The chiefdoms of pre-contact Georgia were as diverse as their ecological regions but shared kin-based subsistance-plus modes of production with patriarchal and matrilineal family structure. Relations with each other and with the European colonial powers differed similarly but shared mechanisms of cooptation, brokering, and divide-and-conquer in the process of establishing tributary modes of production on the path to capitalist hegemony. A comparison of coastal, lower piedmont, and mountain settlements of the Gaule, Creek, and Cherokee, illustrate these mechanisms and this process.

The purpose of this study is to explore teachers responses to cross-district professional development created by their principals in a multi-district, rural, small-community setting. This study is guided by the following questions: What benefits, if any, accrue for teachers from professional development that intentionally incorporates a multi-district focus? In what ways does this professional development benefit from support from cross-district, Tribal, and university partners? In particular, this study examines the extent to which cross-district collaboration benefits teachers in developing and presenting culturally relevant science lessons. In addition, the current study is inextricably connected to the setting in which the study occurred: two small, rural school districts that are deeply influenced by their proximity to and relationship with a Native American Tribe and its culture. Funded by a 21st Century Consortium Grant, Western Washington Universitys Woodring College of Education and Huxley College of the Environment, in collaboration with the Swinomish Tribe, formed a partnership with the La Conner and Concrete School Districts to immerse K-12 teachers and principals in the Since Time Immemorial (STI) curriculum (Office of Superintendent of Public Instruction, 2012). The Concrete School District is situated near the headwaters of the Skagit River in northwest Washington State the LaConner School District rests near the point where the Skagit River meets Salish Sea. Historically the Swinomish and Upper Skagit Tribes have relied on fishery in the Skagit River as a major source of cultural identity and a vital part of the Tribes food supply. In keeping with the aims of the partnership, participating principals guided teachers in collaborative professional development to create science lessons focusing on topics such as salmon recovery, tideland impacts, and water use in the Science and the Swinomish project. The value gained from sharing of ideas, not only about the project, but through the collaboration of educational practices in general, became an unexpected but welcome outcome, and a major benefit to both school districts. As one participating teacher stated, Simply having the time to get to know teachers from another district was invaluable. Teaching in small districts can feel isolating at times, and it was so refreshing to visit another district/high school.

In 2015 the Washington State Legislature enacted a new state-wide curriculum requirement: Since Time Immemorial: Tribal Sovereignty in Washington State (SSB 5433, 2015). Elements of this legislation included an expectation that school districts would use a place-based approach and that teachers would have an opportunity to choose how to fulfill the related curricular requirements. The what of the law was clear; unanswered, though, was the how. The current study examines the implementation and outcomes of a grant-funded collaboration between two western Washington school districts the Educational Leadership department at Western Washington University Huxley College of the Environment at Western Washington University and the Swinomish Tribe. K-12 participants in the project included principals and teachers from the LaConner and Concrete School Districts. The value gained from sharing of ideas, not only about the project, but also through the collaboration of educational practices in general, became an unexpected but welcome outcome, and a major benefit to both school districts. As one participating principal stated, We cultivated friendships and working relationships that will continue long after the project is over.

Addressing the learning improvement needs of academically at-risk students is a challenge that school leaders continually struggle with. This article showcases how a team of school improvement leaders in one urban elementary school setting used an innovative design research methodological approach to: 1) investigate and identify the underlying root causes of their school’s persistent student-learning problems and 2) develop a targeted professional learning intervention program to address the specific data teaming and differentiated instructional planning support needs of teachers. A literature-informed discussion is included on how the elementary campus principal and her instructional improvement team utilized applied design research thinking in conjunction with focused data-teaming processes to provide third- and fourth-grade teachers with relevant data literacy and differentiated instructional planning knowledge and skills to effectively address the learning improvement needs of the campuss large population of economically disadvantaged and academically at-risk students. Finally, several design principles emerging from the collective results and findings of the elementary school case study are presented that may be of practical use to school leaders seeking to explore the potential of applying educational design research methods in their school settings to jumpstart and invigorate their own context-specific instructional improvement efforts.

The present paper examines the speech style of Japanese princess Aiko during her first official public appearance and her first-ever solo press conference for Japanese society. The 20-year old princess and member of the Japanese Imperial family answered questions from the media and addressed the general public. This examination studies the linguistic strategies she used during the 30-minute speech at the Imperial Palace in Tokyo, Japan. One finding is that Aiko’s speech style achieves high marks from the public for her polite manner and eloquent composure. Her modest charm and smile appealed favorably to the majority of Japanese viewers. Another finding notes Aiko’s use of an emotional strategy, characterized as “rapport talk” or sympathy talk, which helped convey her message and proved beneficial in connecting with her audience. For her first official moment in front of the media and the general public, this praise is significant and perhaps unexpected.

The purpose of this study was to understand systemic factors that impact the progression of women beyond middle level administrative roles within four year higher education institutions. There is currently a wide body of research addressing the shortage of women in senior leadership positions in higher education but a gap exists in research covering systemic factors affecting the advancement of mid-level women leaders. This study included female mid-level administrators from two four-year universities: one PWI and one HBCU. Qualitative research design through the feminist lens of Degendering Organizational Resilience guided this study. This study identified salient factors and practices including gendered leadership, traditional culture, invited but not accepted, degendered language, imposition of gendered expectations and “Like You” patterns that impact mid-level women leaders from advancing.

Indonesian politics in the last decade has attracted public attention because of the massive use of social media, such as Facebook, Twitter, and WhatsApp. Political communication is getting faster, public political participation is getting higher, and people are becoming more politically aware. This positive development is being degraded as social media-mediated politics is distorted due to hoaxes and hate speech. This study uses the perspective of Habermas communicative action theory to see the position of the intersubjective dialogue on the use of Facebook in Indonesian politics, which is often colored by hate speech over peoples identities based on racial dimensions. Facebooks language regarding identity politics is analyzed critically through a hermeneutic approach in order to uncover the political motives behind the use of hate speech in identity politics. Five hermeneutic steps text reconstruction, text distortion level, text analysis, self emancipation, and text validity claim were used to review the motivation of distorted Facebook text. Based on the principle of communicative action to build understanding for each social actor involved, it seems that political language expressed in a narrative manner is not able to lead actors to agree with each other. In the case of political distortion due to identity politics, the main obstacle is intersubjective consensus because the texts truth claims are based on two themes, which contradict each other, namely the stigma of exclusive collective identity and the affirmation of inclusive collective identity. Arab identity is exclusively characterized political opposition, riding on the Prophet for political gain, using religion as a mask, wearing clerical robes to fool the public, often spreading slander, hoaxes, hate speech, and anti Chinese. Meanwhile, Chinese Identity is described as inclusive doesnt talk much, focuses on work, doesnt ride religion for politics, and likes to help. Exclusive stigma and inclusive affirmations have the potential to undermine consensus failure Communicative action.

The recent decade has seen a big development of language teaching especially English language teaching for non-English majors in China with its rapid internationalization of many fields. A university graduate equipped with global competence is a valuable talent who are in great need by the country and it is the institutions of higher learning that take the major responsibility for their cultivation. This paper firstly identifies the current language teaching problems in Chinese universities, and then explains global competence by clarifying each of its components according to both Tsinghua University and OECDs framework. The latter half of the paper is devoted to the suggestions for constructing a global-competence-oriented college foreign language teaching system from the aspects of the course groups, teaching model, and evaluation mode.

This paper is a review of the second part of the collective monograph Gerhard Oberhammer: Indologist and Philosopher. The monograph is a reflection of the scientific work of the Austrian philosopher, Indologist and Sanskrit scholar, who plays an important role both in the philosophy of religion in general and in the Indology especially within the tradition of Vedanta studies. In the monograph all the most important concepts of G. Oberhammers philosophy described, such as the Encounter, the Transcendent (Heil), Mythization, etc., as well as the project of transcendental hermeneutics, which is the core of the scientists thought coverage, is illustrated. The review contains an overview of the main articles presented in the monograph, where a part is devoted to the study of the philosophical thought of G. Oberhammer, part is the translation into Russian of the papers of the Austrian Indologist, and part is the development of the formation of the school of G. Oberhammer, presented in the form of scientific work of one of the most outstanding Polish scientist Galina Marlevich.

The passage of History is determined by and is a manifestation of the struggle between Order and Disorder (or Chaos). This is a materialist interpretation which discards the Idealists Cogito ergo Sum (I think therefore I am: Descartes, Discours sur la Methode 1637) in favour of the materialist perspective as summed up by Neitzsches Sum ergo Cogito – (I am therefore I think). The Materialist understanding is that a body must a priori exist, matter is primary, and resolution of the struggle between the forces of Order and Disorder determines everything. This happens on a very grand scale at the birth of the universe (the Big Bang), at formation of the galaxies, and at every other level. At resolution a new equilibrium is established which in time develops into a new struggle: the process is endless. Linked as they are in continuous opposition to each other Order and Chaos form a pairing, a unity of opposites, interacting and competing. Simply put, now one is dominant, now the other: this is the theory which is known as Dialectical Materialism. I propose to examine historical Southeast Asia, focussing especially on pre-colonial Burma (now Myanmar) with the intention of ascertaining the dialectics of its situation, specifically, to what extent material conditions have determined the socio-political structure, and how the two interact. It should be possible then to correlate the analysis to other periods of history and other parts of the world.