Search results1 – 10 of 37
Surveys confirm that ice can be a vector for gastrointestinal disease, its quality reflecting the water from which it was made. High levels of organisms which indicate…
Surveys confirm that ice can be a vector for gastrointestinal disease, its quality reflecting the water from which it was made. High levels of organisms which indicate hygiene failure, as well as faecal contamination and/or the presence of pathogenic bacteria, viruses, protozoa or cryptosporidia have been found. While potable water is the minimum water quality required for ice production, good hygienic practices are needed for the production and handling of ice. Microbiological standards for ice have not yet been agreed in either Europe or in the UK, but the minima desirable are those required of potable water. Ice should not be consumed unless there is confidence in the hygiene of its production.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.
Many organizational efforts to improve co-worker relationships entail inducing employees to bring their “whole selves” into the workplace, which for employees often means…
Many organizational efforts to improve co-worker relationships entail inducing employees to bring their “whole selves” into the workplace, which for employees often means disclosing personal experiences at work. Several psychological theories suggest that increased self-disclosure will lead to better relationships in organizational work groups. However, this chapter considers the factors impacting self-disclosure in demographically diverse settings. We posit that although self-disclosure has led to closer relationships in past research, it may not increase cohesion for employees in demographically diverse work groups, or those who are demographically dissimilar from the majority of their co-workers.
The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth…
The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.
A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.
Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.
Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.