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1
HALL, DAVID D. "WHAT WAS THE HISTORY OF THE BOOK? A RESPONSE." Modern Intellectual History 4, no. 3 (October 4, 2007): 537–44. http://dx.doi.org/10.1017/s1479244307001400.
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The history of the book is everywhere, so widely diffused that it merits comparison with the famously elusive Scarlet Pimpernel, whose pursuers sought him without success. Like that figure, book history passes among us in disguise, reluctant to reveal its presence even as it gains ever-greater recognition. In some quarters, it lurks within the domain of bibliography, a field of scholarship dedicated to describing the histories of printed texts and, in the service of this enterprise, concerned with the details of book-making. Elsewhere, book history installs itself within descriptions of libraries and education, sharing, with the first of these, a concern for how old books were accumulated and classified and, with the second, for the many ramifications of literacy and the fashioning of schoolbooks. Together with the history of journalism it studies how news was disseminated and ponders the significance of periodicals, be these newspapers or magazines. Political history has been another convenient site of disguise in the wake of efforts to connect the public sphere and concepts of nation with the emergence of print culture. And, of course, book history has enjoyed a long and fruitful kinship with literary history, a relationship freshly energized in recent decades as literary historians turned to describing the rise and remaking of a canon and to emphasizing the mediations that all texts undergo—the “sociology of texts,” to borrow a phrase made famous by D. F. McKenzie. To this list we can add the version of intellectual history that reconstructs the reading of a person or group and employs this data to generalize about the coming of the Enlightenment and similar formations.
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Contreras, A. Reynaldo. "The Charter School Movement in California and Elsewhere." Education and Urban Society 27, no. 2 (February 1995): 213–28. http://dx.doi.org/10.1177/0013124595027002009.
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Kraftl, Peter. "A double-bind? Taking new materialisms elsewhere in studies of education and childhood." Research in Education 101, no. 1 (August 2018): 30–38. http://dx.doi.org/10.1177/0034523718791880.
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This article outlines and critically reflects upon four tensions – framed as “double-binds’ – in new materialist scholarship on childhood and education. Firstly, I tackle arguments about data and the role of the researcher in studies of education, which I reframe as a question of intentionality. Secondly, I critically consider debates about the agency and voice of nonhuman matter and a problematic Anthropomorphism that is (rather ambiguously) often entrained therein. Thirdly, I explore what advances in (and critiques of) new materialist approaches mean for a range of pressing global debates affecting children and especially education. Finally, I examine the potential role that interdisciplinarity might play in taking new materialisms elsewhere than debates about researcher/nonhuman agency/intentionality.
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Cairns, Kate. "Both here and elsewhere: rural girls’ contradictory visions of the future." Gender and Education 26, no. 5 (June 23, 2014): 477–89. http://dx.doi.org/10.1080/09540253.2014.927835.
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Isoyama, Kyoko. "Law Related Education in Japan - Developments and Challenges." International Journal of Public Legal Education 3, no. 1 (May 31, 2019): 96. http://dx.doi.org/10.19164/ijple.v3i1.836.
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<p>The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.</p>
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Čipin, Ivan. "Razlike u kohortnom fertilitetu prema migracijskom obilježju: slučaj Grada Zagreba." Migracijske i etničke teme / Migration and Ethnic Themes 38, no. 1 (2022): 7–31. http://dx.doi.org/10.11567/met.38.1.1.
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The impact of migration on fertility is becoming an increasingly common research theme within the framework of population studies. Numerous demographic and geographical studies have found lower fertility in urban than in rural areas, both in developing and developed countries. Structural and contextual factors most often explain this difference. Structural factors refer to people of dissimilar socio-economic characteristics living in different areas, while contextual factors cover the current living conditions in the broadest sense. However, when explaining the urban–rural fertility differences, the selectivity of migration should also be considered, as people who (currently) have no fertility plans prefer to move to large cities. Most studies that measured fertility levels by migrant characteristics have relied on period fertility rates, while only a few have investigated cohort fertility. This study explores the cohort fertility of females by migrant status in the City of Zagreb, the largest urban centre in Croatia. Therefore, the aim is to better understand the relationship between completed fertility and migration in an urban context. Within a country, areas with the lowest fertility are often capital cities with highly educated and highly mobile populations. Although the fertility of international mi¬grants attracts more attention than internal migration, studying the association between fertility and both types of migration is especially important in a capital city with relatively high rates of inward migration. How much is known about the repro¬ductive behaviour of inward migrants in Zagreb? Are there significant differences between their fertility patterns and the patterns of native women? This paper fills this gap in the Croatian demographic literature by comparing fertility differences by migrant status across cohorts. The analysis is based on the 2011 Census data for the City of Zagreb. The Central Bureau of Statistics created a multidimensional table based on the data from this census, which includes the following variables for the female population of the City of Zagreb aged 15 or over: year of birth, number of liveborn children, highest completed education and place of birth. For analytical purposes, the data were aggre¬gated into eight five-year cohorts, with the oldest cohort born in 1930–1934 and the youngest in 1965–1969. Fertility is measured as the completed number of liveborn children per woman, which corresponds to the cohort fertility rate (CFR). The calculations are based on the standard analytical procedures used in cohort fertility analysis with census data or reproductive histories from surveys. Women are classified into four categories by migrant type: born in the City of Zagreb (native population), born in another city or another municipality in the Republic of Croatia (internal migrants), born in Bosnia and Herzegovina (external migrants – B&H), born abroad other than Bosnia and Herzegovina (external migrants – others). The 2011 census data on the number of live births are retrospective and based on the census question asking for the number of children a woman has ever had, including children who were no longer alive at the time of the census. The analysis is restricted to women born from 1930 (aged 80–81 at the time of the census) to 1969 (aged 41–42 at the time of the census), as younger women may have (more) children, while the fertility of women over 80 may be biased due to mortality and non-reporting of de¬ceased children. The analysis has shown significant differences in cohort fertility in the City of Zagreb by women’s place of birth. In all cohorts, the lowest completed fertility was achieved by women who were born in the City of Zagreb and (most likely) had no migration experience. In older cohorts, the highest fertility was recorded among women born in Bosnia and Herzegovina. In younger cohorts, fertility was highest for women born in other countries abroad. The substantial difference in completed fertility between older cohorts born in Bosnia and Herzegovina and those born in the City of Zagreb is not surprising, given that considerable differences in cohort fertility were observed between the equivalent cohorts in Croatia and Bosnia and Herzegovina. The comparison between cohort fertility rates in the City of Zagreb and Croatia shows that the cohort fertility rate in the City of Zagreb is about 0.25 (in younger co¬horts) and about 0.5 (in older cohorts) lower than in Croatia as a whole. The completed fertility of Zagreb-born women and those born elsewhere in Croatia slowly grew from older to younger cohorts (except for the youngest one). A similar trend, with some fluctuations, was observed for cohort fertility of women born abroad other than Bosnia and Herzegovina. On the other hand, completed fertility for the cohorts born in Bosnia and Herzegovina shows the opposite intercohort trend, with a notice¬able decline from the oldest to the youngest cohorts. Nevertheless, the overall cohort fertility trend is equal to that for the cohorts born in the City of Zagreb and the cohort of in-migrants from other cities/municipalities in Croatia. The share of childless women in the analysed City of Zagreb cohorts ranged from 11% to 15%, except for the youngest cohort (19%). The proportion of women who had only one child decreased from a relatively high 38% in the oldest cohort to 22– 23% in the cohorts born during the 1960s. The share of women of low parity (parities 0 and 1) decreased over time. While they represented a clear majority in the cohorts born in the 1930s, they account for below 40% in those born from 1945 to 1964. In these cohorts, in the City of Zagreb, the model of two-children families was prevalent, which is not surprising as in most post-socialist countries, having two children was a standard at the time. Women born in Bosnia and Herzegovina had lower childlessness rates than the other three categories. Women from the native cohort, especially older ones, have a rela¬tively high proportion of parity 1, while among women born in Bosnia and Herze¬govina, parity 1 is relatively low. There were no major differences in parity 2 among the analysed cohorts, with a slightly higher proportion of the two-children norm among women born in Croatia and somewhat lower in cohorts born abroad. This is expected because approximately half of the women born in the City of Zagreb in older cohorts no longer participated in reproduction after the first birth. On the other hand, women with higher parities (3 and 4+) dominate among women born in Bosnia and Herzegovina in older cohorts and among women born elsewhere abroad in the youngest cohorts. This is due to their relatively high progression to the third child (parity progression ratio 2→3 rose from 0.45 to 0.6). Interestingly, younger cohorts of women born in the City of Zagreb and the rest of Croatia are more represented in higher parities than the older cohorts. A possible explanation lies in the potentially disproportionately more significant impact of the second generation of the immigrant population whose parents were born abroad, but we should not ig¬nore numerous other economic, institutional and cultural factors of migrant fertility. In the City of Zagreb, the number and share of women with primary education has decreased, while the number and share of women with secondary and higher levels of education has increased. However, cohort fertility for all three educational groups has increased over time, with a slight decline in the youngest cohort among women with medium and high education. Probably due to the previous selectivity among the highly educated, the oldest cohort recorded a very low rate of completed fertility (about 1.1). The analysis has shown that the reproductive behaviour of in-migrants in the City of Zagreb differs from that of the native female population, depending on the place of origin. The difference between internal migrant women is minor – on average less than 0.1 children, with a convergence in the cohort fertility of younger cohorts. At the same time, the cohort fertility of women born abroad is significantly higher than of women born in Zagreb, on average by one child in older cohorts of women born in Bosnia and Herzegovina and by 0.5 children in younger cohorts born in other countries. Moving to the largest city in the country is apparently associated with lower fertility due to adaptation to high competition in the sphere of economic life on the one hand, and low urban reproductive norms on the other. The role of selective migration and the fact that individuals and couples who do not plan to have children disproportionately move to the largest urban centres should not be ignored either.
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Bazalgette, Cary. "Media education in the UK." Comunicar 14, no. 28 (March 1, 2007): 33–41. http://dx.doi.org/10.3916/c28-2007-03.
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Education about the media has been developing in the UK for at least 40 years. Various accounts of that history can be found elsewhere; this paper will just attempt to sketch out key features of the current scene, and to point readers to sources of more substantial information. Given that I work for the British Film Institute, a key player in this field, there is bound to be some bias in this account towards the BFI’s perspective: my defence is that, as every media educator knows, no account is ever completely unbiased. La educación en los medios se viene desarrollando en el Reino Unido desde hace ya cuarenta años. El proceso histórico del desarrollo de los distintos proyectos que se llevan a cabo está recogido en numerosos documentos y estudios específicos. Este artículo, por tanto, sólo pretende definir y analizar las principales claves del panorama actual y mostrar a los lectores posibles fuentes que contengan información ampliada acerca del tema.
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Petcu, Marian. "The Romanian Journalistic Education – the History of a Polemic." Hiperboreea 3, no. 2 (December 1, 2016): 139–64. http://dx.doi.org/10.5325/hiperboreea.3.2.0139.
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Abstract The present study introduces the reader to early approaches relating to journalists' education and accession to the journalistic profession. In Romania, the press was originally managed by writers, priests and teachers, who used to promote a rhetoric of talent, rather than one of competence in the trade of journalism. It was often said that talent was of prime importance here, and, since there was no vouching for talent in schools, journalism needed not to be taught in an educational format. However, Romanian intellectuals who had been schooled in Germany, France or elsewhere would plead for journalistic education. Unfortunately, all attempts in journalistic education failed in Romania until the communist regime came to power.
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Khan, Haji Karim. "Conducting Narrative Studies in Pakistan: Reflections from the Field." Journal of Education and Educational Development 7, no. 1 (June 29, 2020): 177–83. http://dx.doi.org/10.22555/joeed.v7i1.17.
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This reflective paper emerges from the analysis of my experience of carrying out narrative studies in Pakistan — a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources for the analysis. The reflections showcase my experiences of getting the insider’s views, co-constructing narratives, and co-constructing the research reality while carrying out narrative research studies in Pakistan. Findings have pertinent implications for narrative research studies in Pakistan and elsewhere in a similar settings.
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Mah, Kai. "Classified landscapes of education: the Ontario Educational Exhibition of 1876." Visual Studies 22, no. 1 (April 2007): 74–84. http://dx.doi.org/10.1080/14725860601167234.
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Lee, Sojeong, and Min Ji Koo. "Analysis of Korean Grammar Education Research Trends." Korean Society of Culture and Convergence 44, no. 6 (June 30, 2022): 103–24. http://dx.doi.org/10.33645/cnc.2022.6.44.6.103.
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The purpose of this study is to examine the grammar education research of Korean pedagogy to explore the direction of Korean grammar education research. In order to this end, we have selected 678 of the domestic journal paper by the study of the papers retrieved by the keyword “Korean Grammar Education”. Referring to the preceding study, the subject was classified as grammar education general, grammar system, grammar elements, grammar use aspects, grammar teaching methods, grammar teaching materials and grammar evaluation areas. The research type was classified as a primary study including three median and a secondary study including four median. The subject side trends of the Korean grammar education study are as follows; studies on the expression in the form of lumps, studies on the function of the speech act and pragmatics, studies on the teaching method based on the actual class, studies on the development of localized grammar textbooks were increased. In terms of research types, Korean grammatical education research tends to be devoted to the secondary study, but only the primary research ratio was significantly higher in the grammar use aspects area. The Korean Education academics must find what research methods suitable for each subject of Korean grammar education research.
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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (July 19, 2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.
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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.
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Mateu–Gelabert, Pedro, and Howard Lune. "Street Codes in High School: School as an Educational Deterrent." City & Community 6, no. 3 (September 2007): 173–91. http://dx.doi.org/10.1111/j.1540-6040.2007.00212.x.
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Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students’ commitment and determination to participate in their own education. We present the high school experiences of first–generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority “resistance” to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students’ commitment to education than do their immigration status or cultural backgrounds.
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Van der Walt, Johannes L., Ferdinand J. Potgieter, and Charl C. Wolhuter. "The Road to Religious Tolerance in Education in South Africa (and Elsewhere): a Possible ‘Martian Perspective’." Religion, State and Society 38, no. 1 (March 2010): 29–52. http://dx.doi.org/10.1080/09637490903500507.
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Byun, Soo-yong, and Hyunjoon Park. "When Different Types of Education Matter." American Behavioral Scientist 61, no. 1 (January 2017): 94–113. http://dx.doi.org/10.1177/0002764216682810.
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Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.
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Gelmini, And Yara Particelli, Márcio Luís Duarte, André Moreira de Assis, Josias Bueno Guimarães Junior, and Francisco César Carnevale. "Virtual reality in interventional radiology education: a systematic review." Radiologia Brasileira 54, no. 4 (August 2021): 254–60. http://dx.doi.org/10.1590/0100-3984.2020.0162.
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Abstract The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.
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Letloenyane, David, and Loyiso Jita. "A comparative study of knowledge, beliefs, and opportunities to learn afforded to physical science B.Ed students." Journal of Education, no. 85 (December 31, 2021): 1–18. http://dx.doi.org/10.17159/2520-9868/i85a08.
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Since large-scale studies show country and institutional differences in the preparation of B.Ed students, there is growing interest in the determination of the opportunities-to-learn afforded to them and the effects thereof in South African universities and elsewhere. There are, however, few studies that provide a contextually nuanced view of the effects of teacher education programmes on B.Ed students. This study therefore compares opportunities-to-learn afforded to physical science B.Ed students and their levels of competence that include knowledge and beliefs at four South African universities. Quantitative analysis reveals that some universities afforded these students more opportunities-to-learn in agreement with the nature of these universities. Furthermore, some opportunities-to-learn afforded to B.Ed students are provisionally related to measures of beliefs but they are not related to knowledge measures. Our findings suggest that while the B.Ed students seem to be afforded sufficient opportunities-to-learn at some universities, this does not readily translate into higher levels of competence.
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Gimpel, Denise. "Freeing the Mind through the Body: Women's Thoughts on Physical Education in Late Qing and Early Republican China." NAN NÜ 8, no. 2 (2006): 316–58. http://dx.doi.org/10.1163/156852606779969789.
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AbstractPhysical education (tiyu/ticao) was an important topic in China at the turn of the nineteenth century. Healthy citizens were to provide the foundations of a healthy China, one that could find its rightful place among the strong nations of the world and no longer be considered the "sick man of Asia." Many texts dealt with the kind of physical education that was perceived as necessary, and the physique was an issue in both educational regulations, school curricula and general reform demands. However, as elsewhere in the world, there was a clear distinction made between what was felt appropriate and necessary for men and women. Moreover, as the present article shows, there was also a clear gender line in the manner in which physical training and culture were functionalized by individual writers. By highlighting some of the different approaches to and interpretations of the concept of tiyu/ticao, the present text seeks to demonstrate how it could be used to maintain the status quo by simply remolding the subordinate female role but also to seek a real autonomous realm for female development.
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AlMaamari, Saif N., and Ian Menter. "Citizenship Education: The Perceptions of Social Studies Omani Student Teachers." Journal of Educational and Psychological Studies [JEPS] 7, no. 4 (December 1, 2013): 446. http://dx.doi.org/10.24200/jeps.vol7iss4pp446-461.
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The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs.
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Chen, Fang. "Prediction, Monitoring, and Management of the Classified Training Quality of English Majors Based on Support Vector Machine." International Journal of Emerging Technologies in Learning (iJET) 17, no. 24 (December 20, 2022): 233–48. http://dx.doi.org/10.3991/ijet.v17i24.35943.
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To attain higher teaching quality, adopting both quantitative and qualitative methods to discuss the mechanism of how active learning attitude influences the classified training quality of English majors is of practical meaning. However, few existing studies have concerned about this research topic, so to fill in this research blank, this paper aims to study the prediction, monitoring, and management of the classified training quality of English major students. At first, this paper analyzed the classified training of English majors, and introduced the factors of the cultivation of active learning attitude in English majors and the typical manifestations of English majors with an active learning attitude. Then, this paper used the comprehensive improvement level of each evaluation index to measure the classified training quality, and combined the Grey Wolf Optimizer (GWO) with the Support Vector Machine (SVM) to propose a model for predicting the classified training quality of English majors, which laid a basis for further quality monitoring and management. At last, the experimental results verified the effectiveness of using the constructed model to predict the classified training quality of English majors, and gave a few suggestions for monitoring and managing the classified training of English majors.
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Ng, David, Dong Thanh Nguyen, Benjamin Koon Siak Wong, and William Kim Weng Choy. "A review of Singapore principals’ leadership qualities, styles, and roles." Journal of Educational Administration 53, no. 4 (July 6, 2015): 512–33. http://dx.doi.org/10.1108/jea-08-2013-0085.
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Purpose – The purpose of this paper is to present a review of empirical studies on principal leadership in Singapore. It seeks to provide a general picture of Singapore principals’ leadership qualities, styles, and roles. Design/methodology/approach – This is a systematic review of empirical studies, using a “bounded” approach with a focus on the main findings of the reviewed studies. In all, 36 studies were selected for the interview. The findings of these studies were open coded, synthesized, and clustered into different themes. Findings – The review revealed several qualities, characteristics, styles, and enacted roles of Singapore principals. While there are similarities between Singapore principals and principals elsewhere in the world, the review brought out some features unique to Singapore principals. Originality/value – This review contributes to the growing literature in comparative research on principals’ leadership and their enacted roles, and concurrently functions as a guide for further research on school leadership in Singapore.
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K. NYUON, ABRAHAM, and AJANG ATEM JOSEPH. "THE IMPLICATION OF STATE FORMATION ON STATE INSTITUTIONS IN INDEPENDENT SOUTH SUDAN." International Journal of Social Sciences and Management Review 05, no. 03 (2022): 228–47. http://dx.doi.org/10.37602/ijssmr.2022.5318.
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State formation as a process at the international level has aroused interest and controversy among scholars of the African state and states elsewhere. While the states outside Africa have been shown as having gone through a different course of formation many still believe that the state in Africa especially Sub-Saharan Africa had not experienced the process which the state in Europe and elsewhere had gone through. What is interesting is that many scholars from outside Africa want to study the African state from the time of colonialism as if Africa had no past before European colonialism. This therefore many times leads to concern for many who want to study the state in Africa before colonialism where some authors depict pre-colonial Africa as having no form of polity but quasi or decentralized societies with no form of statehood. This part of history is ignored and therefore it becomes hard to explain the consequences of the way the state was formed in form of institutions formed, conflict and security. The people of South Sudan have historically known more war than peace because of the institutions that were formed during colonial times and later bequeathed to post-colonial leaders. South Sudanese believe now that they are their own nation; it’s time to teach people how to build strong institutions which can protect the citizens and their state through indigenous institutions and constitution. Currently, the institutions in South Sudan are weak, wrecked by corruption and Nepotism. The people in these institutions do not see themselves as belonging to one state where everyone should have equal rights and most importantly, these institutions are a threat to human and national security of the state of South Sudan. This scenario cannot be explained minus the history of the colonial impact over Sudan where South Sudan was a part. The colonialists could not build indigenous institutions, they were not concerned with democracy and a constitution, but built a ruthless army against the indigenous Sudanese including those in southern Sudan who later seceded to form the new state of South Sudan. The breakaway of South Sudan is an interesting area of how states in Africa were formed and the institutions that have become a liability to South Sudan which can be explained by the state formation process which needs to be investigated.
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Smith, Roy, and Rachel Welton. "Islands in the energy stream: regional cooperation in the Indian Ocean tourism sector." Central European Review of Economics and Management 4, no. 1 (March 15, 2020): 27–52. http://dx.doi.org/10.29015/cerem.831.
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Aim: This article considers the need to move away from a dependency on fossil fuels towards more sustainable renewable sources of energy production. The focus is on the tourism sector in two Indian Ocean destinations, Mauritius and the Seychelles. The broader aim, however, is to highlight the interconnectedness between public and private stakeholders and how lessons learned from these case studies could have broader applicability elsewhere.
Design/research methods: A case study approach has been taken drawing on data supplied by both the private tourism sector in the destinations under consideration and relevant government and regional reports.
Conclusions/findings: Progress has been made in the shift towards decarbonisation policies and practices in these destinations. This has been achieved via a cooperative approach between public and private stakeholders, extending the development of renewable energy infrastructure and supply to include sustainable education policies supported by both governments’ education departments and vocational programmes implemented by the larger hotels in these destinations.
Originality/value of the article: Although there have been other studies conducted on the promotion of renewable energy in small island states, there is a paucity of such research looking specifically at the tourism sector and the role of public/private partnerships in developing broader education for sustainable development programmes.
Implications: The case studies focus on highlighting how governments and tourism businesses can work towards shared goals, in this case decarbonisation and education for sustainability. The implication is that such a model could be applied elsewhere with equally positive results.
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Winter, Sam, Leung Yuk-Wah, and Ma Kwai-Heung. "Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School." Australasian Journal of Special Education 15, no. 1-2 (1992): 56–70. http://dx.doi.org/10.1017/s1030011200022557.
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Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
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Noyes, Andrew. "Participation in mathematics: what is the problem?" Improving Schools 12, no. 3 (November 2009): 277–88. http://dx.doi.org/10.1177/1365480209342682.
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This article considers participation in post-compulsory mathematics education (Advanced or A-level) which is currently exercising education policy-makers in England and elsewhere. I argue that the central problem is neither that of devising an economically motivated strategy for increasing student numbers nor simply raising the level of mathematical capability attained. Rather, the central problem is about what mathematics to teach, how and why? I will present emerging findings from two current studies of 14—19 mathematics education, highlighting socially differentiated patterns of participation. Then I will consider the values/philosophical influences on current policy and practice. This leads me to argue that the curriculum needs reframing so that all students are enabled to use their mathematics to read, understand, critique and act in the mathematically formatted worlds in which they live.
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Jones, Glen A. "Governing Quality: Positioning Student Learning as a Core Objective of Institutional and System-Level Governance." International Journal of Chinese Education 2, no. 2 (February 24, 2014): 189–203. http://dx.doi.org/10.1163/22125868-12340020.
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Abstract How do we govern quality in higher education? “Governance” and “quality” are wicked problems in higher education policy, and there is frequently a disconnect between the formal governance structures and decision-making processes of the university, and the discussion of quality in terms of student learning. Drawing on recent studies of university governance in Canada (and elsewhere), the author argues that institutional governance arrangements often avoid issues of quality in teaching and learning. The author argues that student learning must be positioned as a core objective within institutional and system-level governance arrangements, and that it is only through in-depth institutional and system-level engagement in the discussion of educational quality that sustained and broadly-based quality improvement can take place. Enhancing quality must be a key objective of governance reform.
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Vetruba, Brian. "New Directions for Libraries, Scholars, and Partnerships: North American librarians’ symposium in Europe provide forums to share, collaborate, and learn." College & Research Libraries News 80, no. 7 (July 8, 2019): 382. http://dx.doi.org/10.5860/crln.80.7.382.
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One hundred twenty librarians and information professionals from ten countries descended on Frankfurt am Main, Germany, on October 13, 2017, for a day of networking and information exchange covering librarianship and scholarship in the 21st century. “New Directions for Libraries, Scholars, and Partnerships: An International Symposium” grew out of a need to have a forum for North American librarians who specialize in European Studies to share insights with and learn from librarians and archivists from Europe and elsewhere.
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Ferranti, David De, and Anthony J. Ody. "Key Economic and Social Challenges for Latin America: Perspectives from Recent Studies." International Studies Review 6, no. 2 (September 28, 2005): 1–20. http://dx.doi.org/10.1163/2667078x-00602001.
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The paper draws on recent studies at the W odd Bank and elsewhere to highlight four aspects of Latin America's current challenges. First, high inequality, partly related to historical relations between Europeans, indigenous and Afro-descendants, but reinforced by continuing dualism between the formal and informal sectors. Second, education, where the region suffers from a serious "secondary deficit" and weak educational quality. Third, the business climate, which exhibits continuing problems with inappropriate regulation while infrastructure provision has suffered from cutbacks to public provision, only partly compensated for by increased private investment. Finally, Latin America's future sources of international comparative advantage: whether in natural resource-based exports or in manufacturing, the region needs to improve performance in mobilizing knowledge and technology.
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Lan, Kenneth. "Teaching Chinese in Canada: epics of three Chinese scholars." Asian Education and Development Studies 8, no. 1 (January 7, 2019): 38–46. http://dx.doi.org/10.1108/aeds-05-2017-0046.
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Purpose The purpose of this paper is to reveal the development of Chinese studies in selective Canadian universities through examining the remarkable careers of three middle-aged ethnic Chinese intellectuals. Design/methodology/approach This paper analyses the origin and growth of East Asian Studies programs in Canada by first describing the backgrounds of the three scholars. Why did Canadian universities accept them despite their Chinese origin? Findings Canadian universities are indeed the incubators of racial tolerance. Racism existed in the 1950s but was only confined to the collegial level. Universities generally welcomed a diversified representation of their payroll. While none of three academics founded East Asian Studies programs in their institutions, they had forcibly become their mascots and had lured more students into lifelong studies of the Far East. Despite the early fanfare of their recruitments, all three had become disillusioned with their employers as years passed. They felt their contributions were taken for granted and had shifted their career focuses elsewhere. The Asia-Pacific is still marginally focussed in the Canadian academe. Originality/value The three men and many others in the field have sowed the seed for the study of China and the East Asian region in Canada. It is up to future “East Asianists” to carry on this tradition that they had built in the twentieth century.
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Alberts, Wanda. "Didactics of the Study of Religions." Numen 55, no. 2-3 (2008): 300–334. http://dx.doi.org/10.1163/156852708x283087.
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AbstractIn contrast to well-established didactics of theologies, the study of religions, even though its field is becoming more and more important in schools and elsewhere in society, has not yet developed a didactic branch. This article outlines and exemplifies three tasks for didactics of the study of religions: (1) analysis of models of education about religion/s, (2) development of concepts for education about religion/s, (3) engagement in practical issues related to education about religion/s, including participation in political and public debates about religion, religious plurality, education, and religious education. Tasks 1 and 2, which may be called "inner-academic," are exemplified with research results from my study about integrative religious education in Europe. Task 3, relating to the communication of academic insights beyond academia, is regarded as a necessary complement to "inner-academic" work. In conclusion, it is argued that in order to develop didactics of the study of religions it is necessary to combine the subject knowledge and methodologies of the study of religions with insights from education. Rather than leaving this educational task to educationalists with little knowledge of our subject, the study of religions needs to establish its own didactics with respect to various educational contexts.
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Laherto, Antti, and Tapio Rasa. "Facilitating transformative science education through futures thinking." On the Horizon: The International Journal of Learning Futures 30, no. 2 (March 31, 2022): 96–103. http://dx.doi.org/10.1108/oth-09-2021-0114.
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Purpose The aims and pedagogies in the field of science education are evolving because of global sustainability crises. School science is increasingly concerned with responsible agency and value-based transformation. The purpose of this conceptual paper is to argue that perspectives and methods from the field of futures studies are needed to meet the new transformative aims of science education for sustainable development. Design/methodology/approach This paper analyses some contemporary challenges in science education and gives reasons for introducing a futures perspective into science classrooms. The suggestion is illustrated by reviewing some results, published elsewhere, on future-oriented activities trialled within the European Union project “I SEE” and students’ experiences on them. Findings Recent research has shown that future-oriented science learning activities, involving systems thinking, scenario development and backcasting, can let students broaden their futures perceptions, imagine alternatives and navigate uncertainty. Practising futures thinking in the context of contemporary science offers synergies through shared perspectives on uncertainty, probabilities and creative thinking. Originality/value This paper highlights the relevance of the futures field for science education. Future-oriented activities appear as promising tools in science education for fostering sustainability, agency and change. Yet, further work is needed to integrate futures aspects into science curricula. To that end, the paper calls for collaboration between the fields of futures studies and science education.
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Baysen, Engin, and Fatma Baysen. "Experimentation anxieties of pre-school and primary school teacher candidates." South African Journal of Education 42, no. 1 (February 28, 2022): 1–11. http://dx.doi.org/10.15700/saje.v42n1a1911.
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Experimentation is widely accepted as being central to science education. However, anxiety about experimentation often prevents its use. While a considerable number of studies on anxiety related to laboratory experimentation have been conducted, studies on in class experimentation is limited. In the research study reported on here we explored the anxiety about in-class experimentation of teachers as enacted in pre-school and primary school (PP) education. We also searched for possible similarities in the anxiety of the pre-school and primary school teacher candidate (TC) cohorts to explain the persistence of their anxiety. TCs responded to an open-ended question through a qualitative analysis procedure. The levels of anxiety were classified into three categories: low, moderate, and high. The time when the TCs experienced the anxiety was classified into 3 other categories: backstage, stage, and finale, which were coupled with the levels of anxiety. Quantitative analysis showed that there was a high similarity between the two cohorts of TCs’ experimentation anxieties. We conclude that teacher candidates’ future students would encounter a continuous, uninterrupted, unfavourable anxiety-filled environment with regard to experiments throughout their PP.
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Agiomirgianakis, George, Theodore Lianos, and Nicholas Tsounis. "Returns to Investment in Distance Learning: the Case of Greece." International Business Research 12, no. 3 (February 11, 2019): 94. http://dx.doi.org/10.5539/ibr.v12n3p94.
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In this paper we extent the literature on the rate of return to investment in Higher Education towards studies in distance learning Universities. In particular, we explore the difference in returns between graduates of a distance learning university (the Hellenic Open University - HOU) and applicants that were excluded by this university’s random selection process and did not study elsewhere. The data set was extracted from a database compiled from responses to a questionnaire which was part of a survey concerning HOU (the only Distance-learning University in Greece). A modified Mincer type model was estimated with fixed effects. Our findings suggest that graduates that have obtained a first degree from HOU enjoy a rate of return to education of about 8% higher than the rate of return obtained by those high school graduates that were not selected by this university. Moreover, Master’s degree graduates get about a 16.5% higher rate of return to education relatively to those applicants that were not selected for studies in HOU and did not study elsewhere. Additionally, our findings also show that the rates of return for higher education are high even after the 2008 economic crisis. These results suggest a straightforward policy implication: a distance learning University may not only be considered as a second chance to education for mature students, often facing time and budget restrictions, but, it may also be seen as a worthwhile private investment enabling a much higher private return. Moreover, from policymakers’ point of view, a distance learning university can be seen as a vehicle to reduce income inequalities and thus increase social mobility.
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Tonta, Yaşar. "Keynote 2: Developments in Education for Information: Will “Data” Trigger the Next Wave of Curriculum Changes in LIS Schools?" Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 2–12. http://dx.doi.org/10.47657/201617888.
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The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/ information studies/ information management/information to better reflect the range of education provided. In this paper, we review the major developments in education for library and information science (LIS) and the impact of these developments on the curricula of LIS schools. We then review the programs and courses introduced by some LIS schools to address the data science and data curation issues. We also discuss some of the factors such as "data deluge" and "big data" that might have forced LIS schools to add such courses to their programs. We conclude by observing that "data" has already triggered some curriculum changes in a number of LIS schools in the USA and elsewhere as "Data Science" is becoming an interdisciplinary research field just as "Information Science" has once been (and still is).
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Graham, Alastair Campbell, Helen Rachael Church, and Deborah G. Murdoch-Eaton. "Classifying simulation-based studies using the description, justification and clarification framework: a review of simulation conference abstracts." BMJ Simulation and Technology Enhanced Learning 3, no. 4 (May 11, 2017): 169–71. http://dx.doi.org/10.1136/bmjstel-2016-000186.
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IntroductionSimulation-based medical education (SBME) is an accepted learning methodology with an ever-expanding evidence base. Concerns have been expressed that research output in SBME lacks explicit links to educational theory. Using the ‘Description, Justification and Clarification’ framework we have investigated the extent to which SBME conference abstracts declare the educational theory underpinning their studies.MethodsAbstracts from four major international SBME conferences (for 2014 and 2015) were reviewed. Abstracts were classified using the framework offered by Cook et al who classified studies published in major educational journals. Clarification studies are those which specifically declare and test their underpinning educational approach.ResultsWe reviewed 1398 conference abstracts which we classified as Description 54.4%, Justification 36.3% and Clarification 9.3%. The two most frequently declared educational theories were Cognitive Theories and Experiential Learning.ConclusionThe low proportion of Clarification studies found in the SBME conference abstracts reflects previous findings highlighting the lack of medical education studies that establish how and why SBME works. Researchers should be encouraged to declare their underpinning educational theories when presenting their work. Conference organisers play an important role in facilitating this through allowing sufficient word count in their submission criteria.
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Wang, Jiwei, and Zhongwei Zhao. "Prediction and Management of the Quality of Classified Student Training Based on an Improved Neural Network." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 112–25. http://dx.doi.org/10.3991/ijet.v17i08.30559.
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Personalized teaching and classified training promote each student to develop in the most suitable direction. The studies on classified student training (CST) mainly target the objects of CST, which refers to the classified training of underachievers and achievers, or the classified training of different groups of high-quality talents like doctoral students and master candidates. However, there are few research results on the implementation or quality forecast of CST. To fill up the gap, this paper explores the prediction and management of the CST quality based on an improved neural network. Firstly, a cognitive diagnosis model for CST was established to realize targeted group learning. Thereafter, an evaluation index system (EIS) was constructed for student learning quality. Next, a prediction model was built based on improved backpropagation neural network (BPNN), and the particle swarm optimization (PSO) was called to optimize the weights and thresholds of the neural network. The effectiveness of our model was proved through experiments. The relevant findings provide impetus to the timely update of CST.
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Wang, Jiwei, and Zhongwei Zhao. "Prediction and Management of the Quality of Classified Student Training Based on an Improved Neural Network." International Journal of Emerging Technologies in Learning (iJET) 17, no. 08 (April 26, 2022): 112–25. http://dx.doi.org/10.3991/ijet.v17i08.30559.
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Personalized teaching and classified training promote each student to develop in the most suitable direction. The studies on classified student training (CST) mainly target the objects of CST, which refers to the classified training of underachievers and achievers, or the classified training of different groups of high-quality talents like doctoral students and master candidates. However, there are few research results on the implementation or quality forecast of CST. To fill up the gap, this paper explores the prediction and management of the CST quality based on an improved neural network. Firstly, a cognitive diagnosis model for CST was established to realize targeted group learning. Thereafter, an evaluation index system (EIS) was constructed for student learning quality. Next, a prediction model was built based on improved backpropagation neural network (BPNN), and the particle swarm optimization (PSO) was called to optimize the weights and thresholds of the neural network. The effectiveness of our model was proved through experiments. The relevant findings provide impetus to the timely update of CST.
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Cojocaru, Manole, Inimioara Mihaela Cojocaru, and Bogdan Chicos. "SERONEGATIVE ANTIPHOSPHOLIPID SYNDROME." Romanian Medical Journal 62, no. 1 (March 31, 2015): 20–22. http://dx.doi.org/10.37897/rmj.2015.1.4.
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Seronegative antiphospholipid syndrome (seronegative APS) has remained an enigma and the concept is controversial. A small group of APS patients remain persistently negative for routine assays of antiphospholipid (aPL) antibodies. The clinical features are well defined, and include the tendency to both arterial and venous thrombosis, to recurrent miscarriages, and to occasional thrombocytopenia. Patients with clinical manifestations highly suggestive of APS but persistently negative conventional aPLs are classified as having seronegative APS.
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Moon, Rob, Vic Curtis, and Simon Dupernex. "How Enterprise Education Can Promote Deep Learning to Improve Student Employability." Industry and Higher Education 27, no. 6 (December 2013): 433–48. http://dx.doi.org/10.5367/ihe.2013.0177.
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This paper focuses on identifying the approaches students take to their learning, with particular regard to issues of enterprise, entrepreneurship and innovation when comparing the traditional lecture format to a more applied, practice-based case study format. The notions of deep and surface learning are used to explain student learning. More active methods of teaching (such as discussion and case studies) promote a deep approach; and work elsewhere has suggested that these methods are more effective than lectures for the promotion of thought. For this study, questionnaire surveys were used to determine whether there was a difference in approach to learning between most and least beneficial course modules, and between the lecture-based and more applied, practice-based case study formats. The findings indicated that deeper learning results from a more active approach, with students who adopted deeper learning being better able to apply their learning in different entrepreneurial contexts.
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taşlıbeyaz, elif. "Review of the Studies on Digital Transformation in Higher Education Institutions." Journal of Higher Education and Science 11, no. 1 (April 30, 2021): 172–83. http://dx.doi.org/10.5961/jhes.2021.439.
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The aim of this study is to examine the studies on digital transformation in higher education institutions in terms of different features and to reveal the tendency. Web of Science, EBSCO, ERIC Google Scholar databases were scanned between 2015 and 2019 (until the end of the year) in Turkey and other countries for this purpose. 69 studies were obtained as a result of the literature review. They were eliminated according to the study criteria. 22 studies were determined. These studies were classified according to features such as year, country, subject, purpose, method, data collection tool, target audience, results and recommendations. Literature Review as research design and descriptive content analysis as analysis method was used in the study. The findings showed that the number of studies in recent years -especially 2019- Turkey and other countries increased. Education and management components of digital transformation in universities were mainly examined in the studies. In addition, it was revealed that qualitative research designs are more preferred. This research revealed the current situation in the literature of the studies on digital transformation in higher education and gave some suggestions for future studies.
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Paltridge, Rachel. "The diets of cats, foxes and dingoes in relation to prey availability in the Tanami Desert, Northern Territory." Wildlife Research 29, no. 4 (2002): 389. http://dx.doi.org/10.1071/wr00010.
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In most areas of Australia, mammals constitute the staple diets of cats, foxes and dingoes. In central Australia the abundance of mammals is often too low to meet the dietary requirements of these carnivores and yet populations of cats, foxes and dingoes persist. To investigate alternative feeding strategies of cats, foxes and dingoes in arid environments, their diets were monitored in relation to prey availability in two areas of the Tanami Desert where rabbits do not occur. Dietary information was obtained by analysing predator scats collected between 1995 and 1997. Prey availability was monitored by track counts, pitfall trapping, Elliott trapping, and bird counts along walked transects. In contrast to dietary studies elsewhere in Australia, it was found that reptiles were an important component of the diets of predators in the Tanami Desert, and should be classified as seasonal staples. Birds increased in importance in the diets of cats and foxes during the winter, when reptiles were less active. There was considerable overlap between the diets of all three predators, although dingoes ate more large prey items (e.g.�macropods) than the other two predators. Results highlight the opportunistic feeding habits of cats, foxes and dingoes and show that, although mammalian prey are less important in central Australia than has been found elsewhere, species that are vulnerable to extinction, such as the bilby (Macrotis lagotis), mulgara (Dasycercus cristicauda) and marsupial mole (Notoryctes typhlops), are also consumed by these predators.
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Zheng, Guoxun, Liang Zhao, Ruojin Wang, and Chengming Wang. "Realistic Dilemma and Solution of “Vocational Skill Test” under the Background of Enrollment Reform of Classified Examination in Higher Vocational Colleges in Jilin Province." Journal of Contemporary Educational Research 5, no. 12 (December 27, 2021): 210–14. http://dx.doi.org/10.26689/jcer.v5i12.2873.
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In the process of Higher Vocational classified examination enrollment reform, Jilin Province has adopted a diversified examination enrollment model and “cultural quality test + vocational skill test” evaluation method, and established the “vocational education college entrance examination” system. This paper analyzes the important role and practical difficulties of “vocational skill test” in Higher Vocational classified examination, studies the existing problems, and puts forward to reasonably divide the proportion of “cultural quality test” and “vocational skill test”, sets diversified admission standards, scientifically sets up the assessment methods and contents of “vocational skill test”, further improves the “cultural quality test + vocational skill test” evaluation method and builds a classified examination and enrollment system more in line with the characteristics of vocational education.
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Babcock, Christopher A., and Craig R. Ely. "Classification of vegetation communities in which geese rear broods on the Yukon – Kuskokwim delta, Alaska." Canadian Journal of Botany 72, no. 9 (September 1, 1994): 1294–301. http://dx.doi.org/10.1139/b94-158.
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Plant communities are described from an area on the Yukon – Kuskokwim (Y-K) delta of Alaska that is used extensively for brood rearing by three species of geese. Earlier studies identified plant species important as food for young geese, but few studies describe or quantify plant communities. We classified species presence or absence information from over 700 quadrats using a two-way indicator species analysis (TWINSPAN) and then tested for agreement of signatures on colour infrared air photos with the identified communities. Sedges were found to dominate all but the wettest and driest communities. Most of the brood-rearing area was covered by Carex ramenskii and Carex rariflora meadows, ponds, Carex mackenziei-dominated pond margins, and C. ramenskii and grass levee meadows. Our interpretation of airphotos accurately predicted vegetation community classes, which will facilitate future studies of habitat selection by geese during the time they are rearing young. The TWINSPAN classification was comparable to classifications of studies conducted elsewhere on the Y-K delta. The interpretation of air photos will enable the identification and evaluation of wetland vegetation complexes and potential goose brood-rearing areas away from our study site. Key words: air-photo interpretation, Alaska, plant communities, salt marsh, Yukon – Kuskokwim delta.
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Graham, Steve, Michael Hebert, Evan Fishman, Amber B. Ray, and Amy Gillespie Rouse. "Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis." Journal of Learning Disabilities 53, no. 4 (May 12, 2020): 292–310. http://dx.doi.org/10.1177/0022219420917338.
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In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( g = −0.97) when all writing scores in a study were included in the analysis. This same pattern occurred for specific measures of writing: quality ( g = −0.92), output ( g = −1.00), grammar ( g = −0.68), vocabulary ( g = −0.68), and spelling ( g = −1.17). A moderator analysis revealed that differences in the writing scores of children classified with SLI and typically developing peers matched on age were not as large, but were still statistically significant, when assessment involved a contrived response format (vs. measured based on students’ writing), researcher-created measures (vs. norm-referenced tests), or SLI included just children with a speech disorder (vs. children with a language disorder). Children classified with SLI further scored lower on writing than typically developing peers with similar language capabilities ( g = −0.47). We concluded that children with SLI experience difficulties with writing.
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Beach, Dennis, and Staffan Larsson. "On Developments in Ethnographic Research: The Case of Two Swedish Universities." International Journal of Qualitative Methods 21 (January 2022): 160940692210844. http://dx.doi.org/10.1177/16094069221084432.
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The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
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Hoffmann, A. A., and M. Turelli. "Unidirectional incompatibility in Drosophila simulans: inheritance, geographic variation and fitness effects." Genetics 119, no. 2 (June 1, 1988): 435–44. http://dx.doi.org/10.1093/genetics/119.2.435.
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Abstract In California, Drosophila simulans females from some populations (type W) produce relatively few adult progeny when crossed to males from some other populations (type R), but the productivity of the reciprocal cross is comparable to within-population controls. These two incompatibility types are widespread in North America and are also present elsewhere. Both types sometimes occur in the same population. Type R females always produce type R progeny irrespective of the father's type. However, matings between R males and females from stocks classified as type W produce type R progeny at low frequency. This suggests rare paternal transmission of the R incompatibility type, as we have found no evidence for segregation of incompatibility types in the W stocks. There is quantitative variation among type R lines for compatibility with W females, but not vice versa. Population cage studies and productivity tests suggest that deleterious side effects are associated with the type R cytoplasm.
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Common, Eric Alan, Leslie Ann Bross, Wendy Peia Oakes, Emily Dawn Cantwell, Kathleen Lynne Lane, and Kathryn Ann Germer. "Systematic Review of High Probability Requests in K-12 Settings: Examining the Evidence Base." Behavioral Disorders 45, no. 1 (November 21, 2018): 3–21. http://dx.doi.org/10.1177/0198742918800029.
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We conducted this systematic review to classify the evidence-base status for high-probability request sequence (HPRS) as a strategy to improve students’ behavioral outcomes in general and special education settings across the K-12 continuum. Specifically, the purpose of this review was to determine whether HPRS could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education employing a modified, weighted coding scheme specifying methodologically sound studies as meeting 80% or more of components across quality indicators (QIs). Two of the 22 included studies met all QIs, and 16 studies met or exceeded our 80% weighted criterion. Based on this body of evidence, we classified HPRS in K-12 school settings as potentially evidence based. We offer a discussion of educational implications, limitations, and future directions.
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Boberg, Charles. "The emergence of a new phoneme: Foreign (a) in Canadian English." Language Variation and Change 21, no. 3 (October 2009): 355–80. http://dx.doi.org/10.1017/s0954394509990172.
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AbstractThe nativization or phonological adaptation of words transferred from other languages can have structural-phonological consequences for the recipient language. In English, nativization of words in which the stressed vowel is spelled with the letter <a>, here called “foreign (a)” words, leads to variable outcomes, because English <a> represents not one but three phonemes. The most common outcomes historically have been /ey/ (as inpotato), /æ/ (tobacco), and /ah/ (spa), but vowel choice shows diachronic, social, and regional variation, including systematic differences between major national dialects. British English uses /ah/ for long vowels and /æ/ elsewhere, American English prefers /ah/ everywhere, whereas Canadian English traditionally prefers /æ/. The Canadian pattern is now changing, with younger speakers adopting American /ah/-variants. This article presents new data on foreign (a) in Canadian English, confirming the use of /ah/ among younger speakers, but finds that some outcomes cannot be classified as either /æ/ or /ah/. A third, phonetically intermediate outcome is often observed. Acoustic analysis confirms the extraphonemic status of these outcomes, which may constitute a new low-central vowel phoneme in Canadian English.
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Circo, Razvan, Marian Beciu, Doina Raducan, and Victoria Badea. "ANTITHYROID ANTIBODIES - A POSSIBLE INVOLVEMENT IN THE DEVELOPMENT OF CHRONIC PERIODONTITIS." Romanian Medical Journal 68, no. 2 (June 30, 2021): 278–85. http://dx.doi.org/10.37897/rmj.2021.2.23.
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Objectives. Identification of periodontal lesions in patients with chronic autoimmune thyroiditis (CAT) assessed differently depending on their severity and the average serum level of thyroid autoantibodies. Material and methods. The study was initiated in a group of patients (n = 133) diagnosed with chronic autoimmune thyroiditis in conditions of normal thyroid function and without other comorbidities. Examination of the oral cavity identified lesions characteristic of chronic periodontitis (CP) classified according to their intensity in - mild, medium and aggravated in a group of 109 patients. The serum level of thyroid autoantibodies – as a mean value – was analyzed in a group of 77 patients with similar periodontal lesions related to their classification. Results. Characteristic ethological changes of chronic periodontitis were identified in 85% of patients being classified as: mild (40.2%), medium (31.9%), aggravated (28.5%). Thyroid autoantibodies were present: 62.3% for antithyroperoxidase antibodies (ATPO), 23.8% for both ATPO and antithyroglobulin antibodies (ATG); 13.7% for ATG. The differentiated statistical calculation of the average values of antibodies found for ATPO presented a high statistical significance (p < 0.0002) for spontaneous bleeding, all degrees of tooth mobility, depth of periodontal pockets, root fork and dental occlusion. No statistical significance was found for ATPO in bacterial plaque and gingival regression. No statistical significance was recorded for the mean level of ATG. Conclusions. The correlation of the serum level of thyroid autoantibodies with the specificity of periodontal lesions certify a possible differentiated involvement of them. For ATPO, extra-thyroid systemic effects can be suggested as a priority.
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Mun, Heejeong, and Sunhye Kwak. "A Study on the Influence Relationship between Non-Face-to-Face Education Service Quality and Education Satisfaction and Learning Continuity: Focusing on H University in Gangwon-do." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 189–205. http://dx.doi.org/10.33645/cnc.2022.9.44.9.189.
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The purpose of this study is to empirically verify the effect of non-face-to-face service quality on educational satisfaction and academic continuity intention in Gangwon-do H University students. Based on previous studies, non-face-to-face educational service quality was classified into five categories, and educational satisfaction and learning continuation intention were classified into a single item to verify the influence relationship of each. As a result of the verification, it was confirmed that the non-face-to-face educational service quality had a significant effect on educational satisfaction for 280 students of H University in Gangwon-do, and it was found that educational satisfaction had a significant effect on learning continuation intention. This study is meaningful in suggesting various implications for improving the quality of non-face-to-face education services in order to secure the competitiveness of local universities.