Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain for...Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain forms a sub-domain of the embracing domain of worldview. We can make a distinction between organized and personal worldviews. I will argue that pedagogically speaking schools should be aware of the value and relevance of worldview education especially focusing on the development of the students＇ personal worldview as an integral part of their personhood formation （＂Bildung＂）. Worldview and/or religion are part of the public and the social domain, although not undisputed, and that is why I make a plea for worldview education as part of citizenship education. Already in the school as an embryonic society （John Dewey） students should learn to live together with differences and this should also include the ability to recognize differences between worldview/religious. The results of empirical research projects in the Netherlands and also from a European Commission granted project ＂Religion in Education＂ have shown that students really want to learn from and are interested in the worldview of their fellow students. They are also in favor of schools where they can meet a diversity of worldviews among teachers and students. Dialogue and encounter are important to them. So, worldview education as part of citizenship education can foster students to learn to live peacefully together.展开更多
As part of its contribution to the 1951 Festival of Britain, the Arts Council ran what can be seen in retrospect to be an important playwriting competition. Disregarding the London stage entirely, it invited regional ...As part of its contribution to the 1951 Festival of Britain, the Arts Council ran what can be seen in retrospect to be an important playwriting competition. Disregarding the London stage entirely, it invited regional theatres throughout the UK to put forward nominations for new plays within their repertoire for 1950-1951. Each of the five winning plays would receive, what was then, the substantial sum of ~100. Originality and innovation featured highly amongst the selection criteria, with 40 per cent of the judges＇ marks being awarded for ＂interest of subject matter and inventiveness of treatment＂. This article will assess some of the surprising outcomes of the competition and argue that it served as an important nexus point in British theatrical historiography between two key moments in post-war Britain： the first being the inauguration of the Festival of Britain in 1951, the other being the debut of John Osborne＇s Look Back in Anger in May 1956. The article will also argue that the Arts Council＇s play competition was significant for two other reasons. By circumventing the London stage, it provides a useful tool by which to reassess the state of new writing in regional theatre at the beginning of the 1950s and to question how far received views of parochialism and conservatism held true. The paper will also put forward a case for the competition significantly anticipating the work of George Devine at the English Stage Company, which during its early years established a reputation for itself by heavily exploiting the repertoire of new plays originally commissioned by regional theatres. This article forms part of a five year funded Arts and Humanities Research Council （AHRC） project, ＇Giving Voice to the Nation： The Arts Council of Great Britain and the Development of Theatre and Performance in Britain 1945-1994＇. Details of the Arts Council＇s archvie, which is housed at the Victoria ＆ Albert Museum in London can be found at htto：//www.vam.ac.uk/vastatic/wid/ead/acgb/acgbf.html展开更多
At 14:28 on the afternoon of May 19,CCPIT held the Mourning Ceremony for the victims of the May- 12 Wenchuan 8.0-magnitude earthquake.Over 300 .people including all staff members of CCPIT
This paper examines the role and effectiveness of locacal institutions in the management of forest biodiversity in New Dabaga-Ulongambi Forest Reserve, Tanzania. Data were obtained through questionnaires, interviews, ...This paper examines the role and effectiveness of locacal institutions in the management of forest biodiversity in New Dabaga-Ulongambi Forest Reserve, Tanzania. Data were obtained through questionnaires, interviews, focus group discussions, participatory rural appraisal and field observations. The study revealed that the most remarkable local institutions connected to forest biodiversity management include： Village Natural Resources Man- agement Committee （92%）, tree nursery group （79.4%）, beekeep- ing groups （61.1%）, fish fanning （43.3%）, livestock rearing group （33.9%）. Main activities carried out by local institutions which directly contribute to the sustainability Of forest reserve include： forest patrols, fire extinguish, preparation of fire breaks, plant- ing of trees along the forest boundaries, creation of awareness, arresting of forest defaulters, participation in income generation activities. For the purpose of realization that local communities are capable of managing forest biodiversity through their traditional institutions, the policy should provide tangible opportunity for local communities to meet their needs as they manage the forests.展开更多
文摘Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain forms a sub-domain of the embracing domain of worldview. We can make a distinction between organized and personal worldviews. I will argue that pedagogically speaking schools should be aware of the value and relevance of worldview education especially focusing on the development of the students＇ personal worldview as an integral part of their personhood formation （＂Bildung＂）. Worldview and/or religion are part of the public and the social domain, although not undisputed, and that is why I make a plea for worldview education as part of citizenship education. Already in the school as an embryonic society （John Dewey） students should learn to live together with differences and this should also include the ability to recognize differences between worldview/religious. The results of empirical research projects in the Netherlands and also from a European Commission granted project ＂Religion in Education＂ have shown that students really want to learn from and are interested in the worldview of their fellow students. They are also in favor of schools where they can meet a diversity of worldviews among teachers and students. Dialogue and encounter are important to them. So, worldview education as part of citizenship education can foster students to learn to live peacefully together.
文摘As part of its contribution to the 1951 Festival of Britain, the Arts Council ran what can be seen in retrospect to be an important playwriting competition. Disregarding the London stage entirely, it invited regional theatres throughout the UK to put forward nominations for new plays within their repertoire for 1950-1951. Each of the five winning plays would receive, what was then, the substantial sum of ~100. Originality and innovation featured highly amongst the selection criteria, with 40 per cent of the judges＇ marks being awarded for ＂interest of subject matter and inventiveness of treatment＂. This article will assess some of the surprising outcomes of the competition and argue that it served as an important nexus point in British theatrical historiography between two key moments in post-war Britain： the first being the inauguration of the Festival of Britain in 1951, the other being the debut of John Osborne＇s Look Back in Anger in May 1956. The article will also argue that the Arts Council＇s play competition was significant for two other reasons. By circumventing the London stage, it provides a useful tool by which to reassess the state of new writing in regional theatre at the beginning of the 1950s and to question how far received views of parochialism and conservatism held true. The paper will also put forward a case for the competition significantly anticipating the work of George Devine at the English Stage Company, which during its early years established a reputation for itself by heavily exploiting the repertoire of new plays originally commissioned by regional theatres. This article forms part of a five year funded Arts and Humanities Research Council （AHRC） project, ＇Giving Voice to the Nation： The Arts Council of Great Britain and the Development of Theatre and Performance in Britain 1945-1994＇. Details of the Arts Council＇s archvie, which is housed at the Victoria ＆ Albert Museum in London can be found at htto：//www.vam.ac.uk/vastatic/wid/ead/acgb/acgbf.html
文摘At 14:28 on the afternoon of May 19,CCPIT held the Mourning Ceremony for the victims of the May- 12 Wenchuan 8.0-magnitude earthquake.Over 300 .people including all staff members of CCPIT
基金TAFORI and Forestry and Beekeeping Division through Participatory Forest Management (PFM)grant for funding this study
文摘This paper examines the role and effectiveness of locacal institutions in the management of forest biodiversity in New Dabaga-Ulongambi Forest Reserve, Tanzania. Data were obtained through questionnaires, interviews, focus group discussions, participatory rural appraisal and field observations. The study revealed that the most remarkable local institutions connected to forest biodiversity management include： Village Natural Resources Man- agement Committee （92%）, tree nursery group （79.4%）, beekeep- ing groups （61.1%）, fish fanning （43.3%）, livestock rearing group （33.9%）. Main activities carried out by local institutions which directly contribute to the sustainability Of forest reserve include： forest patrols, fire extinguish, preparation of fire breaks, plant- ing of trees along the forest boundaries, creation of awareness, arresting of forest defaulters, participation in income generation activities. For the purpose of realization that local communities are capable of managing forest biodiversity through their traditional institutions, the policy should provide tangible opportunity for local communities to meet their needs as they manage the forests.
