Documentary Analysis

Purpose – The purpose of this paper is to critically examine the youth narratives of Mr Leung Chun-ying, the Chief Executive (CE) of the Hong Kong Special Administrative Region (HKSAR) Government between
2012 and 2017, which steered the directions of youth policies in Hong Kong.
Design/methodology/approach – Informed by the ideational school of institutionalism, a qualitative documentary study was conducted to analyse the policy addresses, speeches, and blog posts delivered by the
then CE, which were all available on the website of the HKSAR government. It was through a thematic analysis of the database that themes and sub-themes were generated for the discussion. Representative verbatim quotes are used for illustrating some of the youth policy ideas and discourses promoted under the Leung’s regime.
Findings – The findings suggest that the governing youth narratives could be categorised into two interrelated themes: behavioural patriotism and economic opportunism. The notions of youth development constructed in the narratives of Leung shape the definition of youth-related problems and solutions in relation to national identity and global competition.
Research limitations/implications – This study focusses on the previous term of HKSAR Government that cannot fully reveal the extent of policy continuities and changes. Yet, it could outline the overall picture and address the shortcomings of Hong Kong’s current youth policies viewed from both normative and cognitive perspectives. Methodological and analytical implications can be drawn for further studies on policy ideas and discourses.
Originality/value – The paper has two major contributions; the first of which is the illustration of an analytical framework connecting contents, tools, and justification of policies for capturing the dynamics and complexities of youth policies. Second, the findings of this study develop a critical understanding of neoliberal youth policies in both economic and moral senses that pose new challenges to young people and policy makers.

The Mineralogical and Geological Museum and Laboratory of the University of Coimbra were a main unit of the Faculty of Sciences during the XX century. It originated from the earlier Section of Mineralogy and Geology of the Natural History Museum (1885) and was subdivided, after 1992, in both the Earth Sciences Department and the Mineralogical and
Geological Museum. Side by side with many other contemporaneous activities of this structure, the research, teaching and outreach of Paleontology from the ex-Portuguese
African territories was marked by a rather late, but still significant contribute that gathered reputation to the University, also with the creation of a scientific journal (Memórias e Notícias, since 1921).Although the intention to supply the Museum with African samples and specimens was noticeable at least since the 1840 ́s, the collections of minerals, rocks and fossils began only to be assembled more than 50 years later. The geologic studies were initiated with Prof. Anselmo Ferraz de Carvalho. Some years afterwards they continued under the direction of Prof. Cotelo Neiva (1950 onwards). Concerning the works of Paleontology of Angola, Mozambique and/or São Tomé and Príncipe, the emphasis goes to Gumerzindo Henriques da Silva (from 1953 to 1972), António Ferreira Soares (from 1959 to 1970) and Armando Moura (from
1958 to 1976), among others. With a few exceptions, the taxonomic groups studied by these workers were Cretaceous and Miocene bivalves, gastropods, cephalopods and echinoids. Most studies deal with systematic, taxonomic and biostratigraphyic problems, and their pertinence and quality have been confirmed by a significant volume of scientific contacts with foreign institutions and specialists of Paleontology. In the present study we make a brief analysis of these works and related collections, as well as a review of the literature of the real contribution of Coimbra during  the golden era of African studies that were the 1950’s to 1970’s of last century.

Despite the increasing importance of open and rural areas as one of the most fundamental design of local development projects in rural settlements in the country and efforts in the field of study and evaluation plan, slot studies (especially in With regard to the assessment process) in this area is the very tangible. Within this framework, strategic questions are: assessment schemes in the rural territory evaluated each generation and how much of the researcher-functional or process have been done? In fact, the aim of this study was to analyze the documents, papers evaluating rural plans in Iran, with emphasis on the fourth generation of evaluation criteria, the procedure is the meta-analysis. The results of the analysis show that in terms of evaluation, studies, 45.4% in the second generation (Functional Assessment), and 36.3% were in the first generation; and the third and fourth generation (evaluation process) each to 9.1% account. This shows lack of attention to the evaluation of the researcher-related schemes in rural Iran.

Constructivist pedagogy is related to thinking process of the students. How students think on given situation is mostly related to their previous
experiences. Constructivist approach supports to whole development of students that is cognitive, social, radical, cultural and critical domain. Curricular Engagement is a methodological term that maintains relation with school, society, students, teachers and media. Mostly it emphasizes
on building of relationship between school and society based on planed activities. Student’s centric approach is central theme in the Curricular Engagement. How to engage students in their study is a Curricular Engagement. Relationship between Curricular Engagement and
Constructivist approach depends on understanding their principles, theory and implementing process. The theory of Curricular Engagement and constructivist approach is not same but we can implement Curricular Engagement with practice of constructivist approach. RMC Research Corporation, K-12 Service-Learning Project Planning Toolkit
(2009 Updated Edition) (Created By RMC Research Corporation 6 for Learn and Serve America’s National Service-Learning Clearinghouse) have given standards for service-learning 1. Duration and Intensity, 2.link to curriculum, 3. Meaningful Service,4.Youth Voice,5. Diversity, 6. Partnerships,7. Reflection.8. Progress Monitoring, which are also equivalent to Curricular Engagement. In this paper, the researchers have
considered these standards and indicators and which ‘Reflection’ standard was selected and developed the criterias of selected indicators with the help of constructivist approach. The topic selected from VIII standard Geography textbook was ‘Human and Natural
Environment’. Descriptive method was used and documentary analysis was made. Collected data was analyzed by descriptive statistic and Conclusion was drawn as per the objectives.