: Creating multi-sensory learning environments<br> Sabine Krajewski and Matthew Khoury<br> <a href="https://bit.ly/3vYMXCl" rel="noreferrer" target="_blank">https://bit.ly/3vYMXCl</a> <br> <br> Book Reviews<br> Jessica Belue Buckley and Søren S. E. Bengtsen<br> <a href="https://bit.ly/3tCQuVi" rel="noreferrer" target="_blank">https://bit.ly/3tCQuVi</a> <br> <br> Sign up for Email Updates: <a href="http://bit.ly/2WLeoxR" rel="noreferrer" target="_blank">http://bit.ly/2WLeoxR</a><br> Please visit the Berghahn website for more information about the journal: <a href="http://www.berghahnjournals.com/latiss" rel="noreferrer" target="_blank">www.berghahnjournals.com/latiss</a><br> Please support the Subscribe-to-Open initiative and recommend Learning and Teaching to your institution's library: <a href="https://www.berghahnjournals.com/page/berghahn-open-anthro" rel="noreferrer" target="_blank">https://www.berghahnjournals.com/page/berghahn-open-anthro</a> Please fill out the one-step web form to do so: <a href="http://journals.berghahnbooks.com/latiss/library-recommendations/" rel="noreferrer" target="_blank">http://journals.berghahnbooks.com/latiss/library-recommendations/</a><br> <br> ########################################################################<br> <br><br> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-24190531166218387862021-04-14T15:00:00.000+01:002021-04-14T15:01:18.377+01:00Fwd: Creative Academic Magazine #19<div dir="ltr"><div class="gmail_quote"><div dir="ltr"><div class="gmail_quote"><center><table border="0" cellpadding="0" cellspacing="0" height="100%" width="100%" id="m_9140805972307472943m_-7759649885400873852bodyTable" style="background-color:rgb(255,255,255)"><tbody><tr><td id="m_9140805972307472943m_-7759649885400873852root" align="center" valign="top"><table align="center" border="0" cellpadding="0" cellspacing="0" width="100%" style="max-width:660px"><tbody><tr><td style="background-position:center;background-repeat:no-repeat;background-size:cover" valign="top"><table border="0" cellpadding="0" cellspacing="0" width="100%" style="table-layout:fixed"><colgroup><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"></colgroup><tbody><tr><td style="background-color:#ffffff;background-position:center;background-repeat:no-repeat;background-size:cover;padding-top:24px" valign="top" colspan="12" width="100%"><table border="0" cellpadding="0" cellspacing="0" width="100%"><tbody><tr><td style="padding-left:48px;padding-right:48px" valign="top"><div style="font-size:16px;text-align:center;width:100%"><p><br></p></div></td></tr><tr><td style="padding-left:48px;padding-right:48px;padding-top:24px" align="center" valign="top"><img width="241.20253164556965" style="width:241.20253164556965px;height:auto;max-width:100%" alt="Logo" src="https://dim.mcusercontent.com/cs/06737c351e97ab35ae59a3bf7/images/88a5d32b-33ad-47ab-8bb1-4ba873299ec2.png?w=241&dpr=2"></td></tr><tr><td style="padding-left:48px;padding-right:48px;padding-top:24px" valign="top"><div style="font-size:16px;text-align:left;width:100%"><h3>Creative Academic Magazine CAM #19 Creative Ed-ventures in Online Teaching and Learning</h3><p>Dear community member </p><p>The latest issue of Creative Academic Magazine (CAM19) is now available as a free download at<span style="color:var(--color-action)"> </span><a href="https://creativeacademic.us10.list-manage.com/track/click?u=06737c351e97ab35ae59a3bf7&id=fcb13a9bae&e=28d9d1b7d2" target="_blank">https://www.creativeacademic.uk/magazine.html</a>. It is often said that necessity is the mother of invention and the Covid pandemic has certainly created a new necessity for invention and adaptation in the world of education. In CAM 19, edited by Johanna Payton and Lisa Clughen, we celebrate the imaginations, resourcefulness and ingenuity of teachers and others who support students and their learning, in creating new opportunities for creative adventures in learning.</p><p>The magazine is our contribution to World Creativity and Innovation Week April 15 -21. We will also facilitate a discussion on the theme of Creative Ed-ventures in Online Teaching and Learning starting on April 14th in the #creativeHE Facebook Forum <a href="https://creativeacademic.us10.list-manage.com/track/click?u=06737c351e97ab35ae59a3bf7&id=08fbf1deac&e=28d9d1b7d2" target="_blank">https://www.facebook.com/groups/creativeHE</a></p><p>Please join us and show the world that higher education is a hotbed of creative activity. Please share your practices and experiences of creative educational adventures.</p><p>Norman Jackson Director & Founder Creative Academic</p></div></td></tr><tr><td style="padding-left:48px;padding-right:48px;padding-top:24px" align="center" valign="top"><img width="564" style="width:564px;height:auto;max-width:100%" alt="" src="https://dim.mcusercontent.com/cs/06737c351e97ab35ae59a3bf7/images/025b1ee6-7f3e-4c5d-bb95-e17d4fb0b6ad.jpg?w=564&dpr=2"></td></tr><tr><td style="padding-top:24px" valign="top"><table border="0" cellpadding="0" cellspacing="0" width="100%" style="background-color:transparent;border-top:20px solid transparent;margin-bottom:0;margin-top:0"><tbody><tr><td style="min-width:100%" valign="top"></td></tr></tbody></table></td></tr><tr><td style="padding-top:24px" valign="top"><table align="center" border="0" cellpadding="0" cellspacing="0" width="100%"><tbody><tr><td style="background-color:transparent;background-position:center;background-repeat:no-repeat;background-size:cover" valign="top"><table border="0" cellpadding="0" cellspacing="24" width="100%" style="table-layout:fixed"><colgroup><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"><col span="1"></colgroup><tbody><tr><td style="background-position:center;background-repeat:no-repeat;background-size:cover" valign="top" colspan="12" width="100%"><br></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></td></tr></tbody></table></center></div></div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-7278647429027799892021-03-27T17:23:00.002+00:002021-03-27T17:23:36.363+00:00Another excellent Innovating Pedagogy report from the OU<p> <a href="http://www.open.ac.uk/blogs/innovating/">Innovating Pedagogy | Open University Innovation Reports</a></p><p><br /></p><p><span style="background-color: white; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 16px;">This ninth report, produced by researchers in the Open University’s Institute of Educational Technology in collaboration with colleagues from the </span><span style="background: rgb(255, 255, 255); border: 0px; color: #333333; font-family: Georgia, "Bitstream Charter", serif; margin: 0px; padding: 0px; vertical-align: baseline;">Artificial Intelligence and Human Languages Lab/The Institute of Online Education at Beijing Foreign Studies University</span><span style="background-color: white; color: #333333; font-family: Georgia, "Bitstream Charter", serif; font-size: 16px;">, proposes ten promising innovations that have not yet had a significant influence on education but deserve attention.</span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-88714820345374224282021-03-23T12:39:00.001+00:002021-03-23T12:39:34.066+00:00Teaching with a disabliity<div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr"><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small">From an email discussion forum in reply to </p><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><br></p><blockquote style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex" class="gmail_quote">One of the participants on our PGCert has asked about any resources about teaching for those with disabilities/ health issues as she has disabilities and long-term health issues.</blockquote><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><u></u></p><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><u></u> <u></u></p><blockquote style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex" class="gmail_quote">On our course we talk a lot about students with disabilities but we don't really address it so much from the staff side of things. We also have all the usual stuff from HR but nothing specifically about teaching.<br> <br>Does anyone know of anything useful I could point her towards?</blockquote><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><u></u></p><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><u></u><u></u></p><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small"><br></p></div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><br></div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">There is a book she can download for free on ableism in academia <i style="font-family:Calibri,Arial,Helvetica,sans-serif;font-size:14px"> <a href="https://policy.bristoluniversitypress.co.uk/lived-experiences-of-ableism-in-academia" id="gmail-m_1261907390654515029LPlnk158592" target="_blank">https://policy.bristoluniversitypress.co.uk/lived-experiences-of-ableism-in-academia</a></i><span style="font-family:Calibri,Arial,Helvetica,sans-serif;font-size:14px"> and another coming out soon from Policy Press edited by Nicole Brown </span></div><div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">details here <a href="https://policy.bristoluniversitypress.co.uk/lived-experiences-of-ableism-in-Bacademia" id="gmail-m_1261907390654515029LPlnk" target="_blank">https://policy.bristoluniversitypress.co.uk/lived-experiences-of-ableism-in-academia</a></div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small">One link was erroneous.<u></u><u></u></p><p class="MsoNormal" style="color:rgb(34,34,34);font-family:Arial,Helvetica,sans-serif;font-size:small">Ableism in Academia. Theorising Experiences of Disabilities and Chronic Illnesses in Higher Education is free to down from here: <a href="https://www.uclpress.co.uk/products/123203" target="_blank">https://www.uclpress.co.uk/products/123203</a> or <a href="https://www.jstor.org/stable/j.ctv13xprjr" target="_blank">https://www.jstor.org/stable/j.ctv13xprjr</a></p></div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">Both make recommendations that she and her line managers may find useful, as may you.</div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><br></div><div style="font-family:Calibri,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">I have also written about teaching with dyslexia and supporting teachers with dyslexia here <a href="https://www.tandfonline.com/doi/abs/10.1080/14703297.2020.1764377?journalCode=riie20" id="gmail-m_1261907390654515029LPlnk840391" target="_blank">https://www.tandfonline.com/doi/abs/10.1080/14703297.2020.1764377?journalCode=riie20</a></div><div></div><br><div id="gmail-m_1261907390654515029Signature"><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div name="divtagdefaultwrapper" style="margin:0px"><div name="divtagdefaultwrapper" style="margin:0px"><font face="Calibri, Arial, Helvetica, sans-serif"></font><div><font face="Calibri, Arial, Helvetica, sans-serif"></font><p class="MsoNormal" style="margin:0cm 0cm 0pt;font-family:Tahoma;font-size:13px"></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><font style="color:inherit;font-family:inherit;font-size:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-weight:inherit"><a name="m_1261907390654515029__MailAutoSig"><b><span style="font-size:12pt">Dr Jennifer Leigh MRSC, </span></b></a></font><a name="m_1261907390654515029__MailAutoSig" style="color:inherit"><b><span style="font-size:12pt">MA, BSc (Hons), PGCHE, PGCE, SFHEA </span></b></a><span style="font-size:10pt"><a href="mailto:j.s.leigh@kent.ac.uk" target="_blank">j.s.leigh@kent.ac.uk</a> </span><span style="font-size:10pt"><b>| </b></span><span style="font-size:13.3333px">@drschniff </span><b style="color:inherit;font-family:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-size:10pt">| </b><span style="font-size:10pt">@suprachem</span><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal">Senior Lecturer in Higher Education and Academic Practice, Centre for the Study of Higher Education, UELT, University of Kent, Canterbury, Kent CT2 7NG</p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal">Vice-Chair (People) WISC (Women in Supramolecular Chemistry) <a href="https://www.womeninsuprachem.com/" title="https://www.womeninsuprachem.com/" target="_blank">www.womeninsuprachem.com</a> </p><div style="margin-bottom:0.000133333px;line-height:normal;margin-top:16px"></div><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><span style="font-size:12pt"><b><b style="color:rgb(0,0,0)">An area-specific, International community-led approach to understanding and addressing Equality, Diversity and Inclusion within supramolecular chemistry. </b></b></span><b><span style="color:rgb(0,0,0);font-size:14px;font-weight:normal"></span><i style="font-weight:normal;font-family:Calibri,Helvetica,sans-serif;font-size:12pt;color:rgb(28,29,30)">Angewandte Chemie a</i><span style="margin:0px;font-family:Calibri,Helvetica,sans-serif;font-size:12pt;font-weight:normal;color:rgb(28,29,30)"><i>vailable <a href="https://onlinelibrary.wiley.com/doi/10.1002/anie.202015297" title="https://onlinelibrary.wiley.com/doi/10.1002/anie.202015297" target="_blank" style="margin:0px">here</a></i></span><br></b></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><b><span style="margin:0px;font-family:Calibri,Helvetica,sans-serif;font-size:12pt;font-weight:normal;color:rgb(28,29,30)"><br></span></b></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><b>Ableism in Academia: Theorising lived experiences of disabilities and chronic illnesses in higher education</b> London: UCL Press <i>free download <a href="https://www.uclpress.co.uk/products/123203" title="https://www.uclpress.co.uk/products/123203" target="_blank">here</a></i></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><b style="color:inherit;font-size:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit">Conversations on embodiment across HE: Teaching, practice and research</b> Abingdon: Routledge <i style="color:inherit;font-size:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-weight:inherit">available <a href="https://www.routledge.com/Conversations-on-Embodiment-Across-Higher-Education-Teaching-Practice/Leigh/p/book/9781138290044" target="_blank">here</a></i> </p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><b style="color:inherit;font-size:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit">Creativity and playfulness in HE research </b>in Theory and Method in HE research Bingley: Emerald <i style="color:inherit;font-size:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-weight:inherit">available <a href="https://books.emeraldinsight.com/page/detail/Theory-and-Method-in-Higher-Education-Research/?k=9781787692787" target="_blank">here</a></i></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><br></p><p class="MsoNormal" style="margin-bottom:0.0001pt;font-family:Calibri,Arial,Helvetica,sans-serif;line-height:normal"><b style="color:inherit;font-family:inherit;font-size:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit">Ableism in academia: Where are the disabled and ill academics?</b><span style="background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> <i>Disability and Society available <a href="https://www.tandfonline.com/eprint/TNKmvGUKi4WgvA98p33J/full" target="_blank">here</a></i></span></p></div></div></div></div></div><br><div><div><table style="width:600px;direction:ltr;border-radius:0px" width="600" class="gmail-main_html"> <tbody><tr> <td> <table class="gmail-html gmail-wisestamp_app gmail-main_sig gmail-new_11" style="max-width:445px;padding-bottom:10px;margin-bottom:8px" border="0" cellpadding="0" cellspacing="0"> <tbody><tr> <td> <table border="0" 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</tbody></table></td></tr></tbody></table> </td> </tr> </tbody></table><img src="https://tracy.srv.wisestamp.com/px/6676939672649728.png?embedded_method=extension" alt=""></div></div></div></div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-71519056586070161092021-03-22T14:43:00.001+00:002021-03-22T14:43:51.711+00:00Fwd: New Book for International Teachers in HE<div dir="ltr"><br><div class="gmail_quote"><div dir="ltr"><div style="font-family:Calibri,Arial,Helvetica,sans-serif;font-size:12pt;color:rgb(0,0,0)"><br> <div dir="auto" style="margin:0px;font-size:15px;font-family:"Segoe UI","Segoe UI Web (West European)","Segoe UI",-apple-system,BlinkMacSystemFont,Roboto,"Helvetica Neue",sans-serif;color:rgb(32,31,30);background-color:rgb(255,255,255)"> <br> </div> <div dir="auto" style="margin:0px;font-size:15px;font-family:"Segoe UI","Segoe UI Web (West European)","Segoe UI",-apple-system,BlinkMacSystemFont,Roboto,"Helvetica Neue",sans-serif;color:rgb(32,31,30);background-color:rgb(255,255,255)"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSnAz1w_c5xBbDHErBAaRLmV8Bg_oBbWxst8olMQicIMw935lk8Gk5Dw5111H92vxW-lvxhNK0JA_0FoS7DVZBvS3gSIZcjyoIyMr5I115c_zaf8wDn4vCR-Zkg_f3RKjW_Zm9B-un886/s1600/image-731722.png"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGSnAz1w_c5xBbDHErBAaRLmV8Bg_oBbWxst8olMQicIMw935lk8Gk5Dw5111H92vxW-lvxhNK0JA_0FoS7DVZBvS3gSIZcjyoIyMr5I115c_zaf8wDn4vCR-Zkg_f3RKjW_Zm9B-un886/s320/image-731722.png" border="0" alt="" id="BLOGGER_PHOTO_ID_6942489213499071170" /></a> <div style="color:rgb(0,0,0);font-family:Calibri,Helvetica,sans-serif;font-size:16px;background-color:rgb(255,255,255);margin-top:0px;margin-bottom:0px"> <br> </div> <div style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">More details at</span><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt"><i style="color:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-weight:inherit"> </i></span><u style="color:inherit;font-family:inherit;font-size:inherit;font-style:inherit;font-variant-ligatures:inherit;font-variant-caps:inherit;font-weight:inherit"><a href="https://bit.ly/3no9vsb" rel="noopener noreferrer" target="_blank"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt">https://bit.ly/3no9vsb</span></a></u><br> </div> <div style="margin:0px"> <div style="margin:0px"><br> </div> <div style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">This book responds to, and builds on, the needs identified in a wide-ranging 2020 survey of International and Transnational Teachers working in UK HE both in the UK and overseas.</span></div> <div style="margin:0px"><br> </div> <div style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">Christopher Longman at Lancaster University says about the text:</span></div> </div> <blockquote style="margin:0px 0px 0px 40px;border:none"> <div style="margin:0px"><span style="margin:0px;background-color:rgb(255,255,255);font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><i>"I really like the way it is written in an accessible style, with practical suggestions which </i></span></div> <div style="margin:0px"><i><span style="margin:0px;background-color:rgb(255,255,255);font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">make connections </span><span style="margin:0px;background-color:rgb(255,255,255);font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">with readers' own teaching contexts and approaches.</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">"</span></i></div> </blockquote> <div style="margin:0px"><br> </div> <div style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">Nuala </span><span lang="EN-GB" style="margin:0px;font-variant-ligatures:none!important;color:rgb(0,0,0);text-align:left;background-color:rgb(255,255,255);font-size:11pt;line-height:18.3458px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;line-height:normal;color:rgb(0,0,0)">is an Associa</span></span><span lang="EN-GB" style="margin:0px;font-variant-ligatures:none!important;color:rgb(0,0,0);text-align:left;background-color:rgb(255,255,255);font-size:11pt;line-height:18.3458px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;line-height:normal;color:rgb(0,0,0)">te Professor and PGCHE Director in the School of Education,</span></span><span lang="EN-GB" style="margin:0px;font-variant-ligatures:none!important;color:rgb(0,0,0);text-align:left;background-color:rgb(255,255,255);font-size:11pt;line-height:18.3458px;font-family:"Times New Roman","Times New Roman_EmbeddedFont","Times New Roman_MSFontService",serif"><span style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;line-height:normal;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;line-height:normal;color:rgb(0,0,0)">University of Nottingham and works across their UK, China and Malaysia campuses.</span></span><span style="margin:0px;color:rgb(0,0,0);text-align:left;background-color:rgb(255,255,255);font-size:11pt;line-height:normal;font-family:Arial,Helvetica,sans-serif"> </span></div> </div> <div dir="auto" style="margin:0px;font-size:15px;font-family:"Segoe UI","Segoe UI Web (West European)","Segoe UI",-apple-system,BlinkMacSystemFont,Roboto,"Helvetica Neue",sans-serif;color:rgb(32,31,30);background-color:rgb(255,255,255)"> <span style="margin:0px"><br> </span> <div style="margin:0px"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">Chris led the credit-bearing and accredited pathways of educational development programmes for staff at the University of Leeds for 22 years, and now works as an HE consultant supporting a number of universities. He also set up and ran the successful</span><span style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">International Staff Website from 2007 to 2015; his NTF project. </span></div> <div style="margin:0px"><span style="margin:0px"><br> </span></div> <div style="margin:0px"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt"><b>Table of Contents</b></span></div> <div style="margin:0px"> <p><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">1. Key Features of UK Higher Education</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">2. Education in the UK</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">3. How Students Learn and What the Implications are for Teaching</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">4. Curriculum and Course Design</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">5. Teaching for Supporting Learning</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">6. Assessing and Giving Feedback</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">7. Supporting Students</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">8. On-going Development of Your Professional Practice</span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span><span style="margin:0px;font-family:Arial,sans-serif"><span style="font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"> </span></span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)">9. Key Terms, Glossaries and Abbreviations</span></p> <p><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><br> </span></p> <div style="margin:0px"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:11pt;color:rgb(0,0,0)"><br></span></div></div></div></div></div> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-63048061490433122592021-03-12T16:05:00.000+00:002021-03-12T16:05:04.214+00:00New issue of University Teaching and Learning Practice - statistics teaching<p> <a href="https://ro.uow.edu.au/jutlp/vol18/iss2/">Journal of University Teaching & Learning Practice | Vol 18 | Iss 2 (uow.edu.au)</a></p><div class="text" id="main" style="background: rgb(158, 7, 30); border: 0px; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 12px; margin: 0px 32px; outline: 0px; padding: 16px 0px; vertical-align: baseline;"><div id="coverart" style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><div id="sub" style="background: transparent; border-bottom-color: initial; border-bottom-style: initial; border-image: initial; border-left-color: initial; border-left-style: initial; border-right-color: initial; border-right-style: initial; border-top-color: rgb(170, 170, 170); border-top-style: solid; border-width: 1px 0px 0px; clear: both; margin: 32px 0px 0px; outline: 0px; padding: 8px 0px 0px; vertical-align: baseline;"><div id="alpha" style="background: rgb(255, 255, 255); border: 0px; clear: both; float: left; line-height: 1.6em; margin: 0px; outline: 0px; padding: 5px 4px 5px 0px; vertical-align: baseline; width: 420px;"><h1 style="background: transparent; border: 0px; font-size: 22px; font-weight: normal; line-height: 1em; margin: 5px 0px 10px; outline: 0px; padding: 0px; vertical-align: baseline;">Volume 18, Issue 2 (2021) Innovations and challenges in the teaching of statistics to non-specialists</h1><div class="article-list" style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 8px 0px; vertical-align: baseline;"><h2 id="article" style="background: transparent; border-bottom-color: rgb(191, 191, 191); border-bottom-style: solid; border-image: initial; border-left-color: initial; border-left-style: initial; border-right-color: initial; border-right-style: initial; border-top-color: initial; border-top-style: initial; border-width: 0px 0px 1px; font-size: 21px; font-weight: normal; line-height: 18.9px; margin: 0px 0px 5px; outline: 0px; padding: 5px 0px; vertical-align: baseline;">Articles</h2><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of Editorial: Innovations and challenges in the teaching of statistics to non-specialists (183 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2412&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of Editorial: Innovations and challenges in the teaching of statistics to non-specialists (183 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/01" style="background: transparent; border-bottom-color: rgb(0, 0, 0); border-bottom-style: dotted; border-image: initial; border-left-color: initial; border-left-style: initial; border-right-color: initial; border-right-style: initial; border-top-color: initial; border-top-style: initial; border-width: 0px 0px 1px; color: black; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Editorial: Innovations and challenges in the teaching of statistics to non-specialists</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Margaret MacDougall</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of What statistics instructors need to know about concept acquisition to make statistics stick (1.0 MB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2381&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of What statistics instructors need to know about concept acquisition to make statistics stick (1.0 MB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/02" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">What statistics instructors need to know about concept acquisition to make statistics stick</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Jochen Kruppa, Jessica Rohmann, Carolin Herrmann, Miriam Sieg, Kerstin Rubarth, and Sophie Piper</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of Revelations from story writing in business statistics: An exercise in decoding (422 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2385&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of Revelations from story writing in business statistics: An exercise in decoding (422 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/03" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Revelations from story writing in business statistics: An exercise in decoding</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Collette Lemieux and Brad Quiring</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences (533 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2384&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences (533 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/04" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">When one size does fit all: Simultaneous delivery of statistics teaching to multiple audiences</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Rachel Hilliam and Karen Vines</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of A case study in the e-assessment of statistics for non-specialists (1.1 MB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2383&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of A case study in the e-assessment of statistics for non-specialists (1.1 MB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/05" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">A case study in the e-assessment of statistics for non-specialists</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Iain Weir, Rhys Gwynllyw, and Karen Henderson</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of Online seminars in statistics for doctoral students: A case study (337 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2382&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of Online seminars in statistics for doctoral students: A case study (337 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/06" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Online seminars in statistics for doctoral students: A case study</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Christine Davies</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of Teaching research methods to undergraduate dental students (453 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2380&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of Teaching research methods to undergraduate dental students (453 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/07" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Teaching research methods to undergraduate dental students</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Sam Leary and Andy Ness</span></p></div><div class="doc" style="background: transparent; border: 0px; margin: 0px 5px 2px; outline: 0px; padding: 0px 0px 6px; vertical-align: baseline; width: 415px;"><p class="pdf" style="background: url("/assets/images/small_pdf.gif") left center no-repeat; border: 0px; float: left; font-size: 11px; line-height: 16px; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; width: 54px;"><a aria-label="Download PDF of Ten tips for statistical educators in response to a constructive review of the book How to Analyze Data (458 KB)" href="https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2371&context=jutlp" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 6px 0px 0px 15px; text-decoration-line: none; vertical-align: baseline;" target="_blank" title="Download PDF of Ten tips for statistical educators in response to a constructive review of the book How to Analyze Data (458 KB)">PDF</a></p><p style="background: transparent; border: 0px; line-height: 16px; margin: 0px 0px 0px 60px; outline: 0px; padding: 0px; vertical-align: baseline;"><a href="https://ro.uow.edu.au/jutlp/vol18/iss2/08" style="background: transparent; border: 0px; color: #a6292e; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;">Ten tips for statistical educators in response to a constructive review of the book How to Analyze Data</a><br /><span class="auth" style="background: transparent; border: 0px; font-style: italic; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline;">Margaret MacDougall</span></p></div></div></div></div><div id="beta" style="background: transparent; border: 0px; float: left; margin: 0px 0px 0px 4px; outline: 0px; overflow: hidden; padding: 0px; vertical-align: baseline; width: 229px;"><div id="issue-art" style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px 0px 8px; text-align: center; vertical-align: baseline;"><img alt="" class="ignore" height="174" src="https://ro.uow.edu.au/assets/md5images/adf14fe7478faf4f63e9e1d0a3187ea0.gif" style="background: transparent; border: none; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;" width="200" /></div></div><div class="clear" style="background: none; border: 0px; clear: both; float: none; font-size: 0px; height: 10px; line-height: 0; list-style: none; margin: 0px; outline: 0px; overflow: hidden; padding: 0px; position: relative; vertical-align: baseline; visibility: hidden; width: 0px;"></div></div></div><div class="verticalalign" style="background: rgb(158, 7, 30); border: 0px; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 12px; margin: 0px; outline: 0px; padding: 0px; text-align: center; vertical-align: baseline;"> </div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-20419592765914806712020-11-13T10:13:00.001+00:002020-11-13T10:13:36.763+00:00Fwd: Blame it on the lockdown!<div dir="auto"><div><div class="gmail_quote"><br><br><div dir="ltr"><div dir="ltr"><div dir="ltr"><div dir="ltr">Colleagues, especially those with courses for new academic staff, PG Certs, etc. may be interested in the following book which updates and brings together five previously published papers.<div><br></div><div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu1xZP4LfY1lPRdnCorkp_npSdx43U-IuF9P_a_wSMlSwUetqlV1fyO8LPsXQ-5vydYsTskaKnljBXuO62tZCFdI6f4LV69fmTcayjFSYO-4v7NJ5CNDVuios3isbQVOvmEIyvhV5v_XCh/s1600/image-716798.png"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgu1xZP4LfY1lPRdnCorkp_npSdx43U-IuF9P_a_wSMlSwUetqlV1fyO8LPsXQ-5vydYsTskaKnljBXuO62tZCFdI6f4LV69fmTcayjFSYO-4v7NJ5CNDVuios3isbQVOvmEIyvhV5v_XCh/s320/image-716798.png" border="0" alt="" id="BLOGGER_PHOTO_ID_6894549585543123394" /></a><br></div><div><div dir="ltr"><div dir="ltr"><div><div dir="ltr"><div><div dir="ltr"><br></div><div>It's available from Amazon at:</div><div><a href="https://www.amazon.co.uk/teaching-especially-assessment-education-practice/dp/B08KQMCGWT/ref=sr_1_1?dchild=1&keywords=chris+rust&qid=1605261831&sr=8-1" target="_blank" rel="noreferrer">https://www.amazon.co.uk/teaching-especially-assessment-education-practice/dp/B08KQMCGWT/ref=sr_1_1?dchild=1&keywords=chris+rust&qid=1605261831&sr=8-1</a> <br></div><div><br></div><div>Best wishes</div><div>Chris</div><div><br></div><div><br></div><div dir="ltr">Chris Rust<div>Emeritus Professor of Higher Education<br></div><div>Oxford Brookes University</div><div><img><img></div></div></div></div></div></div></div></div></div></div></div></div></div> </div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-34823196233734239062020-11-10T20:11:00.001+00:002020-11-10T20:11:43.827+00:00Fwd: IJSaP 4(2) is published and call for contributions to a new section on ‘Voices from the Field’<div dir="auto"><div><div class="gmail_quote"><br> <br> We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from <a href="https://mulpress.mcmaster.ca/ijsap/issue/view/385" rel="noreferrer noreferrer" target="_blank">https://mulpress.mcmaster.ca/ijsap/issue/view/385</a><br> <br> In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US.<br> <br> The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US.<br> <br> Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors (<a href="mailto:ijsap@mcmaster.ca" target="_blank" rel="noreferrer">ijsap@mcmaster.ca</a><mailto:<a href="mailto:ijsap@mcmaster.ca" target="_blank" rel="noreferrer">ijsap@mcmaster.ca</a>>) a brief (around 250 words) proposal<<a href="https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx" rel="noreferrer noreferrer" target="_blank">https://teaching.mcmaster.ca/app/uploads/2019/07/Proposed-submission-proforma-IJSaP-June-18.docx</a>> for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.<br> <br> Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<<a href="https://goo.gl/forms/lagSTJPSms0mTOaH3" rel="noreferrer noreferrer" target="_blank">https://goo.gl/forms/lagSTJPSms0mTOaH3</a>>.<br> <br> Voices from the Field<br> IJSaP is piloting a new section of the journal called "Voices from the Field." The goal of this section is to create a venue for a wide range of voices to address important questions around students-as-partners work without going through the intensive time commitment required by the submission, review, and revision processes. We want to hear your voices and put them into dialogue with one another!<br> <br> We are posting this open call for thoughts on the question below, and we will organize excerpts from the responses we receive into what we hope will be a creative, engaging, accessible format to share with readers. We'll see how this pilot goes and either turn "Voices from the Field" into a permanent section, include it occasionally, or revisit the idea altogether.<br> <br> Here is the question we invite you to address: Over the next 3-5 years, how might students-as-partners work develop in a wider variety of contexts around the world and feature a greater diversity of experiences and voices?<br> <br> These responses or 'voicings' should be:<br> <br> * between 75 to 150 words in length;<br> * informal but substantive—they can be practical and/or provocative, experience based or newly imagined, a plan or a challenge;<br> * clearly articulated from your own position and perspective (so very briefly tell readers who you are—context, identities/background, position); and<br> * focus on partnership/students as partners (within or beyond the classroom)<br> <br> We are looking for 15-20 contributions by 7 December 2020. Please use this link<<a href="https://www.surveymonkey.com/r/DLLNPJG" rel="noreferrer noreferrer" target="_blank">https://www.surveymonkey.com/r/DLLNPJG</a>> to submit your response to the question. If we reach this number before the deadline you will no longer be able to make a submission, so please check the link before you start writing.<br> <br> Please pass this note on to anyone you think may be interested.<br> <br> Abderrahim Benlahcene, Alison Cook-Sather, Katie Doran, Nattalia Godbold, Sharonna Greenberg, Rachel Guitman, Mick Healey, Ruth Healey, Amrita Kaur, Connie Kwan, Kelly Matthews, Nicole Moning, Benjamin Moorhouse, Caelan Rafferty, Sarah Slates, and Harry West the IJSaP Editorial Board<br> <br><br> </div></div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-36631799470214042962020-11-10T12:50:00.000+00:002020-11-10T12:51:22.913+00:00Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.<div dir="ltr"><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr"><br></div><br><br><div style="color:#333333;background-color:#f1f1f1;min-width:100%;Margin:0;padding-top:0;padding-bottom:0;padding-right:0;padding-left:0"><table width="600" border="0" align="center" cellpadding="15" cellspacing="1" bgcolor="#e8e8e8"><tbody><tr><td width="600" style="background:#ffffff;margin:0"><div align="center"><div align="center"><table width="600" border="0" align="center" cellpadding="0" cellspacing="0"><tbody><tr><td width="600" height="113" valign="top" style="padding:0"><div align="left"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRizET8o_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkDywBKTY8CCaQEINIBPlRF-2BskZ26mFvIMabb48SDrP3BXcMjWRy2f7cKSmlboRQdW9uaFGxYkr5MorOvwvjqLwj9sSACJtdlfCXzGNFeplljAP5Czq3Xxw7QPhrRoxP3LTt-2BlcgJG2D-2BANXLoDuKWzsqLW27XO4ASqhoWBX0qwit-2FcJ5sYmeSt4iYKm-2BFvx-2Bf6p7qV0Ozb91HnQJczwYMod" target="_blank"><img 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dotted #999"> <div align="left"> <p align="center" style="font-size:9.0pt;line-height:13.5pt;font-family:"Arial","sans-serif""> <a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYHKalz0-2FSVeq4IpyH7AytRaqpQFIMSIlGhdH2Tc2wbLBYu9vLQThvYnAj7Y4KnFRVMGRmMMw2e2Zhc1aMekAYJw2NHBV9Fm7mDS-2FCy9XnIMyJb1y7hWesdBXlU0Ha3Gg6RJWbkFi-2B4eKwjv3tShAtb1M1xcdvFZaoZWlc959dP0yqmcZPdPV3kGEKF3air35L178B4Fhv7y9HdjyjCQixSuvOzaeT6tyOebeYvZ0y4la4fMlM6C5ukxXVebUedpWYO0xfqU1ePODiZskn6pHi5nEyALG73SnV673ptdS423Sp7ve0d0ye7kB-2B6HZxnUOidOJ6VO0ngv8t3T8WpwlXLfRjyz_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkCEzPKQ00qBuYOn0K2mAKY57hCyWQngCK9DLU7azOAkf0xWYUleTULdfmuiS3db-2BRC2h7Ez3NhgN6oo-2BdPsQkdpR1JX0EjqTinVy3rPAUOghI0xiZlpnjEBDgCOkdoZke-2FjOOexHA6rCg-2FYuCAyIjcPoF8-2FdBbOqf1pCBToB9ej75pcRjNv-2FDOKCU6LV7zyI1LPShoJqu7ocQl3aTONiacY" target="_blank"><img src="http://www.tandfonline.com/sda/110506/Hybrid-ii.png" width="468" height="60"></a></p> </div> </td> </tr> <tr><td class="m_1008629838754400406right" width="446" style="padding-left:0px"><div align="left"><br><br><br><p style="font:normal 16px Arial,sans-serif;line-height:18px;margin-top:10px;padding-bottom:15px"> New for <a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYFFXUDI9CrT4LDW3SVIF31ZLaFL_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkAEaEBdoyOlfAQBk-2FHFDM-2FIlIhtrROTWqfGAC6kqpUv7Jbq93tg9Y4HAdzHAVjhJqXlBmrNiFxNGWDahJ5UnR3u5DrYYEYgVdMvdiIYTKPi5vSeUkxCb8HkVVRqTgY-2FlGyABbxbVyCqxEiPcSAT2fjxz1zwZ6mix3qz8JTRpxHAgwh3bC5ZaSEXaQNFq4NulQbVQKN8ueyIqI9V3cb-2Fsl0V" target="_blank">Discourse: Studies in the Cultural Politics of Education</a> and online now on <a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRizF0gW_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkDWneUhrhdSf2-2BFHR-2Bl0LqQRn9ISgzPmxy0pFOtdQd-2FQDryc5PL2xDZqVFVNTnYl0dZXWx2ae4b67HUWbfxpUnsQEnIyUNKADA4ocICFEs2HwS8n-2F14pupJ52mUyCLiv7VdVvlcF5-2BZ05TOv071kO3vEO-2FamWp24BfjPOYAFuT8JmlnK43C-2F4bceALu8z7qDHDH89lu-2BgU489gLTtDGNJfP" target="_blank">Taylor & Francis Online</a>: <br><br></p></div></td><td width="100" valign="top" style="padding-right:0px"><div align="center" style="padding-top:15px"><a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYFFXUDI9CrT4LDW3SVIF31ZlgGA_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkBpItgeEItopNJQ7GT5KbhD-2Bzmj5U-2FU8tX7K2nTY38qSmVPeYzHGqBHz9kkeUo56LGpkZ-2Bdlg5wwdDuSc0gfO7WGpYu4Oy4NxRaT-2FkHHV9N69Gb6995gYdo0N8MKJVumD8P4QPaBL5cope3RsJiIGETZITmw0zMrz8vm8AyCOsPZO2ADPLoCvd8J81OXK4zU22zQBwssvDLMrQXeyX-2FFJB7" target="_blank"><img src="https://www.tandfonline.com/action/showCoverImage?journalCode=cdis20" width="80"></a></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td width="546" style="padding-left:0px"><div align="left"><div style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:10px"><span style="font:bold 16px Arial,sans-serif">Research Article </span><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTX8wIAoPBgnVjRz1iYsJcfFbpIuB6q7RZL-2FyZMt8QAgrMRc-2BsCJuMP1JeFY97cMsK3GalpJtghf20-2Fu2n3nZkbg-3D-3DMNgE_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkCj-2BvP3YufFZiau0cZUmA2XN8H9xEdTEb1tbaYCeGI5npabS7UKzIowCImNT-2F1sHBmHCs0hL1GhBM7-2FnPsSP0wwi5Cy4sb4eV2N-2BgIwCw53wxYEeXijPF3JttpNnPJvZUBfXLkm-2B-2BzI4nMyhvtPH4pCdiK4RHTG-2Fyb7cAgOvV3DHWbuq0q-2Bt-2FnPz6qVgjF1GjkMKp-2Fe-2FoQs6baydvldSxPK" target="_blank">Test-based accountability, standardized testing and minority/racialized students' perspectives in urban schools in Canada and Australia</a><br> Goli M. Rezai-Rashti & Bob Lingard <br> Pages: 1-16 | DOI: 10.1080/01596306.2020.1843112</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTX8wIAoPBgnVjRz1iYsJcfLASp1yf7aAi4B0ULVDxla9kt9f1TQMveUx9MYX-2FxprMnJCFUahqrlTPfPBpnGwlTg-3D-3Ds5d7_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkCoYb1bZy66u2UQFoeElKahpphuzPOp91Ge5dAJ0He-2BoFDJbeUlXpSzPu2qlH14w-2Fvsy6wHCvlDAN-2BY5zbka7VQOHQuS2RacgAF-2FNCchfrdFuiT7ZCg2DtqDoF41vpbcyi1eWEs6PSl1NEtzaiu-2F-2BUgh82qGYhvSDxhdgvRAO-2Buzegd0aXlpnZ2TsOi-2F3UsLbiXws2xzfTM8HjLuzvMDEV4" target="_blank">Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education</a><br> Xiuying Cai <br> Pages: 1-15 | DOI: 10.1080/01596306.2020.1843115</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTHoY9eqXyJTVUXhmeEltsKmP4a2CpkOsCg05uzq3A1lenYk4ByN5aILUZK2CVkKmcbTu4EDR8ipUtCQCGmXqJdw-3D-3DK86B_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkBLMi5Ek-2BfvF6TsBu0YRbubX5s2e1HbQE9RS03XYpZR43dNCtk-2B2vgUogsX6YiFbIsQtIQCwaBZkiLj9Q3PNA2h8y18L5H95qD759uHOwctnrEkAoClMrIhbIBf7xHJh70udo5Q1b9rCDzV4M29LUhhcJYfBbWfc-2BhbtYLPglUTUaTdmw4cq-2F3VtqvuQA8a7pK-2Ff-2FAVpMs4LTfL9RfiL9mI" target="_blank">Student responses on the survey of global competence in PISA 2018</a><br> Harsha Chandir <br> Pages: 1-17 | DOI: 10.1080/01596306.2020.1844153</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTX8wIAoPBgnVjRz1iYsJcfC7bVbPrkzU37Uvjb-2BsGc0nABiiD2OA7VaNWhAUw0-2FheON7aBFNc4Hijj25DsrWf2g-3D-3DRwAU_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkDMGoOJk8JDiNYfGQKrAo7pQ2iknNQPRtR8P-2B6vftIY8CGzg1nId0GFLTV0jB596422MO1ImLLSVsoMtMlMRKut7buxYLRPxLzsiXlTu9aBIn8G5xqumwqh1K-2FYNBgra0vSZ2hz4z07wFWzZwFYW8HNyNnLg0-2Bcy8FyCzv9wdiWgXLMUW9EJdud-2BQWPeLzr38ThxN4RsZh07WEh-2FQc3iBnA" target="_blank">Toward a framework for assessing the 'global' and 'citizen' in global citizenship education in Australia and beyond</a><br> Matthew A. M. Thomas & Susan Banki <br> Pages: 1-17 | DOI: 10.1080/01596306.2020.1843113</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTX8wIAoPBgnVjRz1iYsJcfAjigwngKTf0vL-2FRpFqW22wJL8Jl6smYpC5hBWlMqK0dTAlKLUb7wMwKwR-2FXMrz7sA-3D-3DOp8s_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkDDotSWXSAVjBjz-2BMlse6rLtL289pY7yJE36UT7Z5rDYyMe6kGZC9zlQsiS131ADeqoFT-2FqhH8hLA5Jp7F9xzPdlfVirrDh-2FPn-2Bv-2Ft7wX6t4zwVcm91nk847LQZrnE4WE-2F1SsbXXUfee9U0fu6DNIZB43CmhAPT-2FFS2Afqbft3vWWt-2Fz8NbQuE235fXW8ZvJ2O5Az04gyx6apTMHgkn0g67" target="_blank">Dramatising the shock of the new: using Arts-based embodied pedagogies to teach life skills</a><br> Sheila Robbie & Bernie Warren <br> Pages: 1-16 | DOI: 10.1080/01596306.2020.1843114</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTH18xRgc3CcfcXE9NEiQh-2B45QZnZzgVrxinzhIsZeiejrFyD2rQlwC5INWqs-2F0CrewvaLXZtPcRNPi7s9p-2BrS4w-3D-3DznLe_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkBcrRXlovGbJxDHycO9mc-2Fe7jAA1B4R5eD-2B6KXOM9VG1-2FeFh8DUZag9CClRBYGzLRCg8RIwWLaYQNNIRUXK5a0-2BJ6i3qJsNEqkfCXF-2B4eVWWqeKaZuZGck9PrTTsgifUHtQfvROIOdct6DDJt6eq6swytA7zIt-2F9j65trmp-2FD9a5uaOgya-2FYFzdK7pT3IxtRNkgDJ7EgSAcBg9Y-2BVjQIv7I" target="_blank">The un/methodology of 'theoretical intuitions': resources of generations gone before, thinking and feeling class</a><br> Valerie Hey , Sarah Leaney & Daniel Leyton <br> Pages: 1-13 | DOI: 10.1080/01596306.2020.1834953</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTX8wIAoPBgnVjRz1iYsJcfMCcJ6rUSyKZR-2BBLTWHLzMORvHRsq8QSYLAajGm9zBHCBh-2Feo8QHLyjykeAROAeFFg-3D-3D8Z5S_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkBsyk4Cg64ha72tIB1H2Ja0GIk9yS-2F93PaS5hPz9h7opwy1RJDjQEvf3Fp4PUbuxgcNFahnmegcIEyd4ceOIeMZjDjdWxTlV2Q-2BmlfY2iF-2BSM2ZKrw3utM1BZIUdYHKdK9JMvI6g2J5gwJ1jqu4qoldYbSlw9IVlQ8NbLN0oJOVvED4OjPjKR-2FiZIp7a0yTGEB3lfik3-2FbEFhxBiWGJBzbt" target="_blank">Walking between the raindrops: the role of religion in globalised schooling</a><br> Itamar Rozenfeld , Miri Yemini & Laura C. Engel <br> Pages: 1-16 | DOI: 10.1080/01596306.2020.1843116</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTixbwwPVl4iFQGf4OWzTtWMbe4sftL-2Bg6D61uHMkPufNz6XKJ0rv161FiyGtp8K56IqYONW1TSKW1O0D-2FHNaV9FCX4fI2l5BxAfpYlEjJK59-2Bgwh1eaWXLQ9-2F0paQ1sf55n0mPZUhUdmpK7PKWIX5DFPyzrQBQAQgf4gUkKbOPvbTTlBy0Q-2BGjMK30F-2FhsWkuzPcduyLIRkk00EKtGvUp0ZgK3gu8mLJTFEv1m9z5CxsWOGl7wmQfmWs9klQ63HBm6Q-3D-3DWkyg_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkCHIH8Quirlf4d0vzrLEOY3cGzLEcBdJFYlN8j5NBhWluQwcAWq4m-2FQvfnw1d7qmJJ44OZvtEBsUtB0ryL-2FkBzJqWgTlkv3V8kwVl8LOk-2BQnkjUrRCi4slgq-2F-2FiXt-2FScGyZJFnTVpyVdbB-2BtMQ5IZp5tX9npcQ-2Fhu1VymXfHMnjTc1z-2BvUcmjspdxtxV7SVTIIJ880JAIKPoCT4Hb3mzpvZ" target="_blank">Education reform imaginaries: mapping -scapes of philanthropic influence</a><br> Neha Miglani & Patricia Burch <br> Pages: 1-17 | DOI: 10.1080/01596306.2020.1836747</p><br></div></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0"> <tbody><tr> <td width="546" style="padding:15px 0px;font:normal 12px Arial,sans-serif;border-bottom:1px dotted #999"> <div align="left"> <p align="center" style="font-size:9.0pt;line-height:13.5pt;font-family:"Arial","sans-serif""> <a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYHKalz0-2FSVeq4IpyH7AytRaD30LHIBaCVAK0uG7FI2NzyBz4iCG17zEWahDK8hszAiHAS0r2SpEvV7IltbrjeWXfova2-2FfgWjI7n6LzoYYlSHmShHJ-2Fn3UmxxeVX5JSzd5ebFHgrkQPjrXVGIiixqBpMdawqcqit5ijnfyMjyx4Uic71rQXVoEWMar4Hc49T-2BZi8939dDhvPvfTf5IUxpDWQ1s-2FsSrG9dc1e-2BOuquStysMXC8UUpHHgViNbr4QdOrqliRBMOsha0mIdonYuMmP9lXL1YbZ9TWXJxbWsW2-2FknU8NNT7HV6Z37Wd52xgzZG-2FA0rV8o7VGyjhn-2Fr1z66MkwfK1_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5IpLPyt9GxieVicMcG5-2BhkM7p7SMz4FV6HrBGKMVyCkA9V-2BMwWUa9ZebMfOQlzrdNae702w7HivZNizhONBujb8MiyPBuljSQ6BHfXIVo1hGBhgcUgwmhkRzJ2wTbjJrWmlSshlLrBSLoHeOAeIyTJSKrcuor-2BxJ7iG3FrKPJ6AvcY2j-2BK-2F7wDEZtTB4WvLk5UfHcTIHs11CpdUHIUr0nGWmXnImu7sNoZ6VLJ2AgwDriVvv-2FC9klHm3TjC-2Flex-2Fl" target="_blank"><img src="http://www.tandfonline.com/sda/110504/Hybrid-i.png" width="468" height="60"></a></p> </div> </td> </tr> </tbody></table><div align="left"><br></div></div></td></tr></tbody></table></td></tr></tbody></table></div></div></td></tr></tbody></table> <img src="http://url310.tandfonline.com/wf/open?upn=nE9rxSXA5G4kxsTVkgv43h-2Bm-2B9Yo-2B-2Bv7uQWCV8xxkX-2BrLcOHId0EopOjIQdx3Uo5q2fCRHSwSKCJLcruYmyGDaJ0Y9cYwgcFCOljjqSlTHEd946SmWsIEAFKAbUYeQ055oOrZBb1auepQZqrnrmekCu179Ctq2eDa3Pz-2Fxk0fpux4aiDEp2tmbWk5Kt-2B6C0cFKfke0o30QV90QoyGCUPeP9mA1QAwmg1pOoVOG76cmA6tSgf-2FE0Fi3ycvMIDe2r90C6-2BGw3FFvWg6lrb9nIVruiFgP7YLZXx-2FQPPBcQLsYk-2B1FpMjzNPCQbpNkzh0zDP" alt="" width="1" height="1" border="0" style="height:1px!important;width:1px!important;border-width:0!important;margin-top:0!important;margin-bottom:0!important;margin-right:0!important;margin-left:0!important;padding-top:0!important;padding-bottom:0!important;padding-right:0!important;padding-left:0!important"> </div> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-88244387517341750772020-11-09T10:54:00.001+00:002020-11-09T10:54:58.275+00:00New Journal, Studies in technology enhanced learning https://stel.pubpub.org/<div><br></div><div>Studies in Technology Enhanced Learning is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.<br></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-469476280136448422020-09-08T11:23:00.001+01:002020-09-08T11:23:29.385+01:00Fwd: PERSONAL TUTORING PUBLICATION<div dir="auto"><div class="gmail_quote" dir="auto"><blockquote type="cite"><div><div dir="ltr"><div style="font-family:Calibri,Arial,Helvetica,sans-serif;font-size:12pt;color:rgb(0,0,0)"><p style="margin:0cm;text-align:justify;line-height:normal"><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">Following the conclusion of the (SEDA accredited) CRA programmes in </span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt"><b>Personal Tutoring and Academic Advising,</b></span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt"> we have been working to consolidate the collective learning from the Portfolios submitted for accreditation into an online Journal.</span></span><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">We did not start out with this intention but the wealth and richness of the Portfolio evidence submitted made it too good an opportunity to miss!</span></span><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">A number of colleagues have contributed to this by producing themed Chapters, themselves drawing on the wide range of portfolio evidence submitted for accreditation.</span></span><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">All are acknowledged in the publication, which can now be </span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt"><b>viewed and downloaded at</b></span></span><span style="font-family:Arial,Helvetica,sans-serif"><b> </b></span><b><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><a href="https://joom.ag/QquC" target="_blank" rel="noreferrer"><span style="background-color:white"><span style="color:blue"><span style="font-family:Arial,Helvetica,sans-serif">https://joom.ag/QquC</span></span></span></a></span></span></b><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">.</span></span><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span><span style="font-family:Arial,Helvetica,sans-serif"><span style="font-size:12pt">We hope this will be of interest and value to many; please circulate to other colleagues to whom you feel this may be of interest.</span></span><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> </span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal">With all best wishes<br></p></div></div></div></blockquote><div><br></div><blockquote type="cite"><div><div dir="ltr"><div style="font-family:Calibri,Arial,Helvetica,sans-serif;font-size:12pt;color:rgb(0,0,0)"><p style="margin:0cm;text-align:justify;line-height:normal"><span style="font-family:Calibri,sans-serif"><span style="font-size:11pt"><span style="font-family:Arial,sans-serif"><span style="font-size:12pt"><span style="font-family:Arial,Helvetica,sans-serif"> Steve Outram (and on behalf of Rob Ward, Janet Strivens and Cathy Malone)</span></span></span></span></span><br></p><p style="margin:0cm;text-align:justify;line-height:normal"><br></p></div></div></div></blockquote><div><br></div> </div></div> Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2728426161472582065.post-10728124464305107202020-07-14T10:30:00.000+01:002020-07-14T10:31:19.067+01:00Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020 is now available online on Taylor & Francis Online<div dir="ltr"><br><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr"><br></div><br><br><div style="color:#333333;background-color:#f1f1f1;min-width:100%;Margin:0;padding-top:0;padding-bottom:0;padding-right:0;padding-left:0"><table width="600" border="0" align="center" cellpadding="15" cellspacing="1" bgcolor="#e8e8e8"><tbody><tr><td width="600" style="background:#ffffff;margin:0"><div align="center"><div align="center"><table width="600" border="0" align="center" cellpadding="0" cellspacing="0"><tbody><tr><td width="600" height="113" valign="top" style="padding:0"><div align="left"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRizG4c-_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjcEkQsYZFjxOF1QJDMvNM5aHuxVcUZ0yHzQYpkFVyFMiwcc3XZT6MGESU6yJIlGc3OFq-2FoUuTfLIczxbB3-2BcQitcT0P33X9QQObcLEV66OECrEl6CZqGUNoV7QWitTTq24z2PNdNPhFiwA9gRWemMJyOd86QZx4Rhf8JBkVZTP0s-2FnvJOggiQdYd3ME2P6fDam4M8LRkuGwjrAZ044xvJl9" target="_blank"><img 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style="font:normal 16px Arial,sans-serif;line-height:18px;margin-top:10px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq29U2fGFHjK0l4Y5koKLk5NcqHLWuorrD7UhyXTiwR4FA-3D-3DSmcj_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjenp5LdIEB9BrKJPW8rhh8GqRE6oHenSkghrSskwtLX-2Bw9r2GHRilgHaJ1zEZIYkLZnzj-2FnbQKLHSfcm24Q9TKBDGUKqYSIrvyRmdMOdrZ5y6LPBnSMF0dSaTvWhzTvIbAcZ8kqYefok0aWUJg4rsOLIPHbC-2BubIQqilg1jBjD7y5k6J2qL9qCTh7i2dJ0piPjn3qztLIVE9cfCHi-2FGQTO5" target="_blank">Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020</a> is now available online on <a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq0ynZvvlYo1M6XQ99XKBRizUIvx_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjecHfOS14n-2FKbCr5jkfS2hZ-2BUMWae4MPLGxNfiZtUwfvldD5fbbSNCpqMUbE-2FWk3rpTfJkuZFKzsSKDhlJ9amC-2F6twgGlcXV6ivskdcfKAEKKtppe9WoY9cG59gK6gDA1mNBkAkzHHb0z7tNaTCn41BljtTyzMVfatx52MGoLZ7ZyuGwUUE9VnS88Sc8PeYrtb6yXcvBexpcR0oNideyjcb" target="_blank">Taylor & Francis Online</a>.<br><br><br><br> This new issue contains the following articles: </p></div></td><td width="100" valign="top" style="padding-right:0px"><div align="center" style="padding-top:15px"><a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYFFXUDI9CrT4LDW3SVIF31ZWswT_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjcSiLXk-2F-2B3z1OE0CyxtvMIMmkUYiEzxxO3J9ZViAoxuWyDoCX1LCTwyk4WAcnhNkdPPX7T-2BxzsqoNKGhUKFGf8KpjuLefWn3Kjy-2FOIpBQTqH6A8B6yu74cTciB6DMnUqeyNivpugG9obP42geF3YFNXy16NnIp4M9PhwAltSHF0RTTsbP0jdUvToOVSz8nqRXAkEDnZo04RkVv-2Bp8KNcbaT" target="_blank"><img src="https://www.tandfonline.com/action/showCoverImage?journalCode=cdis20" width="80"></a></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="15" style="margin:0"><tbody><tr><td width="546" style="padding-left:0px"><div align="left"><div style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:10px"><span style="font:bold 16px Arial,sans-serif"><span>Articles </span></span><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rKuGW4cQxDCdHHI-2B4f2-2Flk7vJLYjdtWSK1AFiB8YQ-2BSRryPuyrSyoB0AX-2BK0EMZxB17sIOM1h1zzX3fAGMuo9lw-3D-3DbVQD_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjdSRPXwJjlkSyLD-2F9nmRl2-2FdIQ3x-2FQHLJGOaF4P0uHj17bM5Jy-2BvxB4fGS4Zi-2Bd6ujYhsszy3e4Kv0LBgm-2BAYGp0hlAMZsD6hxEDYsImj-2Fsmz7HuYkRTcKgHbUxRAoDXjfCKPuQx5d8EFm74OyoGzTA26pGnEL884Cj2OTBPw2ekSrRlP5aHZ5uGY0BvNBQjlJkwbT1XsUBSInwZP0ADEm1" target="_blank">Hannah Arendt's political thinking on emotions and education: implications for democratic education</a><br> Michalinos Zembylas <br> Pages: 501-515 | DOI: 10.1080/01596306.2018.1508423</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rKuGW4cQxDCdHHI-2B4f2-2Flkx63BlDUa41f3lvmnwNZveHuRd5kj-2FIN64xErS6hFq1NDxJ08b2k2kOTeUWXt6ejZA-3D-3DD-SM_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjd8S-2FxLO68VkFW7Fm30Xk4oOmAca11MEek7YB8o4Ss-2BVXb1jIdSezAbPiD9JoMXJRZYtPp39E6cGZV-2BQL2AaXaH-2FUEjxk4i1as-2FTPr3B89kwft-2FNi9d-2F0I5l7NEyj39OL6BmJoI-2FctZOIuQXSxoi4uHKkJjg00gBhrdunGWeycwz3YUp4-2F0pVSOhymc-2FiSpg-2BTAuumdRDxLtQQYSRQX8aEV" target="_blank">Implementing the 'Prevent Duty' in England: the semiotisation of discourse and practice in further education</a><br> Christian Beighton & Lynn Revell <br> Pages: 516-531 | DOI: 10.1080/01596306.2018.1508422</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rrPCfNT3PbeJfX6jPr8-2FaOWG97k0tUXzOItxpPPYzeHTmARERNp2PBSU2PgkvOgoJOTZanu0dspewTkMXLUPHUA-3D-3DhesV_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjeHNNSo5XkyZfX2lQpfJiXvluufJMKa0w4hzkFVVH4Ylupnr-2BPGU-2BRIE4Php6WPyNVnKFLpDGoXnQB1GNaNK-2BJCidsuqVtB6ns1h4FoN-2Bhf3yI6uRymHszM02tYiLwhh7b5gLpLDqiqja13HaaGSe78SNcuZV9kkKDcDfNOK1MveiSQBsoiGOiZDS4YgOE-2B-2FRz6-2FeZJiHi72a5LIIW-2B-2Bb-2F4" target="_blank">Provoking elite schools' defences: an antistrophon</a><br> Howard Prosser <br> Pages: 532-544 | DOI: 10.1080/01596306.2018.1509840</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7r10ILHOOUJWTnuCdRHL7B-2BtEejaZPPQMlnwHJ1-2FZUo0eDyl1nCogCDUPdYgFzcrw23bo6U3oKYj8oS5JYe2OBQQ-3D-3DjakX_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjfCuYUyVN9BcJ1V1vTgOxWxvFCSdMvP09VjbFq7Tg12pWqMdzUke8Iw8e1yMkda3NzFF7uUJhLqxji7K5VRUUr2c1vvf-2BdwlMf8Tfodch9fTVijgUfXjkrGByyqtbavfPkeuA-2BWV2kiQ3pDuesYFVF-2FP3UnLyaJbPIJYgfiqkigRagYdGprktFg22B6XKI4mq03RxinpZOD3bmVEqhooCfz" target="_blank">Christmas in U.S. K-12 schools: categorizing and explaining teacher awareness of Christo-normativity</a><br> Laurel Puchner & Linda Markowitz <br> Pages: 545-558 | DOI: 10.1080/01596306.2018.1512074</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7r8UKke96YcXKtqTY8RT6LEI7wg5A7dXYwrLgOHWOymKmTeYvVrsGjMSp1FFiAAILyZYbUlFLQy4aMKuZj6jq76g-3D-3DCJJL_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjdS-2F47HkXzPHI2mrzu3A28qauNelQaOWUaoJ76mYKpFHRVWUJNDqgYW7xyXLc277nkHJaii2YfJMEVFocayzh6iLBnw5GX-2BI-2BP-2FijXtlALbkGcFYCOftxI6ZqoNzF6QECZvBhYruDlIsjze-2F62nS6RyYYFgJLzSYLdPt0q23nyBoZqI9rdTcWH3DNfOa1ZM48-2BXYtyaNxSYNem8syqxgD9P" target="_blank">Key elements in the naturalisation of neoliberal discourse in higher education in Chile</a><br> Elisabeth Simbürger & Alina Donoso <br> Pages: 559-573 | DOI: 10.1080/01596306.2018.1512953</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rfbX4C9j3BijK9PEMsnmUeo526W9LhhIxOtGq8zNDJxmFRW-2BqCaiJEIJVlXw5tO59T7hQry7ClPT2huvymQ6iGg-3D-3D5cVW_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjfGXJDEDoV4uTDK1L1jemwmywehJFiXRPIDciERBdPIuj-2BHgh9id5yM9qIF14feXbe4W54mPLNFrLcgdXKJIPYY8tRwPjSnX8EVSGnjByXcvJIyWjKrRUmub4fR9DWhboSAkeXjF3Is8ZRQvR0bovNverFE2amRsgfZfZPKqc8mS63nc65ZLjCm7sR5fipjOpUcB1-2BOxIdkIJQkd3NUltVe" target="_blank">Unpacking the imaginary in literacies of globality</a> | <img style="vertical-align:middle;width:90px;border-radius:2px" alt="Open Access" src="https://www.tandfonline.com/templates/jsp/_style2/_tandf/images/open_access_lock.png"><br> Mia Perry <br> Pages: 574-586 | DOI: 10.1080/01596306.2018.1515064</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7r55GuqcLd79ZjtjyK1875inRGHFCBY3maWalEDHjCyp5PbaB2aK0-2FlBTJnVhVA1ROHrU3oDBRO88fB4cm8IaGrA-3D-3D5ey3_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjcgQTr5ZFfMdjigw-2BQkjgYagKRxkOpOlgjUJZgDZBqfYrLZ-2BZYLhtIeaPy-2BI8GL6n6dwgg2tR-2Fjhff4MUaB6TB-2F8pKZAaQdTlnjiaAqMLSz7F7wZBxlc2evWfBg6e6YJYNuEDBwbjzoGboej9tjbEUH3hAr8YpTRWafPalYj-2F-2FyDfVKLsio-2BUXM2E2UYIWPS1J7NHFmLjXwOZAlzXFB4Jpw" target="_blank">Globalism, regionalism and nationalism: the dynamics of student mobility in higher education across the Taiwan Strait</a><br> William Yat Wai Lo & Sheng-Ju Chan <br> Pages: 587-603 | DOI: 10.1080/01596306.2018.1516198</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7ruUKTfkpuzdvJI6vfMRssQExQe5oOefCxbDrKHfjsW2kVPV8FlMEvlycWGLkBRckh1ErHMfymnsUHSu00955xwA-3D-3D1iYX_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjes8ujlnVf9qbcb4ZYrIJTlF-2F8w05RFIvFmERFt3juSOhv19lazt-2BXvNe18uC9QRUYEg5KYnyCu3NFqptIZTaYvx61g3OxLE9EK6cG494Fs5tp-2BaKnRlf4YXGAwnL6BuS5dV-2F86ouAdxG56AfRanOTOvwYx6c7ZC0BCKIi4-2Bb5ifZ-2BvI0zlkWKvbPW65EyN7W5r6gNEtV7N3Eu5GBJwJ7Vt" target="_blank">Relational spaces: wit(h)ness-ing in writescapes</a><br> Mirka Koro-Ljungberg , Teija Löytönen & Timothy Wells <br> Pages: 604-622 | DOI: 10.1080/01596306.2018.1529023</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rO1GVJyCFwaCir28opKJbEQzFI0ebFXh7y0TKA4k8QlXTwh-2BKYA3kFBkdlcYpfG0-2BbyGfc-2BWh-2B9G-2BtOBIQ1FdsA-3D-3DCzZf_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjdrHhH4Ixj2032Tha2VbEO8hC4OT2EKrVEpt8qcCW2HN5kBCRj-2Fnu-2BlrFQHfDVs2aSFRSfu4AZFS237alPMTdKNOQ-2BHRUS9ceuyBa4P-2FKkYYffHjLYF5Zb-2BzY42dZLRuql7wF8PEAKsJi42OMU1gxFARCqzYX9cBpfvkIwqcIf2l70EIWuj-2F7QUbx8vEMAtGHkFnQkFD7V87Vz89x7qS6Es" target="_blank">Lifelong learning for (re)making future citizens through South Korean curriculum reforms and OECD PISA</a><br> Jonghun Kim <br> Pages: 623-637 | DOI: 10.1080/01596306.2018.1550385</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rMEoaxzOROKAxGCfgAMvP7AQtO-2FHoSjxfsXEyvuBRLXQWfuX-2FI2Pq-2ByDux6nuOv5w45ga0qbx6nikg8XQTk2tXQ-3D-3DhWNE_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjc6OHmM1SVTDtMHmklClNZsG3yyh9VFvB9-2B3W0ujFKEeFm63CIx6aJWfrs-2BGUe0ggHatsUL4rHm5ZsTPQbs-2BWuZJNcwZIURFpAclauxCWs7IwY97QWAjuo1uvyua39rkJpWKxTugtpUAsusLZIGxYGm2jm0llV2jE4bp-2BJde1dQPilsNxyH5-2FKgx8YnTlBNX7QRdVaSpt0-2F0txPkC78uR2B" target="_blank">The international education experience: identity formation and audibility through participation, adjustment, and resistance</a><br> Kaoru Matsunaga , Raqib Chowdhury , Melissa Marie Barnes & Eisuke Saito <br> Pages: 638-652 | DOI: 10.1080/01596306.2018.1549535</p><br><p style="font:normal 12px Arial,sans-serif;line-height:18px;margin-top:0px;margin-bottom:0px"><a href="http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq2J8qKeii-2F-2BnSd-2B-2Bk2OkimCP0KBew9MuFfPvX-2B1BF6OKPsg5T5vXu4SLpZUR-2Fy9wPzFeUytRByXiJVer1DD1IPeC6JfZZC60WwZB0ZzHZvTiyLO1JNeOR3AEN286nSOEOEtaozHELKr24KcATbUqT7ONflpvajXRzKWVeB0kFSV-2BYb62njbSyYBMZ1a3rbPzQJ5g-2B4XFmxUnBJykS7hKBXW99AF-2FtNNPS7xvLWS06qpXLP-2BR4lCqq7F-2Fj8htit2SmhIjyPeT-2F6YQXVrme-2FC1e7rw9D2VMP-2BOKnXMKW4OgxBDI5DbM-2BbZH4kzN8jztSTRcXZacAx5itpaPR9yd9zxjCE5E-2Bn-2BLLxgOWStOTJew-2Bjpw-3D-3DY4cC_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjdMquC1Nh3N-2Bdt0WVu3v-2FB53yME13dLWoiXhpJGXIrZxbulj1NM7pKFHq-2B5a-2BYYU9ZEAtMVrZtY2DsuBctpOvhv2JhtzFcGu9LESY6nfXI-2BqAOL1nH9PE7MtqCtc8FnQnXyP5YJQcip-2Fk2WGAf7aAK5YUDJcAMR5useEqsGfNXgbypbnV9kL4-2BnwNwoDv02hwFnveSo0MtNdcba3DO4AFJk" target="_blank">Attending to 'culture' in intercultural language learning: a study of Indonesian language teachers in Australia</a><br> Kate Naidu <br> Pages: 653-665 | DOI: 10.1080/01596306.2018.1548430</p><br></div></div></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0" style="margin:0"><tbody><tr><td width="546" style="border-bottom:1px dotted #999"></td></tr></tbody></table><table width="576" border="0" cellspacing="0" cellpadding="0"> <tbody><tr> <td width="546" style="padding:15px 0px;font:normal 12px Arial,sans-serif;border-bottom:1px dotted #999"> <div align="left"> <p style="font-size:9.0pt;line-height:13.5pt;font-family:"Arial","sans-serif"">Reach more readers. Learn how to <a href="http://url310.tandfonline.com/ls/click?upn=1FNPccKCeKUi46CJquHJP8wvC5oMClBDczh-2Ft5FryYHKalz0-2FSVeq4IpyH7AytRaAjvkcyKpygnOPnuHF0pnckbpRA-2FInoQAwijEmgGqORHcNovHUBcOn8zfYoNOPMGjZcnDvFa-2FA8RaPY-2Bf3cdf-2FHs42yOfl18SWKN3ndYyId-2B4He633d2X-2FzsyphUbU2twYE2GgixKeDs5beO40fPvZhCmH2ZShxwTT8QIsWZpanx3cFvgRFvaGOnLAPHwvZRJ5bbKRwh8PRg2drr8gepKU87Ejb-2FTmKYrOYTkTcjamL1XbM-2FAXebhncZu4-2BxDBytPHrkZuXxMlwEfavuNKaFjFJUmNzLBOUIkVfA0ZFjYT43VpqlnrYDfzzUQw5-2B3ICbZuDr1db2WooXMm1RmKqqVdLRjukUr-2Blua-2B9woBf5iSs4-3DzdQZ_f0D7hj0BJ4b-2F7NuVqzPDs8BFWd4it1g4yL4uDVxBQ6-2FbVJjK3Y9EQstu8uWmEi-2B5N5G5y9kjx74Sn1ZJ1yaK-2FApQVfUqdxLh-2BbTkdTUSKjctwEg3dtC-2F9lzorBZwwh5juyWGk5dMwZQSQ-2FwsGeLLJZCJJL7O0lSKiQKG9YJOV-2Bv38X5MgM0cQw5DzyG285wI9A07-2FQJAnDFiIOAmfMXli2OS-2BY78pzMxzZWwbzKIqIDQpYjUoa50y1ci4Mtb8XEdE8-2F-2Fxilf78AJ4jVOCIS5XcvZ4H3MiSAsdMkxvSx-2Fk1ShsjVynkr6mA4AWDjQzKrj" target="_blank">publish open access</a> in this journal in 5 easy steps.</p> </div> </td></tr></tbody></table></div> </td> </tr> </tbody></table><div align="left"><br></div></td></tr></tbody></table></div></div></td></tr></tbody></table></div> <img src="http://url310.tandfonline.com/wf/open?upn=nE9rxSXA5G4kxsTVkgv43h-2Bm-2B9Yo-2B-2Bv7uQWCV8xxkX-2BrLcOHId0EopOjIQdx3Uo5GsSTTxkG1HPlkk320lTmZfqj-2BaOM4qp0z7f2K4l0oe5eEmgbYh-2FACTK0k68J3R6kdxLS-2FGPSxLmfjr-2FtaUlJOxwfa5GRqlS2c3rAeOHmIN66BH2lpbM8uxjRTXOIPdj5P5WfQe2NicgEW1pMlsqQpasa311Yz-2FWeaYpavEJ4gMs8G26Tbf9DYdMF-2FvClA4yzFhy0d2zCESgVjJUX2rC2TWIXK43VstG5Y7NI2-2BPR3YBklJvjNQnoUQVur7WsEhWb" alt="" width="1" height="1" border="0" style="height:1px!important;width:1px!important;border-width:0!important;margin-top:0!important;margin-bottom:0!important;margin-right:0!important;margin-left:0!important;padding-top:0!important;padding-bottom:0!important;padding-right:0!important;padding-left:0!important"> </div></div> Unknownnoreply@blogger.com0