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Bykova, Natalia Ivanovna. "On the indicators of competence achievement for the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”." Современное образование, no. 3 (March 2021): 21–33. http://dx.doi.org/10.25136/2409-8736.2021.3.34541.
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The subject of this research is the competencies and indicators of competence achievement in the educational standards in the sphere of culture and art. The object of this research is the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”, namely the federal state educational standard of higher education – Bachelor's Degree in the field 51.03.02 “Folk Art Culture”. The article reviews the competences and indicators of achieving competences in the specialty 51.03.02 “Folk Art culture”, the discipline “Management of Film, Photo, and Video Studio”. The main research method is the analysis of literature and normative legal documents, including state educational standards and basic educational curricula in the context of competency approach. The author applies the method of describing personal experience based on the practical work of the Faculty of Culture and Arts and the actual pedagogical practice of F. M. Dostoevsky Omsk State University. The scientific novelty consists in the development of indicators of general professional competencies for the indicated group of specialties. Currently, there is no uniform understanding of the indicators of competence achievement; it is on the stage of scientific discussion. The relevance for understanding competencies and their indicators is substantiated by the fact that the new federal state educational standards of higher education do not regulate this aspect, leaving the developers certain freedom on this matter. The competencies and indicators of competencies are considered on the example of the experience of the Faculty of Culture and Arts and actual pedagogical practice of F. M. Dostoevsky Omsk State University.
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Uskova, Svetlana A. "Conditions for achievement and indicators of the integrity of the educational process." Pushkin Leningrad State University Journal, no. 2 (2021): 328–48. http://dx.doi.org/10.35231/18186653_2021_2_328.
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Hughes, Claire, Rory T. Devine, Rosie Ensor, Masuo Koyasu, Ai Mizokawa, and Serena Lecce. "Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance." Child Development Research 2014 (January 16, 2014): 1–10. http://dx.doi.org/10.1155/2014/893492.
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Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.
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Fomina, Natalia, Grigory Chernyavsky, Julia Melnikova, and Olga Aleshina. "ANALYSIS OF HEALTH STATUS OF STUDENTS IN THE DEPARTMENT OF THEATER AT THE UNIVERSITY OF CULTURAL STUDIES." SCIENCE AND SPORT: current trends 8, no. 4 (December 1, 2020): 93–98. http://dx.doi.org/10.36028/2308-8826-2020-8-4-93-98.
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The purpose of the study is to assess the health status of the 1st – 4th year students in the Department of Drama using the G. Apanasenko method. The somatic health condition determines the incidence of diseases, the performance of students, and their future vocational opportunities. Monitoring the condition of students is an important component of the physical education system implemented at the universities of theater studies in the framework of "Physical education" and "Stage movement" disciplines. Methods and organization of research. The paper presents the results of the survey (September 2020) covering 43 students aged 17-21 years (25 boys and 18 girls) using the G. Apanasenko express method of assessing health condition. The authors measured main vital signs (body length and weight, heart rate, blood pressure, VC, EPOC, post-exercise recovery period) and obtained overall assessment of health condition of each student and its individual indices (mass, vital, strength, Robinson). Research results and their discussion. The research revealed that 53.5% of students have average level of health indicator. However, only 51.2% of indicators fall within the zone of healthy values, while the remaining 48.8% stay below the safe limit. The indicators of 61.1% of girls are in the safe zone, while only 44% of boys fall within this segment. There is a decrease in health indicators of students by the 4th year of study, which is the result of a decrease in their sport activities due to the lack of "Physical education" and "Stage movement" special disciplines. Analysis of the calculated indices highlighted the challenging components of the overall health assessment. Power index provided the lowest indicators. Girls have higher indicator values than boys, as well as the life index indicators. Conclusion. The revealed facts contribute to determination of the direction of further research aimed at the refinement of educational programs on physical education and stage movement.
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Sadegh Tabrizi, Jafar, Mohammad Saadati, Homayoun Sadeghi-Bazargani, Ali Ebadi, and Samad E.J. Golzari. "Developing indicators to improve educational governance in hospitals." Clinical Governance: An International Journal 19, no. 2 (April 1, 2014): 117–25. http://dx.doi.org/10.1108/cgij-01-2014-0002.
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Purpose – Clinical governance should be based on cultural elements that value lifelong learning, skill development and research. The purpose of this paper is to introduce a set of indicators to improve educational governance in hospitals. Design/methodology/approach – Key indicators were identified from the international and national literatures. Later, the indicators were rated and prioritized by a multidisciplinary panel of medical professionals using two rounds of Delphi technique. Subsequently at two consensus meetings, the panel evaluated the indicators. Findings – A set of 51 draft indicators were identified. The expert panel members rated 28 indicators as high priority indicators for measuring educational performance of the hospitals. Practical implications – This set of indicators can be used to measure the educational performance of the hospitals in identifying the gaps and take steps to resolve them. Originality/value – Education and training is the basic component of clinical governance. Hospital staff education and training is a fundamental step towards organizational and individual development. To improve the educational performance at hospital level it is necessary to reliably measure such performance. This can be done through developing and using relevant indicators. There are limited systematic studies, especially in middle and low income countries, to introduce appropriate indicators. This study has investigated developing a set of indicators to measure and improve the educational performance in hospitals.
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Chokchai, Oranit, and Phadungchai Pupat. "A Student’s Scientific Mind: A Confirmatory Factor Analysis." Malaysian Journal of Learning and Instruction 15, Number 2 (December 31, 2018): 1–31. http://dx.doi.org/10.32890/mjli2018.15.2.1.
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Purpose – The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology – Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance – The results revealed that teachers and educational administrators have the potential to use the study’s scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study’s model can also help in measurement and evaluation of secondary school students’ progress in developing a better scientific mind.
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Pokrovskaya, E., and M. Raitina. "“Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment." European Journal of Social Sciences 3, no. 1 (January 1, 2020): 61. http://dx.doi.org/10.26417/ejss-2020.v3i1-84.
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The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.
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Pokrovskaya, E., and M. Raitina. "“Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment." European Journal of Social Sciences 3, no. 1 (January 1, 2020): 61. http://dx.doi.org/10.26417/ejss.v3i1.p61-67.
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The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.
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Frey, Heather Fitzsimmons. "Singing and Dancing “Their Bit” for the Nation: Canadian Children’s Performances for Charity circa the First World War." Jeunesse: Young People, Texts, Cultures 9, no. 2 (December 2017): 43–68. http://dx.doi.org/10.3138/jeunesse.9.2.43.
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During the First World War, Canadian children supported the war effort by raising money for organizations such as the Red Cross through singing, dancing, and dramatic performances. Charitable performances by three distinct groups—the professional Winnipeg Kiddies, the educational Miss Sternberg’s School of Dance and Physical Culture, and the amateur service organization the Girl Guides of Canada—share striking commonalities that demonstrate how children and children’s bodies were powerful indicators of contemporary Canadian hopes for the good life in Canada.
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Papadopoulos, Timos, and Emilia Vynnycky. "Estimates of the basic reproduction number for rubella using seroprevalence data and indicator-based approaches." PLOS Computational Biology 18, no. 3 (March 3, 2022): e1008858. http://dx.doi.org/10.1371/journal.pcbi.1008858.
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The basic reproduction number (R0) of an infection determines the impact of its control. For many endemic infections, R0 is often estimated from appropriate country-specific seroprevalence data. Studies sometimes pool estimates from the same region for settings lacking seroprevalence data, but the reliability of this approach is unclear. Plausibly, indicator-based approaches could predict R0 for such settings. We calculated R0 for rubella for 98 settings and correlated its value against 66 demographic, economic, education, housing and health-related indicators. We also trained a random forest regression algorithm using these indicators as the input and R0 as the output. We used the mean-square error to compare the performances of the random forest, simple linear regression and a regional averaging method in predicting R0 using 4-fold cross validation. R0 was <5, 5–10 and >10 for 81, 14 and 3 settings respectively, with no apparent regional differences and in the limited available data, it was usually lower for rural than urban areas. R0 was most correlated with educational attainment, and household indicators for the Pearson and Spearman correlation coefficients respectively and with poverty-related indicators followed by the crude death rate considering the Maximum Information Coefficient, although the correlation for each was relatively weak (Pearson correlation coefficient: 0.4, 95%CI: (0.24,0.48) for educational attainment). A random forest did not perform better in predicting R0 than simple linear regression, depending on the subsets of training indicators and studies, and neither out-performed a regional averaging approach. R0 for rubella is typically low and using indicators to estimate its value is not straightforward. A regional averaging approach may provide as reliable an estimate of R0 for settings lacking seroprevalence data as one based on indicators. The findings may be relevant for other infections and studies estimating the disease burden and the impact of interventions for settings lacking seroprevalence data.
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Passone, Eric, and Karlane Holanda Araújo. "EDUCATIONAL EVALUATION DEVICE OF CEARÁ: THE (IN)VISIBILITY OF STUDENTS WITH DISABILITIES." Cadernos de Pesquisa 50, no. 175 (March 2020): 136–60. http://dx.doi.org/10.1590/198053146824.
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Abstract This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education [Sistema Permanente de Avaliação da Educação Básica do Ceará] (Spaece).
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Pinquart, Martin. "Cultural Differences in the Association of Harsh Parenting with Internalizing and Externalizing Symptoms: A Meta-Analysis." Journal of Child and Family Studies 30, no. 12 (October 8, 2021): 2938–51. http://dx.doi.org/10.1007/s10826-021-02113-z.
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AbstractThe goal of the present meta-analysis was to compare associations of harsh parenting with internalizing and externalizing symptoms across regions of the globe and ethnic groups, and to search for moderator effects of indicators of cultural normativeness of harsh parenting. The systematic search in electronic databases and cross-referencing identified 971 studies. Random-effects meta-analyses were computed on bivariate and cross-lagged associations. Harsh parenting was associated with more internalizing and externalizing symptoms in all assessed regions of the globe and in all compared ethnic groups within western countries. Cross-lagged statistical effects of harsh parenting on change in child symptoms were found in North America, Western Europe, Latin America, East Asia, South-East Asia, and North Africa/the Arabian Peninsula, while there were no data from Eastern Europe. In line with the cultural normativeness hypothesis, a few moderating effects of the legal ban of physical punishment of children, acceptance and prevalence of physical punishment, and individualism-collectivism were identified. Externalizing symptoms predicted a stronger increase in harsh parenting if physical punishment was more accepted in the individual country. However, national levels of acceptance of physical punishment did not affect associations of harsh parenting with change in child outcomes. Although most associations of harsh parenting with child symptoms were statistically small (bivariate associations) or very small (cross-lagged associations), it is concluded that parents across the globe should be recommended to avoid harsh parenting. More longitudinal studies are needed for analyzing regional differences in parent and child effects.
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Cohen, Erik H. "Particularistic Education, Endogamy, and Educational Tourism to Homeland: An Exploratory Multi-dimensional Analysis of Jewish Diaspora Social Indicators." Contemporary Jewry 29, no. 2 (May 7, 2009): 169–89. http://dx.doi.org/10.1007/s12397-009-9006-y.
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Želvys, Rimantas, Rita Dukynaitė, and Jogaila Vaitekaitis. "Effectiveness and Eficiency of Educational Systems in a Context of Shifting Educational Paradigms." Pedagogika 130, no. 2 (June 20, 2018): 32–45. http://dx.doi.org/10.15823/p.2018.20.
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Neoliberal conceptions are pervading educational context worldwide. Lithuania is not an exception. Originally conceived as a sociocultural educational paradigm is being rapidly replaced by an economical paradigm. Constrained and short-sighted preoccupation with labour market needs is a sharp shift from humanistic and cultural vision of education as social good per se.
Effectiveness and efficiency as an important endeavour of The New Public Management today permeates our education system. Data from international surveys show clear links between investment in education and student learning outcomes, yet, as EBPO PISA 2015 demonstrates, science classrooms in Lithuanian schools come short of laboratory equipment, leaving teachers with traditional chalk and talk methods, significantly lagging behind the international ones. We ask rhetorically “outputs without inputs”?
Despite the criticism of narrow input-output mindset growing numbers of educational efficiency studies are observed. Moving away from economical concerns to focus on the educational process educational effectiveness research includes such variables as classroom microclimate, student motivation, socioeconomic and cultural status, which is proven to have tremendous influence on student learning outcomes and overall wellbeing. Effectiveness and efficiency research though seemingly complement each other but still rarely merge.
Our most important educational documents – Lithuania’s progress strategy “Lithuania 2030”, National Education Strategy, Education Act, The Good School Concept are characterized by humanistic rhetoric stressing the importance of social and cultural aspects of education, but more than often indicators of success are oriented towards the implementation of the neoliberal economic education paradigm which leaves a lot to be desired.
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Bonyad, Roya, Mahdi Hamzenejad, and Mohammadali Khanmohammadi. "Ranking the regenerative architecture indicators for assessment of research-educational building projects in Tehran, Iran." Smart and Sustainable Built Environment 9, no. 1 (December 7, 2018): 27–37. http://dx.doi.org/10.1108/sasbe-10-2018-0054.
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Purpose The purpose of this paper is to propose a hierarchically structured system of regenerative architecture indicators for assessing research-educational building projects. Design/methodology/approach First, based on a literature review of the historical roots of regenerative design and related approaches and the interviews held with experts of the related field, the paper proposes a structured framework of architectural indicators suitable for the context of Tehran. Later, the importance of criteria is estimated by the analytic hierarchy process method based on a survey of experts. Finally, the results clarify the order of indicators’ importance for enhancing research-educational buildings with the aim of developing regenerative design in the context. Findings The rankings revealed that, in the environmental dimension, “Design of site & building” and “Site & context considerations” are the top priorities of learning spaces in Tehran followed by “Water management,” “Energy management” and “Materials & waste management” ranked as less significant, but still important indicators. In the social dimension, “Design for people & human health” was considered much more important than “Social interaction” and “Interaction with nature,” and in the cultural dimension, “vernacular & historical features of design” was more important than “Aesthetic feature.” In the economic dimension, “Energy storage & production” indicator was ranked highest followed by “Adaptability & multiplicity of design solutions” and “Using waste to produce new resources.” Generally, for achieving regenerative architecture in learning spaces, the environmental criterion was given the highest weight among all dimensions. After that, the higher rank was given to social dimension; while cultural and economic dimensions took the third and fourth place. Research limitations/implications The paper has limitations because of the limited number of experts in the field of regenerative approach. Originality/value This research seeks to answer the following question: what is the ranking of regenerative architecture indicators in the design of research-educational building projects in the context of Tehran? To answer this question, the indicators of regenerative design in the architectural field are explored through a detailed study of literature and interview with experts of the related field; later, they are ranked based on a survey approach that investigates the opinions of experts. The final results are then explained based on logical analysis to obtain a comprehensive understanding. The prioritization of indicators actually provides a simple framework for designers and architects to have a clear path in developing an architectural regenerative project when different contexts vary in influential features. The selection and prioritization of indicators in this research depended mainly on their relevance to the conditions of Tehran and can be used for regions with similar conditions as well.
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Huang, Ronghuai, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh, et al. "A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts." Sustainability 14, no. 11 (June 6, 2022): 6940. http://dx.doi.org/10.3390/su14116940.
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Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.
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Yusuf Issan, Salha Abdullah. "Preparing for the Women of the Future: Literacy and Development in the Sultanate of Oman." Hawwa 8, no. 2 (2010): 120–53. http://dx.doi.org/10.1163/156920810x529967.
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AbstractHuman resources play a key role in socio-economic growth and development in any society. Over the past forty years, research into various educational indicators particularly adult literacy rates and population enrollment in higher education institutions, indicate significant progress made towards gender equality in Oman. Omani women have shown remarkable attainment in entrance examinations at higher educational institutions, and they have also achieved noteworthy academic performance in their respectable fields of study. Although, women have had greater success in their educational achievements, this is not reflected in their participation in the labour market.The purpose of this essay is to analyze Oman’s educational reform, its successes and challenges, relative to the overall development objectives of the country, with particular emphasis on the female population as actors in/beneficiaries of the reform.
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Reynoso, Gerardo Suárez, and Ana Hilda Gómez Torres. "Problemática del desarrollo científico y tecnológico en México." Mexican Studies/Estudios Mexicanos 15, no. 1 (January 1, 1999): 193–211. http://dx.doi.org/10.2307/1051947.
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This essay provides a general assessment of scientific and technological research in Mexico. The problems faced by Mexican science are highlighted through quantitative indicators. The first, membership in the Sistema Nacional de Investigadores, is significant became this distinction has had a major impact on the country's research and scientific development. An analysis of the expenditures of the federal government on science and technology demonstrates that these have been insufficient. Finally, the article explores some alternative approaches to increase the contributions of the private sector to scientific and technological research in Mexico. In agreement with the current view of many public educational institutions, the article concludes by emphasizing the need to strengthen university--industry relations.
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Rygalova, M. V. "Indicators of modernization of education in the Central Asian region of the Russian Empire in the second half of the 19th and early 20th centuries." BULLETIN of L.N. Gumilyov Eurasian National University. HISTORICAL SCIENCES. PHILOSOPHY. RELIGION Series 136, no. 3 (2021): 74–89. http://dx.doi.org/10.32523/2616-7255-2021-136-3-74-89.
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The topic of modernization studies is one of the most popular among historians, as it includes various areas of social development in a long chronological span: demography, socio-economic, political, cultural, etc. In this respect, the Central Asian region of the Russian Empire in the second half of the 19th and early 20th centuries is of considerable interest to researchers, since the modernization of peripheral Russia had its own characteristics, characteristics associated with geography, ethnic composition, and traditionalism of society. One of the areas of modernization is education. According to researchers, it can be referred to the spiritual aspect of modernization. Based on information from the sources, as well as on the specifics of development in the peripheral territories of the Russian Empire, indicators of educational development have been identified and described in detail in the article (the number of educational institutions and the involvement of the population in the educational process, the involvement of the indigenous population in education (considered separately due to the specific composition of the population, over 50% of whom were foreigners), the involvement of girls in the educational process (this indicator should also be treated with special attention). The analysis of the set of indicators suggests that the Russian authorities were pursuing a policy of systematic modernization of the territory, and that there was no radical break in the traditional foundations of society. This can be seen from the education policy related to the establishment of schools for non-Russians, educational institutions for joint education of non-Russians and opportunities for non-Russians to receive secondary education, including outside the oblast. The growth in the number of educational institutions, students, and the expansion of the school network at the expense of vocational schools are indicators not only of the development of the education system, but also of various sectors of social and economic life, which have also been affected by modernization.
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Pérez-Rodríguez, María Amor, and Águeda Delgado-Ponce. "From Digital and Audiovisual Competence to Media Competence: Dimensions and indicators." Comunicar 20, no. 39 (October 1, 2012): 25–34. http://dx.doi.org/10.3916/c39-2012-02-02.
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The need to set out the conceptualization of media competence leads to a broader perspective in which there is a convergence of factors linked to the digital and audiovisual competences, both of which constitute the reference framework for «information processing and digital competence», which is the key competence in Spain’s national curriculum. Despite the ongoing experiences in audiovisual and digital communication few attempts have been made to define the knowledge, skills and attitudes needed for a person to be deemed competent in these two areas, which are essential for the teaching and learning processes. This paper analyzes six important studies on digital and audiovisual literacy, considering issues such as the recipients, the conceptualization used in each study and the dimensions they suggest, the type of taxonomy, indicators...and the educational proposals: objectives, content, activities are systematized in a series of dimensions and indicators to define media literacy and design activities for a didactic proposal in accordance with the indicators established. The development of this research has led us to affirm the need for convergence in terminology and the expansion of resources based on the indicators defined, which affect the diverse areas of media literacy in an effective way and function to enable teaching actions among the various groups that comprise today’s society.La necesidad de plantear la conceptualización de la competencia mediática conduce a una perspectiva más amplia en la que convergen aspectos vinculados a la competencia audiovisual y a la competencia digital. Ambas constituyen el marco de referencia de «El tratamiento de la información y competencia digital», competencia básica del currículum vigente en nuestro país. A pesar de las experiencias que se están llevando a cabo tanto en comunicación audiovisual como digital, aún son pocas las tentativas para definir, de manera precisa, los conocimientos, habilidades y actitudes necesarios para considerarse competente en sendos ámbitos, ineludibles a la hora de llevar a cabo los procesos de enseñanza-aprendizaje. Este trabajo parte del análisis de seis estudios significativos en la temática de alfabetización tanto digital como audiovisual. Considerando aspectos como los destinatarios, la conceptualización que se utiliza en cada uno de ellos, las dimensiones que plantean, el tipo de taxonomía, indicadores… y las propuestas didácticas: objetivos, contenidos, actividades, se sistematizan en una serie de dimensiones e indicadores para definir la competencia mediática y plantear el diseño de actividades para una propuesta didáctica de acuerdo a los indicadores establecidos. La investigación desarrollada nos ha permitido afirmar la necesidad de la convergencia terminológica, así como de la elaboración de recursos, a partir de los indicadores definidos, que incidan en los distintos ámbitos de la competencia mediática de una manera efectiva y sirvan para llevar a cabo actuaciones didácticas en los distintos grupos que componen la sociedad actual.
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Radchikova, N. P., M. A. Odintsova, and M. G. Sorokova. "Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions." Cultural-Historical Psychology 17, no. 3 (2021): 115–24. http://dx.doi.org/10.17759/chp.2021170315.
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According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.
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Akimova, Margarita K., and Svetlana V. Persiyantseva. "THE RELATIONSHIP OF TRUST WITH INDICATORS OF CIVIC POSITION." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 2 (2021): 147–57. http://dx.doi.org/10.28995/2073-6398-2021-2-147-157.
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The results of an empirical study of the relationship between citizenship and trust on a sample of students from three universities (N = 252) are presented in the article. A trusting relationship is based on goodwill, honesty and on the desire to understand, accept another person with all his individual characteristics. The civic position in the work is considered as the social civic activity of the individual, proceeding under the influence of the socio-cultural environment. This is a moral position that encourages a person to feel like a part of civil society, expressed in the presence of a person’s system of socially significant moral guidelines that determine his sense of duty and responsibility to society, his willingness to actively defend his rights and interests and therefore act for the benefit of the people, society. The concepts of “adoption of standards” and “civic identity” are revealed. Diagnostics, in the presented study, was carried out using the Questionnaire of Confidence Relationships, the Questionnaire of Civil Identity (two scales: attitude to the norms of civil society, active civic position); projective methodology “Civic identity” (the methodology studies the significant values of civil society on seven scales). It was found that the educational and regional characteristics of the studied groups of students have an impact on the level of trust and civic characteristics of Russian student youth.
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Khan, Muhabat, Nosheen Kanwal, and Ghulam Ali Buriro. "A Critical Evaluation of Female Students’ Inclination towards Higher Studies: A Case Study in the District of Loralai Balochistan." Progressive Research Journal of Arts & Humanities (PRJAH) 2, no. 2 (December 28, 2020): 104–14. http://dx.doi.org/10.51872/prjah.vol2.iss2.41.
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The aim of the study was to examine the inclination of female students towards higher studies in the Loralai District, Balochistan. The sample of the study was comprised of teachers (N=100) and parents (N=80) from the Loralai, District. The sample was selected through the purposive sampling technique. On behalf of the female students; a questionnaire was designed to make an elicit data from the sample. The collected data was analyzed through t-test. Consistent indicators for low inclination towards higher education were found to be cultural issues, opposition to co-education; low socio-economic status; size of the family, early marriages, distantly situated educational institutions and low parental educational background. Moreover, lack of parental involvement and their differential attitude towards sending their daughters to co-education institutions for higher studies was inversely correlated with female students’ inclination towards higher studies. The implications for solutions were discussed.
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Grätz, Michael, and Øyvind N. Wiborg. "Reinforcing at the Top or Compensating at the Bottom? Family Background and Academic Performance in Germany, Norway, and the United States." European Sociological Review 36, no. 3 (January 17, 2020): 381–94. http://dx.doi.org/10.1093/esr/jcz069.
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Abstract Research on educational mobility usually studies socioeconomic differences at the mean of children’s academic performance but fails to consider the variation in the shape of socioeconomic differences across the outcome distribution. Theories of social mobility as well as theories about the resource allocation within families predict such variation. We use quantile regression models to estimate variation in socioeconomic differences across the distribution of academic performance using different indicators of family background (parental education, occupation, earnings, and wealth). We apply this approach to data on Germany, Norway, and the United States, three countries that represent different welfare and education regimes that may affect the intergenerational transmission of educational advantage. We find stronger socioeconomic differences at the bottom than at the middle and the smallest differences at the top of the performance distribution. These findings are virtually identical across all four indicators of family background. We also find no cross-national differences in the shape of socioeconomic differences in academic performance.
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Zulaekah, Siti, Pramudya Kurnia, Mutalazimah Mutalazimah, and Zulia Setiyaningrum. "Pendidikan Gizi Pencegahan Obesitas pada Remaja di SMP PK Al Kautsar Kartasura." Jurnal Abdimas Kesehatan (JAK) 5, no. 1 (January 26, 2023): 87. http://dx.doi.org/10.36565/jak.v5i1.444.
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Obesity is a health problem that can occur in various circles, including adolescents. The prevalence of obesity in adolescents continues to increase, although various efforts have been made to prevent and control obesity. Health education with the lecture method is less effective to be applied to today's youth. Therefore, one of the educational methods provided is the provision of education through animated videos that can attract the attention of teenagers so that messages can be conveyed and increase adolescent knowledge. This educational activity will be held in September 2022 in the PK Al Kautsar Kartasura Junior High School Hall. The participants of this activity were 51 teenagers consisting of grades 8 and 9. Nutrition education began with giving a pretest, then continued with the provision of material containing indicators of obesity, causes, impacts and how to prevent obesity with animated video media, to see the increase in knowledge, students were given posttest and discussion and question and answer. Increased knowledge about anemia that occurred in 40 adolescents, while 11 adolescents did not experience an increase. The average increase in knowledge is 29.67 points. This increase in knowledge shows that providing education by presenting animated videos can be effective in increasing adolescent knowledge. Therefore, the parties suggest that similar activities can be carried out regularly to increase their knowledge of the health of their students.
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SUVOROVA, Irina M., and Anna A. SKOROPADSKAYA. "The Role of Self-Education in Preservation and Development of Human Capital in the Republic of Karelia: Socio-Cultural Aspect." Arctic and North, no. 44 (September 24, 2021): 201–11. http://dx.doi.org/10.37482/issn2221-2698.2021.44.201.
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The problem of preserving human capital in the context of globalization is due to processes in the economic, social and cultural spheres. The search for a solution to this problem in the field of humanities is associated with aspects of personality self-development. Among the most important components of personality self-development, the majority of researchers in the humanities note self-education as a motivator for labor and social activity. Therefore, the identification of socio-cultural factors affecting the level and need for self-education requires a comprehensive interdisciplinary approach with regional specifics taken into account. Objective is to identify the factors influencing the level of self-education of residents in the modern economic and socio-cultural conditions of the Republic of Karelia. The material for cultural analysis was the results of field studies obtained during a scientific expedition to the Karelian Arctic, northern and southern border regions of Karelia. As a research methodology, an integrated cultural approach was used. Among the effective methods were focus groups on thematic cases, standard and non-standard questionnaires, interviews, polls, factor analysis, statistical and normative methods. For the first time in scientific practice possible sources, channels and preferences of the population of Karelia in self-educational activities have been researched. As a result, it was concluded that the combination of economic indicators is the determining socio-cultural factor for self-educational activity of the residents of the investigated areas and geographical indicator, which allows the inhabitants of Karelia to realize their spiritual and material needs at a high level and to preserve human capital as the main value of society in the unstable situation of a globalizing world.
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Efstratopoulou, Maria, Hala Elhoweris, Abeer Arafa Eldib, and Eleni Bonti. "Assessing Children ‘At Risk’: Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE)." Journal of Intelligence 10, no. 1 (February 5, 2022): 11. http://dx.doi.org/10.3390/jintelligence10010011.
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Children’s emotional, behavioral, and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students’ motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to develop the Arabic version of the MBC checklist and proceed with the necessary cross-cultural adaptations for the use of the instrument in Arabic speaking countries and especially in United Arab Emirates (UAE) primary schools. The translation and cultural adaptation of the MBC was based on the ten-step process: forward translation of the original instrument; development of a synthesized version, back-translation; linguistic and semantic comparisons; back translators evaluation of divergent items; development of a synthesized version; based on the back translators’ suggestions; clarity assessment of the synthesized version by professionals (teachers); additional assessment of clarity indicators by a focus group of experts; and development of the final version. Results indicated a satisfactory level of agreement between the original and the back-translated versions, while nine items required minor adjustments and two items needed major adaptations and word replacements to clarify their content and be fully adapted into the UAE culture. In the pilot use, UAE teachers confirmed the clarity of the items in an 84% percentage. The final translated version’s overall content was found sufficiently compatible with the original version of the instrument. The study highlights the importance of a rigorous translation process and the process of cultural adaptation.
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Busby, Joshua W., and Jonathan Monten. "Without Heirs? Assessing the Decline of Establishment Internationalism in U.S. Foreign Policy." Perspectives on Politics 6, no. 3 (August 18, 2008): 451–72. http://dx.doi.org/10.1017/s153759270808122x.
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Is establishment internationalism in decline? Conventional wisdom is becoming that structural shifts in the international environment along with generational, demographic, and cultural changes within the United States are inexorably leading to the decline of the broad, post-war internationalist consensus that dominated American foreign policy after 1945. Despite the frequent assertion that this change has taken place, very few studies have analyzed the extent to which establishment internationalism is in fact in decline. To answer this question, we first track trends in congressional foreign policy votes from the American Conservative Union (1970–2004) and Americans for Democratic Action (1948–2004). Our second set of indicators tracks the state of birth, educational profile, and formative international experience of a cross section of the U.S. foreign policy elite. Our third and fourth sets of indicators track elite attitudes as represented by presidential State of the Union addresses and major party platforms. We find support for increasing partisan polarization in Congress on foreign policy as well as increasing regional concentration of the parties. However, there is only mixed evidence to suggest that internationalism has experienced a secular decline overall. Support for international engagement and multilateral institutions remain important parts of elite foreign policy rhetoric. Moreover, we find that social backgrounds of U.S. foreign policy elites—save for military service—have not substantially changed from the height of the internationalist era.
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Gao, Qian, A. Matthew Prina, Yuteng Ma, David Aceituno, and Rosie Mayston. "Inequalities in Older age and Primary Health Care Utilization in Low- and Middle-Income Countries: A Systematic Review." International Journal of Health Services 52, no. 1 (October 21, 2021): 99–114. http://dx.doi.org/10.1177/00207314211041234.
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The objective of this research was to systematically review and synthesize quantitative studies that assessed the association between socioeconomic inequalities and primary health care (PHC) utilization among older people living in low- and middle- income countries (LMICs). Six databases were searched, including Embase, Medline, Psych Info, Global Health, Latin American and Caribbean Health Sciences Literature (LILACS), and China National Knowledge Infrastructure, CNKI, to identify eligible studies. A narrative synthesis approach was used for evidence synthesis. A total of 20 eligible cross-sectional studies were included in this systematic review. The indicators of socioeconomic status (SES) identified included income level, education, employment/occupation, and health insurance. Most studies reported that higher income, higher educational levels and enrollment in health insurance plans were associated with increased PHC utilization. Several studies suggested that people who were unemployed and economically inactive in older age or who had worked in formal sectors were more likely to use PHC. Our findings suggest a pro-rich phenomenon of PHC utilization in older people living in LMICs, with results varying by indicators of SES and study settings.
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Vandermeeren, Sonja. "German language needs in Danish companies." HERMES - Journal of Language and Communication in Business 16, no. 31 (March 6, 2017): 13. http://dx.doi.org/10.7146/hjlcb.v16i31.25731.
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The first section of my paper provides a definition of the need for foreign languages in the business context and catalogues types and indicators of this need. In the second section the methods that can be employed in needs analysis studies are presented. Section three provides illustrative material from a questionnaire-based pilot survey. Taking the case of German companies, I investigate their expectations with regard to linguistic and cultural adaptation by their Danish business partners. Contrary to expectation, knowledge of German culture is regarded as more useful than German language knowledge. The educational implications of the findings of needs analysis studies are then dealt with in the fourth section.
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Ginesta, Xavier, Enric Ordeix, and Josep Rom. "Managing Content in Cross-Cultural Public Relations Campaigns: A Case Study of the Paris Terrorist Attacks." American Behavioral Scientist 61, no. 6 (February 1, 2017): 624–32. http://dx.doi.org/10.1177/0002764217693280.
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This article studies how traditional media functions have changed due the new media growth in terms of consumption and influence and how this has affected the public relations (PR) campaigns in terms of storytelling and managing content. The starting point of this article is the media coverage of the Paris attacks on the 13th November, as well as the institutional ceremonies that the French government organized as a tribute to 120 victims. The methodology of this article is based in a sample of the mainstream media in French and English language published in Europe. The analysis indicators are the following: (a) the “message,” as the story based on organizational essentials, values and identity; (b) the publics in a media relations campaign: opinion leaders and opinion makers; (c) the social dimension and the agenda setting; (d) effectiveness versus excellence and vice versa; (e) role of the media: traditional media (or mainstream media) and new media; (f) trends and challenges for professionals. As we will see, new trends of communication are redirecting the media strategy in PR campaigns in terms of influencing other key publics that generates major engagement in institutional reputation. Hence, traditional media functions (setting agenda, transmitting values, and creating opinion) operate in a new digital context of mashup journalism where cross-cultural PR seeks to better align media agenda’s with public and political agenda’s in order to set frames of sociability and community engagement.
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Romm, Tatiana, and Natalia Shisharina. "Hygienic assessment in the theory and practice of upbringing." Education & Self Development 16, no. 3 (September 30, 2021): 261–77. http://dx.doi.org/10.26907/esd.16.3.23.
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For the younger generation, socialization in the digital space poses increasing potential and real risks. Simultaneously, the transformation of educational process with a forced increase of distance learning formats, as a result of the COVID-19 pandemic has exacerbated the issue of interaction between teachers and students in addressing upbringing tasks. This is confirmed by current international and Russian studies. Discussion of the quality of the educational environment from the point of view of its safety inevitably encourages the search for assessment tools. This article provides a theoretical and methodological justification for effective assessment of upbringing hygienic and its implementation in the current context, based on theoretical and empirical studies. The study took an interdisciplinary approach, treating the safety of upbringing as a complex multifactorial phenomenon based on the integration of natural science and socio-humanitarian knowledge. It used a cross-cultural analysis of empirical data from Russian and foreign studies in the development of formats, strategies, and features of hygienic assessment in education taking into account its cultural variability. Network theory was used to assess the importance of the role of relationships in determining teachers’ readiness resources to carry out a hygienic assessment of upbringing safety activities in digital and network contexts. The core of the educational context of safety is defined as the process of providing means and measures aimed at productive self-realization of children in various life situations based on the assessment of real and potential threats arising in the process of socialization. The principles of safety (socio-biological balance, well-being, integration, cognition), the content and indicators of the hygienic assessment of this process (physiological, social, personal, psychological) are highlighted. The article describes the development network of the teacher's readiness to assess upbringing safety based on non-hierarchical value-resource interaction in upbringing activities, assessment of its safety and hygienic potential. The results obtained will contribute to expansion and improvement of theoretical ideas about hygienic expertise in pedagogical processes, disclosure, and clarification of the concept of ‘hygienic assessment in upbringing’, enrich theoretical ideas and effective practices of upbringing in distance education formats.
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De Medici, Stefania, Pasquale De Toro, and Francesca Nocca. "Cultural Heritage and Sustainable Development: Impact Assessment of Two Adaptive Reuse Projects in Siracusa, Sicily." Sustainability 12, no. 1 (December 31, 2019): 311. http://dx.doi.org/10.3390/su12010311.
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In this period of increasing urbanization, cultural heritage can play a key role to achieve sustainable development, as widely recognized by international institutions (i.e., United Nations (UN), UN Educational, Scientific and Cultural Organization (UNESCO), International Council on Monuments and Sites (ICOMOS)). In this perspective, it is necessary to operationalize the principles stated at international level and thus new approaches and tools are required. The paper aims to understand the relationships between the implementation of adaptive reuse projects and their success (or not) in terms of impacts on the buildings themselves and on the urban context. The assessment framework for evaluating the impacts of heritage conservation and rehabilitation projects is described through the analysis and comparison of two Italian case studies: the Ancient Market and the Basilica of St. Peter the Apostle, in Siracusa (Italy). Although realized both in the same place (Ortigia, the historic centre of Siracusa), during the same period and by the same architect, these two interventions have produced different results in terms of urban development. A set of indicators, deduced from recent scientific studies, has been used to analyse the different impacts on physical, cultural, social, environmental and economic systems. To understand in depth the causes of these two different results, a survey has been carried out involving experts. The proposed indicators used for the ex-post evaluation can be also adopted in other contexts and for ex ante evaluation, in order to orient the strategic design choices in cultural heritage adaptive reuse projects.
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Khukhlaev, O. E., and M. Yu Chibisova. "Academic Achievement of Students in Schools with High Numbers of Migrant Children." Психологическая наука и образование 27, no. 5 (2022): 46–56. http://dx.doi.org/10.17759/pse.2022270504.
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The article presents the results of studying the relationship between the academic achievements of students and the number of migrant children studying with them. The presented review of studies conducted on various ethno-cultural and national samples shows the ambiguity of this relationship. The authors analyzed statistical data on the ratio of children of foreign citizens in the region, as well as on the number of educational organizations with different ratios of children of foreign citizens in relation to schoolchildren with Russian citizenship. These indicators were compared with the assessment of the quality of education, for which the overall indicator of the education quality in the Russian regions presented by Rosobrnadzor was used, as well as with the index of the socio-economic situation in the regions. Analysis of data from the 85 regions of the Russian Federation showed that the ratio of migrant students (foreign citizens) in Russia to students with Russian citizenship in general education institutions is not related to the quality of education in the region considering its socio-economic situation. Basing on the results of discussion and comparison with the data of the world-wide research, we conclude that the concentration of migrant children in an educational institution should not act as a significant marker of educational policy in this area.
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Lovšin, Miha. "CAREER IN THE LIGHT OF EDUCATIONAL ATTAINMENT AND CAREER MANAGEMENT SKILLS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 568–80. http://dx.doi.org/10.33225/pec/17.75.568.
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The career usually refers to individuals’ working life, education and training and to life in general. The studies and reports evaluating the relations between these components mainly justify the power of educational attainment level in gaining employment or higher socio-economic status. In contrast to Bourdieu’s concept of cultural capital providing the theoretical background of these reports and studies, the concept of career management paradigm shift, elaborated by Jarvis, justifies the power of career management skills over the educational attainment level in gaining employment or higher socio-economic status. Such approach towards the evaluation of someone’s career entirely overlooks the individuals’ notion of what would be relevant for their working life, education and training or life in general. Secondly, neither the concept of career relevance from the individuals’ point of view nor the career management skills were included when the relation between different career components was evaluated. The survey addressing these two problems was based on quantitative empirical methodology, conducted in 2016 in Slovenia. The non-random sample of 150 men and 468 women, born between 1940 and 1998, was collected through an online questionnaire. Four different variables were set: career relevance, career management skills, social, cultural and economic capital. The indicators of career relevance were built upon various definitions of career. Career management skills were conceptualised according to Law’s and Krumboltz’s theoretical discourse of social learning and career learning. Their forms of capital were conceptualised according to the Bourdieu’s conception of social, cultural and economic capital which is in direct relation to the OECD concept of socio-economic status. Bivariate analysis proved a statistically significant correlation between career relevance from individuals’ perspective and career management skills, educational attainment level, social, cultural and economic capital. However, the multivariate linear regression model confirms that only career management skills and economic capital, as independent variables, influence the dependent variable career relevance from individual’s perspective. One-way ANOVA proved that employed and unemployed differ statistically significant in the level of career management skills, career relevance, social and economic capital. In this respect, the results imply more systemic approach to career management skills learning in formal education. Key words: career guidance, career management skills, policy making, career relevance, socio – economic status
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Boiko, Svitlana. "THE RESEARCH COMPETENCE OF YOUNGER GENERATION AS ONE OF THE MOST EFFECTIVE MEANS OF STUDYING THE ROLE OF UKRAINIANS IN THE ETHNO-CULTURAL PROCESSES OF THE WORLD." Almanac of Ukrainian Studies, no. 22 (2017): 8–16. http://dx.doi.org/10.17721/2520-2626/2017.22.1.
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The article reveals the problem of competition between the countries according to intellectual indicators, emphasizes role of education and science in this competition, highlights the use of competence approach as a basis of a new educational paradigm, shows various theoretical options for disclosing the essence of the concepts of "proficiency", "competence", "research competence". The article highlights the importance of the research competence of the younger generation as an effective means of using scientific knowledge in the educational process for the purpose of popularizing Ukrainian studies as a science and discipline, preserving ethno-cultural traditions, studying the role of Ukrainians in the ethno-cultural processes of the world that affect the integrity of the ethnic group and the stability of the state. It was established that an important impetus to the development of research competence of young people is the International Contest on Ukrainian Studies for students of the 8th-11th forms of general education institutions conducted by the Research Institute of Ukrainian Studies of the Ministry of Education and Science of Ukraine. It is indicated that the main form of research competence implementation is the development of a research project that is quite effective in the process of transition from the traditional to the innovative paradigm of education.
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Petrova, J. V., A. A. Antipov, and I. S. Lugovaya. "The experience of using feed additives of the PRODAKTIV line and their positive impact on the main production indicators when growing broiler chickens." Agrarian science, no. 5 (July 17, 2020): 18–22. http://dx.doi.org/10.32634/0869-8155-2020-338-5-18-22.
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Relevance. Currently, poultry farming is one of the stressful branches of agriculture, which is associated with a high intensity of both poultry growth and technological processes. In this regard, the urgent task of the industry is to optimize metabolic processes and prevent stress by introducing effective nutrients with high bioavailability into the diet.Material and methods. The studies were carried out in the conditions of a poultry enterprise in the Central region, as well as in the vivarium and at the department of parasitology and veterinary-sanitary examination of the Federal State Budget Educational Institution of Higher Education of the Moscow State Medical Aviation and Biological Institute named after K.I. Scriabin on broilers of the cross "Cobb-500". All studies were conducted according to generally accepted methods.Results. The use of feed additives of the Prodaktiv line allowed improving the main production indicators of broiler chickens, such as meat productivity and safety, as well as a number of other indicators in all experiments.
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Pickett, Kate E., and Richard G. Wilkinson. "Child wellbeing and income inequality in rich societies: ecological cross sectional study." BMJ 335, no. 7629 (November 16, 2007): 1080. http://dx.doi.org/10.1136/bmj.39377.580162.55.
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Objectives To examine associations between child wellbeing and material living standards (average income), the scale of differentiation in social status (income inequality), and social exclusion (children in relative poverty) in rich developed societies. Design Ecological, cross sectional studies. Setting Cross national comparisons of 23 rich countries; cross state comparisons within the United States. Population Children and young people. Main outcome measures The Unicef index of child wellbeing and its components for rich countries; eight comparable measures for the US states and District of Columbia (teenage births, juvenile homicides, infant mortality, low birth weight, educational performance, dropping out of high school, overweight, mental health problems). Results The overall index of child wellbeing was negatively correlated with income inequality ( r =−0.64, P=0.001) and percentage of children in relative poverty ( r =−0.67, P=0.001) but not with average income ( r =0.15, P=0.50). Many more indicators of child wellbeing were associated with income inequality or children in relative poverty, or both, than with average incomes. Among the US states and District of Columbia all indicators were significantly worse in more unequal states. Only teenage birth rates and the proportion of children dropping out of high school were lower in richer states. Conclusions Improvements in child wellbeing in rich societies may depend more on reductions in inequality than on further economic growth.
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Menéndez, Susana, and Javier Pérez-Padilla. "The implication of formal educational activities in old age and its relation to psychosocial indicators /La implicación en actividades educativas formales en la vejez y su relación con indicadores psicosociales." Cultura y Educación 30, no. 3 (July 3, 2018): 460–90. http://dx.doi.org/10.1080/11356405.2018.1495436.
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Hidayat, Hendi, and Widianti Widianti. "ANALYZING PRE-SERVICE ENGLISH TEACHER NEEDS IN DEVELOPING SOCIAL COMPETENCE IN 21st CENTURY." FLIP: Foreign Language Instruction Probe 1, no. 1 (May 11, 2022): 44–54. http://dx.doi.org/10.54213/flip.v1i1.124.
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This research was conducted to analyze the needs of pre-service teachers in entering the field of education as a provision so that pre-service teachers can better prepare themselves and can find out how to become successful teachers. The researchers applied a qualitative case study approach. Data for analysis were collected from critical literature reviews and interviews. The focus mentioned in previous studies was not specifically directed at the needs of pre-service teachers. In this study, it is explained how to become a successful teacher in the 21st century and know the needs of social competence in the 21st century. The result shows that there are six indicators of social competence in the 21st and the needs for pre-service teachers are able to have every indicator of social competence. They are: (1) Reflecting inclusivity, objectivity and fairness, (2) Understanding how to communicating effeciently and effectively, (3) Having cultural sensitivity and knowing how to deal with diversity, (4) Contributing to the educational of development in schools, (5) Mastering ICT in order to increase educational quality, and (6) Having positive attitudes, behaviors, and ethics, as well as a clear sense of how to dress and speak the language.
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Zalewska, Katarzyna, and Danuta Zarzycka. "Best Educational Techniques in High-Fidelity Simulation According to Nursing Students—Adaptation and Validation of the Educational Practices Questionnaire (EPQ)." International Journal of Environmental Research and Public Health 19, no. 22 (November 9, 2022): 14688. http://dx.doi.org/10.3390/ijerph192214688.
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The purpose of this study was to evaluate the best educational techniques used during high-fidelity simulations in training nursing students and to introduce the Polish version of the Educational Practices Questionnaire (EPQ) scale after its cultural adaptation and determination of its psychometric properties. The research group was composed of 361 second- and third-year nursing students in the licentiate program. The Cronbach’s alpha reliability coefficients for the adapted tool were 0.90 for the EPQ-PO (presence of educational techniques) subscale and 0.93 for the EPQ-IO subscale (importance of educational techniques). Additionally, the model fit rates in the CFA and EFA (as indicators of theoretical validity) proved to be high enough for the tool to be successfully used in scientific research. Preliminary results are also presented; the mean value of the response for the entire EPQ scale for both the PO and IO sections was M = 4.3, SD ± 0.90. The students in the study rated the opportunity for collaboration with other students and for working jointly on a given clinical situation very highly at M = 4.5, SD ± 0.70. The analysis of the scores of the individual scales and subscales of the EPQ showed statistically significant differences in results obtained for such variables as gender, place of residence, and year of studies.
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Bocsi, Veronika, and Tímea Ceglédi. "Is the glass ceiling inaccessible? The educational situation of Roma youth in Hungary." Balkanistic Forum 30, no. 3 (October 5, 2021): 329–43. http://dx.doi.org/10.37708/bf.swu.v30i3.19.
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After the turn of the millennium, European studies unanimously noted that there are significant differences between Roma and non-Roma students at all levels of education. In the last two decades of educational policy in Hungary, elements aimed at inclusion and maintaining selectivity have been mixed together. In our cross-sectional study, we present the situation of young Roma people in the educational system of Hungary in 2016. In addition to outlining the overall picture (employment and education), we also look at softer indicators, such as the educational plans and motivations of Roma youth. We use the Hungarian Youth Research 2016 database (respondents aged between 15 and 29), including Roma or dual identity youth (N=328). The probability sample of 8000 persons is representative for age, district and type of settlement (N=8000). Our results have shown that inequalities are climbing upwards. While inclusion and catching-up with non-Roma students can be detected in primary and secondary vocational education (i.e., without the baccalaureate), there is a significant gap in terms of obtaining a baccalaureate and entering tertiary education. Studying attitudes related to learning points to the fact that young Roma people have begun to see education as a value in Hungary, but at the same time they are confronted with a lack of opportunities.
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Dudka, Tetiana, and Mykola Chumak. "PEDAGOGICAL POTENTIAL OF INTERNATIONAL COMPARATIVE RESEARCH." Science and Education 2020, no. 2 (June 2020): 84–90. http://dx.doi.org/10.24195/2414-4665-2020-2-12.
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The content of the article provides a theoretical analysis of international comparative research, which potential is rather significant in pedagogical theory and practice. The relevance of the study has been problematized by the need to deepen the profile of international research cooperation to overcome the current destabilization processes. The priority of comparative analysis has been outlined at the level of phenomenological functioning. The importance of the influence of these factors (in particular, political, social and cultural, scientific, organizational, and methodological) on the development of the phenomenon under study has been considered as a whole. The theoretical (analysis, systematization, and modeling), empirical, and statistical methods have been used as research tools. The prospects for further development of international comparative studies of pedagogical centering have been presented in terms of the priority of the conditions of the decentralization. The cross impact on the domestic phenomenological functioning of two interrelated factors – the transformation of the socialist camp into the post-socialist space, the globalization and the integration of education into the international social and cultural space has been generalized. The supranational social orientation of the studied phenomenon has been considered in terms of its theoretical, methodological, and empirical content. The importance of exogenous (international educational policy, the level of international recognition of educational structures and the quality of educational training taking into account the requirements of the international labor market, indicators of external financing of educational projects, etc.) and endogenous (consistency of the norms of the current legal framework of the state with the trends of world educational progress, financing the development of the industry, the interest of management structures in the innovative development of education, etc.) determinants of the productivity of phenomenological functioning has been highlighted. The advantages of multi-object international comparative research over mono-object research in terms of the study of multifaceted pedagogical phenomena has been emphasized. It is worth noting that the priority of integration trends on the way to resolving everyday problems is especially relevant for the education sector, in which productive functioning is not possible under the conditions of international isolation. It has been emphasized that by comparing domestic and foreign branch achievements to make rationally balanced decisions at the national level, it is possible to gain further social and cultural well-being and educational progress. It has been identified that only with a fair assessment of the functioning of education, upbringing, and learning at the level of different countries, a set of effective measures to improve the efficiency of these branches can be chosen. A special value of pedagogically centered international research, which allows analyzing the chosen subject of the study within wide geographical and time limits has been generalized.
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Diaz, John, Susan Webb, Laura Warner, and Paul Monoghan. "Impact Indicators for Community Garden Programs: Using Delphi Methods to Inform Program Development and Evaluation." HortTechnology 27, no. 6 (December 2017): 852–59. http://dx.doi.org/10.21273/horttech03848-17.
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With growing interest in food system solutions to address poor health outcomes related to preventable chronic diseases, organizations and researchers are examining the value of community gardens as interventions to promote individual and community health. Research suggests that participation in community gardens improves access to fresh, healthy foods and increases fruit and vegetable consumption. In addition to these physical benefits, research also documents a variety of social and communal benefits, by expanding social capital, stabilizing neighborhoods, and cultivating relationships. Unfortunately, most of these studies focus on a specific case, cross case, or intervention studies within a geographically specific locale. Learning lessons from successful community garden programs can be difficult because community gardens often rely on the synergy of a complex network of support agencies that assist in various technical and educational capacities. The purpose of the study was to demonstrate the use of a framework for program development and evaluation that stakeholders, including extension, can adopt to show program outcomes. The framework used a Delphi approach with a diverse panel of community garden stakeholders to reach consensus about program outcomes. The study demonstrated that the panel could reach consensus on a variety of short-, medium-, and long-term outcomes.
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Turchyk, Iryna, Olha Romanchuk, Natalija Sorokolit, Volodymyr Kemin, and Mykola Lukjanchenko. "How sport and its values are perceived by adults in the USA and Ukraine: a cross-cultural comparison." Physical Culture and Sport. Studies and Research 90, no. 1 (April 30, 2021): 50–62. http://dx.doi.org/10.2478/pcssr-2021-0013.
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Abstract There are practically no cross-cultural studies in the field of physical education and sport with Ukrainian society as the object of research. However, there is a particular and obvious interest to research not only young people as a major strategic resource for any state, but also adults, including parents. The main purpose of the study is to identify common and different features of the attitude toward sport and its axiological component in the Ukrainian and American societies. A total of 500 adults aged 18-64 (196 men and 304 women) participated in the national survey, with the majority being Ukrainian school teachers. The results obtained from the study were compared with the results of a study conducted in the United States. It should be noted that in our study, we only selected questions from the American questionnaire that solely addressed adults’ perceptions of sport and its values. We did not choose other questions. Mathematical processing of the survey indicators was carried out using the computer program SPSS. The result of the research is a comparison of statements from adults of both countries regarding the actual and potential impact of social institutions on the youth; their statements about sport; values or principles that may or may not be important in sport; the extent of sport’s actual influence on the formation of values; the values adults hope their children will learn from participating in sport; and statements about the importance of values from adults who are actively involved in sport. The results of the cross-cultural study among adults in the USA and Ukraine indicate that there is both an identical idea of certain values in sport and a different vision due to, in our opinion, the divergence of cultural traditions and the status of sport in the countries.
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Schotte, Kristin, Camilla Rjosk, Aileen Edele, Axinja Hachfeld, and Petra Stanat. "Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment." Social Psychology of Education 25, no. 1 (November 19, 2021): 75–112. http://dx.doi.org/10.1007/s11218-021-09669-0.
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AbstractBased on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.
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Kislyakov, P. A., I. L. S. Meyerson, and P. A. Egorova. "Indicators of psychological stability of the individual to sociocultural threats and negative information impact." Vestnik of Minin University 8, no. 2 (June 3, 2020): 11. http://dx.doi.org/10.26795/2307-1281-2020-8-2-11.
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Introduction. The article analyzes the problem of psychological stability of the individual to socio-cultural threats and negative information impact. As social problems become more acute, the topic of personal security and resistance to emerging threats and risks takes an increasing place in the scientific literature. Today we can observe various violations of the processes of socio-cultural identification, which reduce the adaptive potential of the individual. The reverse side of accessibility in the global information environment is an increase in the degree of danger, the emergence of new risk factors and threats of information and psychological impact. Of particular concern are the facts of Russian youth joining terrorist groups, as well as the facts of youth involvement in destructive protest movements and actions.Materials and methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.Results. Approaches to determining the content of the category of psychological stability of a person and its various aspects are considered: emotional stability, moral stability, moral stability, stability of behavior forms, resistance to addictive factors, and socio-cultural stability. Identify invariant indicators that determine the psychological stability of the individual in various contexts of countering socio-cultural threats and negative information impact: socio-cultural identity based on views, beliefs, attitudes consistent with moral norms and spiritual values; motivation of the individual to self-actualization, success, openness and commitment to society; subjective well-being and resilience; critical thinking and the ability to predict risks and threats; possession of constructive coping strategies; adaptive personal potential expressed in mastering self-regulation methods that ensure successful adaptation to a changing socio-cultural environment.Discussion and Conclusions. The conducted theoretical research allowed us to conclude that the psychological stability of a person is a complex and multidimensional phenomenon, which is revealed in the moral, socio-psychological and system-activity perspective. It is concluded that the task of forming psychological stability and personal adaptive potential should be updated in the educational system, including the formation of knowledge about oneself as a person, about their psychological capabilities and mechanisms of self-regulation, and the explanation of moral norms and values.
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Grigoryev, D. S., and J. W. Berry. "A Taxonomy of Intergroup Ideologies." Cultural-Historical Psychology 17, no. 4 (2021): 7–15. http://dx.doi.org/10.17759/chp.2021170401.
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This paper provides an analysis and a general taxonomy of intergroup ideologies, and presents a list of their indicators. This taxonomy is related to the eight ideologies that were originally outlined in the early works. These ideologies were created on the basis of three dimensions of intercultural relations: cultural maintenance; social participation; and relative power. The taxonomy of intergroup ideologies proposed here follows these three dimensions, which are related to two issues: (i) attitudes towards cultural diversity; and (ii) forms of inclusion of ethnocultural groups in the larger society (including the issue about the hierarchy among groups). It is possible to assess how these issues are solved using four indicators: (1) celebrating differences, (2) status of groups, (3) opportunity for social interaction, and (4) way to ensure the unity of society. Orientations to these indicators make it possible to understand what kind of intergroup ideologies covering intercultural attitudes and intergroup relations exist in countries and describe them.
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CHAIKOVSKA, HANNA. "FORMATION OF ESD COMPETENCIES IN TEACHERS OF PRIMARY CLASSES IN THE PROCESS OF PROFESSIONAL TRAINING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 72–80. http://dx.doi.org/10.25128/2415-3605.22.1.9.
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The paper reveals the problem of integration of education for sustainable development (hereinafter – ESD) in the process of professional training of future primary school teachers. The questionnaire explores the key competencies of sustainable development in future primary school teachers, including systematic thinking, prognostic, law competence, competence of teamwork, critical thinking, self-awareness, integrated problem solving. The indicators of the competencies for future primary education specialists have been determined by the authors of the research.
The experimental survey included the empirical study of the level of development of competencies in the field of ESD according to the established indicators and evaluation of the overall level of their formation. The comparative analysis of the levels of the key competencies in students of the first and the fourth year of study in the specialty of “Primary Education” in order to establish the role of university education in the investigated process. The study analyses the changes achieved in teaching of sustainable development competencies in higher education. The results demonstrated slight improvement in level of formation of sustainable development competencies in students of the final year of the bachelor’s degree in primary education, however, these changes are insignificant. The findings of the research proved that bachelor’s graduates, unlike freshmen, have higher level of skills of application of ideas of sustainable development in future professional activities (they are acquainted with methods of integration of sustainable development into primary school subjects, know how to develop educational projects on sustainable development, understand and integrate ethical principles of sustainability in professional and personal activities). However, the level of formation of systematic thinking and prognostic competence in freshmen is higher than in fourth-year students. Besides, the obtained results of the study report about considerably low level of development of skills to realise educational projects on sustainable development: only 28 % of the first-year students and 36.4 % of the fourth-year respondents gave affirmative answers.
We revealed a positive dynamic in students’ awareness of the necessity in taking their own responsibility for sustainable development. After all, overcoming poverty, inequality, achieving peace and justice, protection of human rights and saving the planet require the generation of individual responsibility, as the agents of change, which is the pre-condition of collective progress towards the goals of sustainable development. The study found an improvement in the competencies of sustainable development in graduates of the bachelor’s degree program “Primary Education” in contrast to the first-year students. Applicants for higher education have some knowledge and orientation in the field of sustainable development, an idea of individual responsibilities for sustainability. However, according to the majority of indicators, only a small proportion of respondents (less than half) have the required level of sustainable development competencies.
We believe that the educational program for the training of future primary school professionals and the technology of teaching higher education need to be improved. Therefore, we see the prospect of further research in the study of opportunities to improve the educational and professional program “Primary Education” in the direction of complementing its components with ideas of sustainable development, as well as the formation of skills to develop and implement educational projects in future specialists of primary education.
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Zhou, Y., B. D. Hambly, D. Simmons, and C. S. McLachlan. "Sex-specific educational attainment is associated with telomere length in an Australian rural population." QJM: An International Journal of Medicine 113, no. 7 (February 19, 2020): 469–73. http://dx.doi.org/10.1093/qjmed/hcaa031.
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Abstract Background There is limited understanding on whether and how socioeconomic status (SES), particularly educational attainment and household income, impacts on telomere length in an Australian rural context. Additionally, it is unknown whether access to health services via the Australian public or private health system influences telomere length. Aim This study investigates whether there is a relationship between telomere length and SES indicators (income, education) as well as health insurance status in a rural Australian population. Methods Samples were drawn from the Australian Rural Victoria cross-sectional Crossroads Study. Leucocyte telomere length (LTL) was measured using a multiplex quantitative polymerase chain reaction method. Results Among 1424 participants, we did not find a significant main effect association with LTL across education, income level and health insurance. An exploratory finding was sex may influence the relationship between educational attainment and LTL (P = 0.021). In males, but not females, higher education was associated with longer LTL by 0.033 [95% confidence interval (CI) 0.002–0.063, P = 0.035]; in those with low education attainment, male participants had shorter LTL by 0.058 (95% CI −0.086 to −0.029) than female participants (P < 0.0001). Conclusion Being male and having lower education attainment was associated with shorter telomere length in our rural population. Evidence from our study supports the importance of education on LTL in males in rural Australia. Our studies also support previous findings that LTL in later life may not be closely associated with indicators of SES.