Littérature scientifique sur le sujet « Education – Social aspects – Great Britain »
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Articles de revues sur le sujet "Education – Social aspects – Great Britain"
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Žygaitienė, Birutė, et Evelina Buivydaitė. « A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like ? » Pedagogika 129, no 1 (25 avril 2018) : 268–85. http://dx.doi.org/10.15823/p.2018.18.
Texte intégralRésumé :
The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made:
1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition.
During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics.
2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.
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Bazylchuk, Vira. « International experience of the development of students’ physical activity by means of sports games in higher education institutions of Great Britain ». Visnyk of the Lviv University. Series Pedagogics, no 37 (2022) : 17–28. http://dx.doi.org/10.30970/vpe.2022.37.11637.
Texte intégralRésumé :
The article presents a comparative analysis of international experience of the development of students’ physical activity in higher education institutions of Great Britain. The author characterizes the structure and content of higher education in leading educational institutions of Great Britain and pays special attention to the organizational aspects of the development of students’ physical activity by means of sports games in leading British universities. Attention is focused on the fact that the process of physical education in higher education institutions of Great Britain is organized according to the principle of the club system, which allows students to choose what kind of sport or physical activity they want to do in extracurricular time as a member of a particular sports club. It is argued that there is a certain difference compared to domestic institutions of higher education because in the absolute majority of British institutions of higher education the process of physical education is organized on the principle of the club system. Higher education institutions of great Britain provide various sports programs: the University of Birmingham implements the Social Sport program, which enables students to try various types of physical activity during the study semester, to improve their skills or to practise a new sport; the University of Manchester has the Sporticipate sports program, which provides students with several hours of free sports classes per week in order to increase their physical performance; the University of London (City University London) implements CityActive sports program, which is aimed at increasing the physical activity of students, their recreation and communication skills. The study shows that there is a significant number of student sports clubs in British universities, namely 52 student sports clubs at the University of Birmingham, 42 student sports clubs at the University of Manchester, and 18 student sports clubs at the University of London (City University London). Keywords: development, physical activity, students, sports games, institutions of higher education of Great Britain.
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Mukan, Nataliya, Olena Fuchyla et Halyna Ihnatiuk. « Constructivist Approach in a Paradigm of Public School Teachers′ Professional Development in Great Britain, Canada, the USA ». Comparative Professional Pedagogy 7, no 2 (27 juin 2017) : 7–12. http://dx.doi.org/10.1515/rpp-2017-0016.
Texte intégralRésumé :
Abstract The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Mukan, Nataliya, et Svitlana Kravets. « Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA ». Comparative Professional Pedagogy 5, no 4 (1 décembre 2015) : 39–45. http://dx.doi.org/10.1515/rpp-2015-0063.
Texte intégralRésumé :
Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Sidorov, Sergey. « V International Scientific Conference “Military History of Russia : Problems, Search, Decisions” Devoted to the 75th Anniversary of the Victory in the Great Patriotic War (September 11–12, 2020, Volgograd) ». Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija 26, no 1 (mars 2021) : 253–60. http://dx.doi.org/10.15688/jvolsu4.2021.1.22.
Texte intégralRésumé :
The article presents information about the V International scientific conference “Military history of Russia: problems, search, solutions” held in Volgograd on September 11–12, 2020, dedicated to the 75th anniversary of Victory in the Great Patriotic War. The conference was held at Volgograd State University. The conference was informative and representative in its composition: more than 220 representatives of scientific institutions of the Russian Academy of Sciences, civil and military universities and centers, archives, museums and libraries in 48 cities of Russia, Azerbaijan, Belarus, Great Britain, Kazakhstan, USA, Turkmenistan and Ukraine. Among the participants of the conference there was a corresponding member of RAE, 39 doctors and 82 candidates of sciences. Along with professors and associate professors, the conference was attended by young scientists: assistant lecturers, postgraduate students, master students, students and schoolchildren. The article analyzes the work of the plenary session, sections, round tables and the discussion platform. The mainstream sections were the following: “Patriotic War: history and modernity”, “National economy of the USSR during the Great Patriotic War”, “Social history of the Great Patriotic War”, “Lower Volga and the Don during the Great Patriotic War”, “Source base for the study of the Great Patriotic War”, “Problems of historiography of the Great Patriotic War”. The permanent sections presented reports on military history in ancient times, the middle ages, modern and contemporary times, social protection of the population in wartime, and international aspects of the Battle of Stalingrad. The round tables discussed issues of military and political security of society and the state, problems of military memorial tourism in the Russian Federation, and international aspects of military conflicts. The discussion platform was dedicated to patriotic education of children and youth.
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Jeder, Daniela. « Pedagogy of diversity in teacher training ». Journal of Education, Society & ; Multiculturalism 3, no 2 (1 décembre 2022) : 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.
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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Митрофанова, О. В., С. В. Пискунова et П. Ю. Наумов. « The Concept of Family Education : Attempting to Individualize Education ». Психолого-педагогический поиск, no 4(64) (21 février 2023) : 61–73. http://dx.doi.org/10.37724/rsu.2022.64.4.007.
Texte intégralRésumé :
Индивидуализация в полной мере характеризует на сегодняшний момент лишь две формы получения общего образования: семейное образование и самообразование. Семейное обучение, утвердившееся в Австралии, Австрии, Бельгии, Дании, Великобритании, Италии, Португалии, США, Японии и других странах, развивается и в России. События 2020 года выступили катализатором данного процесса. Ставший массовым исход из школы требует от педагогической науки теоретических и практических разработок, которые смогут помочь родителям организовать дома полноценное обучение детей. Разработанная в статье концепция семейного образования описывает следующие ее структурные составляющие: основные понятия; определение и виды семейного образования; его объект и субъекты, связь основных понятий, объекта и субъектов семейного обучения; главные проблемы; педагогические условия; ведущий замысел; ключевую идею; принципы и цели; направления деятельности. Ведущий замысел семейного обучения авторы представляют как домашнюю школу, ключевую идею видят в подготовке человека универсальных возможностей, а принципами семейного обучения считают совместную образовательную деятельность всей семьи, которая осуществляется как государственная работа и как передача социальной эстафеты. Цели семейного обучения — учеба, реальная работа и развитие ребенка — определяют направления деятельности семьи по овладению нормативно-правовой, учебной, методической и психологической базой педагогического процесса. Nowadays, individualized education only exists in two forms: family education and self-education. Family education, which is widely spread in Australia, Austria, Belgium, Denmark, Great Britain, Italy, Portugal, the USA, Japan, and other countries, is gaining popularity in Russia as well, spurred by the events of 2020. The increased interest in family education requires a reassessment of theoretical and applied materials that can be used by parents willing to provide their children with quality family education. The article defines the concept of family education, outlines its types, describes the objects and subjects of family education, underlines the interconnection between its major components, outlines its principles, goals, and ideas, describes its challenges, prospects and characteristics. The authors view family education as home schooling, which unites all the members of a family. They underline social significance of family education and its versatility. Family education, which is aimed at educating and developing children, is inseparable from legal, methodological, academic and psychological aspects of education.
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Drobyazko, Svetlana, Yurii Malakhovskyi, Ruslana Zhovnovach et Mohamed Mohamed. « The concept of the mechanism of managing the intellectual resources of the innovative active enterprises’ employees (experience of Great Britain) ». Economics. Ecology. Socium 4, no 1 (16 mars 2020) : 24–32. http://dx.doi.org/10.31520/2616-7107/2020.4.1-3.
Texte intégralRésumé :
Introduction. Management of competencies of innovative workers in specific conditions of functioning of innovatively active enterprises as producing ecosystems is considered as the dominant direction of managing the process of production of new knowledge, localized within a specific organization, which can increase the consumer value of final consumption goods/services in the process of global value chains’ formation.
Aim and tasks. The purpose of the publication is to summarize United Kingdom practices in the management of intellectual resources of innovatively active enterprises.
Results. The purpose of the United Kingdom science and innovation policy is to develop the professional skills of the population, to organize world-class research and education, to apply knowledge and skills to develop a competitive economy. The established network of science and innovative policy management entities is in line with the open innovation demand model, which implies the establishment of effective cooperation between universities, business organizations, suppliers, consumers. The generalized model of organizational and economic mechanism of regulation of intellectual resources of innovatively active enterprises personnel as knowledge-intensive sociocentric networks is presented in the form of a structured system focused on the behavioral aspects of the activity of subjects of production of new knowledge of means of regulatory and indicative influence on the configuration of regulatory objects that are subordinated to the sub-system in the conditions of global competition.
Conclusions. To fully meet the requirements of innovating the organizational and economic mechanism regulation of intellectual capital’ innovatively active enterprises corresponds to the incorporation into the toolkit of realization of the purpose and tasks of development of the means of forecasting the future state, structure, prospects of increasing the value of its elements. This trend of modernization provides an opportunity to increase intellectual capital through the introduction of Foresight procedures for analysing the impact on it of scientific and technological innovations, formulating and modernizing the mission of forecasting inclusive social capital, comprehensive specification of the regulatory sector, taking into account economic macro and mesoscenarios. At the same time, the proposed means increase the degree of scientific substantiation of the processes of regulation of enterprise development by implementing the analysis of alternative scenarios of intellectual capital growth of innovatively active ecosystems of microeconomic level, open the possibility of developing technological roadmaps for the implementation of targeted programs for long-term research, long-term research development of themes and programs for the implementation of applied social technologies at the request of stakeholders.
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Green, S. J. D. « The Religion of the Child in Edwardian Methodism : Institutional Reform and Pedagogical Reappraisal in the West Riding of Yorkshire ». Journal of British Studies 30, no 4 (octobre 1991) : 377–98. http://dx.doi.org/10.1086/385990.
Texte intégralRésumé :
Much has been written in recent years about the history of childhood in Edwardian Britain. To some extent, that concentration of scholarly effort reflects a profound shift in academic concerns away from the superficially extraordinary and noteworthy to the apparently mundane and neglected that has characterized much of the so-called new social history, and from which redirection of academic attention the history of childhood in modern Britain has been only one of many beneficiaries. But perhaps to a greater extent, the outpourings of recent historiography on the changing nature and changing significance of childhood in Britain during the first decade of the twentieth century and in the years immediately leading up to the outbreak of the Great War reflect an intellectual preoccupation that would have been perfectly comprehensible to the Edwardians themselves: a preoccupation, during the first decade of the twentieth century, with the discovery of “child life,” that is, with a form of mental, emotional, and psychological life peculiar to the child.Precisely what that life consisted in, how it was discovered, and what, having unearthed it, the Edwardians made of it, is a subject too vast to be explored here. This article draws attention to only one aspect of that life and of the Edwardian discovery of and uses of it that has been largely neglected in modern historical writing. This is the religious life, religious education, and religious development of the child, particularly of that life as it was lived, nurtured, and brought (or not brought) to fruition in the Sunday schools of Edwardian England.
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Numgaudienė, Ariana, et Birutė Žygaitienė. « Content Analysis of Technology Teacher Training Programmes of Some European Countries ». Pedagogika 113, no 1 (5 mars 2014) : 112–22. http://dx.doi.org/10.15823/p.2014.1755.
Texte intégralRésumé :
The article deals with the problems of designing and updating study programmes during the integration process of the Lithuanian education system into the European education space. After the substantial change of general programmes of Basic education(2008) and Secondary education (2011) and seeking to fully involve self-development of general cultural, subject specific, generic and specific competencies which are necessary for teachers, it is important to update the study programmes.The problem of the research: what content of technology teacher training programme should be from the innovations point of view in order to meet the expectations of the changing society.The object of the research: the innovative content of the technology teacher training programme.The aim of the research: to highlight the innovative aspects of the content of technology teacher training programmes, having performed content analysis of technology teacher training programmes of the universities of Lithuania and some European countries.Research methods:analysis of scientific literature, analysis of the programmes of universities of some European countries which provide training for technology teachers as well as the analysis of the legal acts and strategic education policy documents of the European Union and the Republic of Lithuania.Updating of the study programme of technological education is a permanent process, which is conditioned by the following factors: market economy and the needs of information society, the fact that higher education is becoming mass, penetration of humanistic ideas into the content of education as well as the valid unified study quality assessment policy in the European Union.Taking into account the recommendations of the international experts’ group and considering international changes of analogous study programmes, the Committee of Technology Pedagogics Study Programmes of Lithuanian University of Educational Sciences in cooperation with the social partners carried out a research of opinions of students, graduates, university lecturers and employers on the study quality.They also performed a comprehensive analysis of the Bachelor’s degree study programmes of some Western European universities. The analysis revealed that theoretical models of study programmes design of different European universities have similarities and differences, which are determined by the philosophical aspect, humanistic ideas and the context of the national education policy. In the research the experience of five universities from the innovations point of view was used: the University of Helsinki (Finland), Queen Margaret University, Edinburgh (Great Britain), the Polytechnic Institute of Tomar (Portugal), and the University of Iceland.The following elective subjects have been included in the study programme of technology pedagogics: pedagogical ethics, sustainable development and social welfare, educational creative projects, family health education, health promoting nutrition education, visualization of technology education, eco creations, national and global food culture, interior design, technology education for special needs students, art therapy, development of leadership competencies, formation of study archives. The hidden curriculum of the study programme of technology pedagogics is ethnic culture, ecology, project activities.
Thèses sur le sujet "Education – Social aspects – Great Britain"
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Jordan, Steven Shane. « The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
Texte intégralRésumé :
This thesis is situated in the history of British debates over the relationship of technical and vocational schooling to capitalism. It analyses the impact of 'new vocational' policy initiatives on English education from the 1970s, using an approach termed 'historical ethnography.' Using this methodology, it draws on ethnographic studies of the Technical and Vocational Education Initiative (TVEI) between 1985 and 1992.My argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
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Yoda, Otoe. « Human capital selectivity, human capital investment, and school to work transition of those from immigrant backgrounds ». Thesis, University of Oxford, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669814.
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Khalid, Amr. « Aspects of Islam and social coexistence : the case of Britain ». Thesis, University of Wales Trinity Saint David, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683357.
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Zadeh, Sophie. « Thinking on fertile ground : a study of social representations of single mothers by sperm donation in the UK ». Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708877.
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Haynes, Kathryn. « (Sm)othering the self : an analysis of the politics of identity of women accountants in the UK ». Thesis, University of St Andrews, 2005. http://hdl.handle.net/10023/14191.
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This thesis examines the politics of identity of women accountants in the UK who are mothers, by exploring the links between working in the accounting profession and the experience of motherhood. It takes a sociological approach to analyse how social, political, cultural and moral forces, in relation to accounting, motherhood and wider society, affect identity, or the self. The accounting profession is arguably a masculine enviromnent into which the accountant is socialised. Motherhood illustrates the tensions between an essentialist and a non-essentialist view of identity. The thesis explores the contradictions and juxtapositions between these two identities of accountant and mother, and the struggle of women to exercise agency within the confines of the profession. It uses a feminist methodological framework based on the subjective experience of women. As such, I present my own autobiographical account of being an accountant and mother, and the oral history narratives of fifteen other women, arguing that narrative forms an integral part of identity construction. The thesis concludes that the narrative approach and the use of oral histories has much to offer to accounting research and has important implications for our understanding of the interrelationships between accounting and motherhood. These include the emotions, transformations and constructions of identity of women accountants.
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McKay, Ralston William. « At school with looked after children : a study of the views of children in public care ». Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/1838.
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This thesis is concerned with the education of children in care. Its analytic focus is on ways in which children in public care are and have been constructed by knowledge and policies that are embedded in the discourses that surround them. A literature review of empirical research conducted in the UK concludes that the dominant research strands and epistemologic studies in this area have failed to allow foregrounding and exploration of children's own accounts of their experiences at school as children in care. Other literature concerning policy and historical contexts is considered within subsequent analytic chapters where a Foucauldian approach is adopted. The empirical work reported is of the content of interviews conducted in schools with 27 children and young people who were in foster care. A Foucauldian perspective allows consideration of the fashion whereby practices of surveillance and "the gaze" construct children by adults. The children's accounts are foregrounded in the data chapters where, firstly, their experiences of adults are explicated in terms of the three mechanisms of surveillance that Foucault identified. Adults' writings about the children, particularly within Records of Needs that had been opened to delineate the special educational needs of some of the children, are described and the fashions whereby these too construct the children, often negatively, are exposed. A sometimes overpowering sense of public intrusion into the children's private lives permeated their accounts but the final data chapter considers the ways they utilised their own agency sometimes as a struggle to resist the markers of difference experienced. Here again their own stories are given prominence. The implications of these accounts lead to suggestions about how changes to adults' practices in their dealings with children in care could be introduced in a range of settings including schools, the meetings held about children and educational psychologists' activities where, fundamentally, a need for adults to display more genuine respect to children and young people is required.
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Bregman, Abigail Sibley. « The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939 ». Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
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Koch, Insa Lee. « Personalising the state : law, social welfare and politics on an English council estate ». Thesis, University of Oxford, 2012. https://ora.ox.ac.uk/objects/uuid:4335c11c-c0a5-44dc-bd15-5bbbfe2fee6c.
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This dissertation offers a study of everyday relations between residents and the state on a post-industrial council estate in England. Drawing upon historical and ethnographic data, it analyses how, often under conditions of sustained exclusion, residents rely upon the state in their daily struggles for security and survival. My central ethnographic finding is that residents personalise the state alongside informal networks of support and care into a local sociality of reciprocity. This finding can be broken into three interconnected points. First, I argue that the reciprocal contract between citizens and the state emerged in the post-war years when the residents on the newly built estates negotiated their dependence upon the state by integrating it into their on-going social relations. A climate of relative material affluence, selective housing policies, and a paternalistic regime of housing management all created conditions which were conducive for this temporary union between residents and the state. Second, however, I argue that with the decline of industry and shifts towards neoliberal policies, residents increasingly struggle to hold the state accountable to its reciprocal obligations towards local people. This becomes manifest today both in the material neglect of council estates as well as in state officials' reluctance to become implicated in social relations with and between residents. Third, I argue that this failure on the part of the state to attend to residents' demands often has onerous effects on people's lives. It not only exacerbates residents' exposure to insecurity and threat, but is also experienced as a moral affront which generates larger narratives of abandonment and betrayal. Theoretically, this dissertation critically discusses and challenges contrasting portrayals of the state, and of state-citizen relations, in two bodies of literature. On the one hand, in much of the sociological and anthropological literature on working class communities, authors have adopted a community-centred approach which has depicted working class communities as self-contained entities against which the state emerges as a distant or hostile entity. I argue that such a portrayal is premised upon a romanticised view of working class communities which neglects the intimate presence of the state in everyday life. On the other hand, the theoretical literature on the British state has adopted a state-centred perspective which has seen the state as a renewed source of order and authority in disintegrating communities today. My suggestion is that this portrayal rests upon a pathologising view of social decline which fails to account for the persistence of informal social relations and the challenges that these pose to the state's authority from below. Finally, moving beyond the community-centred and state-centred perspectives, I argue for the need to adopt a middle ground which combines an understanding of the nature and workings of informal relations with an acknowledgement of the ubiquity of the state. Such an approach allows us to recognise that, far from being a hostile entity or, alternatively, an uncontested source of order, the state occupies shifting positions within an overarching sociality of reciprocity and its associated demands for alliances and divisions. I refer to such an approach as the personalisation of the state.
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Kell, Patricia Ellen. « British collecting, 1656-1800 : scientific enquiry and social practice ». Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670252.
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Nanabawa, Sumaiya. « A discourse analysis of print media constructions of 'Muslim' people in British newspapers ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006767.
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This research study aimed to examine how the identity of ' Muslim' people is constructed in British print media today, and whether or not these constructions promote or undermine a xeno-racist project. The research draws on the idea that identity is partly constructed through representation, with an emphasis on how language can be used to construct and position people in different ways. Using a social constructionist paradigm, the study further considers the role that print media has in providing a discursive field within which the construction and reproduction of racist attitudes and ideologies in contemporary global society can take place. Sixty-five newspaper articles were selected from the online archives of British newspapers, The Guardian and The Daily Telegraph using systematic random sampling. These were analysed using the six stages of Foucauldian discourse analysis outlined by Carla Willig. To provide a more fruitful account, the analysis also incorporated the methods of Potter and Wetherell whose focus is on the function of discourse, as well as van Langenhove and Harre's focus on subject positioning, and Parker's use of Foucauldian analysis which looks at power distributions. The analysis revealed that Muslims are discursively constructed as a direct politicised or terror threat, often drawing on discourses of sharia law, and Muslim-Christian relationships. They are also constructed as a cultural threat, drawing on discourses of isolation, oppressed women, the veil/headscarf, identity, visibility and integration. The analysis also showed some variation in constructions, and these extended from the racialization of Muslims to showing the compatibility between Islamic and western values. This study discusses the form these different constructions take and the possible implications these constructions might have in contributing toward a prejudiced and largely negative image of Islam and Muslims.
Livres sur le sujet "Education – Social aspects – Great Britain"
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Derek, Kassem, et Garratt Dean 1970-, dir. Exploring key issues in education. New York : Continuum International Pub. Group, 2009.
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Multiculturalism and education. London : Continuum, 2011.
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Education and the social order, 1940-1990. New York : St. Martin's Press, 1991.
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Musgrave, P. W. Society and education in England since 1800. London : Routledge, 2007.
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School and society in Victorian Britain : Joseph Payne and the new world of education. New York : Garland Pub., 1995.
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Richard, Aldrich. School and society in Victorian Britain : Joseph Payne and the new world of education. Epping : College of Preceptors, 1995.
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Ben, Cosin, Hales Margaret et Open University, dir. Families, education, and social differences. London : Routledge in association with the Open University, 1997.
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Archer, Louise. Higher education and social class : Issues of exclusion and inclusion. London : RoutledgeFalmer, 2003.
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1948-, Carrington Bruce, dir. Education, racism, and reform. London : Routledge, 1990.
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Christians in Education (Cambridge, England), dir. Curriculum unmasked : Towards a Christian understanding of education. Eastbourne, E. Sussex [England] : Monarch, 1989.
Trouver le texte intégralChapitres de livres sur le sujet "Education – Social aspects – Great Britain"
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Kaprāns, Mārtiņš. « Latvian Migrants in Great Britain : ‘The Great Departure’, Transnational Identity and Long Distance Belonging ». Dans IMISCOE Research Series, 119–44. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_6.
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Abstract This chapter explores the transnational aspects of identity and the long distance belonging of Latvian migrants in Great Britain. In particular, it focuses on the discourses and practices of long distance belonging to Latvia. The article is based on a comparative analysis of The Emigrant Communities of Latvia survey data as well as semi-structured interviews with Latvian migrants in Great Britain. The analytical sections are organised so as to discuss the three main analytical contexts of long distance belonging: ethno-cultural, political and social. In the ethno-cultural context, migrants who identify themselves as ethnic Latvians rediscover and strengthen their links to the Latvian cultural space, its traditions and its ways of collective self-understanding. Conversely, the absence of this cultural capital among Russian-speaking migrants from Latvia advances their faster assimilation into British society. The political context of long distance belonging reveals high levels of distrust of the Latvian government and the migrants’ overall disappointment with Latvia’s political elite, as well as political apathy. Nevertheless, Latvian migrants in the United Kingdom are discovering new motivation and fresh opportunities to influence the political reality in Latvia and that has increased participation in Latvian national elections. The social context of long distance belonging, in turn, enables new forms of allegiance towards Latvia. These are manifested in philanthropic initiatives, in participation in various interest groups and in regular interest in what is happening in Latvia. The social context does not put the migrants’ activities into ethno-cultural or political frameworks, but encourages moral responsibility towards the people of Latvia.
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« SOME PROPOSED INTERVENTION PROGRAMMES IN THE U.S.A. AND GREAT BRITAIN ». Dans Social Class Language and Education, 154–71. Routledge, 2006. http://dx.doi.org/10.4324/9780203001295-9.
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Pant, Harsh Vardhan, Manoj Chandra Lohani et Jeetendra Pande. « MOOCs in Higher Education ». Dans Advances in Human and Social Aspects of Technology, 58–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7844-5.ch004.
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Online education has gained a lot of acceptance among the learners in the recent past. The advances in technology and changing demand from students and business as well as the possibility for reducing costs and generating income has led to a MOOC explosion. Over the last years, massive open online courses (MOOCs) have received a great deal of attention from the academic community, business, and the media, especially after the World Health Organization (WHO) officially declared COVID-19 as a pandemic in March 2020. The pandemic has caused educational disruption across the globe. Educational institutes faced with the challenge of maintaining the continuity of learning and were almost forced to switch to the online mode. The seemingly simple and immediate solution is to conduct school remotely using online resources. The aim of this study is to investigate the current trends and prediction with respect to the adoption of MOOCs in the Indian higher education system and identify various influencing factors facilitating this adoption.
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Afedzie, Richard H., James Aller et Joseph Nketia. « Reshaping Education for the New Labour Market in Sub-Saharan African Countries ». Dans Advances in Human and Social Aspects of Technology, 157–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9810-7.ch007.
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This chapter examines the vital role of education and training in the new labour market. It explores the relative importance of technical education and computer literacy for all able working citizens in sub-Saharan African countries. It states that heavy investment in education and training has a great return on productivity and has the potential to change societies for all citizens. The literature on new labour market documents that sub-Saharan African countries that have changed their educational system to reflect technical competency have been able to develop their workforce productivity and national economic development. It asserts that government policies on education and training should be of utmost priority to governance in order to enhance the labour market in the 21st century.
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Claypoole, Victoria L., Clay D. Killingsworth, Catherine A. Hodges, Hannah K. Nye, Larry A. Moralez, Ernesto Ruiz et Kay M. Stanney. « Augmented Reality ». Dans Advances in Human and Social Aspects of Technology, 78–108. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6453-0.ch004.
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Augmented reality technology holds great promise for extending and enhancing users' capabilities across numerous applications in both work and personal life. It would be easy to see AR, then, as a panacea, but thoughtful design is required if the benefits are to be realized without also realizing the nascent technology's great potential for harm. Current applications in commercial, military, and education and training settings are herein reviewed, along with consideration of potential future directions. This chapter also identifies hazards posed by poor design or haphazard application and provides recommendations and best practices for those engaged in the design of AR that seek to maximize the human utility of this rapidly maturing technology.
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J., Dinesh Kumar, et Arulchelvan S. « Family Dynamics and ICT ». Dans Advances in Human and Social Aspects of Technology, 164–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7844-5.ch008.
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The use of information and communication technologies is increasing in the present scenario to a great extent for various purposes such as education, entertainment, business, e-governance, and so on. When ICT use expanded its origin, it has also predominantly taken a huge place in domestic activities. In the recent decade, the domestication of technologies in home has been expanding and its influence in family activities and family members must be a considerable area to study. Though many scholars from various countries attempted to understand the ICT influence in family life, this chapter adds a contribution to the field by analysing how the different activities in domestic life influences the family dynamics. This research collected the data from two different generation family members such as parents and children. This will help to understand how the ICT use influences the intergeneration family members. It is found that ICT has a desirable influence in family activities. Young adults are highly influenced by parents, and the regular monitoring is expected to avoid harmful effects.
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Dilci, Tuncay, et Anıl Kadir Eranıl. « The Impact of Social Media on Children ». Dans Research Anthology on Usage, Identity, and Impact of Social Media on Society and Culture, 15–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6307-9.ch002.
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This chapter examines the impacts of social media on children. Advantages and disadvantages of social media are always available. Positive aspects of social media include allowing children to be brought up as multicultural individuals, enabling education and training environments to design for purposes, using as the main or supplementary source of education, a great power in creating and sharing information. Its negative aspects include leading to a reduction of their academic, social, and cognitive skills in the early periods when children were exposed to the social media, causing the children to develop obesity, mostly bringing up as consumption-centered individuals, perceive the world as a screenshot, and have low critical, creative, and reflective thinking skills. Therefore, one of the most important tasks undertaken to reduce or eliminate the negative effects is to raise and educate media-literate individuals.
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Dilci, Tuncay, et Anıl Kadir Eranıl. « The Impact of Social Media on Children ». Dans Handbook of Research on Children's Consumption of Digital Media, 1–10. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5733-3.ch001.
Texte intégralRésumé :
This chapter examines the impacts of social media on children. Advantages and disadvantages of social media are always available. Positive aspects of social media include allowing children to be brought up as multicultural individuals, enabling education and training environments to design for purposes, using as the main or supplementary source of education, a great power in creating and sharing information. Its negative aspects include leading to a reduction of their academic, social, and cognitive skills in the early periods when children were exposed to the social media, causing the children to develop obesity, mostly bringing up as consumption-centered individuals, perceive the world as a screenshot, and have low critical, creative, and reflective thinking skills. Therefore, one of the most important tasks undertaken to reduce or eliminate the negative effects is to raise and educate media-literate individuals.
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Cadell, Susan, et Harvey Bosma. « Palliative Social Work in Canada ». Dans The Oxford Textbook of Palliative Social Work, sous la direction de Terry Altilio, Shirley Otis-Green et John G. Cagle, 482–84. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197537855.003.0047.
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Canada is a large and sparsely populated country with two official languages and a history of colonization with the Indigenous peoples who were there before the arrival of settlers from Europe. Healthcare is universal and federally mandated to be provided; however, delivery is determined by each province and territory. Therefore, services vary from one area to another. Palliative care access is not uniformly available throughout the country. Medical assistance in dying (referred to as euthanasia elsewhere and referred to as MAiD in Canada) was legalized in 2016 and also has great variation across provinces and territories. Social workers are involved in various aspects of both palliative care and assisted dying. Social workers have also demonstrated leadership in competencies, education, and research.
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Tomlinson, Sally. « Introduction ». Dans Education and Race from Empire to Brexit, 1–22. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447345824.003.0001.
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This book sets out to explain the failure at all educational levels to alleviate ignorance about the British Empire, the Commonwealth and the European Union, which underpin a populist view that there should be a white British identity unencumbered by immigrants and refugees. It covers the period from 1870 when imperialism was at its height and mass education was developing, to 2018 when the decision to leave the EU was influenced by ideological and political beliefs deriving from imperial times. The introduction covers the ‘long goodbye of Empire and delusions that Britain can be ‘Great’ when rising inequality over four decades has led to social and economic insecurity with people blaming immigrants for low wages and social insecurity
Actes de conférences sur le sujet "Education – Social aspects – Great Britain"
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Vasilenko, Ludmila A. « Sociology of Information Processes : Modern Сulture of Scientific Research and Citation in Russia and in Great Britain ». Dans Culture and Education : Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-527-533.
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Kostova, Nadezhda. « SOME ASPECTS OF IN-PERSON AND ONLINE PHYSICAL EDUCATION AND SPORT ». Dans INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/110.
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ABSTRACT It is an indisputable fact that the Covid 19 pandemic at the beginning of 2020 negatively impacted the life and health of people and changed the social, public, and economic situation around the world. The education system was also strongly affected and suffered a great number of changes. The measures taken for social isolation lead to a general reorganization of the education process. The lessons in physical education and sport - a compulsory subject of students’ general education also had to be transformed in the emergency situation. The direct form of interaction between the teacher and the students during in-person lessons (the traditional style) had to be reorganized in an online form. Because of the specificity of the subject, namely the motor-cognitive activities of the students during the physical education and sports lessons, learning new knowledge and developing motor skills and habits in an online environment proved to be a great challenge both for students and teachers. Aim of the study: The aim of the present study is to reveal some basic aspects of in-person and online learning in the school subject of physical education and sport. Methods of the scientific study: The following methods for gathering empirical information were applied in the realization of the aim of the study – system approach, content approach, and SWOT analysis. Results of the study: A theoretical model was developed for the achievement of the aim of the study, specifying some aspects of face-to-face and online education. An attempt to compare and analyze the peculiarities of face-to-face and online education is made; the advantages and disadvantages of traditional and online classes in physical education and sports at secondary school are presented. Conclusions: The results from the present study can be used as a basis for future experimental work concerning traditional (in-person) and online education with a focus on the effectiveness of the learning process in physical education and sport and its strategic optimization.
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Llorent-Vaquero, Mercedes, África M. Cámara-Estrella, Elena M. Díaz-Pareja et Juana M. Ortega-Tudela. « USE OF SOCIAL NETWORKS FOR THE TRAINING OF FUTURE TEACHERS IN EARLY CHILDHOOD EDUCATION ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end068.
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Currently, social networks have a great potential in the educational field, being useful to promote motivation, the active role of students, communication or flexibility in time and space, among others. In this line, this paper shows an experience of educational innovation in higher education mediated by the use of social networks. Specifically, the social network Instagram was used with students in the second year of the Early Childhood Education Degree at the University of Jaen. The objective of this study was to analyze the impact of the use of social networks on aspects related to the quality of the educational process, such as motivation, creativity, communication or monitoring. In order to respond to the proposed objective, a quantitative methodology was used, with a descriptive method and a survey design. The data collection instrument was a student questionnaire through which the impact of the use of the social network Instagram in the teaching-learning process was evaluated. The results point to a positive effect of the use of social networks on the variables under study. It should be noted how the use of this social network has influenced the motivation towards their learning and the communication processes that were developed with all those involved.
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Olteanu, Adriana, Marian Lacatusu, Anca daniela Ionita et Florin Lacatusu. « PLATFORM FOR INFORMAL EDUCATION AND SOCIAL NETWORKING TO INCREASE AWARENESS REGARDING NUCLEAR VULNERABILITIES ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-116.
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For the last ten years, social networking sites have experienced an extraordinary adoption rate, becoming for many people a way to spend their free time. This trend grew out of their desire to be informed and connected to each other, and it developed into the use of social media for transmitting news and for communicating in case of critical events. This background leads to the idea that social networking may be exploited with respect to various vulnerabilities that currently preoccupy people around the globe. The platform presented in this paper concerns the nuclear vulnerabilities, which are of increasing interest due to our geolocation and to the international context. As it is a proof of concept, the implementation does not use consecrated socializing social network services, but it leans on an open source engine that is integrated in a multiple-node architecture. Consequently, when information reaches a node, it is subsequently sent to the entire network. The domain specific content was created based on documentation elaborated by specialists in nuclear physics and engineering, within a national research project for monitoring vulnerabilities induced in environment, infrastructure, and population, by nuclear facilities. Thus, authenticated users can gain knowledge and discuss on this topic of great importance. Beyond simple posts and comments, the platform also has the role to provide informal education and awareness regarding new and historical events, as well as recommended procedures for prevention and emergency response. So far, the work focused on the technical aspects, and the functionality is accessible through a web portal and an Android application. Future work will investigate the potential impact of the educational and collaborative components to various audiences.
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Deltoro, Julia, Carmen Blasco Sánchez et Francisco Martínez Pérez. « Evolution of the Urban Form in the British New Towns ». Dans 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6484.
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Even if the urban experience of the British New Towns, created after the New Towns Act of 1945 as a solution to the problems derived from the superpopulation of great cities such as London, is already far in time it can still offer us some lessons. Lessons which could help us when intervening in current process of development and transformation of the urban form. This article analyses these experiences from its morphology, studying their formal characteristics and the organization of the several uses of the city, as well as the diachronic evolution of their criteria of spatial composition. The First New Towns mainly followed the characteristics stated in the Reith Report [HMSO, 1946 a] and the consequent New Towns Act [HMSO, 1946 b], which defined the scale of the new cities, their uses and zoning, location, areas, distances, social structure or landscape among other. Their urban forms evolved with time and were the result of many strategic and design decisions taken which determined and transformed their spatial and physical profiles. According to the Town and Country Planning Association [TCPA, 2014] New Towns can be classified in three Marks as for their chronology and the laws that helped to create them. But if we focus in their urban form, we can find another classification by Ali Madani-Pour, [1993] who divides them into four design phases, which give answer to different social needs and mobility. The analysis of the essential characteristics and strategies of each of the phases of the New Towns, applied to the configuration of the urban form of some of the New Towns, the ones which gather better the approach in each of the phases, will allow us to make a propositional diagnose of their different forms of development, the advances and setbacks; a comparative analysis of different aspects such as mobility and zoning, local and territorial relations, structure or composition. The conclusions of the article pretend to recognize the contributions, which come from their urban form and have them as a reference for new urban interventions in the current context, with new challenges to be faced from the integral definition of the city. References DCLG. (2006). Transferable Lessons from the New Towns. (http://www.futurecommunities.net/files/images/Transferable_lessons_from_new_towns_0.pdf.) Accessed: 14 january 2015. Gaborit, P. (2010). European New Towns: Image, Identities, Future Perspectives. (PIE-Peter Lang SA., Brussels) HMSO. Great Britain. New Towns Committee. (1946 a). Final Report of the New Towns Committee. London HMSO. Great Britain. New Towns Act. (1946 b). London Madani-Pour, Ali. (1993). `Urban Design in the British New Towns´. Open House International, vol. 18. TCPA. (2014). New Towns and Garden Cities – Lessons for Tomorrow. Stage 1: An Introduction to the UK’s New Towns and Garden Cities. (Town and Country Planning Association, London) Accessed: 15 december 2016. (https://www.tcpa.org.uk/Handlers/Download.ashx?IDMF=1bcdbbe3-f4c9-49b4-892e-2d85b5be6b87). TCPA. (2015). New Towns and Garden Cities – Lessons for Tomorrow. Stage 2: Lessons for Delivering a New Generation of Garden Cities. (Town and Country Planning Association, London) Accessed: 15 december 2016. (https://www.tcpa.org.uk/Handlers/Download.ashx?IDMF=62a09e12-6a24-4de3-973f-f4062e561e0a)
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Raheja, Roshni. « Social Evaluations of Accented Englishes : An Indian Perspective ». Dans GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.
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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.
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Cohen Zilka, Gila. « The Tutor’s Role in the Online Training of Preservice Teachers : Tutor and Tutee Perspectives ». Dans InSITE 2022 : Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.
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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
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Liu, Miao, et Hongzhao Qi. « Product Design for Children's Life Education from the Perspective of Social Control Theory ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.
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Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.
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Simigiu, Aurora. « ONLINE PSYCHOLOGICAL COUNSELING OF THE PREGNANT TEENAGER ». Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-051.
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Over 27000 teenage births are registered in Romania annually, ranking our country on the second place in Europe after Great Britain, and the number of births in the case of teeangers under 15 years has increased up to 50% after the year 1990. This phenomenon is caused by the decrease of pubertal age on national level together with the failure of sexual education in school and family.From this point of view statistics shows that the situation becomes critical and urgent measures of rising of educational influences are required. In Romanian school sexual education is not a compulsory subject as it is in other countries. Sexuality is still a taboo topic what requires an alternative approach. The article aims to provide a model of good practices describing a site that offers online counseling to the teenagers, concerning educational topics such as sexual health. The site we are about to present offers teenagers accurate information concerning human sexuality and a forum location.We suggest a way of online counseling just to encourage teenagers to express their fears by protecting their identity. Online environment is considered to be much more accessible to young generation and the presentation of a psychological counseling model is useful. This way we hope that we will reduce school abandonment, we will prevent teenagers’ premature births and we will lower extremely high social costs taking into consideration that teenagers’ babies will be probably socially assisted by the Romanian governement. E-learning solution for teenagers’ sexual education that we suggest comes to parents and teachers’ assistance not only by the information offered but also by testing the problems they rise.
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Fatima Hajizada, Fatima Hajizada. « SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE ». Dans THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES : NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.
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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
Rapports d'organisations sur le sujet "Education – Social aspects – Great Britain"
1
Fieldsend, Astrid. Evidence and Lessons Learned Regarding the Effect of Equitable Quality Education on ‘Open Society’. Institute of Development Studies (IDS), mai 2021. http://dx.doi.org/10.19088/k4d.2021.094.
Texte intégralRésumé :
The purpose of this review is to assist FCDO in understanding the evidence of impact and any valuable lessons regarding the effect equitable quality education can have on ‘open society’. The search revealed that there is a considerable volume of evidence which focuses on education’s ability to reduce poverty, increase economic growth, boost employability and achieve better health outcomes. There is less which focuses on the aspects of ‘open society’ as defined in this paper. The scope of this review was narrowed to focus upon areas of the ‘open society’ definition where the most evidence does exist, given the timeframe for the review. The scope was narrowed to focus on: democracy, civic engagement, and social cohesion. The review of the literature found strong evidence that equitable quality education can have a range of positive impacts on democracy (specifically, its institutions and processes), civic engagement and social cohesion. There is a considerable body of evidence which indicates that there is a correlation between equitable quality education and benefits to societies (more peaceful, higher levels of trust, greater participation in politics, etc). However, there was no clear evidence that investment in equitable quality education directly leads to positive societal outcomes. This is because there are so many other factors to account for in attempting to prove causation. The lack of rigorous studies which attempt to attribute causation demonstrates a clear evidence gap. It is important to note that education systems themselves are politicised and cannot be divorced from the political process. The extent to which education can impact positively on open society depends a great deal on the value education has within the political system in which it is operating.