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Journal articles on the topic 'Mass Education'

To see the other types of publications on this topic, follow the link: Mass Education.

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Remus, Dumitrescu. "Body Mass Index And Alcohol Consumption Influences (Physical Education)." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 484–85. http://dx.doi.org/10.15373/22778179/feb2014/160.

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2

Axinn, William G., and Jennifer S. Barber. "Mass Education and Fertility Transition." American Sociological Review 66, no. 4 (August 2001): 481. http://dx.doi.org/10.2307/3088919.

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3

Bisquerra-Alzina, Rafael, and Gemma Filella-Guiu. "Emotional education and mass media." Comunicar 10, no. 20 (March 1, 2003): 63–67. http://dx.doi.org/10.3916/c20-2003-09.

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The aim of this paper is to analyze the relationships between emotional education and the media from two different points of view. On the one hand, the emotional dimension of the media and their implication in education. On the other hand, the media as a El objetivo de este artículo es reflexionar sobre el binomio «educación emocional y medios de comunicación» desde dos puntos de vista. Por un lado, la dimensión emocional de los medios de comunicación y su implicación en la acción educativa y, por otro, los medios de comunicación como transmisores de educación emocional. Los autores finalizan presentando un conjunto de programas de educación emocional.

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4

MATSUOKA, Ryoji. "The Vanishing ‘Mass Education Society’." Social Science Japan Journal 22, no. 1 (December 28, 2018): 65–84. http://dx.doi.org/10.1093/ssjj/jyy049.

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5

Tight, Malcolm. "Mass Higher Education and Massification." Higher Education Policy 32, no. 1 (November 10, 2017): 93–108. http://dx.doi.org/10.1057/s41307-017-0075-3.

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6

Malkova, Zoya A. "The quality of mass education." Prospects 19, no. 1 (March 1989): 33–45. http://dx.doi.org/10.1007/bf02195856.

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7

Sanjay, B. P. "Journalism and Mass Communication Education." Asia Pacific Media Educator 22, no. 1 (June 2012): 115–26. http://dx.doi.org/10.1177/1326365x1202200113.

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8

Axinn, William G., and Jennifer S. Barber. "Mass Education and Fertility Transition." American Sociological Review 66, no. 4 (August 2001): 481–505. http://dx.doi.org/10.1177/000312240106600401.

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The relationship between the spread of mass education and fertility-limiting behavior is examined. Existing theories relating education to fertility limitation are integrated, including those relating the presence of educational opportunity to fertility decline, theories relating women's education to their fertility behavior, and theories relating children's education to the fertility behavior of their parents. Using survey data from a sample of 5,271 residents of 171 neighborhoods in rural Nepal, the individual-level mechanisms linking community-level changes in educational opportunity to fertility behavior are tested. A woman's proximity to a school during childhood dramatically increases permanent contraceptive use in adulthood. This finding is largely independent of whether the woman subsequently attended school, whether her husband attended school, whether she lived near a school in adulthood, and whether she sent her children to school. Strong fertility limitation effects were also found for husband's education and for currently living near a school. These effects were independent of other education-related measures. The largest education-related effect is for sending children to school.

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9

Bockino, David, and Amir Ilyas. "Institutionalized Education: Journalism and Mass Communication Education in Pakistan." Asia Pacific Media Educator 31, no. 1 (May 6, 2021): 34–49. http://dx.doi.org/10.1177/1326365x211009631.

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This article uses an examination of journalism and mass communication (JMC) education in Pakistan as a case study to explore the consequences of increased homogenization of JMC education around the world. Anchored by a qualitative method that relies heavily on actor-network theory, the study identifies key moments and people in the trajectory of five Pakistani programmes and explores the connection between these programmes and the larger JMC organizational field. The study concludes by questioning the efficacy of the current power structures within the supranational JMC organizational field before discussing how these influences could potentially be mitigated moving forward.

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10

Christie, Kathy. "Critical Mass." Phi Delta Kappan 86, no. 7 (March 2005): 485–86. http://dx.doi.org/10.1177/003172170508600703.

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11

Marks, Gary. "Beyond Mass Education High Education: Building on Experience20071Edited by Ian McNay. Beyond Mass Education High Education: Building on Experience. Open University Press, 2006." Quality Assurance in Education 15, no. 2 (May 2007): 237–39. http://dx.doi.org/10.1108/09684880710748965.

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12

Muxamedovich, Muxamedov Axmad. "PROBLEMS AND SOLUTIONS FOR THE DEVELOPMENT OF PHYSICAL EDUCATION AND MASS SPORTS." Eurasian Journal of Social Sciences, Philosophy and Culture 03, no. 02 (February 1, 2023): 63–69. http://dx.doi.org/10.37547/ejsspc-v03-i02-p1-12.

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The article is about the problems and solutions of Science Education in the field of physical education and sports, the study of professional educational benchmarks in physical education and sports activity of athletes, the close connection of sports federations with sports organizations in professional sports education, the formation of various sports education studies between problem situations and sports organizations of education.

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13

Dobrodomov, Roman N., and Sergey A. Peregudov. "Mass information processes: problem of education." Humanities and Social Sciences 80, no. 3 (July 1, 2020): 241–47. http://dx.doi.org/10.18522/2070-1403-2020-80-3-241-247.

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14

Sokhranyaeva, Tatiana. "Mass Personalization Strategy in Modern Education." Chelovek 32, no. 2 (2021): 30. http://dx.doi.org/10.31857/s023620070014857-9.

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15

Davis, Stephen M. "Community Stroke Education Using Mass Media." Stroke 38, no. 7 (July 2007): 2034–35. http://dx.doi.org/10.1161/strokeaha.107.488312.

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16

Funke, Mary Louise. "Mass Education and the Visual Arts." Curator: The Museum Journal 12, no. 1 (July 9, 2010): 60–65. http://dx.doi.org/10.1111/j.2151-6952.1969.tb01766.x.

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17

Scott, Peter. "Mass higher education – ten years On." Perspectives: Policy and Practice in Higher Education 9, no. 3 (January 2005): 68–73. http://dx.doi.org/10.1080/13603100500207495.

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18

Zhao, Yong. "Mass Localism for Improving America's Education." Kappa Delta Pi Record 48, no. 1 (January 23, 2012): 17–22. http://dx.doi.org/10.1080/00228958.2012.654714.

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19

Kenny, Fiona. "Medical education via the mass media." BMJ 332, Suppl S4 (April 1, 2006): 0604168. http://dx.doi.org/10.1136/sbmj.0604168.

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20

Altbach, Philip G. "The logic of mass higher education." Tertiary Education and Management 5, no. 2 (January 1999): 107–24. http://dx.doi.org/10.1080/13583883.1999.9966985.

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21

Trow, Martin. "Academic Standards and Mass Higher Education." Higher Education Quarterly 41, no. 3 (June 1987): 268–92. http://dx.doi.org/10.1111/j.1468-2273.1987.tb01784.x.

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22

Daniel, John. "The challenge of mass higher education." Studies in Higher Education 18, no. 2 (January 1993): 197–203. http://dx.doi.org/10.1080/03075079312331382369.

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23

Rumble, Greville. "The economics of mass distance education." Prospects 18, no. 1 (March 1988): 91–102. http://dx.doi.org/10.1007/bf02192962.

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24

Ansu-Kyeremeh, Kwasi. "Mass Education and Communication in Ghana." Ghana Studies 5, no. 1 (2002): 43–59. http://dx.doi.org/10.3368/gs.5.1.43.

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25

Carrier, James G. "Sociology and Special Education: Differentiation and Allocation in Mass Education." American Journal of Education 94, no. 3 (May 1986): 281–312. http://dx.doi.org/10.1086/443850.

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26

Scott, Peter. "The future of general education in mass higher education systems." Higher Education Policy 15, no. 1 (March 2002): 61–75. http://dx.doi.org/10.1016/s0952-8733(01)00036-8.

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27

Malcom, Shirley M., and Lindsey E. Malcom-Piqueux. "Critical Mass Revisited." Educational Researcher 42, no. 3 (April 2013): 176–78. http://dx.doi.org/10.3102/0013189x13486763.

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28

Fecho, Bob. "Developing Critical Mass." Journal of Teacher Education 51, no. 3 (May 2000): 194–99. http://dx.doi.org/10.1177/0022487100051003006.

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29

Cardon-Quint, Clémence. "MITCH (David) et CAPPELLI (Gabriele) (éd.), Globalization and the Rise of Mass Education." Histoire de l'éducation, no. 157 (July 7, 2022): 316–21. http://dx.doi.org/10.4000/histoire-education.7605.

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30

l, l., and l. l. "A Study of the Impact of Online Mass Events on College Students' Education." Asia Social Science Academy 11, no. 2 (October 31, 2023): 31–44. http://dx.doi.org/10.51600/jass.2023.11.2.31.

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With the rapid development of the Internet, the frequent occurrence of network group events has made the internal and external educational environment of colleges and universities change dramatically, which has a great impact on the education of college students. the impact of network group events on college students has a dual nature, both positive and negative impacts. This paper analyzes the connotation and characteristics of network mass events, discusses the impact of network mass events on college students' education, and then puts forward the countermeasures for college students to rationally deal with network mass events.

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31

Masschelein, Jan, and Maarten Simons. "Het failliet van onderwijs op maat: naar pedagogische werkplekken." Pedagogiek 39, no. 3 (December 1, 2019): 349–66. http://dx.doi.org/10.5117/ped2019.3.006.mass.

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Abstract The bankruptcy of tailor-made education. The need for pedagogic (work)placesEducation, youth work and youth care confront many challenges which are interpreted in many different ways and receive various responses. However, one type of response seems to be widely applauded: education and care should be tailor-made or become so: tailored to children and youngsters, to their talents and their lifeworld. This call for tailor-made education and care is often accompanied by an emphasis on the need for the development of talents and on the value of feeling-well. In this contribution we indicate how this response entails an approach to education as form of socialization. I.e. as practices that assist the (re-)production of a particular societal regime which calls upon us to conceive of ourselves as entrepreneurs and to permanently take care of our profile. The experience of a meaningful life risks thereby to become exclusively dependent on social recognition and comparison. In so doing tailor-made education risks to deny youngsters the chance for a pedagogical workplace i.e. a place where the world is presented and disclosed to them in such a way that it can provide them with a measure outside of themselves and allows them an experience of a meaningful life in relation to the work which is taking place there.

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32

Azamatova, Eshboeva Shoira. "THE ROLE OF MASS MEDIA IN EDUCATION AND ITS IMPACT ON TEACHER-STUDENT RELATIONSHIP." Eurasian Journal of Academic Research 03, no. 02 (February 1, 2023): 31–37. http://dx.doi.org/10.37547/ejar-v03-i02-p4-126.

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Nowadays mass media plays an important role in every sphere of our life. With that being said, education is also advancing day by day. It isn’t confined to the four walls of a classroom anymore. Mass Media is responsible for this development to an extent. In this article, we will learn about the Role of Mass Media in Education and teacher-student relationship.

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33

Mallik, Farukuddin, and Dibyendu Bhattacharyya. "Thought of Swami Vivekananda on Mass Education." Asian Journal of Research in Social Sciences and Humanities 5, no. 8 (2015): 132. http://dx.doi.org/10.5958/2249-7315.2015.00200.2.

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34

Meyer, John W., Francisco O. Ramirez, and Yasemin Nuhoglu Soysal. "World Expansion of Mass Education, 1870-1980." Sociology of Education 65, no. 2 (April 1992): 128. http://dx.doi.org/10.2307/2112679.

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35

Bajrami, Demush, Teuta Reci, and Arburim Iseni. "Public Relations, Mass Media and Informal Education." European Scientific Journal, ESJ 12, no. 19 (July 29, 2016): 305. http://dx.doi.org/10.19044/esj.2016.v12n19p305.

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Nowadays, governments, educational institutions, non-governmental organizations, the private economy and each individual make an effort to integrate the idea of sustainable development in all areas of the educational system. Specific skills and knowledge that we gain as children and teenagers in the family, at school, in training or university will not last for a lifetime. Humanity is programmed to survive. In this context the term ‘programmed’ does not mean the same thing that we use in the computer sciences. Herein, we are dealing with emotional tangle and the continuing struggle to find ourselves. In this way we discovered education as a process. The purpose of practicing this process is that the personal development of an individual can be organized by certain rules. However, the formality enters the function to some extent and we also know that man is inclined to lay in his use of free will. So now we have reached to a new discovery, which is appointed as informal education. This paper, first of all encompasses this form, but also skewed approach to public relations and prospects is also different from those which have been hitherto. First, we will discuss what PR is. Further, we will elaborate education as a process; moreover, we will see how it can be split any further. Hence, history encompasses a factual situation. Lastly, it will be given the interconnection among PR, mass media and informal education.

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36

Kwolek, Katerzhyna. "Education for the reception of mass culture." Osvitolohiya, no. 5 (2016): 122–26. http://dx.doi.org/10.28925/2226-3012.2016.5.122126.

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37

Abbas, Saleem, Firasat Jabeen, and Huma Tahir. "COVID-19 AND EDUCATION OF MASS COMMUNICATION:." Pakistan Journal of Women's Studies: Alam-e-Niswan 28, no. 2 (December 29, 2021): 1–18. http://dx.doi.org/10.46521/pjws.028.02.0092.

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The sudden closure of educational institutions in 2020 brought multiple financial and learning challenges for Pakistani female students. In our experience, not only formal and informal learning realms of female students have been affected in the post pandemic educational landscape, but a distinct gender and digital divide (GDD) is also noticeable between technology-equipped and deprived students. Considering the theoretical perspectives of digital divide, this paper will essentially explicate the chasms existing within female students of Mass Communication in Pakistan. Given Pakistan’s conservative and patriarchal culture, it is very important to study how female students of Mass Communication, from both urban and rural areas, responded to the change after the pandemic. Through in-depth interviews of twenty female students, we argue that the COVID-19 pandemic has aggravated already existing GDD in Pakistani educational landscape. Especially the first order GDD in education can be seen frequently in Pakistani rural locations. Moreover, economic limitations and socio-cultural norms also play an essential role in exacerbating second order GDD in the Mass Communication education. Thus, in this sense, the pandemic has brought a change that is charged with exclusion and disparity. Moreover, we argue that digital divide is a gendered concept for a periphery country such as Pakistan.

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38

Balter, Michael. "An Elite System Struggles With Mass Education." Science 271, no. 5249 (February 2, 1996): 686–88. http://dx.doi.org/10.1126/science.271.5249.686.

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39

de-Andrés-Garrido, José María. "Fashion and mass media and civic education." Comunicar 14, no. 27 (October 1, 2006): 13–18. http://dx.doi.org/10.3916/c27-2006-03.

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Fashion and mass media are social core elements with an educational function that may even replace the educational frarnes provided by the family. The social effects of media power are shown to be negative: young citizens do not like topics of public interest, they are only interested in consuming and they believe that their own destiny does not depend on their personal decisions but on higher social power. La moda y los medios de comunicación son ejes vertebradores de la sociedad actual que poseen una función educadora sustituyendo, en muchos casos, incluso a la familia como referente educativo. Los efectos de este poder mediático están siendo negativos: a los jóvenes ciudadanos no les gustan los temas de interés público, sólo se busca el consumismo y consideran que el destino de las personas no está en sus manos, sino en los altos círculos del poder.

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40

Adcock, Anthony G., Stephen Nagy, and Arnelle S. Adcock. "Utilizing Mass Media to Promote Health Education." Health Education 21, no. 1 (February 1990): 22–25. http://dx.doi.org/10.1080/00970050.1990.10616166.

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41

Brandt, Deborah. "The problem of writing in mass education." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 28, no. 2 (January 1, 2019): 37–53. http://dx.doi.org/10.48059/uod.v28i2.1120.

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42

Kivinen, Osmo, Juha Hedman, and Päivi Kaipainen. "From Elite University to Mass Higher Education." Acta Sociologica 50, no. 3 (September 2007): 231–47. http://dx.doi.org/10.1177/0001699307080929.

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43

Asuzu, M. C. "Sex Education: A Weapon of Mass Destruction?" Linacre Quarterly 67, no. 2 (May 2000): 41–56. http://dx.doi.org/10.1080/20508549.2000.11877575.

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Education has rightly been understood as fundamentally good for man. In this regard, education is taken in the correct sense both of information and of formation of man, especially of the younger generations. It helps them to achieve the utmost good, individually and societally. Therefore, education concerns the proper nature and good of man. Once these are misunderstood, education will be ill-conceived and ill-delivered. Man's sexuality as the sum total of what makes him male or female in each case is an important component of his nature – physical and metaphysical. It deserves study and education. That aspect of man's sexuality that has to do with physical genital intercourse constitutes a mere 10 to 15% of his sexuality. 1 It is, however, the most emotive, delicate, and educationally troublesome aspect of man's sexuality. There has, therefore, been continuing concern that education in this aspect of man requires the most careful and culturally correct environment, tools, and methods. Some societal value systems understanding of man is exclusively physical and organic (in other words, merely materialistic), denying the metaphysical and seeing the purpose of life as nothing more than pleasure. Secular humanism is one such. For this system to take hold of sex to “educate” on it is surely a prescription for disaster, that is, for man as a created “Homo sapient.” Overcoming the problem of the current secular humanist sex education onslaught should be facilitated by a proper understanding of the value base and value indoctrination of secular humanism. With that, there can be healthy efforts to limit secular humanism to the circles where it rightly belongs, in a free and multicultural world. But the other value systems, particularly Christianity, should make more meaningful progress by going beyond mere objection to secular humanism. Christianity should develop its own educational materials for both home and internal group education. Furthermore, it should also develop programs for an entire public education in these matters, with content that presents their own theistic ideal together with the secular humanist one in a factual and balanced manner. Since the days of Marie Stoops. Bertrand Russell, Havelock Ellis, and Margaret Sanger, the secular humanists have imposed unethically on everyone through the media (and eventually the schools). Christians should find the resources and personnel to promote their ideals, much as the secular humanists have done for nearly a century. Without them doing so, it will be nearly impossible to overcome the secular humanists, in my humble opinion. The theists’ appropriate sexuality education will surely not be a weapon of mass destruction, as the secular humanist model has been, but indeed a most needed service in the present world.

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44

Griffith, C. J., K. A. Mathias, and P. E. Price. "The Mass Media and Food Hygiene Education." British Food Journal 96, no. 9 (October 1994): 16–21. http://dx.doi.org/10.1108/00070709410072535.

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45

Whitty, Geoff, and Sally Power. "Marketization and privatization in mass education systems." International Journal of Educational Development 20, no. 2 (March 2000): 93–107. http://dx.doi.org/10.1016/s0738-0593(99)00061-9.

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46

Agnich, Laura E., and Meghan Hale. "Committing Mass Violence to Education and Learning." Contexts 14, no. 2 (May 2015): 82–83. http://dx.doi.org/10.1177/1536504215585788.

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47

Brannigan, Laura, Stephanie Witwer, Piper Rudel, and Alisa Young. "Simulation Education in Mass-Casualty Incident Preparedness." Clinical Simulation in Nursing 2, no. 2 (July 2006): e69-e74. http://dx.doi.org/10.1016/j.ecns.2009.05.027.

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48

Mathrubootham, N. "Impact of Sex Education through Mass Media." Indian Journal of Psychological Medicine 22, no. 1 (January 1999): 9–14. http://dx.doi.org/10.1177/0975156419990103.

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49

Caldwell, Elizabeth Frances. "Quackademia? Mass-Media Delegitimation of Homeopathy Education." Science as Culture 26, no. 3 (April 27, 2017): 380–407. http://dx.doi.org/10.1080/09505431.2017.1316253.

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50

Curran, Thomas D. "A study of modern mass education bureaus." Frontiers of Education in China 8, no. 3 (September 2013): 478–80. http://dx.doi.org/10.1007/bf03397152.

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