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1
Beach, Dennis, and Staffan Larsson. "On Developments in Ethnographic Research: The Case of Two Swedish Universities." International Journal of Qualitative Methods 21 (January 2022): 160940692210844. http://dx.doi.org/10.1177/16094069221084432.
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The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
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Boberg, Charles. "The emergence of a new phoneme: Foreign (a) in Canadian English." Language Variation and Change 21, no. 3 (October 2009): 355–80. http://dx.doi.org/10.1017/s0954394509990172.
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AbstractThe nativization or phonological adaptation of words transferred from other languages can have structural-phonological consequences for the recipient language. In English, nativization of words in which the stressed vowel is spelled with the letter <a>, here called “foreign (a)” words, leads to variable outcomes, because English <a> represents not one but three phonemes. The most common outcomes historically have been /ey/ (as inpotato), /æ/ (tobacco), and /ah/ (spa), but vowel choice shows diachronic, social, and regional variation, including systematic differences between major national dialects. British English uses /ah/ for long vowels and /æ/ elsewhere, American English prefers /ah/ everywhere, whereas Canadian English traditionally prefers /æ/. The Canadian pattern is now changing, with younger speakers adopting American /ah/-variants. This article presents new data on foreign (a) in Canadian English, confirming the use of /ah/ among younger speakers, but finds that some outcomes cannot be classified as either /æ/ or /ah/. A third, phonetically intermediate outcome is often observed. Acoustic analysis confirms the extraphonemic status of these outcomes, which may constitute a new low-central vowel phoneme in Canadian English.
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Čipin, Ivan. "Razlike u kohortnom fertilitetu prema migracijskom obilježju: slučaj Grada Zagreba." Migracijske i etničke teme / Migration and Ethnic Themes 38, no. 1 (2022): 7–31. http://dx.doi.org/10.11567/met.38.1.1.
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The impact of migration on fertility is becoming an increasingly common research theme within the framework of population studies. Numerous demographic and geographical studies have found lower fertility in urban than in rural areas, both in developing and developed countries. Structural and contextual factors most often explain this difference. Structural factors refer to people of dissimilar socio-economic characteristics living in different areas, while contextual factors cover the current living conditions in the broadest sense. However, when explaining the urban–rural fertility differences, the selectivity of migration should also be considered, as people who (currently) have no fertility plans prefer to move to large cities. Most studies that measured fertility levels by migrant characteristics have relied on period fertility rates, while only a few have investigated cohort fertility. This study explores the cohort fertility of females by migrant status in the City of Zagreb, the largest urban centre in Croatia. Therefore, the aim is to better understand the relationship between completed fertility and migration in an urban context. Within a country, areas with the lowest fertility are often capital cities with highly educated and highly mobile populations. Although the fertility of international mi¬grants attracts more attention than internal migration, studying the association between fertility and both types of migration is especially important in a capital city with relatively high rates of inward migration. How much is known about the repro¬ductive behaviour of inward migrants in Zagreb? Are there significant differences between their fertility patterns and the patterns of native women? This paper fills this gap in the Croatian demographic literature by comparing fertility differences by migrant status across cohorts. The analysis is based on the 2011 Census data for the City of Zagreb. The Central Bureau of Statistics created a multidimensional table based on the data from this census, which includes the following variables for the female population of the City of Zagreb aged 15 or over: year of birth, number of liveborn children, highest completed education and place of birth. For analytical purposes, the data were aggre¬gated into eight five-year cohorts, with the oldest cohort born in 1930–1934 and the youngest in 1965–1969. Fertility is measured as the completed number of liveborn children per woman, which corresponds to the cohort fertility rate (CFR). The calculations are based on the standard analytical procedures used in cohort fertility analysis with census data or reproductive histories from surveys. Women are classified into four categories by migrant type: born in the City of Zagreb (native population), born in another city or another municipality in the Republic of Croatia (internal migrants), born in Bosnia and Herzegovina (external migrants – B&H), born abroad other than Bosnia and Herzegovina (external migrants – others). The 2011 census data on the number of live births are retrospective and based on the census question asking for the number of children a woman has ever had, including children who were no longer alive at the time of the census. The analysis is restricted to women born from 1930 (aged 80–81 at the time of the census) to 1969 (aged 41–42 at the time of the census), as younger women may have (more) children, while the fertility of women over 80 may be biased due to mortality and non-reporting of de¬ceased children. The analysis has shown significant differences in cohort fertility in the City of Zagreb by women’s place of birth. In all cohorts, the lowest completed fertility was achieved by women who were born in the City of Zagreb and (most likely) had no migration experience. In older cohorts, the highest fertility was recorded among women born in Bosnia and Herzegovina. In younger cohorts, fertility was highest for women born in other countries abroad. The substantial difference in completed fertility between older cohorts born in Bosnia and Herzegovina and those born in the City of Zagreb is not surprising, given that considerable differences in cohort fertility were observed between the equivalent cohorts in Croatia and Bosnia and Herzegovina. The comparison between cohort fertility rates in the City of Zagreb and Croatia shows that the cohort fertility rate in the City of Zagreb is about 0.25 (in younger co¬horts) and about 0.5 (in older cohorts) lower than in Croatia as a whole. The completed fertility of Zagreb-born women and those born elsewhere in Croatia slowly grew from older to younger cohorts (except for the youngest one). A similar trend, with some fluctuations, was observed for cohort fertility of women born abroad other than Bosnia and Herzegovina. On the other hand, completed fertility for the cohorts born in Bosnia and Herzegovina shows the opposite intercohort trend, with a notice¬able decline from the oldest to the youngest cohorts. Nevertheless, the overall cohort fertility trend is equal to that for the cohorts born in the City of Zagreb and the cohort of in-migrants from other cities/municipalities in Croatia. The share of childless women in the analysed City of Zagreb cohorts ranged from 11% to 15%, except for the youngest cohort (19%). The proportion of women who had only one child decreased from a relatively high 38% in the oldest cohort to 22– 23% in the cohorts born during the 1960s. The share of women of low parity (parities 0 and 1) decreased over time. While they represented a clear majority in the cohorts born in the 1930s, they account for below 40% in those born from 1945 to 1964. In these cohorts, in the City of Zagreb, the model of two-children families was prevalent, which is not surprising as in most post-socialist countries, having two children was a standard at the time. Women born in Bosnia and Herzegovina had lower childlessness rates than the other three categories. Women from the native cohort, especially older ones, have a rela¬tively high proportion of parity 1, while among women born in Bosnia and Herze¬govina, parity 1 is relatively low. There were no major differences in parity 2 among the analysed cohorts, with a slightly higher proportion of the two-children norm among women born in Croatia and somewhat lower in cohorts born abroad. This is expected because approximately half of the women born in the City of Zagreb in older cohorts no longer participated in reproduction after the first birth. On the other hand, women with higher parities (3 and 4+) dominate among women born in Bosnia and Herzegovina in older cohorts and among women born elsewhere abroad in the youngest cohorts. This is due to their relatively high progression to the third child (parity progression ratio 2→3 rose from 0.45 to 0.6). Interestingly, younger cohorts of women born in the City of Zagreb and the rest of Croatia are more represented in higher parities than the older cohorts. A possible explanation lies in the potentially disproportionately more significant impact of the second generation of the immigrant population whose parents were born abroad, but we should not ig¬nore numerous other economic, institutional and cultural factors of migrant fertility. In the City of Zagreb, the number and share of women with primary education has decreased, while the number and share of women with secondary and higher levels of education has increased. However, cohort fertility for all three educational groups has increased over time, with a slight decline in the youngest cohort among women with medium and high education. Probably due to the previous selectivity among the highly educated, the oldest cohort recorded a very low rate of completed fertility (about 1.1). The analysis has shown that the reproductive behaviour of in-migrants in the City of Zagreb differs from that of the native female population, depending on the place of origin. The difference between internal migrant women is minor – on average less than 0.1 children, with a convergence in the cohort fertility of younger cohorts. At the same time, the cohort fertility of women born abroad is significantly higher than of women born in Zagreb, on average by one child in older cohorts of women born in Bosnia and Herzegovina and by 0.5 children in younger cohorts born in other countries. Moving to the largest city in the country is apparently associated with lower fertility due to adaptation to high competition in the sphere of economic life on the one hand, and low urban reproductive norms on the other. The role of selective migration and the fact that individuals and couples who do not plan to have children disproportionately move to the largest urban centres should not be ignored either.
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Amrein-Beardsley, Audrey, and Tray Geiger. "All sizzle and no steak." Phi Delta Kappan 99, no. 2 (September 25, 2017): 53–59. http://dx.doi.org/10.1177/0031721717734191.
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Houston’s experience with the Educational Value-Added Assessment System (R) (EVAAS) raises questions that other districts should consider before buying the software and using it for high-stakes decisions. Researchers found that teachers in Houston, all of whom were under the EVAAS gun, but who taught relatively more racial minority students, higher proportions of English language learners, higher proportions of students eligible for free or reduced-price lunches, and higher proportions of special education students, had significantly lower EVAAS scores than colleagues teaching elsewhere in the Houston district. Hence, results suggest that the EVAAS does not, at least in Houston and perhaps elsewhere, offer states, districts, and schools the precise, reliable, and unbiased results that go far beyond what other simplistic [value-added] models found in the market today can provide, as the software owner, SAS Institute Inc., claims. Rather, evidence shows that EVAAS estimates in Houston, and likely elsewhere, may be biased against teachers who teach disproportionate percentages of certain type of students in their classrooms.
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Kim, Sung-Soo, and Hun-Sung Kim. "Comorbidity Patterns and Management in Inpatients with Endocrine Diseases by Age Groups in South Korea: Nationwide Data." Journal of Personalized Medicine 14, no. 1 (December 28, 2023): 42. http://dx.doi.org/10.3390/jpm14010042.
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This study aimed to examine comorbidity associations across age groups of inpatients with endocrine diseases as the primary diagnosis throughout the life cycle to develop an effective management strategy. Data were obtained from the Korean National Hospital Discharge In-depth Injury Survey (KNHDS) from 2006 to 2021, involving 68,515 discharged patients aged ≥ 19 years with a principal diagnosis of endocrine disease. A database was constructed for analysis, extracting general characteristics and comorbidities. Employing R version 4.2.3, the Chi-squared test and the Apriori algorithm of ARM (association rule mining) were used for analyzing general characteristics and comorbidity associations. There were more women (53.1%) than men (46.9%) (p < 0.001, with women (61.2 ± 17.2) having a higher average age than men (58.6 ± 58.6) (p < 0.001). Common comorbidities include unspecified diabetes mellitus; essential (primary) hypertension; unspecified diabetes mellitus; and other disorders of fluid, electrolyte, and acid-base balance. Notably, type 2 diabetes mellitus, disorders of lipoprotein metabolism and other lipidemia, polyneuropathy in diseases classified elsewhere, retinal disorders in diseases classified elsewhere, and essential (primary) hypertension prevail across all age groups. Association rules further highlight specific comorbidities appearing selectively in certain age groups. In conclusion, establishing a management strategy for comorbidities in patients with a primary diagnosis of an endocrine disorder is necessary.
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Kopacz, Marek S., Cathleen P. Kane, Brady Stephens, and Wilfred R. Pigeon. "Use ofICD-9-CMDiagnosis Code V62.89 (Other Psychological or Physical Stress, Not Elsewhere Classified) Following a Suicide Attempt." Psychiatric Services 67, no. 7 (July 2016): 807–10. http://dx.doi.org/10.1176/appi.ps.201500302.
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Saylor, Thomas. "Lanman & Wendling, Eds., Preparing The Next Generation Of Oral Historians - An Anthology Of Oral History Education." Teaching History: A Journal of Methods 33, no. 1 (April 1, 2008): 46–47. http://dx.doi.org/10.33043/th.33.1.46-47.
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Preparing the Next Generation of Oral Historians is a topically organized anthology of shorter pieces, typically ten to twelve pages, on a broad range of themes related to the multiple applications of oral history in the classroom. Some of the articles have appeared elsewhere, in journals or other collections, and are reprinted here unchanged. Other pieces are new for inclusion in this volume.
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Leach, Stephen. "History, Ethics and Philosophy: Bernard Williams’ Appraisal of R. G. Collingwood." Journal of the Philosophy of History 5, no. 1 (2011): 36–53. http://dx.doi.org/10.1163/187226311x555446.
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AbstractThe author examines Williams’ appraisal of Collingwood both in his eponymous essay on Collingwood, in the posthumously published Sense of the Past (2006), and elsewhere in his work. The similarities and differences between their philosophies are explored: in particular, with regard to the relationship between philosophy and history and the relationship between the study of history and our present-day moral attitudes. It is argued that, despite Williams usually being classified as an analytic philosopher and Collingwood being classified as an idealist, there is substantial common ground between them. Williams was aware of this and made clear his sympathy for Collingwood; but, nonetheless, the relationship between Williams and Collingwood has not previously been explored in any detail. After establishing the common ground between these philosophers, and the areas of disagreement, the author suggests that both may have something to gain from the other.
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WALTON, JOHN K., and DAVID TIDSWELL. "‘Classified at random by veritable illiterates’: the taking of the Spanish census of 1920 in Guipúzcoa province." Continuity and Change 20, no. 2 (August 2005): 287–313. http://dx.doi.org/10.1017/s0268416005005503.
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This article offers an approach through administrative and cultural history to the problems associated with gathering and processing data for the Spanish national census of 1920, and by implication for earlier Spanish censuses. It focuses on the Basque province of Guipúzcoa, making use of correspondence between the central statistical office in Madrid, the provincial jefe de estadística and the localities, and of reports on three problematic towns within the province. The issues that emerge regarding ‘undercounting’, the definition of administrative boundaries and the classification of demographic characteristics are set in the wider context of census-taking practices and problems elsewhere in Spain and in other cultures.
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Noffke, Susan E. "Comments on Bulterman-Bos: Research Relevancy or Research for Change?" Educational Researcher 37, no. 7 (October 2008): 429–31. http://dx.doi.org/10.3102/0013189x08325680.
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Three issues emanating from the Bulterman-Bos article (2008) form the core of this commentary. First, the issue of relevancy is addressed from the standpoint of action research and other forms of practitioner inquiry. From this perspective, the divisions between the cultures of university and school are addressed both ways: Each can potentially be transformed by research emanating from the other. Second, another view of the role of theory in research is offered, one that builds on the inherently political dimensions of educational practices, whether in universities or elsewhere. Finally, global changes in the nature of knowledge production demand that research enhance its capacity to work for social justice.
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Themelis, Spyros. "EDUCATION AND EQUALITY." Educação & Formação 2, no. 4 jan/abr (January 2, 2017): 03–17. http://dx.doi.org/10.25053/edufor.v2i4.2375.
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This article explores how in the postwar years education was constructed as the main way in which a meritocratic society could be created in Britain (but also elsewhere). The concept of meritocracy, that is to say of a just society in which equality of opportunities and education for all, would ostensibly provide the basis with which labor market allocation would be realized. As this article argues, nothing in education operates outside the wider political economy, which in capitalism is inherently unequal as it is underpinned by the existence of antagonistically opposed social classes, separated from each other by unequal access to the means of production. As such, the circulation in the British social system that occurred in the early postwar years was not the result of decreasing inequalities within the class structure but rather the product of the occupational restructuring that fostered high rates of structural mobility. Consequently, “ascription” rather than “ability” continued to facilitate labor market stratification.
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Siegel, David M. "The Ambivalent Role of Experiential Learning in American Legal Education and the Problem of Legal Culture." German Law Journal 10, no. 6-7 (July 2009): 815–22. http://dx.doi.org/10.1017/s2071832200001358.
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Recent criticism of American legal education has focused on its being theory-driven rather than practice driven, which either produces or reinforces a divide or gap between theory and practice. Yet two features of American legal education expressly draw upon experiential learning, one directly by sending students into experiential learning situations (legal clinics) and the other indirectly by bringing instructors who are engaged full-time in active practice into the classroom (i.e. adjunct faculty). If skills development is a feature of American legal education, to what degree can, or should, this be transplanted to other systems of legal education? Are American experiential techniques of legal education meaningful elsewhere?
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Blanchflower, David G., and Alex Bryson. "Further decoding the mystery of American pain: The importance of work." PLOS ONE 17, no. 1 (January 13, 2022): e0261891. http://dx.doi.org/10.1371/journal.pone.0261891.
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A recent paper showed that, whereas we expect pain to rise with age due to accumulated injury, physical wear and tear, and disease, the elderly in America report less pain than those in midlife. Further exploration revealed this pattern was confined to the less educated. The authors called this the ‘mystery of American pain’ since pain appears to rise with age in other countries irrespective of education. Revisiting this issue with the same cross-sectional data we show that what matters in explaining pain through to age 65 is whether one is working or not. The incidence of pain across the life-course is nearly identical for workers in America and elsewhere, but it is greater for non-working Americans than it is for non-workers elsewhere. As in other countries, pain is hump-shaped in age among those Americans out of work but rises a little over the life-course for those in work. Furthermore, these patterns are apparent within educational groups. We show that, if one ascribes age-specific employment rates from other OECD countries to Americans, the age profile of pain in the United States is more similar to that found elsewhere in the OECD. This is because employment rates are lower in the United States than elsewhere between ages 30 and 60: the simulation reduces the pain contribution of these non-workers to overall pain in America, so it looks somewhat similar to pain elsewhere. We conclude that what matters in explaining pain over the life-course is whether one is working or not and once that is accounted for, the patterns are consistent across the United States and the rest of the OECD.
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Johansson, Stefan. "Do students’ high scores on international assessments translate to low levels of creativity?" Phi Delta Kappan 99, no. 7 (March 26, 2018): 57–61. http://dx.doi.org/10.1177/0031721718767863.
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Responding to an earlier Phi Delta Kappan article, the author rejects the argument that East Asian students’ high scores on international educational assessments come at the expense of learning to be creative and entrepreneurial. According to survey research, people in Japan, Korea, and other East Asian nations perceive themselves to be not very entrepreneurial, but the author explains that their responses have do mainly with cultural differences in the ways people respond to such surveys, making them poor evidence that high school graduates in those countries actually are less creative than students in the U.S. and elsewhere.
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Warkentin, Raija. "Writing Competitions as a New Research Method." International Journal of Qualitative Methods 1, no. 4 (December 2002): 10–25. http://dx.doi.org/10.1177/160940690200100402.
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The goal of this article is to introduce the international audience to writing competitions as a data collection method. Although commonly used in Finland this method is less known elsewhere. The article will use a Canada-wide writing competition on the Finnish-Canadian sauna as an example of this method. It compares and contrasts the method to two other more commonly used methods, interviewing and auto-ethnography. The advantages, disadvantages and challenges of this method are described and discussed. According to the author, a writing competition is a fast way of gathering a large amount of data from a wide geographical area.
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Lorentzen, Jo. "Local Learning and International Experiences in Higher Education—Industry Relationships." Industry and Higher Education 19, no. 2 (April 2005): 109–20. http://dx.doi.org/10.5367/0000000053729833.
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This article focuses on the sense and nonsense of comparing higher education-industry relationships across countries. It discusses the conditions under which international benchmarking leads to potentially deleterious policy conclusions and underlines the importance of context specificity. It argues for more attention to the dynamics of local learning, taken here to mean the absorptive capacities of a range of economic actors. It concludes by showing how research into the conditions of local learning can shed light on how regions or countries might make it easier for economic actors ‘to learn how to learn’ or, in other words, to bridge the gap between lessons from elsewhere and their own absorptive capacities.
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Byun, Soo-yong, and Hyunjoon Park. "When Different Types of Education Matter." American Behavioral Scientist 61, no. 1 (January 2017): 94–113. http://dx.doi.org/10.1177/0002764216682810.
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Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.
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Sweeney, Vincent P., Adele D. Sadovnick, and Vilma Brandejs. "Prevalence of Multiple Sclerosis in British Columbia." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 13, no. 1 (February 1986): 47–51. http://dx.doi.org/10.1017/s0317167100035782.
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ABSTRACT:A province wide prevalence study on multiple sclerosis (MS) was conducted in British Columbia (B.C.). The prevalence date was July 1, 1982. The major portion of this study was a review of all the files of neurologists practicing in B.C. as this was judged to be the most accurate source for identifying MS patients. 239,412 neurologists' files were hand searched by one researcher using modified Schumacher criteria for classification. Other sources used during the study for identifying MS patients were the MS Clinic, general practitioners, ophthalmologists, urologists, specialized facilities such as long term care facilities and rehabilitation centres, and patient self-referrals.A total of 4,620 non-duplicated cases were identified and classified. 4,112 of these (89%) were classified according to information contained in neurologists' records.The prevalence estimate for definite/probable MS in B.C. was 93.3/100,000 population. This increased to 130.5/100,000 population if possible MS and optic neuritis were also included. These rates are among the highest reported in Canada or elsewhere. The cooperation of B.C. neurologists made this study unique in its scope and accuracy of diagnosis.
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Armstrong, Thomas. "Backtalk: Keep religion out of mindfulness." Phi Delta Kappan 101, no. 4 (November 25, 2019): 72. http://dx.doi.org/10.1177/0031721719892986.
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Mindfulness practices have become increasingly common in the United States and elsewhere in the world. The fact that mindfulness originally emerged out of Buddhism raises questions about whether public school teachers using it in their classrooms are violating the separation of church and state. Thomas Armstrong argues that contemporary mindfulness rests on a solid foundation of scientific research and can help students improve their self-regulation, executive functioning, sustained attention, and other school-worthy skills. There is a danger, however, that injecting Buddhist or Hindu-associated gestures, postures, words, or concepts into the teaching may violate the First Amendment. Public school teachers are enjoined to be scrupulously vigilant in presenting mindfulness practices in a totally secular way.
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Abrahamsson, Kenneth, and Lennart Levi. "Stressors at work and elsewhere: a global survival approach." European Journal of Workplace Innovation 6, no. 1 (March 5, 2021): 119–29. http://dx.doi.org/10.46364/ejwi.v6i1.823.
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Abstract: The United Nations´ “Agenda 2030” aims, in an integrated manner, to address the entire multitude of major global risks – e.g., to end poverty and hunger, realize the human rights of all, and ensure the lasting protection of the planet and its natural resources. However, recent political changes put this bold initiative at risk. To increase the likelihood of success, higher education institutions worldwide should teach and train today´s students – tomorrow´s decision makers – to think both critically and ethically, to learn to cope with ethical dilemmas, and to apply systems-thinking approaches to serious and complex societal problems. The Covid-19 pandemic provides just one example of a complex and serious challenge necessitating such approaches. Promoting decent work, full employment and economic growth is one of the other major challenges. And neither of them can be successfully dealt with in a piecemeal manner
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Bragg, Sara. "Student voice in education." Journal of the British Academy 8s4 (2021): 041–51. http://dx.doi.org/10.5871/jba/008s4.041.
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A diverse and contested range of practices referred to as �student voice� have long flourished in many educational contexts, and are regularly re-discovered by new generations of teachers. Currently the fortunes of student voice in England may appear to be waning, particularly compared to their waxing elsewhere and under the 1997-2010 New Labour government. This article argues that even evidencing the value of student voice (whether in instrumental, pragmatic, intrinsic, moral, or democratic terms) is unlikely to convince those who discredit it. Instead, we should change the conversation about voice to go beyond the liberal and individualistic rights-based model underpinning many accounts: we need to develop more nuanced understandings of social contexts, power, the school as an institution, and of voice as a practice rather than the property of an individuated subject. Paying greater attention to the �vital relationality� between subjects, infrastructures, the material and the affective, can help us understand the differences that matter in student voice. We may thereby build socialities that �stay with the trouble� of voice, listen in ways that open us to the other, and create more liveable schools.
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Brooksbank, David, and Brychan Thomas. "An Assessment of Higher Education Spin-off Enterprises in Wales." Industry and Higher Education 15, no. 6 (December 2001): 415–20. http://dx.doi.org/10.5367/000000001101296019.
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This paper examines academic spin-off activity in universities and the development of different policies for academic entrepreneurship applicable to Wales. Detailed information on various aspects of spin-off development in Industrial South Wales (ISW) has been obtained through interviews with industrial liaison officers (ILOs) or their equivalents in all higher education institutions (HEIs) in ISW. The data gathered include quantitative information on developments over the last decade and qualitative information on university initiatives to help start-up businesses. The authors use this quantitative and qualitative information to address the strengths, weaknesses, opportunities and threats relating to the development of academic spin-offs in ISW. The conclusions also draw on other initiatives in Europe and compare the results gathered with those of best practice elsewhere.
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Wang, Xiaobing, Chengfang Liu, Linxiu Zhang, Yaojiang Shi, Scott Rozelle, and Prashant Loyalka. "Response to the Commentary “Reassessing Disparity in Access to Higher Education in Contemporary China”." China Quarterly 220 (November 24, 2014): 1131–35. http://dx.doi.org/10.1017/s0305741014001179.
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We thank Anning Hu for carefully reading and commenting on our report “College is a rich, Han, urban, male club: research notes from a census survey of four tier one colleges in China.” We also thank the editor of The China Quarterly for giving us the chance to respond to the commentary. The topic of assessing disparities in college access in China (and other developing countries undergoing major transitions in their higher education systems) is an important one. We hope that our China Quarterly article, Hu's commentary and our response will stimulate more research and dialogue on this topic in China and elsewhere.
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Van Eijl, Pierre, and Albert Pilot. "Good practices in honors education with examples to follow." Journal of the European Honors Council 3, no. 1 (January 7, 2019): 1–25. http://dx.doi.org/10.31378/jehc.87.
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Honors education offers students challenging experiences and teachers a laboratory for educational innovation. Successful innovations can stimulate other teachers to experiment and improve their educational practice. This requires that innovations become known to other teachers. For this reason, a project on good practices in honors education has been started in The Netherlands, where good practices in honors education of universities were described and published on a website of the Dutch Honors Network. Until now, 19 good practices are described, 17 from The Netherlands and two from the United States. Nine are selected for this issue. In this introductory paper, the good practice project and research about good practices are described. Different views and principles about honors education are discussed. A series of keywords to bridge the different views and the principles with the nine good practices published in this issue are presented. An analysis of the collected data of the good practices is carried out, followed by conclusions, discussions, and reflections. It appears that six good practices already led to innovations elsewhere in curricula.
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Kirk, Gordon. "The Passing of Monotechnic Teacher Education in Scotland." Scottish Educational Review 31, no. 2 (March 18, 1999): 100–111. http://dx.doi.org/10.1163/27730840-03102002.
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Monotechnic teacher education provision persisted in Scotland long after it had been discarded elsewhere and was officially endorsed as recently as 1986. Despite that, teacher education is now almost fully integrated into the universities. This paper offers an analysis of that change. Its thesis is that three mutually reinforcing influences were at work. Firstly, in marked contrast to its heavily interventionist stance in regard to college closures in the early ‘80s, the government established a regulated market for higher education, thereby creating the conditions in which institutional collaboration would evolve through negotiation within the policy community itself. Secondly, the colleges of education faced a range of financial and other pressures which made merger with a university an attractive proposition. Thirdly, the recently repatriated universities saw benefits in the establishment of faculties of education, not least as a means of integrating themselves more fully into the educational life of Scotland.
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Burns, John N., and Suzanne M. Brown. "Keeping Children Safe parent education programme: improving access to parent education in the context of child protection." Children Australia 45, no. 2 (June 2020): 125–32. http://dx.doi.org/10.1017/cha.2020.23.
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AbstractThis article reports on an evaluation of the Keeping Children Safe parent education programme run in Central West New South Wales. The programme, conducted since 2004, and continuing today, primarily targets parents of children at risk and other vulnerable and disadvantaged families. The evaluation covers a 13-year period, from the first group held in May 2004 to February 2017. From the beginning, the authors strategically endeavoured to recruit and retain parents from the target group. Findings from the literature indicate that this group is difficult to engage and retain in parent education groups. Parents targeted for the groups in this study were generally not receiving parent education elsewhere. Using mixed methods, the facilitators have continuously evaluated the programme in terms of attendance rates, process and impact. The results of these evaluations show successful recruitment and retention of participants from the target group over the 13 years of the evaluation reporting period and indicate that the programme’s immediate impact on participants has been favourable. The findings complement other programme evaluations focusing on recruitment and retention to programmes in the child protection context and on hard-to-reach clients. The authors also argue the importance of education for parents about child abuse and neglect.
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Miller, Paul. "“System Conditions”, System Failure, Structural Racism and Anti-Racism in the United Kingdom: Evidence from Education and Beyond." Societies 11, no. 2 (May 7, 2021): 42. http://dx.doi.org/10.3390/soc11020042.
Full textAbstract:
Racism in any society is fuelled by a number of factors, often acting independently of each other, or, at times, in concert with each other. On the one hand, anti-racism efforts rely on the alignment of four “system conditions” to stand a chance of successfully engaging and tackling racism. On the other hand, where these “system conditions” are not present, or where they are not in sync, this leads to “system failure”—a situation where racism is writ large in society and in the institutions therein, and where anti-racism efforts are severely hampered. Drawing on evidence from within the education sector and elsewhere in UK society, this paper examines how a lack of alignment between “system conditions” hampers antiracism efforts, and simultaneously reinforces racism in society and in institutions—leading to gridlock or “system failure” around anti-racism.
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Bjøntegaard, Bjørg Julsrud. "A combination of one-to-one teaching and small group teaching in higher music education in Norway – a good model for teaching?" British Journal of Music Education 32, no. 1 (June 20, 2014): 23–36. http://dx.doi.org/10.1017/s026505171400014x.
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Instrumental teachers in higher music education in Norway and elsewhere traditionally organise their teaching as individual lessons with one teacher and one student. This paper takes a closer look at how a horn teacher at the Norwegian Academy of Music has organised her weekly teaching in individual, small group and master class lessons with all her students. The project being described in the paper has since been extended to other instruments, but this paper concentrates on the horn model. The main focus is on small group lessons where the students themselves play and comment on fellow students’ performances. The evidence suggests that a combination of teaching in individual, small group and master class lessons is the best way of educating students as responsible, reflective and professional musicians.
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Hager, Paul. "Is There a Cogent Philosophical Argument against Competency Standards?" Australian Journal of Education 38, no. 1 (April 1994): 3–18. http://dx.doi.org/10.1177/000494419403800101.
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In Australia and elsewhere, a sometimes heated debate is taking place about the significance for higher education of the adoption of competency standards by professions and other occupations. To many in the higher education sector, it is self-evident that competency standards cannot do justice to the professional aspects of an occupation. The purpose of this paper is to suggest that this conclusion is too hasty. There are various ways of conceptualising occupational competence. The paper argues that one of them does do justice to the variety and richness of the professional aspects of job performance. This conception of competence is shown to meet the more considered objections to competency standards in the philosophical literature, as well as various less well-articulated criticisms that have appeared in recent debate in Australia. The implications of this richer conception of competence for higher education are discussed.
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Green, Andy, Geoff Mason, and Lorna Unwin. "Education and Inequality: Introduction." National Institute Economic Review 215 (January 2011): R1—R5. http://dx.doi.org/10.1177/0027950111401139.
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Disparities in educational opportunities and attainments contribute a great deal to social and economic inequalities in the UK and other developed countries. First, it is well known that educational attainments are strongly positively related to employment rates and to pay. For example, among persons aged 25–59 in the UK, about 89 per cent of university graduates were employed in 2009 compared to 78 per cent of those whose highest qualifications were classified to Level 2 of the National Vocational Qualifications (NVQ) framework. At the same time average gross hourly earnings for 25–59 year old graduates in employment were roughly 80 per cent higher than for people in the same age group with NVQ Level 2 qualifications.
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Shuy, Roger W. "Language and the Law." Annual Review of Applied Linguistics 7 (March 1986): 50–63. http://dx.doi.org/10.1017/s0267190500001641.
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The application of linguistics to other areas of life has occurred in a somewhat natural, if haphazard, fashion. The first and most obvious applications were to education (first and second language learning, teaching, and testing), lexicography, translation, and speech therapy (Crystal 1981). There has been rather long standing interest in other fields, such as medical interaction (Mishler 1984; cf., van Naerssen and Kaplan elsewhere in this volume) and religious language (Samarin 1976), but it has been only within the past few years that increasing amounts of linguistic knowledge have been applied to the field of law.
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Adetunji, Jacob Ayo. "Infant mortality in Nigeria: effects of place of birth, mother's education and region of residence." Journal of Biosocial Science 26, no. 4 (October 1994): 469–77. http://dx.doi.org/10.1017/s002193200002160x.
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SummaryThis paper examines the effects of a child's place of birth, mother's education, region of residence and rural and urban residence on infant mortality in Nigeria between 1965 and 1979, using data from the 1981/82 Nigeria Fertility Survey. Infant mortality rates declined in all regions between 1965 and 1979. Children born in modern health facilities, irrespective of their mothers' place of residence, experienced significantly lower rates of infant mortality than those born elsewhere. Logistic regression analysis showed that all other variables tested were also significant, although some to a lesser degree. Efforts to reduce infant mortality in Nigeria should include policies that rectify rural and urban differentials in the distribution of health facilities and encourage their use.
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Winter, Sam, Leung Yuk-Wah, and Ma Kwai-Heung. "Perceptions of Effectiveness of Rewards and Punishments: A Comparison of High- and Low-Achievers in Secondary School." Australasian Journal of Special Education 15, no. 1-2 (1992): 56–70. http://dx.doi.org/10.1017/s1030011200022557.
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Two Hong Kong studies are described which investigate the perceptions of junior secondary school pupils (high- and low-achieving) concerning the effectiveness of rewards and punishments. Both studies employ versions of Caffyn’s questionnaire. Initial analysis reveals that (a) there is a relationship between disaffection and achievement, and (b) pupils of both achievement levels have more favourable perceptions regarding the effectiveness of rewards than they do of punishments. A focus on the relationships between achievement and perceptions reveals that (c) high-achievers perceive a large number of rewards as more effective than do low-achievers, (d) low-achievers perceive very few other rewards as being more effective than do high-achievers, and (e) the situation is a little more balanced for punishments. The paper includes a discussion regarding particular reward and punishment items perceptions about which differentiate low-and high-achievers. Finally, it is noted that there is a high level of consistency between findings in the two studies reported in this paper. Where it is possible to make comparisons with other research findings from Hong Kong and elsewhere, a high degree of agreement between such findings is found.
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Li, Ming Yong, Yan Ma, Yuan Yuan Liang, and Wen Shu Duan. "Study the Model of Hierarchy Education Resource Classified Register and Discovery in Grid." Advanced Materials Research 225-226 (April 2011): 560–64. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.560.
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Register and discovery of education resource is the key to effective share education resources. Only based on resource register and discovery, other applications may be realized . Based on the existing discovery mechanisms, this paper proposed the model of hierarchy education resource classified register and discovery in grid. Puts forward to the register and discovery algorithm of education resources, and made a simulation test using GridSim.
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Grant, Nigel. "Multicultural Education in Scotland: Ourselves and Others." Scottish Educational Review 29, no. 2 (March 13, 1997): 134–45. http://dx.doi.org/10.1163/27730840-02902005.
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This article attempts to identify the persistence of prejudice, especially about language, at a time when multicultural educational objectives are widely accepted (at least notionally), even in unconscious vocabulary, and to examine the survival of many attitudes that continue this surviving racism and lingering prejudice. It deals with the belief in the ‘bilingual deficit’, the survival of which has done immense damage, and the views of culture within Scotland, the role of cultural ‘markers’ in religion and language, and some of the myths about minority populations within Scotland and elsewhere. Changes of identity are also mentioned, religious and other, and how various cultures may change the roles of their children in different contexts, and how minorities may play altered roles (and be differently defined) in different situations. The tasks for Scotland at the present are also looked at, and an agenda for change (hopefully) set forth. The tasks for multicultural education are argued to be urgent and a priority, not only an additional element, both for the minorities and the majority, especially within Scotland at the present time, and a number of practical implications are identified.
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Anoee, Nunia Qanatsiaq, Shelley Tulloch, Jeannie Arreak-Kullualik, Kerri Wheatley, and Sandy McAuley. "(Re)Invigorating family and community leadership in Inuit bilingual education." AlterNative: An International Journal of Indigenous Peoples 13, no. 1 (February 16, 2017): 2–10. http://dx.doi.org/10.1177/1177180116689025.
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This article contextualizes community discourse about promising practices in Inuit bilingual education within the findings of Canada’s Truth and Reconciliation Commission. Arviat, Nunavut (Canada), is recognized as a success story in English-Inuktitut bilingualism. It has also been a nexus of elder- and Inuit-driven curriculum reform for strong bilingual education. A community-based research team facilitated conversations with 17 elders, teachers, and parents in Arviat, and 10 Inuit leaders elsewhere, about what is supporting bilingual education. Grounded theory analysis revealed family and community leadership as a key theme. Participants attributed successful bilingual education outcomes to family- and community-based language policies and practices that prioritize Inuktitut and support lifelong language learning. Their emphasis is echoed in discourse in other Inuit and Indigenous contexts. We argue that reclaiming the family leadership that was interrupted by residential schooling is a key to achieving or sustaining bilingualism and school success, and is also one aspect of achieving reconciliation.
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Nagy, Barnabás. "A Mecsek Orthoptera faunájának jellegzetes vonásai." Natura Somogyiensis, no. 9 (2006): 153–66. http://dx.doi.org/10.24394/natsom.2006.9.153.
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The Mecsek Mts and the Villány Hills represent the most southern (low)mountain region of Hungary. Here 63 grasshopper species were detected (=51,6% of the total Hungarian Orthoptera fauna), however, several in Hungary elsewhere common species were not found. High percentage of some Mediterranean, Balkan and other, elsewhere in Hungary rare or missing Orthoptera species (as e.g. Poecilimon fussi, Poecilimon intermedius, Isophya costata, I. modestior, I. modesta, I. camptoxypha, Sagapedo, Odontopodisma decipiens, O. schmidtii, Aiolopus strepens, Acrotylus insubricus, etc.), are characteristic to this fauna and to these grasshopper assemblages. The joint and frequent occurrence of bigger, mostly predaceous decticines (3 Pholidoptera spp., Pachytrachis gracilis, Pterolepis germanica) is also remarkable. Species being under legislative nature protection in Hungary amounted to 10 taxons (=15,9 %) in the Mecsek, - among them with two sub-endemics for the Carpathian Basin: Isophya costata and /. camptoxypha. However, during the last decades some flightless phaneropterids (/. modesta, I. camptoxypha, I. modestior) seem to have suffered local extiction around settlements due to the urbanization pressure. Species occurring in the Mecsek Mts were classified according to their phenology. The northernmost sites of the area of Aiolopus strepens - the adults overwinter - were detected in the Mecsek. Places of occurrence of rare and protected species {Isophya spp., Poecilimon intermedius, Aiolopus strepens) are endangered by habitat destruction, especially around the city Pécs, that is extending to parts of the southern slopes of the Misina Mt (535 m).
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Paltridge, Rachel. "The diets of cats, foxes and dingoes in relation to prey availability in the Tanami Desert, Northern Territory." Wildlife Research 29, no. 4 (2002): 389. http://dx.doi.org/10.1071/wr00010.
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In most areas of Australia, mammals constitute the staple diets of cats, foxes and dingoes. In central Australia the abundance of mammals is often too low to meet the dietary requirements of these carnivores and yet populations of cats, foxes and dingoes persist. To investigate alternative feeding strategies of cats, foxes and dingoes in arid environments, their diets were monitored in relation to prey availability in two areas of the Tanami Desert where rabbits do not occur. Dietary information was obtained by analysing predator scats collected between 1995 and 1997. Prey availability was monitored by track counts, pitfall trapping, Elliott trapping, and bird counts along walked transects. In contrast to dietary studies elsewhere in Australia, it was found that reptiles were an important component of the diets of predators in the Tanami Desert, and should be classified as seasonal staples. Birds increased in importance in the diets of cats and foxes during the winter, when reptiles were less active. There was considerable overlap between the diets of all three predators, although dingoes ate more large prey items (e.g.�macropods) than the other two predators. Results highlight the opportunistic feeding habits of cats, foxes and dingoes and show that, although mammalian prey are less important in central Australia than has been found elsewhere, species that are vulnerable to extinction, such as the bilby (Macrotis lagotis), mulgara (Dasycercus cristicauda) and marsupial mole (Notoryctes typhlops), are also consumed by these predators.
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Schiffman, Harold. "Tariq Rahman, Language, education and culture. Oxford & New York: Oxford University Press and Sustainable Development Policy Institute, 1999. Pp. xvi, 318. Hb $26.95." Language in Society 30, no. 2 (April 2001): 335–36. http://dx.doi.org/10.1017/s0047404501432052.
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This is a compendium of articles, originally published elsewhere, that focus on language, education, and culture in Pakistan, where the author has spent most of his career. As he admits in the general introduction, the articles were not initially written as chapters for a book, so they do not each focus on a single argument; but since they have these three themes as they relate to Pakistan as their organizing idea, with few other sources to guide us, we can get some general ideas about these issues as they play out in Pakistan.
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V. Paul, Peter. "THE QUALITATIVE SIMILARITY HYPOTHESIS: A COMMENTARY." Journal Human Research in Rehabilitation 11, no. 2 (September 29, 2021): 56–61. http://dx.doi.org/10.21554/hrr.092101.
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This article provides a summary of the historical background and basic tenets of the Qualitative Similarity Hypothesis (QSH), which has been applied to explore the language and literacy acquisition of d/Deaf and hard of hearing (d/Dhh) children and adolescents in the United States (and elsewhere, for example, South Korea and Saudi Arabia). The QSH is a developmental similarity model, influenced by the early investigations on language and literacy development of children with developmental/intellectual/cognitive or learning/language disabilities. It is argued that the acquisition of English (or any other phonemic language) by d/Deaf and hard of hearing children or other children in Special Education programs is developmentally or qualitatively similar to that of typical (non-disabled) language and literacy learners. This is also the case for second language learners of English, often labeled English language learners. The QSH can be used to provide indirect support for inclusive education programs and strong direct support for access to the general education curriculum.
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O'Regan, Patrick W., Jennifer M. Ní Mhuircheartaigh, Timothy G. Scanlon, and Martin J. Shelly. "Radiology of the Mesentery." Clinics in Colon and Rectal Surgery 35, no. 04 (July 2022): 328–37. http://dx.doi.org/10.1055/s-0042-1744481.
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AbstractThe recent description and re-classification of the mesentery as an organ prompted renewed interest in its role in physiological and pathological processes. With an improved understanding of its anatomy, accurately and reliably assessing the mesentery with non-invasive radiological investigation becomes more feasible.Multi-detector computed tomography is the main radiological modality employed to assess the mesentery due to its speed, widespread availability, and diagnostic accuracy.Pathologies affecting the mesentery can be classified as primary or secondary mesenteropathies. Primary mesenteropathies originate in the mesentery and subsequently progress to involve other organ systems (e.g., mesenteric ischemia or mesenteric volvulus). Secondary mesenteropathies describe disease processes that originate elsewhere and progress to involve the mesentery with varying degrees of severity (e.g., lymphoma).The implementation of standardized radiological imaging protocols, nomenclature, and reporting format with regard to the mesentery will be essential in improving the assessment of mesenteric anatomy and various mesenteropathies.In this article, we describe and illustrate the current state of art in respect of the radiological assessment of the mesentery.
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Hoffmann, A. A., and M. Turelli. "Unidirectional incompatibility in Drosophila simulans: inheritance, geographic variation and fitness effects." Genetics 119, no. 2 (June 1, 1988): 435–44. http://dx.doi.org/10.1093/genetics/119.2.435.
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Abstract In California, Drosophila simulans females from some populations (type W) produce relatively few adult progeny when crossed to males from some other populations (type R), but the productivity of the reciprocal cross is comparable to within-population controls. These two incompatibility types are widespread in North America and are also present elsewhere. Both types sometimes occur in the same population. Type R females always produce type R progeny irrespective of the father's type. However, matings between R males and females from stocks classified as type W produce type R progeny at low frequency. This suggests rare paternal transmission of the R incompatibility type, as we have found no evidence for segregation of incompatibility types in the W stocks. There is quantitative variation among type R lines for compatibility with W females, but not vice versa. Population cage studies and productivity tests suggest that deleterious side effects are associated with the type R cytoplasm.
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Yajima, Y., and Y. Takahashi. "Lorentz And Interference Electron Microscopy On A Scanning Tem." Microscopy and Microanalysis 5, S2 (August 1999): 38–39. http://dx.doi.org/10.1017/s1431927600013519.
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Magnetic imaging can be performed both on conventional (projection) and scanning TEM (CTEM/STEM). The CTEM-based magnetic imaging, classified into Fresnel, Foucault, holography, and other modes, has proven successful by now in observing various magnetic objects, and has accordingly been well documented elsewhere. The STEMbased one has emerged relatively recently prompted by the rapid growth of current STEM technology.The most ubiquitous implementation of Lorentz microscopy on a STEM is the differential phase contrast (DPC) mode. Each scanning signal obtained in the DPC mode is linear to Lorentz deflection, thus reflects the magnitude of an in-plane component of magnetic induction integrated along the optical axis(Fig.l). The signals therefore suffice to generate integrated in-plane magnetic induction maps(Fig.2). Furthermore, by making use of the fact that the Lorentz deflection distribution across the image plane forms an irrotational (vortex-free) 2D vector field, a pertinent numerical image processing yields a function equivalent to the electron phase function representing magnetically distorted electron wavefront.
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Mabizela, Mahlubi. "0 - Introduction." Journal of Higher Education in Africa 5, no. 2-3 (January 18, 2007): 1–14. http://dx.doi.org/10.57054/jhea.v5i2-3.1626.
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The growth of private provision of higher education in recent years is a phenom- enon experienced the world over, but especially in Africa, Central and Eastern Europe, Asia and Latin America. Some of these regions had very little or no pri- vate higher education before the 1990s. As elsewhere in the world, the private provision of higher education in Africa is largely not new but has had antecedents. Hence, it is appropriate for some countries to refer to the latest wave as a resur- gence rather than as a surge of the sector. Indeed, the private higher education surge happens in the context where the public sector is dominant and state poli- cies do not cater for the private sector. This partly leads to private institutions having to deal with issues of legitimacy. Despite this, their prominence has rekin- dled debates on what is higher education, higher education as a public/private good, and quality, among other issues. This introductory article deals with these issues as a way of providing a background to all the other themes dealt with individually by other papers in this volume. It outlines the purposes and objectives of this special issue and gives a detailed summary of each article contained herein.
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Campesino, Juan. "Rumbos de la pedagogía teatral en México y América Latina." CONCEPT 26, no. 1 (February 26, 2024): 210–22. http://dx.doi.org/10.37130/n8m93g45.
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Ties between theater and elementary education are revised in order to make visible a tradition, namely authentic theatrical pedagogy, which is normally eclipsed by the teaching of the greatest masters of the theatrical arts, in which case the pedagogical substratum is not often in the foreground. Instead, some elementary-school professors in Europe and elsewhere have found in theater an ideal didactic tool to work with children not just in matters strictly related to the arts but in reference to other school subjects.
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Smith, Roy, and Rachel Welton. "Islands in the energy stream: regional cooperation in the Indian Ocean tourism sector." Central European Review of Economics and Management 4, no. 1 (March 15, 2020): 27–52. http://dx.doi.org/10.29015/cerem.831.
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Aim: This article considers the need to move away from a dependency on fossil fuels towards more sustainable renewable sources of energy production. The focus is on the tourism sector in two Indian Ocean destinations, Mauritius and the Seychelles. The broader aim, however, is to highlight the interconnectedness between public and private stakeholders and how lessons learned from these case studies could have broader applicability elsewhere.
Design/research methods: A case study approach has been taken drawing on data supplied by both the private tourism sector in the destinations under consideration and relevant government and regional reports.
Conclusions/findings: Progress has been made in the shift towards decarbonisation policies and practices in these destinations. This has been achieved via a cooperative approach between public and private stakeholders, extending the development of renewable energy infrastructure and supply to include sustainable education policies supported by both governments’ education departments and vocational programmes implemented by the larger hotels in these destinations.
Originality/value of the article: Although there have been other studies conducted on the promotion of renewable energy in small island states, there is a paucity of such research looking specifically at the tourism sector and the role of public/private partnerships in developing broader education for sustainable development programmes.
Implications: The case studies focus on highlighting how governments and tourism businesses can work towards shared goals, in this case decarbonisation and education for sustainability. The implication is that such a model could be applied elsewhere with equally positive results.
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Sices, Laura, Jeffrey S. Harman, and Kelly J. Kelleher. "Health-Care Use and Expenditures for Children in Special Education with Special Health-Care Needs: Is Dual Classification a Marker for High Use?" Public Health Reports 122, no. 4 (July 2007): 531–40. http://dx.doi.org/10.1177/003335490712200415.
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Objectives. Children with special health-care needs are an important group for policy and research planning. Special education engages a group of children with increased utilization of services related to education. While increased service utilization in education or health-care settings is often used to classify children as having special needs, considerable heterogeneity exists within each group. The extent to which being identified in two functionally defined systems—special education and health care—relates to health-care utilization is unknown. We sought to determine health-care and mental health utilization and expenditures for children dually classified as receiving special education and having special health-care needs (SHCN) compared with those who only have SHCN, only are in special education, or don't fall into either category. Methods. A nationally representative sample of children aged 5–17 years from the Medical Expenditure Panel Survey was used to compare mean health-care and mental health utilization and expenditures for the four groups. Results. Dually classified children had significantly higher mean utilization of health-care services than the other three groups ( p,0.05). Mean 12-month total health-care expenditures were highest for dually classified children ($3,891/year) ( p,0.05) and higher for children classified only as having SHCN ($1,426/year) than for children with neither classification ($644/year, p,0.05). Conclusions. Children dually classified as receiving special education and having SHCN represent a subgroup of children with SHCN with high levels of health-care utilization and expenditures. This information can assist policy makers in identifying characteristics that place children at risk for very high expenditures, and in allocating health-care resources.
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Dagarin Fojkar, Mateja, and Darija Skubic. "Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia." Center for Educational Policy Studies Journal 7, no. 4 (December 22, 2017): 85–104. http://dx.doi.org/10.26529/cepsj.365.
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The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere.
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Usmani, Muhammad Faisal, and Husam Alharahsheh. "Effective Teaching Methods in a diverse and challenging higher education class in the UK." Advances in Social Sciences Research Journal 7, no. 8 (August 31, 2020): 532–46. http://dx.doi.org/10.14738/assrj.78.8800.
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Education in a multi-cultural environment also requires the participants (international students whose first language is not English) and local students (whose first language is English) to adapt themselves to the environment of education. There should be a two-way process of integration of students into the higher education sector in the UK or elsewhere in order to make the learning process effective. In this process, the teachers/lecturers should determine and adopt the method(s) which would be most appropriate to make teaching interesting and understandable for local and overseas students with a variety of cultural backgrounds. On the other hand, foreign methods of teaching should be regarded by overseas students as part of their learning process so that they are able to accept the best aspects of foreign methods of teaching. It is to be emphasised however that teachers in the higher education system in the UK or elsewhere should, during the initial stage of teaching on any programme, familiarise overseas students with the special aspects of teaching under this system, and alert students, in a friendly manner, of the essentials and techniques of learning and the evaluation system(s) thereto. Teachers/lecturers should be aware of an almost total transformation of a learning method which many of the overseas students are required to go through and also local students feel to be convenient in accordance to the British education system (Helmi and Pius, 2018a; Helmi et al., 2018a; Helmi et al., 2018b and Helmi et al., 2018c). Students must have satisfied the admission requirements of the institutions concerned for a particular programme of study; thus their ability to understand the basic concepts relating to a variety of subjects which they opt for may not be questioned (Helmi and Pius, 2018a).
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Shaturaev, Jakhongir. "A REVIEW OF NATIONAL EDUCATION SYSTEM OF INDONESIA AND UZBEKISTAN: STRUCTURE, FINANCING, REFORMS." International Journal of Advanced Research 9, no. 02 (February 28, 2021): 461–74. http://dx.doi.org/10.21474/ijar01/12470.
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The Government of Uzbekistan, experiencing modern reforms in an educational sector as a strategic part of a development program after the last presidential elections, spends an enormous portion of its resources on public education – significantly more than other countries in Central Asia, elsewhere with a similar income level, however, it is yet to pay off. Meanwhile, far in South-East Asia, Indonesia has made dramatic progress on expanding access to education, directing a huge stream of money towards formal education over the past few decades, but still, the learning outcomes remain low. In addition to key reforms in mandatory schooling in terms of increased quality of investment, utilization of information, communications hold considerable promise in improving educational outcomes. This comparative study on the compulsory education of both counties investigates financing and educational concerns in Indonesia and Uzbekistan. Drawing on our findings indicating the need for long-term educational reforms and proper investments in public education to reach promising milestones.