Littérature scientifique sur le sujet « Educational indicators – Cross-cultural studies »
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Articles de revues sur le sujet "Educational indicators – Cross-cultural studies"
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Bykova, Natalia Ivanovna. « On the indicators of competence achievement for the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects” ». Современное образование, no 3 (mars 2021) : 21–33. http://dx.doi.org/10.25136/2409-8736.2021.3.34541.
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The subject of this research is the competencies and indicators of competence achievement in the educational standards in the sphere of culture and art. The object of this research is the group of specialties 51.00.00 “Cultural Studies and Socio-Cultural Projects”, namely the federal state educational standard of higher education – Bachelor's Degree in the field 51.03.02 “Folk Art Culture”. The article reviews the competences and indicators of achieving competences in the specialty 51.03.02 “Folk Art culture”, the discipline “Management of Film, Photo, and Video Studio”. The main research method is the analysis of literature and normative legal documents, including state educational standards and basic educational curricula in the context of competency approach. The author applies the method of describing personal experience based on the practical work of the Faculty of Culture and Arts and the actual pedagogical practice of F. M. Dostoevsky Omsk State University. The scientific novelty consists in the development of indicators of general professional competencies for the indicated group of specialties. Currently, there is no uniform understanding of the indicators of competence achievement; it is on the stage of scientific discussion. The relevance for understanding competencies and their indicators is substantiated by the fact that the new federal state educational standards of higher education do not regulate this aspect, leaving the developers certain freedom on this matter. The competencies and indicators of competencies are considered on the example of the experience of the Faculty of Culture and Arts and actual pedagogical practice of F. M. Dostoevsky Omsk State University.
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Uskova, Svetlana A. « Conditions for achievement and indicators of the integrity of the educational process ». Pushkin Leningrad State University Journal, no 2 (2021) : 328–48. http://dx.doi.org/10.35231/18186653_2021_2_328.
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Hughes, Claire, Rory T. Devine, Rosie Ensor, Masuo Koyasu, Ai Mizokawa et Serena Lecce. « Lost in Translation ? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance ». Child Development Research 2014 (16 janvier 2014) : 1–10. http://dx.doi.org/10.1155/2014/893492.
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Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.
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Fomina, Natalia, Grigory Chernyavsky, Julia Melnikova et Olga Aleshina. « ANALYSIS OF HEALTH STATUS OF STUDENTS IN THE DEPARTMENT OF THEATER AT THE UNIVERSITY OF CULTURAL STUDIES ». SCIENCE AND SPORT : current trends 8, no 4 (1 décembre 2020) : 93–98. http://dx.doi.org/10.36028/2308-8826-2020-8-4-93-98.
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The purpose of the study is to assess the health status of the 1st – 4th year students in the Department of Drama using the G. Apanasenko method. The somatic health condition determines the incidence of diseases, the performance of students, and their future vocational opportunities. Monitoring the condition of students is an important component of the physical education system implemented at the universities of theater studies in the framework of "Physical education" and "Stage movement" disciplines. Methods and organization of research. The paper presents the results of the survey (September 2020) covering 43 students aged 17-21 years (25 boys and 18 girls) using the G. Apanasenko express method of assessing health condition. The authors measured main vital signs (body length and weight, heart rate, blood pressure, VC, EPOC, post-exercise recovery period) and obtained overall assessment of health condition of each student and its individual indices (mass, vital, strength, Robinson). Research results and their discussion. The research revealed that 53.5% of students have average level of health indicator. However, only 51.2% of indicators fall within the zone of healthy values, while the remaining 48.8% stay below the safe limit. The indicators of 61.1% of girls are in the safe zone, while only 44% of boys fall within this segment. There is a decrease in health indicators of students by the 4th year of study, which is the result of a decrease in their sport activities due to the lack of "Physical education" and "Stage movement" special disciplines. Analysis of the calculated indices highlighted the challenging components of the overall health assessment. Power index provided the lowest indicators. Girls have higher indicator values than boys, as well as the life index indicators. Conclusion. The revealed facts contribute to determination of the direction of further research aimed at the refinement of educational programs on physical education and stage movement.
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Sadegh Tabrizi, Jafar, Mohammad Saadati, Homayoun Sadeghi-Bazargani, Ali Ebadi et Samad E.J. Golzari. « Developing indicators to improve educational governance in hospitals ». Clinical Governance : An International Journal 19, no 2 (1 avril 2014) : 117–25. http://dx.doi.org/10.1108/cgij-01-2014-0002.
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Purpose – Clinical governance should be based on cultural elements that value lifelong learning, skill development and research. The purpose of this paper is to introduce a set of indicators to improve educational governance in hospitals. Design/methodology/approach – Key indicators were identified from the international and national literatures. Later, the indicators were rated and prioritized by a multidisciplinary panel of medical professionals using two rounds of Delphi technique. Subsequently at two consensus meetings, the panel evaluated the indicators. Findings – A set of 51 draft indicators were identified. The expert panel members rated 28 indicators as high priority indicators for measuring educational performance of the hospitals. Practical implications – This set of indicators can be used to measure the educational performance of the hospitals in identifying the gaps and take steps to resolve them. Originality/value – Education and training is the basic component of clinical governance. Hospital staff education and training is a fundamental step towards organizational and individual development. To improve the educational performance at hospital level it is necessary to reliably measure such performance. This can be done through developing and using relevant indicators. There are limited systematic studies, especially in middle and low income countries, to introduce appropriate indicators. This study has investigated developing a set of indicators to measure and improve the educational performance in hospitals.
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Chokchai, Oranit, et Phadungchai Pupat. « A Student’s Scientific Mind : A Confirmatory Factor Analysis ». Malaysian Journal of Learning and Instruction 15, Number 2 (31 décembre 2018) : 1–31. http://dx.doi.org/10.32890/mjli2018.15.2.1.
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Purpose – The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology – Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance – The results revealed that teachers and educational administrators have the potential to use the study’s scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study’s model can also help in measurement and evaluation of secondary school students’ progress in developing a better scientific mind.
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Pokrovskaya, E., et M. Raitina. « “Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment ». European Journal of Social Sciences 3, no 1 (1 janvier 2020) : 61. http://dx.doi.org/10.26417/ejss-2020.v3i1-84.
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The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.
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Pokrovskaya, E., et M. Raitina. « “Ethno-Inclusion – Ethno-Exclusion” as a Dualistic Model of Cross-Cultural Adaptation in the University Educational Environment ». European Journal of Social Sciences 3, no 1 (1 janvier 2020) : 61. http://dx.doi.org/10.26417/ejss.v3i1.p61-67.
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The article is devoted to the problem of overcoming the contradiction between the requirements of society for inclusion in the ethno-social educational environment and providing comfortable intercultural communication. Therefore, the goal is to study "ethno-inclusion – ethno-exclusion" as a dual model of cross-cultural interaction. The study is presented as an area of scientific reflection describing the situation of interethnic interaction in the socio-cultural environment and revealing the behavioral vectors of the individual, allowing characterizing the current communicative situation in terms of the impact of extremism and negative socio-cultural transformations. The empirical base is the research conducted by the method of questioning of Tomsk state University of Control Systems and Radioelectronics (TUSUR) students in 2017. As a methodological basis adapted by the authors’ version of the method "Types of ethnic identity" G. U. Soldatova, S. V. Ryzhova was chosen. The dominant type, according to the results of surveys, was the type of "norm", suggesting an optimal balance of tolerance towards their own and other ethnic groups. The article presents the models of behavioral vectors correlating with the stages of cross-cultural adaptation process according to M. J. Bennett, that allows us to consider in detail the structure of positive ethnic identity (norm). Positive ethnic identity (norm), represented by the successive development of ethno-relativistic stages of perception of another culture, in its maximum value is defined as the stage of "integration", which is fixed among senior students. The functional stages of "recognition" and "adaptation" is of a transit nature and has fluctuating properties. In the analysis of ethnic identity, it is necessary to focus on the conceptual difference between them, integration as a normative form of cultural existence implies the presence of multiculturalism, a polyvariant image of the world and the multidimensionality of personal experience. The authors rely on their own system of indicators of the quality of the ethno-social educational environment. The materials of this article lay the foundations of interdisciplinary approaches to the formation of theoretical and methodological support of "ethno-inclusion" in the University environment and can be used in the educational process in the preparation of courses on intercultural communication, cultural studies, psychology, philosophy and other fields of knowledge related to the construction of a comfortable environment of cross-cultural interaction.
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Frey, Heather Fitzsimmons. « Singing and Dancing “Their Bit” for the Nation : Canadian Children’s Performances for Charity circa the First World War ». Jeunesse : Young People, Texts, Cultures 9, no 2 (décembre 2017) : 43–68. http://dx.doi.org/10.3138/jeunesse.9.2.43.
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During the First World War, Canadian children supported the war effort by raising money for organizations such as the Red Cross through singing, dancing, and dramatic performances. Charitable performances by three distinct groups—the professional Winnipeg Kiddies, the educational Miss Sternberg’s School of Dance and Physical Culture, and the amateur service organization the Girl Guides of Canada—share striking commonalities that demonstrate how children and children’s bodies were powerful indicators of contemporary Canadian hopes for the good life in Canada.
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Papadopoulos, Timos, et Emilia Vynnycky. « Estimates of the basic reproduction number for rubella using seroprevalence data and indicator-based approaches ». PLOS Computational Biology 18, no 3 (3 mars 2022) : e1008858. http://dx.doi.org/10.1371/journal.pcbi.1008858.
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The basic reproduction number (R0) of an infection determines the impact of its control. For many endemic infections, R0 is often estimated from appropriate country-specific seroprevalence data. Studies sometimes pool estimates from the same region for settings lacking seroprevalence data, but the reliability of this approach is unclear. Plausibly, indicator-based approaches could predict R0 for such settings. We calculated R0 for rubella for 98 settings and correlated its value against 66 demographic, economic, education, housing and health-related indicators. We also trained a random forest regression algorithm using these indicators as the input and R0 as the output. We used the mean-square error to compare the performances of the random forest, simple linear regression and a regional averaging method in predicting R0 using 4-fold cross validation. R0 was <5, 5–10 and >10 for 81, 14 and 3 settings respectively, with no apparent regional differences and in the limited available data, it was usually lower for rural than urban areas. R0 was most correlated with educational attainment, and household indicators for the Pearson and Spearman correlation coefficients respectively and with poverty-related indicators followed by the crude death rate considering the Maximum Information Coefficient, although the correlation for each was relatively weak (Pearson correlation coefficient: 0.4, 95%CI: (0.24,0.48) for educational attainment). A random forest did not perform better in predicting R0 than simple linear regression, depending on the subsets of training indicators and studies, and neither out-performed a regional averaging approach. R0 for rubella is typically low and using indicators to estimate its value is not straightforward. A regional averaging approach may provide as reliable an estimate of R0 for settings lacking seroprevalence data as one based on indicators. The findings may be relevant for other infections and studies estimating the disease burden and the impact of interventions for settings lacking seroprevalence data.
Thèses sur le sujet "Educational indicators – Cross-cultural studies"
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De, Kock Heinrich Karl Theodor. « Preliminary normative indications for Xhosa speaking unskilled workers on the Rey-Osterrieth complex figure test ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006476.
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The aim of this study was to establish preliminary normative indications for Rey-Osterrieth Complex Figure test administered in English on a non-clinical population of Xhosa, unskilled workers (N = 33). The population has a history of relatively poor quality education and has received no tertiary education. The sample was stratified into two age grouping (18 – 29 and 30 – 40 years). Both sex and level of education were equally distributed within these age groupings. Within-sample statistical comparisons indicated no significant sex effect was present for any of the trials (Copy, IR or DR). Similarly, no significant age effect was present in the Copy trial. Significant age effects were observed for both recall trials (IR and DR). The local sample’s mean performance was descriptively and statistically compared to demographically equivalent nonlocal normative studies. Excluding an illiterate Columbian sample’s performance, the local sample performed significantly lower than all other available normative populations. Lastly, the local sample performed significantly lower than scores derived from a meta-analysis of normative indications in respect of educationally advantaged westernized groups for all three trials (p = .000 in all instances). These results assert the indispensable need for, and use of, culturally appropriate normative datasets in contemporary South African psychological assessments. Equally, these findings serve to highlight the significant influence of quality of education on cognitive test performance, being a critical socio-cultural variable that needs to be taken into consideration for norming purposes.
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Hunter, Nancee. « Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program ». PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2701.
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This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes.
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Avigitidou, Sofia. « Children's friendships in early schooling : cross-cultural and educational case studies ». Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386020.
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Sciame, Michelle E. 1958. « Adolescent adjustment to parenthood : A cross-cultural perspective ». Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291864.
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This naturalistic research describes adjustment to parenthood in an ethnically diverse group of out-of-school adolescent mothers enrolled in an educational program. The process of adjustment was investigated, as well as what factors impede or enhance adjustment for these mothers. Ethnic differences were considered along with the role of the educational program. Implications for program planning are discussed. Data collection consisted of interviews, observations, a Life Events Checklist, and a review of program files. Difficult home lives and the frequency of stressful events prior to pregnancy led to a relatively easy adjustment to parenthood for these mothers. Adjustment was enhanced by support; most frequently provided by the program, partners, and families. Partners and families also were the most frequent cause of difficulties that impeded adjustment. The major differences between ethnic groups were in family structure and support systems. The educational program served as a major source of relational support for these mothers.
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Fike, Lauren. « Cross-cultural normative indicators on the Wechsler Memory Scale (WMS) associate learning and visual reproduction subtests ». Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002484.
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A comprehensive battery of commonly used neuropsychological tests, including the WMS Associate Learning and Visual Reproduction subtests, forming the focus of this study, were administered to a southern African sample (n = 33, age range 18-40). This sample composed of black South African, IsiXhosa speakers with an educational level of Grade 11 and 12, derived through DET and former DET schooling. The gender demographics were as follows; females n = 21 and males n = 12. This sample was purposefully selected based on current cross-cultural research which suggests that individuals matching these above-mentioned demographics are significantly disadvantaged when compared to available neuropsychological norms. This is due to the fact that current norms have been created in contexts with socio-cultural influences; including culture, language and quantity and quality of education distinctly dissimilar to individuals like that composed in the sample. Hence the purpose of this study was fourfold namely; 1) Describe and consider socio-cultural factors and the influence on test performance 2) Provide descriptive and preliminary normative data on this neuropsychologically underrepresented population 3) Compare test performance between age and gender through stratification of the sample and finally to 4) Evaluate the current norms of the two WMS subtests and assess their validity for black South Africans with DET and former DET schooling with comparisons to the results found in the study. Information derived from the statistical analyses indicated that a higher performance in favour of the younger group over the older age range was consistently found for both WMS subtests. With regards to gender, some higher means were evident for the male population in the sample than was produced by the female group. Lastly, due to the fact that most scores derived from the sample were considerably lower when compared to the available norms, it is felt that socio-cultural factors prevalent to this population are a significant cause of lower test performance and thus warrant the development of appropriate normative indicators.
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Kaldi, Stavroula. « Projects about the European Union in the primary classroom environment : cross-cultural and educational case studies ». Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298732.
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Batchelor, Randal Shon. « Borrowing modernity a comparison of educational change in Japan, China, and Thailand from the early seventeenth to the mid-twentieth century / ». Diss., Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/batchelor/BatchelorR0505.pdf.
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Terrell, Brian Selway 1948. « A cross-cultural study of the school performance of children being raised by their grandparents ». Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289127.
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As of 1998 an estimated 4.0 million children under the age of 18 years old are being raised in their grandparents' homes because of various conditions and circumstances in the children's families. The findings of previous research have been mixed as to the academic achievement and school behavior of students being raised by grandparents. Fifty-seven volunteer caregiver-child pairings participated in this study, including 31 grandparent families, 14 single-parent and 12 two-parent families. Using a self-report questionnaire, the caregivers provided information on family structure, grandparent ethnicity, the conditions and circumstances surrounding grandparent involvement, and family relationship. The children were tested individually using standardized measures both for academic achievement (Wide Range Achievement Test 3), and for school behavior (Devereux Behavior Rating Scale--School Form). The Kaufman Brief Intelligence Test was used to control for the intellectual level of the children. The children's teachers rated their classroom behavior. The findings were compared across three family structures: children raised by grandparents, by single parents, and by two parents; and also across three ethnic groups: Black, Hispanic, and White. No significant differences in school performance were observed related to either family structure or to grandparent ethnicity. Several significant differences were found in family relationship across the three family structure groups. Only a few significant correlations were observed between school performance and the conditions and circumstances surrounding grandparent involvement. A number of significant correlations were found between school performance and family relationship. Present findings suggest that the family relationship between the caregiver and the child (more than family structure, ethnicity, conditions and circumstances, or household income) may be related to children's school performance.
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Dempsey, Alison. « Cross-cultural Interactions of Chinese Graduate Students at a Midsized U.S. University ». Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336069244.
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Oosthuizen, Henning. « A comparative study on the educational debate in central Europe, with specific reference to Hungary, Poland and Czechoslovakia 1989-1991 ». Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/17502.
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Bibliography: p. 191-205.This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".
Livres sur le sujet "Educational indicators – Cross-cultural studies"
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Publishing, OECD. Education At a Glance 2009 : Oecd Indicators. Washington : Organization for Economic Cooperation & Development, 2009.
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Organisation for economic co-operation and development. Education At a Glance 2011 : Oecd Indicators. Paris : Organization for Economic Cooperation & Development, 2011.
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Organisation for Economic Co-operation and Development., Centre for Educational Research and Innovation. et Indicators of Education Systems (Project), dir. Education at a glance : OECD indicators 1998. Paris : Organisation for Economic Co-operation and Development, 1998.
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1963-, Matheson Nancy, et National Center for Educational Statistics., dir. Education indicators : An international perspective. [Washington, D.C.] : National Center for Education Statistics, 1996.
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Organisation for economic co-operation and development. Regards sur l'e ducation, 2011 : Les indicateurs de l'OCDE. [Paris] : OCDE, 2011.
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Organisation for Economic Co-operation and Development. et Centre for Educational Research and Innovation., dir. Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE. Paris : Organisation for Economic Co-operation and Development, 1993.
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Organisation for Economic Co-operation and Development. et Centre for Educational Research and Innovation., dir. Education at a glance : OECD indicators = Regards sur l'éducation : les indicateurs de l'OCDE. Paris : Organisation for Economic Co-operation and Development, 1993.
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Organisation for economic co-operation and development. Highlights from Education at a glance 2008. Paris : Organisation for Economic Co-operation and Development, 2009.
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Organization for Economic Co-operation and Development. Education policy analysis. Paris : Organisation for Economic Co-operation and Development, 1997.
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Organisation for Economic Co-operation and Development. et Centre for Educational Research and Innovation., dir. Education at a glance : OECD indicators. Paris : OECD, 1992.
Trouver le texte intégralChapitres de livres sur le sujet "Educational indicators – Cross-cultural studies"
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Brons, M. D. (Anne). « Cross-National Variation in the Link Between Parental Socio-Economic Status and Union Formation and Dissolution Processes ». Dans Social Background and the Demographic Life Course : Cross-National Comparisons, 17–34. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_2.
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AbstractThe main objective of this chapter is to understand the link between parental socio-economic status (SES) and union formation and dissolution processes from a cross-national comparative perspective. According to the Second Demographic Transition (SDT) theory, it can be expected that the impact of parental background on these union dynamics differs across societal contexts. Integrated results from prior studies using meta-analytical tools indicate that in many European countries, young adults from advantaged backgrounds delay their first co-residential union and have a higher risk to dissolve their union compared to young adults from disadvantaged backgrounds. The strength of this link between parental SES and union dynamics varies across countries. There is suggestive evidence that the link between parental SES and union dynamics is weakest in North-Western European countries that are most advanced in the SDT. However, next to these SDT-related indicators that focus more on cultural change, institutional country-level indicators, like the extent of educational expansion, and economic country-level indicators, such as the level of economic uncertainty, might also play a role.
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Kumar, Nita. « The Educational Efforts of Rabindranath Tagore ». Dans Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures, 131–44. New Delhi : Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-2038-1_10.
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Lichtenberg, Thomas. « Curriculum globALE : A Global Tool for Professionalising Adult Educators ». Dans International and Comparative Studies in Adult and Continuing Education, 213–19. Florence : Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.
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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.
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Bologna, Emanuela, et Simona Staffieri. « Women and leisure in the Italian context. » Dans Women, leisure and tourism : self-actualization and empowerment through the production and consumption of experience, 152–67. Wallingford : CABI, 2021. http://dx.doi.org/10.1079/9781789247985.0014.
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Abstract Gender is an important indicator of the processes of social change affecting contemporary society, although in the field of leisure research, it has not always received attention. To fill this gap, recent research proposes to include gender as a significant aspect in leisure paradigms. The chapter aims to analyse gender differences in the use of leisure time within the Italian context using data periodically produced by official statistics. Data, collected over time, make it possible to observe the changes occurring in the way men and women spend their leisure time. The chapter is structured according to the main dimensions of leisure, such as social relationships, sports practice, tourism, cultural participation, and satisfaction with leisure time. To observe gender differences, statistical methods (descriptive and multivariate analysis) were implemented. The results highlight the existence of strong differences in the way in which men and women spend their leisure time. Gender differences are often linked to demographic or sociocultural characteristics, such as age, level of education, or economic conditions. Results presented in the chapter could be used to frame future research aimed at solving weakness and to fill information gaps in Italian leisure gender studies.
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Whitley, Michael L. « Using Technology to Examine Cultural Learning of African-Americans ». Dans Advances in Educational Technologies and Instructional Design, 263–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch015.
Texte intégralRésumé :
Police officers frequently work with people of different cultures and those who speak different languages, thus needing to learn cultures (Navarro, 2001). The purpose of this case is to examine the self-perceptions of African-Americans regarding their ability to distinguish deception in interpersonal communication. RQ1: How do African-Americans self-report their ability to detect interpersonal communication deception? RQ2: What behaviors do African-Americans believe are indicators of interpersonal communication deception? The method of study is survey research conducted through SurveyMonkey.com. Participants (n=57) discuss their perceptions of deception in their lives. The results suggest that respondents (80%) believe they are better than others at detecting deception. The literature findings also suggest that African-Americans believe themselves to be more effective at detecting deception within their own ethnic group compared to other ethnic groups. Commensurate with previous deception studies, the current study finds that an array of communication behaviors, believed to be indicative of deceit by other ethnic groups, are also used by African-American respondents.
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Latchem, Colin, et Yoni Ryan. « Transnational Distance Education ». Dans Global Challenges and Perspectives in Blended and Distance Learning, 55–72. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch004.
Texte intégralRésumé :
There have now been two decades of rhetoric on the need for culturally and contextually appropriate perspectives in international education. However, the extent to which courses, provision, and pedagogy have truly reflected differences in cultural characteristics and learning preferences is still open to question. Little attention has been paid to these matters in quality assurance frameworks. This chapter discusses these issues and draws upon Hofstede’s cultural dimensions framework and studies Asian pedagogy and uses of educational technology. It proposes a benchmark and performance indicators for assuring cultural, contextual, educational, and technological appropriateness in the provision of transnational distance education in Asia by Australian universities.
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Krivosheyev, Artem. « Tax Indicators as a Tool for Assessing the Financial Stability of a Budget Educational Institution ». Dans European Financial Law in Times of Crisis of the European Union, 335–42. Ludovika Egyetemi Kiadó, 2019. http://dx.doi.org/10.36250/00749.32.
Texte intégralRésumé :
The article studies the effect of the changes in legislation on the financial stability of higher education institutions. Changes in the procedure of property tax calculation in the current tax year significantly increase the tax burden of higher education institutions, which may result in much lower solvency ratio and hamper the universities’ activities aimed at the formation of social, cultural, scientific and innovative environments of the regions. This, in turn, will affect their financial stability. The aim of the present research is to analyse the level of financial stability of universities after the changes in the property tax laws. The economic analysis is performed by means of approved calculation methods and is based on the case study of a Voronezh Region university.
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Vladimirschi, Viviane. « An Exploratory Study of Cross-Cultural Engagement in the Community of Inquiry ». Dans Educational Communities of Inquiry, 466–89. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2110-7.ch023.
Texte intégralRésumé :
This chapter examines instructor multicultural efficacy in global online learning communities. To explore this phenomenon in the CoI framework, a two-phase study was conducted with 10 instructors from two Alberta higher education institutions. Phase one comprised creating intercultural competency indicators to test how they developed and expanded existing teaching and social presence indicators. Qualitative data revealed that in the lack of any cross-cultural design, instructors utilize facilitation and open communication strategies to foster learning and prevent conflict. Phase two involved augmenting the 34-item CoI survey instrument. Additional roles that relate to instructor cross-cultural efficacy were incorporated into both teaching and social presence elements based on qualitative findings. Quantitative data revealed that the incorporated cultural indicators correlated highly with the teaching and social indicators, indicating their usefulness to measure multicultural efficacy in the CoI framework.
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Beton Kalmaz, Demet. « Female Labour Force Participation and Economic Growth in Turkey ». Dans Politics, Economy, Security Issues Hidden Under the Carpet of Mediterranean, 140–56. European Publisher, 2022. http://dx.doi.org/10.15405/bi.20221101.9.
Texte intégralRésumé :
It is well known that female labour force participation (FLFP) has a significant contribution to economic growth and wellbeing. This study aims to shed light on the situation of FLFP and per capita GDP of Turkey as an indicator of wellbeing by analysing the trends of both indicators over the years from 1990 to 2019, since both remains low over the years. Moreover, a comparison of the indicators among the European Union (EU), the Organisation for Economic Cooperation and Development (OECD) and Turkey are provided by radar charts to illustrate how the gap between Turkey and the EU and OECD members expanded. Furthermore, the main determinants of the low levels of FLFP in Turkey is gathered from the findings of studies in the literature. The reasons for the low levels of FLFP in Turkey are categorised in five main groups: Fertility, education and skills, the role of housework, globalization, and lastly, religious, cultural and social norms. Policy suggestions are designed accordingly hence.
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« How Is a Pseudo-Translation Manipulated ? A Critical Look at the Production of Carl Weter’s Educational Law ». Dans Translation and Cross-Cultural Communication Studies in the Asia Pacific, 153–66. Brill | Rodopi, 2015. http://dx.doi.org/10.1163/9789004299245_011.
Texte intégralActes de conférences sur le sujet "Educational indicators – Cross-cultural studies"
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Kostina, Ekaterina, Svetlana Khoroshilova et Elena Pushkareva. « BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS ». Dans NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/01.
Texte intégralRésumé :
The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers.
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Kostina, Ekaterina, et Svetlana Khoroshilova. « BUILDING MOBILITY COMPETENCE OF INTENDING TEACHERS ». Dans NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/02.
Texte intégralRésumé :
"The main idea of modern education is to build competences as a produce of university educational process. One of the most important competences of intending teachers to be built is mobility competence, which is a component of professional pedagogical competence. We believe, to train a mobile teacher is possible within a purposefully created cross-cultural educational university environment, where the designed technology of developing intending teachers’ academic mobility based on the cross-cultural approach is implemented. The empirical methods of the research are represented by observation, interlocution, interview, questioning, testing, expert review, generalization of independent data, pedagogical experiment, and mathematical statistics. To estimate the readiness of intending teachers for academic mobility under the conditions of cross-cultural educational environment, four levels of readiness are offered: optimal (high), admissible (middle), critical (low), and inadmissible (not ready). To determine the level, we have developed three criteria (cognitive, motivational-valuable, acting-reflective) and their indicators. At the motivating stage of the pedagogical experiment we conducted surveys of different respondent groups (random sample including online format, 1261 respondents) with the help of the questionnaires we had developed. The received data were used in the training course “Teaching a foreign language through the culture of native speakers”, which contributed to the building of mobility competence of intending teachers. At the monitoring stage of our experimental education the comparison of the results of the incoming and outgoing assessment according to the developed criteria and indicators showed significant growth of the students’ readiness for academic mobility, which allows us concluding that the designed technology of developing academic mobility based on the cross-cultural approach is effective in building mobility competence of intending teachers."
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Palšaitis, Ramunas, Kristina Čižiunienė et Kristina Vaičiutė. « SOCIAL COMPETENCIES AND PERSPECTIVES OF HUMAN RESOURCES IN LOGISTICS ORGANIZATION ». Dans Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.52.
Texte intégralRésumé :
Clients of logistics organizations often demand not only one service, but a total logistics package. Therefore, globalization of economic, social and cultural processes pose new challenges for human resource management. The paper analyzes the impact of human resource competence features and its use as a tool for development of logistics organization and logistics service quality assurance. Competence measurement is complicated, it requires sophisticated studies, thus competence is often assessed on the grounds of simple, easily expressed, but often frustrated total image indicators, such as education and training. The conducted qualitative research enabled the identification of human resource social competence problematics in logistics organizations.
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Hamdan, Abeer, et Manar Abdel-Rahman. « Child Disciplinary Practices in relation to Household Head Education and beliefs in Five Middle East and North African (MENA) countries : Cross Sectional study-Further analysis of Multiple Indicator Cluster survey data ». Dans Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0168.
Texte intégralRésumé :
Introduction:Internationally, eight out of ten children are exposed to violent discipline by their caregivers. To reduce the prevalence of violent discipline against children, we should understand the social and economic factors that affect the choice of disciplinary methods. Despite the high prevalence of violent discipline in the Middle East and North African (MENA) region, only a few studies explored disciplinary methods in this region. Aim: This study aims to determine the prevalence of positive and violent disciplinary practices in five selected MENA countries and assess their association with household head education and beliefs of physical punishment. Methods: This is a cross-sectional study design based on available secondary data from the Multiple Indicator Cluster Survey on its fourth round (MICS-4). A child was selected randomly from the household, and the Parent-Child Conflict Scale (CTSPC) tool was used to report disciplinary methods the child encountered during the last month period preceding the survey. Univariate and multivariable logistic regression were used to investigate the association between disciplinary practices with household head education and respondent's beliefs of physical punishment. The analysis was conducted using pooled data from all selected surveys and also for individual countries. Result: The overall prevalence of positive discipline was only 15% (95% CI: 14.4-15.8), in the five countries, while the prevalence of violent discipline was 80% (95% CI: 79.0 -80.5). The prevalence of positive discipline was highest in Qatar (40%; 95% CI: 35.0-44.4) and lowest in Tunisia (5%; 95% CI: 4.3-5.9) while the prevalence of violent discipline was highest in Tunisia (93%; 95% CI: 92.1-94.1), and lowest in Qatar (50%; 95% CI: 44.7-55.0). Overall, the household head education was not significantly associated with either positive or violent discipline after adjusting for covariates. However, respondents believe of disciplinary methods was significantly associated with both positive and violent discipline (OR=5.88; 95% CI: 4.97-6.96) and (OR=6.27; 95% CI: 5.40-7.28), respectively. Conclusion: High rates of violent discipline in the MENA region might indicate an increase in mental, behavioral, and social problems and disorders in our future generation. Rapid action is needed to reduce the worsening of violent discipline, and it is consequences. There is a need for educational programs for caregivers to teach them alternative non-violent methods of discipline. Besides, these numbers should inform policymakers about the importance of the existence and the implementations of laws, policies, and regulations to protect children from all forms of violence to protect our future youths and ensure their health and wellbeing.
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Nikula, Natalia. « The Formation of the Future Specialist Professional Culture in the Educational Space of the University ». Dans ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.
Texte intégralRésumé :
The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
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Gömleksiz, Mustafa, et Birol Mercan. « Economic Growth in the Axis of Human Capital, R&D and Innovation : An Analysis on the G8 Countries ». Dans International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.01133.
Texte intégralRésumé :
In recent years, human capital, R&D activities and innovation have an important place in both empirical studies related with economic growth and new growth models. In this context, it is drawn that innovations frequently arising from R&D activities are the main engine of the new economy, while productivity-based positive relationship between human capital and economic growth of the countries is emphasized by a variety of evidence. This paper empirically investigates the impact of human capital, R&D and innovation on economic growth in context of G8 countries. Indicators used in analyze covering the period 1998-2012 are gross domestic product per capita, public spending on education, population with tertiary education between aged 25-64, total public and private sector R&D expenditures and international patent grants. Such relationships were analyzed by using the panel data method for the 8 cross-sectional units and 15 year long period. The results indicate that impact of both human capital and innovation on economic growth is signifanctly positive. Furthermore, results show that the total public and private sector R&D expenditure has a negative effect on economic growth while its coefficient statistically insignificant. Latter result obtained from analyze also contribute to discussions about the roles of patents and public funding or public performed R&D in economic growth.
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El Massoudi, Nezha. « Global Citizenship Education (GCED) in The Digital Era : The Unexpected Tool for Peacebuilding. How 21st Century Fluencies Can Shape Sustainable Global Peace ? » Dans 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.006.
Texte intégralRésumé :
Abstract If education is unanimously recognized as a powerful and impactful tool for social advancement, its use in global affairs as a major component has not yet been fully acknowledged. The current world state, with multiplying challenges amidst a global crisis - caused by the fallouts of an unmanageable pandemic - exposed the limits of multilateralism, undermining international cohesion already struggling over geopolitical rivalries and bursting territorial conflicts. Growing gaps between citizens and governing bodies are threatening the very essence of democracy, the quintessence of people representation, the act of being a citizen. If such struggles arise even within states’ borders, needless to say, building a global citizenship feeling of belonging may prove difficult, requiring exceptional efforts and a strong driver, such as education, leaning on an innovative approach. Peacebuilding through education to global citizenship is one of the pillars of the United Nations 2030 Agenda. In this regard this work is directly relevant to the Sustainable Development Goal 4.7 (Education for sustainable development and global citizenship, and the promotion of a culture of peace and non-violence), an indicator building a basis for decision-making and institutional frameworks, reflecting on citizen political involvement on a local/global level, leaning on the tryptic pattern of foundation/adaptation/integration. GCED could be one of the strongest peace advancement tools to think globally and act locally, by integrating emotional intelligence, creating a common shared value, tackling climate change and gender equity, as women are often in the frontline of rising challenges. This work will investigate and analyze the paradigms of GCED in peacebuilding using a cross-national analysis within the framework of digital humanities and peace studies research fields. KEYWORDS: peace, education, peacebuilding, digital citizenship, emotional intelligence, critical thinking, global security, 21st century skills, peacetech, innovation, empowerment
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Khaled, Salma Mawfek, Catalina Gabriela Petcu, Maryam Ali Al-Thani, Aisha Mohammed Al-Hamadi et Peter Woodruff. « Prevalence and Potential Determinants of Insomnia Disorder in the General Population of Qatar ». Dans Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0130.
Texte intégralRésumé :
Aims: To estimate the prevalence of Insomnia Disorder in the household population of Qatar and explore potential associations with depressive and anxiety symptoms in addition to sociodemographic variables. Methods: Probability-based sampling was used to select a representative sample (N= 1,611) of Qatar’s household population. Face-to-face household interviews were conducted by trained staff using computer-assisted technology with consenting participants who were 18 years or older living in Qatar by the Social and Economic Research Institute (SESRI) at Qatar University as part of the Annual Omnibus survey in February/ March, 2019. The Sleep Condition Indicator (Epsie, 2014), a brief screening tool for DSM-5 criteria, was used to estimate the prevalence of insomnia in Qatar’s general population. Depressive and anxiety symptoms were ascertained using the PHQ-9 and GAD-2. Sociodemographic and health information including personal and family history of autoimmune disease were also collected. Univariate, bivariate, and multivariate statistics were conducted. Results: The prevalence of insomnia was 5.5% (95%CI: 4.3-6.7) and was higher in females (6.3%) than males (4.6%), though these differences were not statistically significant (P = 0.216). Insomnia was strongly associated with depressive (OR=5.4, P<0.01) and anxiety symptoms (OR=3.0, P<0.05). Having one or more autoimmune diseases were strongly associated with insomnia (OR=3.9, P<0.001) in Qatar’s general population. Insomnia was positively associated with younger age (P<0.01) and negatively associated with higher (post-secondary) education (OR=0.4, P<0.05). Conclusion: There is a significant association between mental illness and insomnia in Qatar with interesting findings in context of Qatar for role of age, education, and ethnicity. These findings need to be taken into account in provision of mental health services. Future studies should delineate the role of cultural attitudes towards sleep as potential mechanism linking insomnia to mental illness.
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Jankova, Liga, Andrejs Lazdins, Madara Dobele et Aina Dobele. « Topicality of crafts in the development of Jelgava old town quarter ». Dans 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.019.
Texte intégralRésumé :
The development of small towns in Latvia is strongly affected by the growth of the tourism industry. New tourism products and sightseeing objects are created to develop local tourism and increase the number of visitors to cities/regions owing to municipal support. It has been found that in artisanal quarters, product sales and educational masterclasses create a new added value for tourism, thereby contributing to the sustainable development of the area. The first part of the research explained the role of crafts and artisans in urban development. The second part of the research performed a comparison of the operational patterns of current houses and centres of crafts, conducted an expert survey of administrators of the houses and centres of crafts and identified the demand for artisan products by the population and their interests in the development of the Jelgava Old Town street quarter. The research has concluded that in order for crafts to survive, national and local government support is needed for creating houses, centres, quarters and streets of crafts, improving the infrastructure for artisans to work and for tourists to visit them. Municipalities need to develop and implement a policy and a programme for craft development. Crafts have transformed into the cultural industry and in many autonomous communities, the craft competences have merged with tourism and contributed to a broad supply of products and have become important for the development of the area. Overall, the number of visitors to some Jelgava city tourism facilities increased in 2018, yet the total number of visitors decreased. This indicates that the city needs new local tourism facilities. Four operational patterns of houses and centres of crafts were identified in Latvia. Crafts as an important and supportive activity to be developed are incorporated in a number of European, national, Zemgale planning region, Jelgava city and region development strategies and programmes, thereby emphasizing the support needed for traditional artisan activities. Respondents highly rated the need for a house of crafts in the Jelgava Old Town street quarter – 45% expressed very convincing opinions, while 42% rated it as average. The main benefits in the context of craft functions pertain to the cultural and historical heritage and social value. Further research studies are needed to analyse the economic and creative/innovative functions of crafts.
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Gerni, Cevat, Selahattin Sarı, Mustafa Kemal Değer et Ömer Selçuk Emsen. « Liberalism and Economic Growth in Transition Economies ». Dans International Conference on Eurasian Economies. Eurasian Economists Association, 2011. http://dx.doi.org/10.36880/c02.00290.
Texte intégralRésumé :
In the world economy, since 1960s, countries, which are open and apply liberal policies succeeded higher economic growth and welfare. Therefore, liberal policies became more attractive. In that case, the transition, which has political, economic, and socio-cultural aspects, means moving from socialist-authoritarian structure to market based-liberal structures. In the literature, there are many studies which point out labor force and capital are not significant on the economic growth. In addition, the literature focuses on the importance of institutions on the economic growth. In this study, we compare the countries which were quickly away from the socialist structures with the countries which were slow on the reforms. Our analysis depends on their economic growth with cross section. However, we know the importance of institutional aspects on the growth research; therefore, we applied 2SLS regression analysis and to determine the economic liberalism indicators we used political rights, civil liberties, years that were under the socialism, openness, secondary school ratio, and public spending/GDP ratio. In the late phase, GDP per capita, as an indicator of economic growth, is explained with an independent variable which is predicted in the first phase via liberalism variable, and labor-population ratio and constant capital stock GDP ratio variables used in Neo-classical Solow-type growth model.