Dietary phytoestrogens are currently being extensively investigated because of the possibility that they may protect against disease. Soya isoflavones, in particular, are…
Abstract
Dietary phytoestrogens are currently being extensively investigated because of the possibility that they may protect against disease. Soya isoflavones, in particular, are attracting considerable attention because there is increasing evidence that they may protect against breast and prostate cancers and heart disease and osteoporosis. Considers the evidence for disease prevention by phytoestrogens and the biological mechanisms by which they may act. Explores dietary sources of phytoestrogens and the production of both traditional and non‐traditional soya foods. Considers the potential hazards of dietary phytoestrogens, including their use in infant formulas and associated, possibly harmful, developmental effects, and the possibility that they may display the harmful oestrogenic effects of oral contraceptives by increasing risk of deep vein thrombosis (blood clots). Finally, assesses the benefits versus the risk of dietary phytoestrogens.
Helen Wildy, Simon Clarke and Carol Cardno
Our chapter examines the ways national developments in Australia and New Zealand over the past two decades reflect distinctively antipodean understandings of educational…
Abstract
Our chapter examines the ways national developments in Australia and New Zealand over the past two decades reflect distinctively antipodean understandings of educational leadership and management. Our interest is twofold. We are concerned about the extent to which these understandings are reflected in strategies designed to enhance the quality of school leadership. We are also concerned about the extent to which these strategies represent progress towards achieving ‘sustainable’ school leadership. We define sustainable leadership in terms of both building leadership capacity within the organisation and embedding lasting organisational change (Fink & Brayman, 2006; Hargreaves & Fink, 2006; Spillane, 2006). The concept used here implies both models of distributed or shared leadership and leadership succession.
W. Y. Alice Chan and Bruce Collet
Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded…
Abstract
Discussion of religion and education continues to evoke conceptions of confessional teaching; however, research and educational practices in recent decades illustrate an expanded understanding that relates to the teaching of, about, and from religion across formal and non-formal educational spaces in secular and religious spheres. An expanded understanding also illustrates various intersections between religion and education that extend beyond religious or non-sectarian instruction, to include everything from the recognition and accommodation of religious student identities in K-12 public school settings, to the internationalization of religious higher education. Drawing on the Comparative and International Education Society’s Religion & Education Special Interest Group’s programing and activities, this paper aims to present a brief summary of trends observed both in research and practice concerning religion and education among educators worldwide, and highlights the place of religion in our growing recognition of intersectionality, one that occurs between academics and the community.
Details
Keywords
Abstract
Details
Keywords
Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the possibilities for…
Abstract
Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the possibilities for social transformation in the cultural ecologies that demarcate, but also entangle, the so-called Global South and the North. Historically, these domains of inquiry – language/multilingualism, education, and development – engage arenas in which ideas about wellbeing, social arrangements, and the politics of knowledge (and of power) are constantly constructed, contested, and renegotiated. This analysis pinpoints some of the discursive technologies, which guarantee that active scholarly innovations and differentiation proceed in ways that ultimately leave intact the territorialized regionalizations of development differences. It reflects on ongoing fieldwork from the South to highlight three spheres of social control, and struggle, illustrative of the coloniality of difference and the expanding institutionalization of learning (as schooling) in an era of global interventionism. These loci – the sources of knowledge traditions, the sites of its enactment, and the power of knowledge transactions – represent overlapping activation points through which education interventions both stimulate and stultify social transformations. Specifically, the sources, sites, and power of knowledge offer empirical and discursive tools for historiographic reconsideration of the role of linguistic diversity and education in social change processes, and, crucially, for shifting critical focus from merely the occidentality of contemporary education traditions to the universalism of its social imaginaries. In this critical reading of new understandings of language(s) as invention, therefore, lies analytic opportunities for rethinking epistemic dilemmas in linking education and “development” in CIE scholarship.
Details
Keywords
Helen Borland and Selina Akram
Most fashion advertising in the UK uses and targets young, slim women (and/or men). The purpose of this paper research is to ask whether this approach is relevant and appropriate…
Abstract
Purpose
Most fashion advertising in the UK uses and targets young, slim women (and/or men). The purpose of this paper research is to ask whether this approach is relevant and appropriate to older women, who make up a large and growing segment of the market, and who generally have more disposable income to spend on clothes.
Design/methodology/approach
Adapted qualitative techniques were used to examine two groups of women, one younger and one older. The Contour Drawing Rating Scale was used to examine the women's self‐image and the ideal size they perceived models should be. Triadic Sorting with laddering interviews revealed how the women perceived some recent adverts.
Findings
Although the older women, on the whole, were larger than the younger women, they displayed a greater level of satisfaction and contentment with their body's size and appearance. Both groups felt that fashion models should be larger than they are currently and the older women, in particular, felt that the advert using “normal‐sized” women was the most effective in selling product.
Practical implications
Directed towards the creators of fashion advertising and fashion retailers, this research was one of the first attempts to uncover how older women view fashion advertising. It reveals that while older women do not necessarily expect to see women of their own age in adverts they do require that the models are more reflective of “normal‐sized” women going about “normal” activities. In short, to interest them in the products being sold, they need advertising to be relevant to their everyday lives, without being condescending or resorting to escapism.
Originality/value
This paper represents one of the first research studies in the UK to explore older “normal” women and their perceptions of body‐image related to fashion advertising. It also uses specifically adapted qualitative methods to achieve its purpose.