Education

The notion that long-term musical memory may be relatively spared in people with Alzheimer’s disease has been
acknowledged anecdotally for some time and is the focus of a growing number of research studies. This emerging body
of research has investigated the status of different musical memory processes during the course of the disease and found
evidence for some sparing of musical memory particularly in its early stages. A practical application of how this spared
musical memory and capacity for engagement with music can be utilised is the focus of this review, namely the
potential role that music can play in supporting verbal memory through the use of musical mnemonic strategies. Widely
used in the teaching of children, including those with special needs, and in learning additional languages, this strategy is
increasingly recognised as having potential as a means of enhancing verbal recall in people with dementia. This review
considers the evidence from group experimental studies and identifies areas for future research and practical application.
Although methodological differences and small sample sizes limit the confidence that can be placed in the findings, the
majority of studies reviewed support the use of this approach in people with mild to moderate Alzheimer’s disease and
suggest that this is a field of research that could enhance the quality of life both of people with Alzheimer’s disease and
those responsible for their care.

This article presents the qualitative findings of a mixed-methods evaluation of the effects of listening to preferred music on depression and anxiety in older people in residential care. One hundred and seventeen participants were recruited from nine care homes, all but one in Greater London. The homes varied in size and management style, and participants came from a range of socio-economic backgrounds. In addition to their usual routine, each participant listened to a daily 30-minute programme of their preferred music for three weeks. Both quantitative and qualitative data relating to anxiety and depression were collected during once-weekly semi-structured interviews. Findings from the qualitative data showed that listening to preferred music resulted in relaxation, positive reminiscence, less depression and less boredom. Physical reactions, such as ‘chills’ or tears, demonstrated emotional arousal; others, such as foot-tapping were beneficial to the most disabled participants. The...

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It is always a challenge to be concise within a short paper when presenting an historical account. Takekoshi attempts to paint a historical landscape spanning different countries and cultural contexts, managing to briefly describing each. She manages to present interesting insight into the comparative influences of teaching and learning strategies in higher education in Japan and Britain, predominantly in the nineteenth century while also introducing a very interesting area for discussion.

Abstract: Civic, or Citizenship, Education, continues to draw interest among policy makers and those in the field of education, be they practitioners, parents or young ‘future’ citizens. The value of civic education cannot be underestimated. Its currency in a climate of change and social and cultural diversity sustains an ongoing discussion, often charged with complex and controversial challenges. This article aims to draw from the rich debate the significant potential for civic/citizenship education with the suggestion to look to the intercultural phenomenon, more closely, when considering school curricula; as a means to addressing some of the necessary competences to supplement potential knowledge and life skills gained to create democratic, empathetic and active citizens.

Civic, or Citizenship, Education, continues to draw interest among policy makers and those in the field of education, be they practitioners, parents or young 'future' citizens. The value of civic education cannot be underestimated. Its currency in a climate of change and social and cultural diversity sustains an ongoing discussion, often charged with complex and controversial challenges. This article aims to draw from the rich debate the significant potential for civic/citizenship education with the suggestion to look to the intercultural phenomenon, more closely, when considering school curricula; as a means to addressing some of the necessary competences to supplement potential knowledge and life skills gained to create democratic, empathetic and active citizens.

missionaries, highlights the importance of religion in women's lives and the constructive role it can play in promoting women's literacy and entrepreneurship even when the official stance is one of women's subservience to men. In sum, Beyond Access is an ideal text for courses on gender, education and development because it introduces and illustrates major theoretical paradigms through case studies focusing on policy implementation and local organizations. It is also an excellent volume for the other audiences it seeks to reach, namely policy makers, activists and practitioners, because it demonstrates why the '"business as usual" approach' (p. 246) embodied in the Millennium Development Goals needs to be transformed. f ran c e s vav ru s

Civic, or Citizenship, Education, continues to draw interest among policy makers and those in the field of education, be they practitioners, parents or young 'future' citizens. The value of civic education cannot be underestimated. Its currency in a climate of change and social and cultural diversity sustains an ongoing discussion, often charged with complex and controversial challenges. This article aims to draw from the rich debate the significant potential for civic/citizenship education with the suggestion to look to the intercultural phenomenon, more closely, when considering school curricula; as a means to addressing some of the necessary competences to supplement potential knowledge and life skills gained to create democratic, empathetic and active citizens.

In light of the complex notions of identity, this paper attempts to consider how to perceive the notion of world citizenship. The paper looks to discussions on the self and identity; focusing on the writing of Charles Taylor and Alasdair MacIntyre, with particular attention given to the notion of an integrated self.

While philosophers, sociologists, and educationalists discuss particular and universal aspects of the self, Danesh in his book 'Psychology of Spirituality,' presents a model for the integrated self that seems to allow for a systematic process of development to help realise a unity of character of individual identity with an extended community. What is suggested in this paper is to consider the possibility of education for world citizenship where one can have a notion of an integrated self and be a citizen engaged at many levels, from local to national and international.

ABSTRACT
Abstract: Civic, or Citizenship, Education, continues to draw interest among policy
makers and those in the field of education, be they practitioners, parents or young ‘future’ citizens. The value of civic education cannot be underestimated. Its currency in a climate of change and social and cultural diversity sustains an ongoing discussion, often charged with complex and controversial challenges. This article aims to draw from the rich debate the significant potential for civic/citizenship education with the suggestion to look to the
intercultural phenomenon, more closely, when considering school curricula; as a means to addressing some of the necessary competences to supplement potential knowledge and life skills gained to create democratic, empathetic and active citizens.

Keywords: Civic education, Intercultural dialogue. Intercultural education, Citizenship,
Curriculum, Competencies