Thematische Bibliographien / Mainstreaming in education – United States – Periodicals

Auswahl der wissenschaftlichen Literatur zum Thema „Mainstreaming in education – United States – Periodicals“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Mainstreaming in education – United States – Periodicals"

Blanchard, Rosemary Ann. „Mainstreaming Human Rights Education: What’s Radical About That?“ Radical Teacher 104 (03.02.2016): 4–12. http://dx.doi.org/10.5195/rt.2016.257.

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One of the most radical ways of teaching about universal human rights and international humanitarian law would be to teach about these fundamental internationally-recognized standards for humane interpersonal conduct to every child who enters school in the United States. American illiteracy about human rights and humanitarian law standards contributes to the climate in which the United States preaches human rights to it's perceived opponents while refusing to apply universally recognized hr and ihl principles to itself. From the failure to incorporate into the American educational structure the cultural and linguistic rights of Indigenous peoples and ethnic, linguistic and religious minorities to the refusal to submit to the same standards of international humanitarian law which apply to all combatants, U.S. political and military leaders have been able to rely on the unfamiliarity of most Americans with the fundamental principles of human rights and international humanitarian law to insulate them from effective public scrutiny and meaningful challenge. This article describes efforts to mainstream human rights education at all levels of public education so it becomes a part of the educational experience of every child and, thus, part of the background of every adult. The risks of having HRE co-opted are dwarfed by the risks of having HRE sidelined.

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Woods, Richard D., Nicolas Kanellos und Helvetia Martell. „Hispanic Periodicals in the United States, Origins to 1960“. Hispania 85, Nr. 4 (Dezember 2002): 853. http://dx.doi.org/10.2307/4141238.

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Tran Thi Bich, Ngoc, Thao Do Thi und Hai Nguyen Xuan. „Special education Para-professionals in United States: Framework for core competencies“. Journal of Science Educational Science 67, Nr. 5A (Dezember 2022): 341–49. http://dx.doi.org/10.18173/2354-1075.2022-0149.

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A lot of paraprofessionals have been recruited in American mainstreaming schools and classes for children with disabilities. Their responsibilities are supporting those children to accomplish curriculum and to develop various skills in inclusive education. A framework consisting of 7 core competencies of special education paraprofessionals was built up to fundamentally develop and enhance the competencies of special education paraprofessionals. Those core competencies should be referred to in Vietnam as a foundation for developing the human resource of paraprofessionals including recruiting, pre-service and in-service training, and evaluation.

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Russi, Luigi, und Federico Longobardi. „A Tiny Heart Beating: Student-Edited Legal Periodicals in Good Ol' Europe“. German Law Journal 10, Nr. 6-7 (Juli 2009): 1127–48. http://dx.doi.org/10.1017/s2071832200001516.

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From the perspective of a non-American jurist, student-edited law reviews seem to be one of the most distinctive features of the United States legal education system. The development of law reviews in the United States has been particularly sustained in more recent years, with a literal proliferation of law (schools and law) reviews, both of general focus and subject-specific. With student-edited law journals making up the largest share of the legal periodical “market,” publication in highly ranked student-edited law reviews has come to acquire great significance also in relation to the law faculty selection and tenure-granting mechanism.

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Kluwin, Thomas N. „Cumulative Effects of Mainstreaming on the Achievement of Deaf Adolescents“. Exceptional Children 60, Nr. 1 (September 1993): 73–81. http://dx.doi.org/10.1177/001440299306000107.

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A longitudinal study of 451 deaf adolescents in 15 local school districts across the United States addressed the cumulative impact of mainstream placement on achievement and grade point average (GPA). Initial between-group differences accounted for a greater proportion of the variance in actual achievement but less so for GPA. Advantages accrued to the more mainstreamed students; however, this may be as much related to overall course selection during high school as to the degree of mainstreaming of the student. Students who attended more classes and attended more academically demanding classes did have higher achievement levels across placement categories. The apparent cumulative effect of mainstream placement may be as much a product of different patterns of educational programming as of the advantage of a specific placement. Race as an expression of a constellation of variables was the largest factor in achievement differences but did not affect cumulative GPA.

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Nurfadhillah, Septy, Faizaria Cahya Tri Ramadani, Nurlayla Hidayati, Eka Nurwahyuni, Siti Nur’alfiah, Putri Syifa Ananda, Ismiatun Nazifah und Fakah Hukmah. „Sejarah dan Perkembangan serta Permasalahan Pendidikan Inklusi di Indonesia“. ARZUSIN 2, Nr. 5 (30.10.2022): 483–91. http://dx.doi.org/10.58578/arzusin.v2i5.614.

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This study aims to reveal the history and development and problems of inclusive education. Inclusive schools provide educational programs that are appropriate, challenging, but according to the abilities and needs of each student as well as the help and support that teachers can provide for children to succeed. The history of the development of inclusive education in the world was originally initiated and started from Scandinavian countries (Denmark, Norway, Sweden). In the United States in the 1960s, President Kennedy sent Special Education experts to Scandinavia to study the mainstreaming and Least restrictive environment which turned out to be suitable to be applied in the United States. The research method used in this research is descriptive qualitative. The data collection technique used is triangulation. This research uses source triangulation and technique triangulation. After that, the data was analyzed through four stages, namel y: data collection, data reduction, data presentation and drawing conclusions. The results of the data obtained from observations and interviews. By interviewing third grade teachers at SDIT Latansa Cendekia, it was conducted using an interview guide to obtain information about inclusive education at SDIT Latansa Cendekia.

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Tare, Meghna. „Education for Sustainable Development“. Technology & Innovation 21, Nr. 4 (01.12.2020): 1–3. http://dx.doi.org/10.21300/21.4.2020.2.

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In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

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Abdalimova, D. „MAINSTREAMING OF LEGAL ISSUES OF THE USE OF ARTIFICIAL INTELLIGENCE IN THE EDUCATION SYSTEM OF UZBEKISTAN“. Education. Quality assurance, Nr. 3 (30.09.2023): 25–32. http://dx.doi.org/10.58319/10.58319/26170493_2023_3_25.

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The main target of this research is an attempt to update the issues of legal support for the use of artificial intelligence in education in Uzbekistan. Artificial intelligence can positively influence the development of society, but also cause serious harm if a system of legal and regulatory rules is not established in a timely manner. In this regard, it is necessary to develop specific recommendations, especially those related to the educational sphere, and strictly take into account several important aspects: understanding of artificial intelligence, consideration of ethical standards, data protection mechanisms, training of teaching staff, as well as responsibility for wrong decisions, and protecting the rights of students. Attention is drawn to the study of worldwide experience in the preparation of a law on artificial intelligence in developed countries: the United States, the European Union, Japan and Canada. It is emphasized that the successful development of artificial intelligence is the state support and civil society.

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Zhang, Yiyue. „Walking a mile in their shoes: Developing pre-service music teachers’ empathy for ELL students“. International Journal of Music Education 35, Nr. 3 (02.05.2016): 425–34. http://dx.doi.org/10.1177/0255761416647191.

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In recent decades, music educators have become increasingly aware of the English Language Learner (ELL) population due to mainstreaming and inclusion policies. Meanwhile, the need for adequately preparing pre-service music teachers has become a focal point for music teacher preparation programs in the United States. In this article, I will 1) discuss the importance of developing pre-service music teachers’ empathy for ELL students; 2) offer suggestions for developing empathic pre-service music teachers; and 3) describe how a classroom cultural immersion experience can help pre-service music teachers to develop their empathy as well as increase their awareness of effective teaching strategies for ELL students. Through a short-term classroom cultural immersion experience, pre-service music teachers in the U.S. learned what it was like to be an ELL; as a result of their experience, they became more culturally and linguistically responsive. They deepened their level of empathy for ELLs, and expanded their knowledge base of techniques for effective music teaching.

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Akhmadieva, Roza S., Natalia N. Udina, Yuliya P. Kosheleva, Sergei P. Zhdanov, Maria O. Timofeeva und Roza L. Budkevich. „Artificial intelligence in science education: A bibliometric review“. Contemporary Educational Technology 15, Nr. 4 (01.10.2023): ep460. http://dx.doi.org/10.30935/cedtech/13587.

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A descriptive bibliometric analysis of works on artificial intelligence (AI) in science education is provided in this article to help readers understand the state of the field’s research at the time. This study’s main objective is to give bibliometric data on publications regarding AI in science education printed in periodicals listed in the Scopus database between 2002 and 2023 end of May. The data gathered from publications scanned and published within the study’s parameters was subjected to descriptive bibliometric analysis based on seven categories: number of articles and citations per year, countries with the most publications, most productive author, most significant affiliation, funding institutions, publication source and subject areas. Most of the papers were published between 2016 and 2022. The United States of America, United Kingdom, and China were the top-3 most productive nations, with the United States of America producing the most publications. The number of citations to the publications indexed in Scopus database increased in a progressive way and reached to maximum number in 2022 with 178 citations. Most productive author on this topic was Salles, P. with four publications. Moreover, Carnegie Mellon University, University of Memphis, and University of Southern California have the maximum number of publications as affiliations. The National Science Foundation was the leader funding institution in terms of number of publications produced. In addition, “Proceedings Frontiers in Education Conference Fie” have the highest number of publications by year as a publication source. Distribution of the publications by subject area was analyzed. The subject areas of the publications were computer sciences, social sciences, science education, technology and engineering education respectively. This study presents a vision for future research and provides a global perspective on AI in science education.

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Dissertationen zum Thema "Mainstreaming in education – United States – Periodicals"

Karagiannis, Anastasios. „The social-historical context of special education and mainstreaming in the United States from independence to 1990“. Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39780.

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This investigation explored special education and mainstreaming in the social-historical context of U.S. general formal public education and society from the American Revolution to 1990. Its main purpose was to examine the obstacles to and prospects of 'purposeful' mainstreaming in this wider context. First, special education was placed in the context of general education and society. Second, the objectives of general education were viewed historically to examine the influence of evolving societal conditions on special education. Third, the outcomes of PL 94-142 (Education for All Handicapped Children Act) from its passage to the late 1980s were explored in conjunction with the various models and practices of mainstreaming. Fourth, the meaning of the 1980s' 'excellence' reforms were scrutinized. It was found that: (1) the concept of 'society as primarily an economic entity' has had a decisive influence on the objectives of U.S. formal education and special education; (2) special education has functioned mainly as a means of educational amelioration and social control; (3) there have been three major waves of reform in special education arrangements in U.S. history--in the first two waves the element of social control outlasted the element of educational remediation; (4) the latest wave of special education reform, led primarily by the federal government and corporate business and targeting disadvantaged students and their families, has commenced since the 1960s; and (5) the principal mode of reform for the latest wave appears to be 'interagency collaboration' which has inherent elements of educational improvement and social control. Implications of these findings for 'purposeful' mainstreaming are discussed. Based on the suggestion that the obstacles to mainstreaming be situated in the wider social-historical context of the U.S. society, several recommendations are given for strategic planning and more meaningful reform.

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Hur, Suhng-june. „Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilities“. Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037504.

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McCallister, Joe Michael. „A Public View of Adult Education“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331571/.

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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.

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Jafthas, Joan Agnes Ann. „Teacher support teams in primary schools, of the West Coast Winelands Education Management and Development Centre, Western Cape Education Department, South Africa“. Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The functioning of a teacher support team is an important aspect in improving quality of education, because it has as its purpose the enhancement of collaboration and support to educators and development of conditions for learners to become more successful. This research study explored the functioning of teacher support teams in primary and elementary schools of the Western Cape Education Department of South Africa and Massachusetts in the United States of America, in assisting educators of learners with special needs in mainstream schools.

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Baldwin, Patricia L. (Patricia Lynne). „Covering the Campus: The History of The Chronicle of Higher Education“. Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278236/.

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Fankhauser, Craig Charles. „A multi-sensory, study strategies and cooperative group instructional approach combined to teach American history to mildly disabled and non disabled adolescents“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/577.

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Wyndham, Scott M. „School faculty perceptions of the use of technology to accommodate diverse learners : a universal design for learning framework“. 2010. http://liblink.bsu.edu/uhtbin/catkey/1597254.

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Public policy and current educational reforms have challenged schools to close the achievement gap for all students, including those with disabilities as required under the No Child Left Behind Act (NCLB) of 2001. As schools seek to implement sound instructional practices for students, technology has become a dominant force in schools and society. The focus of improving instruction and meeting the needs of diverse learners has not yet blended with the technology capabilities that are more readily available in schools. Universal Design for Learning (UDL) seeks to build an inherent flexibility into the curriculum and to utilize technology to accommodate diverse learners. The purpose of this study was to analyze how UDL training impacted school personnel’s perceptions of inclusion, instruction, student engagement, and the use of technology to differentiate instruction to meet the needs of diverse learners. The sample consisted of faculty from 50 Indiana schools, and analysis was completed based on respondents’ level of UDL training. Significant differences were found in perceptions that the primary responsibility for accommodating classroom activities for students with disabilities lies with the special education teacher, as well as whether accommodations designed for students with disabilities create increased opportunities for all learners. Significant differences were also found in how technology is used to provide choice and flexibility to students and differentiate instruction. There were significant differences in faculty perceptions that choice and technology impacted students’ levels of engagement. Significant differences were found among variables based on respondents’ categorization as general education or special education, as well as categorization as administrators or teachers.
Department of Special Education

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Talib, Tasneem L. „Relations between age, autism severity, behavioral treatment and the amount of time in regular education classrooms among students with autism“. 2012. http://liblink.bsu.edu/uhtbin/catkey/1675702.

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Under federal law, students with disabilities have the right to be educated in classrooms with students without disabilities. For students with autism, social, communication, and behavioral deficits make inclusion difficult. The severity of deficits change over time, and therefore, so too do the effects of these deficits upon inclusion. Although most research indicates autism symptoms improve with age, some studies suggest symptoms worsen, thereby affecting classroom placement. Students with autism use a multitude of interventions, most of which are not evidenced-based. Behavioral interventions are among the small number of treatments that can decrease autism severity and foster inclusion. However, behavioral interventions have not been compared to other widely used treatments, and in practice, they are rarely used in isolation. The purpose of the present study was threefold. First, relations between age, and autism severity were examined. Second, the study investigated whether relations between autism severity and time spent in regular education classrooms differed according to age. Third, it investigated types of treatments students used, and whether using behavioral treatments moderated relations between age, autism severity and amount of time in regular education classrooms. Using a national database (Interactive Autism Network), data about the severity of social, communication and behavior deficits, treatment type, and amount of time spent in regular education classrooms were extracted from school-age students (n = 2646) with autism. The results of the study showed that as age increased, social deficits increased. Furthermore, younger students, and students with more severe social impairment spent less time in regular education classrooms. Age also predicted use of behavioral treatment, and students who used behavioral treatment spent more time in special education classrooms. The findings of this study reflect the current climate of autism knowledge, which emphasizes early, intensive intervention. Consequently, students who were younger, and used behavioral treatments, were likely to be in special education classrooms that could maximize individualization, and associated treatment benefits. This is important, as social deficits increase with age, and reduce the amount of time students spend in inclusive classrooms. Additional studies are needed to further understand how behavioral treatment, compared to or used in conjunction with other commonly used treatments, affects inclusion.
Department of Educational Psychology

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Bücher zum Thema "Mainstreaming in education – United States – Periodicals"

Salend, Spencer J. Effective mainstreaming: Creating inclusive classrooms. 3. Aufl. Upper Saddle River, N.J: Merrill, 1998.

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Salend, Spencer J. Effective mainstreaming: Creating inclusive classrooms. 2. Aufl. New York: Macmillan Pub. Co., 1994.

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1948-, Scruggs Thomas E., Hrsg. The inclusive classroom: Strategies for effective mainstreaming. Upper Saddle River, NJ: Merrill, 2000.

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Bryant, Diane Pedrotty. Teaching students with special needs in inclusive classrooms. Boston, MA: Allyn & Bacon, 2008.

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T, Boon Richard, und Spencer Vicky G, Hrsg. Best practices for the inclusive classroom: Scientifically based strategies for success. Waco, Tex: Prufrock Press, 2010.

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1947-, McGrath Mary Z., und Mathur Sarup R, Hrsg. The many faces of special education: Their unique talents in working with students with special needs and in life. Lanham, Md: Rowman & Littlefield Education, 2010.

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1948-, Scruggs Thomas E., Hrsg. The inclusive classroom: Strategies for effective instruction. 2. Aufl. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2004.

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1948-, Scruggs Thomas E., Hrsg. The inclusive classroom: Strategies for effective differentiated instruction. 4. Aufl. Upper Saddle River, N.J: Merrill, 2010.

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John, Killoran, und Quintero Maria, Hrsg. Functional integration for success: Preschool intervention. Austin, Tex: Pro-Ed, 1991.

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D, Bursuck William, Hrsg. Including students with special needs: A practical guide for classroom teachers. 3. Aufl. Boston: Allyn and Bacon, 2002.

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Buchteile zum Thema "Mainstreaming in education – United States – Periodicals"

Faulkner, Paula E., Robert Cobb, Jr., Thomas Korir Kipkurgat und Salwa Omar Alinat-Abed. „How Closing the Digital Divide Can Improve Women's Employability“. In Gender Perspectives on Industry 4.0 and the Impact of Technology on Mainstreaming Female Employment, 1–30. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8594-8.ch001.

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The authors of this chapter provide a lens of the challenge women face with being successful in the labor force. Readers will learn about the importance of addressing gender inequity for women who seek education, training, and governmental resources for employment just as their male counterparts. The authors also detail how women of different countries and cultures such as Bangladesh, Israel, Kenya, and the United States of America face the challenges for closing the digital divide. When women's employability increases, societies improve. Women with technological skills bring new skills to the workplace, reduce economic needs, boost welfare and growth, and better provide for their homes and families. Readers will gain a better understanding of how governmental agencies and policies, educational institutions, and employers can work toward the same goal, and that is closing the gender digital divide.

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Clark, David S. „Historical Jurisprudence and Learned Law: 1865–1900“. In American Comparative Law, 223—C5.N1. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780195369922.003.0005.

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Abstract German historical jurisprudence and learned law took hold in the United States after the Civil War through the remainder of the nineteenth century. Chapter 5 describes the romanticism and nationalism that infused the historical school and differentiated it from natural law theory. The German version aspired to be both systematic as a science and historical for sources of law. James Carter, a leading American disciple of historical jurisprudence, used it to defeat David Field’s ambitious codification program in New York. The learned law aspect of German legal science found fertile ground at Harvard Law School in the 1870s, which transformed American legal education to firmly root its teaching and development at universities with a scientific casebook method of instruction in judicial source materials. Furthermore, significant comparative law libraries emerged during this time. Roman and civil law survived in this era of industrialization and social transformation. Roman law teaching was a substitute for academic comparative law, a bridge between the classical past and interest in universalism and unification of law in the twentieth century. Legal periodicals provided an outlet for comparative law information and scholarly essays and a few American jurists were aware of German sociological jurisprudence, which was a forerunner to legal realism. William Hammond, Oliver Wendell Holmes, William Howe, and Christopher Tiedeman afford examples. Finally, comparative law formed as a discipline, first in Europe, then with supporters in the United States, highlighted by the 1900 International Congress of Comparative Law.

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Minow, Martha. „Making Waves: Schooling and Disability, Sexual Orientation, Religion, and Economic Class“. In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0007.

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The historic treatment of students with disabilities in many ways resembles racial segregation in schools. Brown’s influence in this field is clear but complicated. Also complicated are debates over equal treatment of students who identify as gay, lesbian, bisexual, or transgendered. Religious students—and religious schools—elicit further variations on the educational equality debate with consequences for social integration and intergroup relations. Compulsory education laws in the United States for many years exempted students with mental and physical disabilities, and many school systems excluded such students or assigned them to separate institutions well into the 1970s. Before Brown, court challenges to this treatment of students with disabilities failed either on the assumption that the child’s impairments made schooling inappropriate or that the presence of the child with disabilities would harm the best interests of other children and the school. Even schools set up for students with disabilities could exclude a student by asserting that the child’s limitations would prevent educational progress. During the 1920s, communities established separate schools for students who were blind, deaf, or severely retarded, and many schools established separate classrooms for students who were considered to be slow learners. Misclassifications assigning students to separate classrooms or schools was not uncommon, and especially affected students who were immigrants or members of minority groups. This process of segregating persons with disabilities often relegated such persons to squalid residential institutions and imposed forced sterilization, justified in terms set by the eugenics movement. Those children with disabilities who did receive services did so largely in classrooms or schools removed from their peers. Parent advocacy organizations and civil rights activists challenged these practices, often with explicit references to Brown v. Board of Education. Parents and educators pressed for both more funding and experiments placing students with disabilities in regular educational settings. Integration, also called “mainstreaming” and “inclusion,” became a central goal through litigation, legislation, and advocacy for individual students, but for some children, advocates also pursued specialized instruction in separate settings. Intertwined with failures in the treatment of students with disabilities was the problem of racially discriminatory treatment.

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