Artigos de revistas sobre o tema "Contemporary education systems"
Siga este link para ver outros tipos de publicações sobre o tema: Contemporary education systems.
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Contemporary education systems".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.
1
Fisher, J. F. "International Education Systems and Contemporary Education Reforms". Comparative Studies of South Asia, Africa and the Middle East 26, n.º 1 (1 de janeiro de 2006): 148–49. http://dx.doi.org/10.1215/1089201x-2005-017.
Texto completo da fonte
2
Farhan, Ishaq, e Mahmoud Rashdan. "Towards Developing Contemporary Education Theory". American Journal of Islam and Society 7, n.º 1 (1 de março de 1990): 103–7. http://dx.doi.org/10.35632/ajis.v7i1.2674.
Texto completo da fonteResumo:
With the increased interest in Islamic countries to adopt a way of lifebased on Islamic law, the need has intensified for practical and scientificIslamic alternatives to social and economic problems facing the world ingeneral and the Islamic nations in particular.Most countries of the world are undergoing severe education crises andreform is especially needed in education. The education systems in manycountries have failed to develop the individual in relation to social andhumanistic goals. Educational systems in the Islamic countries have beenmostly modeled on those of Western countries. As a result, these Islamiccountries are undergoing dual crises. First, the adopted education systemshave had a severe impact on many aspects of daily life in the Islamic countries.Second, the adopted education systems frequently counter Islamic goals andideals.Numerous thinkers and intellectuals in Muslim countries have emphasizedthe role of education in building a balanced and integrated individual personalityin society. Hundreds of books were written discussing these issues. Variousconferences were held to restore educational thought from the Islamic heritage.The effects of these efforts has resulted in emphasizing the successful roleof Islamic education in shaping the person, rebuilding society, and contributingto civilization.Education in modern society plays an important role in training humanresources to bridge the economic gap between the developed and developing ...
3
Panov, Hilda. "FROM CONTEMPORARY MANAGEMENT TO CONTEMPORARY EDUCATION". KNOWLEDGE INTERNATIONAL JOURNAL 31, n.º 6 (5 de junho de 2019): 1873–76. http://dx.doi.org/10.35120/kij31061873p.
Texto completo da fonteResumo:
The last decade of the twentieth century is filled with numerous events which will mark the economic and social relations in our country for a long time. In terms with the whole changes that rose after the constitution of The Republic of Notrh Macedonia as an independent country, special emphasis is put on the model of the economic systemand the introduction of a new in accordance with the principles of the free market and the market economy.This change dictates adequate changes in the economic relations in the field of educational and the science-reseach system. In the field of education and upbringing management should be implemented as a contemporary process which includes the following activities: planning, organizing, coordinating, motivating and controling, without which modern educational process cannot be concieved.Therefore, the new techno-economic paradygma represents a nucleous of mutually connected technologically, organizational and managirial inovations whose advantage is in the new range of products and production systems and services without which a modern economic structure of the society cannot be imagined.Management in this respect shoulb be recognised and characterised with: managers’ knowledge, their skills and ability to run and to deal in conditions of market economy.The development of management as a separate field can be divided in various periods: Pre-scientific management, scientific management, human resources, refining , spreading and synthesis. Each of these periods is characterized with specific principles,functions,authors, researches and management schools.Management as a process, applicable in each environment (economic, non economic, governmental etc)including the basic functions or primary activities executed by the managers, enables each activity to be planned, to be orgnaised its implementation, to coordinate the implementation, to motivate,and run and to take corrective measurements should there be opposing in the implementation of the activities.
4
EGUZ, Sule. "Contemporary Education Systems: The Case of United States". Eurasia Proceedings of Educational and Social Sciences 33 (3 de janeiro de 2024): 126–34. http://dx.doi.org/10.55549/epess.1413353.
Texto completo da fonteResumo:
Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.
5
Ruchin, V. A., e A. V. Ruchin. "Education Systems in Contemporary Society: Social and Philosophical Analysis". Vestnik Povolzhskogo instituta upravleniya 20, n.º 2 (2020): 76–85. http://dx.doi.org/10.22394/1682-2358-2020-2-76-85.
Texto completo da fonte
6
Aberšek, Boris, e Andrej Flogie. "Smart Education Systems Supported by ICT and AI". Applied Sciences 13, n.º 19 (27 de setembro de 2023): 10756. http://dx.doi.org/10.3390/app131910756.
Texto completo da fonte
7
Jiménez, Robert T., e Patrick H. Smith. "Mesoamerican Literacies: Indigenous Writing Systems and Contemporary Possibilities". Reading Research Quarterly 43, n.º 1 (janeiro de 2008): 28–46. http://dx.doi.org/10.1598/rrq.43.1.3.
Texto completo da fonte
8
Silva, Jorge Natalino da, e Joelma Gonçalves de Souza. "Contemporary school". RCMOS - Revista Científica Multidisciplinar O Saber 2, n.º 1 (22 de janeiro de 2024): 23–30. http://dx.doi.org/10.51473/rcmos.v2i1.313.
Texto completo da fonteResumo:
This study aims to understand the importance of the role of the school in social formation and, therefore, needs to be known and analyzed within society as an environment of change. The contemporaneity requires permanent analysis of the practice and the countless changes in the social, cultural, political and economic systems, this imposition presents itself both as a condition to accompany the evolution of knowledge, and to redirect the teaching actions in search of meeting the new demands educational. This article refers to the new meaning of education and knowledge in contemporary times, it addresses conceptual references, taking them as the basis for a critical refl ection on continuing education. Emphasizes the importance of a contemporary conception that encompasses, alongside the scientifi c dimension, a sociocultural perspective and teacher training, through an interdisciplinary approach.
9
Carter, Nancy F. "Sources: International Education: An Encyclopedia of Contemporary Issues and Systems". Reference & User Services Quarterly 53, n.º 3 (1 de março de 2014): 279. http://dx.doi.org/10.5860/rusq.53n3.279a.
Texto completo da fonte
10
Shadiyeva, Dilfuza. "Revolutionizing Language Teaching: Integrating Modern Pedagogical Technologies into Education Systems". International Journal for Research in Applied Science and Engineering Technology 12, n.º 3 (31 de março de 2024): 1325–27. http://dx.doi.org/10.22214/ijraset.2024.59119.
Texto completo da fonteResumo:
Abstract: The integration of contemporary pedagogical technology into language instruction within the educational system is examined in this research article. The study looks at the advantages and difficulties of using technology in language learning, assesses how pedagogical technology use is evolving, and investigates how these developments affect language learning results. This paper offers insights into the efficacy of contemporary educational methods in boosting language acquisition and establishing a more dynamic and engaging learning environment through an extensive literature study and empirical research
11
Manea, Gheorghe-Cosmin, Andreea Cozea e António Abreu. "SUSTAINABLE EDUCATION AND THE CHALLENGES OF THE CONTEMPORARY WORLD". e3 9, n.º 2 (28 de dezembro de 2023): 09–15. http://dx.doi.org/10.29073/e3.v9i2.762.
Texto completo da fonteResumo:
In the last decades, the national and international reality is faced with multiple problems like the limited nature of natural resources, demographic growth, environmental deterioration, proliferation of conflicts between nations, increasing gaps between poor countries and rich countries, etc. Due to their regional and universal dimensions, these aspects constitute a complex phenomenon generically named "the problem of the contemporary world". This concept was introduced by the Club of Rome, founded in 1968 under the leadership of A. Peccei, as an institution that brings together specialists from all over the world concerned with the evolution and the destiny of people globally. Naturally, educational systems must respond to the demands of these realities and the challenges launched by the social space. The specific conservatism of educational systems, however, causes them to lag behind in relation to social demands, which generates a very uncomfortable phenomenon, identified in the education crisis. These causes are diverse and obvious, including currently at the level of education systems. The proposed solutions for solving the world education crisis fall under several directions of socio-pedagogical action.
12
Zapletalová, Dana, e Jiří Tuza. "Contemporary society and its normative systems". Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 60, n.º 2 (2012): 539–46. http://dx.doi.org/10.11118/actaun201260020539.
Texto completo da fonteResumo:
Every human behavior is under the influence of many factors, for example, personal preconditions, ambitions, education, in addition to certain time and the enviroment in which human beings live and work. From the social point of view, the first place in the regulation of behaviour is occupied by the normative regulátory systems. The contemporary time and society are often denominated as postmodern or postindustrial. Among others, there are crisis of various kind, first of all the crisis of traditional value systems reflected in the crisis of moral and law, which is connected with the current period. In this article, we analyse contemporary society, its characteristic features, in addition to comparison with the earlier period called modern or industrial. Both these periods have some characteristic elements which are mutually antagonistic. However, they have something in common at the same time. Apart from that, both societies have met a crisis. Moreover, there were changes in values and regulatory systems during these periods. With respect to the value systems, it is obvious that they have undergone fundamental changes which society has to settle up. Furthermore, it is necessary to assume a certain position when considering moral and legal aspects.
13
Elsawah, Sondoss, Allen Tim Luen Ho e Michael J. Ryan. "Teaching Systems Thinking in Higher Education". INFORMS Transactions on Education 22, n.º 2 (janeiro de 2022): 66–102. http://dx.doi.org/10.1287/ited.2021.0248.
Texto completo da fonteResumo:
Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.
14
Elsawah, Sondoss, Allen Tim Luen Ho e Michael J. Ryan. "Teaching Systems Thinking in Higher Education". INFORMS Transactions on Education 22, n.º 2 (janeiro de 2022): 66–102. http://dx.doi.org/10.1287/ited.2021.0248.
Texto completo da fonteResumo:
Systems thinking is recognized as an essential skill for understanding complex problem solving and decision making associated with many of the contemporary issues faced by individuals and communities. In this article, our goal is to contribute to the knowledge of curriculum and pedagogy of formal systems thinking teaching in higher education. We believe that accumulating this knowledge can provide a better foundation for including systems thinking in higher-educational programs. To achieve this goal, the purpose of this study is to examine whether the use of a set of systems thinking concepts and methods can effectively promote systems thinking in higher-education settings. The study shows that systems thinking skills can be promoted effectively through the delivery of a combination of systems thinking methods and concepts.
15
Ramandanis, Dimitrios, e Stelios Xinogalos. "Designing a Chatbot for Contemporary Education: A Systematic Literature Review". Information 14, n.º 9 (13 de setembro de 2023): 503. http://dx.doi.org/10.3390/info14090503.
Texto completo da fonteResumo:
A chatbot is a technological tool that can simulate a discussion between a human and a program application. This technology has been developing rapidly over recent years, and its usage is increasing rapidly in many sectors, especially in education. For this purpose, a systematic literature review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to analyze the developments and evolutions of this technology in the educational sector during the last 5 years. More precisely, an analysis of the development methods, practices and guidelines for the development of a conversational tutor are examined. The results of this study aim to summarize the gathered knowledge to provide useful information to educators that would like to develop a conversational assistant for their course and to developers that would like to develop chatbot systems in the educational domain.
16
Gardner, Daniel, Alessio Accardi, Emre R. F. Aksay, Olaf S. Andersen, Jason R. Banfelder, Olga Boudker, David J. Christini, Olivier Elemento, Bernice Grafstein e Trine Krogh-Madsen. "Contemporary PBSB: Modular Graduate Education in Cells, Systems, and Quantitative Methods". Biophysical Journal 104, n.º 2 (janeiro de 2013): 532a. http://dx.doi.org/10.1016/j.bpj.2012.11.2944.
Texto completo da fonte
17
Cusack, Carole M. "The Contemporary Context of Gurdjieff’s Movements". Religion and the Arts 21, n.º 1-2 (2017): 96–122. http://dx.doi.org/10.1163/15685292-02101004.
Texto completo da fonteResumo:
The “sacred dances” or “Movements” were first revealed by George Ivanovitch Gurdjieff (c. 1866–1949) in 1919 in Tiflis (Tblisi), the site of the first foundation of his Institute for the Harmonious Development of Man. The proximate cause of this new teaching technique has been hypothesized to be Jeanne de Salzmann (1889–1990), an instructor of the Eurhythmics method of music education developed by Émile Jaques-Dalcroze (1865–1950). Jeanne and her husband Alexandre met at Jaques-Dalcroze’s Institute at Hellerau in 1913, and became pupils of Gurdjieff in 1919. It was to her Dalcroze class that Gurdjieff first taught Movements. Esoteric systems of dance and musical education proliferated at the time. Gurdjieff was deeply interested in music, theater, and art. When Pyotr Demianovich Ouspensky (1878–1947) met him in 1915 he spoke of dances he had seen in Eastern temples, and was working on a never-performed ballet, The Struggle of the Magicians. This article argues that body-based disciplines introduced by esoteric teachers with Theosophically-inflected systems are a significant phenomenon in the early twentieth century and that Gurdjieff’s Movements, while distinct from other dance systems, emerged in the same esoteric melting-pot and manifest common features and themes with the esoteric dance of Rudolf Steiner, Rudolf von Laban, Peter Deunov, and others.
18
Morańska, Danuta. "E-LEARNING IN CONTEMPORARY ACADEMIC DIDACTIC. CONSTRUCTIVE SHOT". Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 19, n.º 4 (31 de dezembro de 2018): 193–204. http://dx.doi.org/10.5604/01.3001.0013.1655.
Texto completo da fonteResumo:
The implementation of remote education systems is still a serious challenge for the organizers of this form of education. It requires a deep analysis of the organization’s structure and principles. One of the conditions determining the effectiveness of distance education is the ability to adapt the adopted solutions to individual cognitive preferences and educational needs of learners. The organization of learning communities, sharing knowledge and actively cooperating in problem solving is also of key importance.
19
Watson, Steven. "Mathematics education as a systems of society". Revista de Educação Matemática 20 (1 de janeiro de 2023): e020085. http://dx.doi.org/10.37001/remat25269062v20id783.
Texto completo da fonteResumo:
This essay explores philosophy of mathematics education from a historical sociological perspective. This examines the nature of meaning-making as social systems of mathematics and mathematics education emerge as part of society. To do this I draw on social systems theory which posits a general theory of autopoietic systems from which consciousness and communication, as systems based on meaning, are coupled through language. Systems theory has had little attention in mathematics education and my aim here is to outline the approach by presenting a cursory functional analysis of mathematics education. This allows the possibility of theorising mathematics education as a social system of communication and has the capacity to show how the constituting parts of mathematics education, for example, research and practice relate and how mathematics education is related to other social systems in contemporary society.
20
Hart, Paul. "Environmental Education in Canada: Contemporary Issues & Future Possibilities". Australian Journal of Environmental Education 6 (1990): 45–66. http://dx.doi.org/10.1017/s0814062600002019.
Texto completo da fonteResumo:
Environmental education has become a major concern for many politicians, educators, and parents in Canada. The politics of resource scarcity, environmental deterioration, and failed economic theories have combined to force nations such as Canada to reassess their priorities. Environmentalism has matured to the degree that large numbers of environmentally related contradictions in Canadian society can be traced to patterns of western intellectual thought and debated in terms of differing ideologies relating to population, economic development, government policy making, the legal system, and to education. As we face the 21st century with growing uncertainty and threats to our understandings, our ideas, and our institutions, an environmental perspective may well come to dominate our consciousness and our education.This paper develops an argument for reform in current environmental education practices within Canada at a time when educational systems in this country are becoming serious about incorporating an environmental perspective. After setting the context within systems of Canadian education, the paper attempts to capture the essence of environmental education activities by means of some broadly based Canadian contributions to the field and by two specific examples. The purpose of these sections is to throw into relief a number of tensions and contradictions in the contemporary theory and practice of environmental education in Canada and to identify a number of issues for debate in light of this experience. Finally, a proposal consistent with authentic principles of socially critical environmental education is suggested as a means of reconceptualising future environmental education activities within Canadian contexts.
21
Benchouk, Kaoutar. "Comparative Insights into Moroccan and American Higher Education Systems: History, Legacy, and Contemporary Realities". International Journal of Higher Education 12, n.º 6 (3 de dezembro de 2023): 127. http://dx.doi.org/10.5430/ijhe.v12n6p127.
Texto completo da fonteResumo:
In this comparative study, the author juxtaposed two distinct higher education systems, namely those of Morocco and the United States. The investigation involved a historical exploration of the development of these systems, with a specific focus on the colonial influences that have shaped their evolution. Furthermore, the author scrutinized the initiatives aimed at internationalizing higher education within the United States and Morocco. Lastly, the study delved into the methodological complexities inherent in comparing divergent educational systems.
22
Antoniuk, Larysa, Iryna Kalenyuk, Olena Tsyrkun e Mariia Sandul. "Rankings in the higher education competitiveness management system". Problems and Perspectives in Management 17, n.º 4 (25 de dezembro de 2019): 325–39. http://dx.doi.org/10.21511/ppm.17(4).2019.27.
Texto completo da fonteResumo:
The modern approaches towards higher education systems management often tend to focus on separate universities’ performance, lacking the systemic view of the overall higher education systems’ competitiveness. Thus, the policymakers often fail in tailoring the higher education strategies to the mission of higher education in contemporary society. The article focuses on providing a systemic insight into the global competitive positioning of the national higher education systems. Based on the suggested ranking methodology, the authors perform the evaluation and ranking of 94 higher education systems, highlighting the limitations of this method, and the cluster analysis, identifying 3 types of their competitive positioning: leaders, followers, and underperformers. Based on Pearson coefficients of skewness and kurtosis calculation, the article shows that globally the inequalities in terms of higher education enrolment rate are decreasing, while those of R&D institutions quality and university-industry collaboration in research remain unchanged. Therefore, upgrading higher education quality assurance systems becomes the main strategic priority for the developing countries in terms of ensuring their higher education systems’ competitiveness. Given the levelling of higher education attainment and its quality worldwide, the authors anticipate further specialization of the universities and broadening of their role within the national innovation system. The article shows that the more comprehensive the approach for evaluating the higher education systems performance – the better the policymakers may benefit in terms of higher education strategic management.
23
Zarei, Fatemeh, e Somaye Baniasadi. "A Study on Sustainability of Contemporary Cropping Systems in Bam". Advances in Social Sciences Research Journal 7, n.º 10 (17 de outubro de 2020): 78–88. http://dx.doi.org/10.14738/assrj.710.9080.
Texto completo da fonteResumo:
The study was conducted in Bam in 2019 to develop an index to quantify sustainability of cropping systems in the region. The studied cropping systems included single-cropping systems (palm trees) and multi-cropping systems (citrus, palm trees and alfalfa). The studied indices included economic, social, agricultural indices, as well as, personal features, market access, features of communication, education-extension activities, sustainable agricultural knowledge, attitude towards sustainable agriculture, and obstacles facing sustainable agriculture. The results indicated that the amount of sustainability index was lower than the mean value in 0.56% of the farms and this index was higher than the mean value in 0.44% of the others. Comparison of the mean value of sustainability indices in the studied cropping systems indicated that the mean indices of the type of cropping system, attitude towards sustainable agriculture and extension training activities in multi-cropping systems were more than single crops. The mean indices in social participation and the obstacles facing sustainable agriculture in single cropping systems was more than the multi-cropping ones. Some indices including social participation, sustainable agricultural knowledge and education-extension activities in multivariate regression model remained in the final model as variables that had the largest contribution in the rate of change in the dependent variable (sustainability) and explained = 60% of the changes in the dependent variable. The study showed that the sustainability of multi-cropping systems was more than the single-cropping ones.
24
Gafurov, Ilshat. "Editorial: Contemporary mission of large universities in teacher education". Education & Self Development 16, n.º 3 (30 de setembro de 2021): 152–57. http://dx.doi.org/10.26907/esd.16.3.21.
Texto completo da fonteResumo:
The role of teacher education in improving the quality of educational systems is constantly increasing. Notably, this particular segment of education has been the focus of educational policy in many countries in recent years (Tatto & Menter, 2020). Teacher education today has a special responsibility, since its main task is to train a new generation of teachers who are able to work in the face of modern challenges and respond quickly and adequately to any external influences (Beauchamp et al., 2015). This requires not only a radical transformation of technology and communication in the transfer of knowledge in the learning process and the formation of a new understanding of a safe environment, but also a serious renewal of the philosophy and theory of education. This will inevitably entail the emergence of new or modernization of existing educational concepts, as well as models and technologies for teacher training (Preston, 2017).
25
Haq, Syed Nomanul. "Educational Horizons of Contemporary Pakistan". ICR Journal 4, n.º 1 (15 de janeiro de 2013): 126–33. http://dx.doi.org/10.52282/icr.v4i1.497.
Texto completo da fonteResumo:
When we glance at the intellectual horizons of Pakistan, what appears before our eyes is an intractable melee of inconsistent and often conflicting systems, riven by deep fissures and pervasive discontinuities. This situation, not unlike that in practically any contemporary Muslim society, does not mean that there is any inherent or actual intellectual inferiority in these societies. Pakistan itself can boast a vast treasure of talents, skills, and rigor of intellect. But it does engender a marked fragmentation of the country’s population.
26
Ilieva, Raya. "Contemporary tendencies in higher education – application of artificial intelligence". SHS Web of Conferences 111 (2021): 01009. http://dx.doi.org/10.1051/shsconf/202111101009.
Texto completo da fonteResumo:
In the 21st century, artificial intelligence has undergone unprecedented development as a result of advances in computing power, the ability to accumulate, store and access vast amounts of data, as well as from a deeper theoretical understanding. This brings huge benefits to education, business and industry, where fundamental changes in attitudes, patterns of learning and the use of artificial intelligence to anticipate, monitor and manage risk in the dynamics of globalization and automation are observed. This article aims to explore the possibility of current trends in the development of digital technologies and globalization. The subject of the study is whether universities work in good coordination in order to be adequately prepared for the inevitable changes in society and the economy. Research methods that are used are general and specific, namely: normative, systematic, comparative analysis, induction and deduction The main task is to encourage universities to continue with their adaptation and development of their online distance learning systems, greater individualization of students’ academic development, rapid exchange and application of good practices in the processes of education, management and research.
27
Bhat, RamachandraG, RajeshaHalekote Karisetty, Sushrutha Shivanna, Balaram Pradhan e TM Srinivasan. "A comparative study between vedic and contemporary education systems using bio-energy markers". International Journal of Yoga 13, n.º 2 (2020): 152. http://dx.doi.org/10.4103/ijoy.ijoy_61_19.
Texto completo da fonte
28
Todorova, Elena, e Stelian Dimitrov. "Socio-Economic Aspects of the Higher Education in Bulgaria". Journal of the Bulgarian Geographical Society 39 (13 de novembro de 2018): 58–63. http://dx.doi.org/10.3897/jbgs.2018.39.11.
Texto completo da fonteResumo:
The contemporary higher education in Bulgaria accumulated a number of problems over the years and they become a hindrance for it to successfully function as a driver of research and development activities, produce experts for the labor market and be a strategic business partner. Meanwhile, the higher schools have the potential to develop and influence on the regionaleconomic profile. This paper elaborates on the problems and influence of the higher education from socio-economic point of view while focusing on the regional manifestationof these problems, using visualizations, generatedby geographic information systems and studies the contemporary trends and development opportunities.
29
Portelli, John P., e Christina Patricia Konecny. "Neoliberalism, Subversion and Democracy in Education". Encounters in Theory and History of Education 14 (6 de novembro de 2013): 87–97. http://dx.doi.org/10.24908/eoe-ese-rse.v14i0.5044.
Texto completo da fonteResumo:
This paper aims to further address what we regard as the detrimental influence that neoliberalism has had on any and all commitments to democratic ideals in educational settings. The argument is simply that a robust pluralism and cosmopolitanism in educational theory sits in tension with the neoliberalism of contemporary western mass-society. Our argument has two parts. First, we argue that the neoliberal hegemony of contemporary North American schooling is oppressive insofar as it negates and stifles any effort to enact democratic practices within classrooms settings, while simultaneously producing systemic inequities, dehumanization and instrumentalization of teachers and students in schools. We then argue for an educational ethic of subversion, an ethic that we see as warranted, justified and often necessary in the face of systems of schooling that are organized according to the logic of neoliberalism.
30
Pléh, Csaba. "Two types of genetic reasoning in contemporary psychology and their relevance for education". Gyermeknevelés Tudományos Folyóirat 10, n.º 4 (31 de dezembro de 2022): 5–25. http://dx.doi.org/10.31074/gyntf.2022.4.5.25.
Texto completo da fonteResumo:
The paper shows how arguments based on genetics came back in the 1960s. The universalist claims started from the innatism of Chomsky, and gradually extended the idea of preconfigured cognitive systems to several areas. This resulted in the development on new methods towards studying preverbal infants, but also in proposing much leaner prewired core systems. The other revival of genetic ideas in psychology was mainly reraising to classical nature/nurture debates regarding IQ. The new epigenetic theories propose a new synthesis in the frames of developmental science: environmental enrichment fosters the unfolding of genetic based individual differences.
31
Katzan, Harry. "Contemporary Issues in Cybersecurity". Journal of Cybersecurity Research (JCR) 1, n.º 1 (21 de junho de 2016): 1–6. http://dx.doi.org/10.19030/jcr.v1i1.9745.
Texto completo da fonteResumo:
The effectiveness of modern computer applications is normally regarded as a function of five basic attributes of secure computer and information systems: availability, accuracy, authenticity, confidentiality, and integrity. The concepts generally apply to government, business, education, and the ordinary lives of private individuals. The considerations normally involve extended Internet applications – hence the name Cybersecurity. Achieving and maintaining a secure cyberspace is a complicated process, and some of the concerns involve personal identity, privacy, intellectual property, the critical infrastructure, and the sustainability of organizations. The threats to a secure operating infrastructure are serious and profound: cyber terrorism, cyber war, cyber espionage, and cyber crime, to which the technical community has responded with safeguards and procedures, usually supplied by the private sector. This paper provides a comprehensive view of security in the cyber domain with the ultimate objective of developing a science of cybersecurity.
32
Harris, Belinda. "Reclaiming the radical legacy of Gestalt education in contemporary educational practice". British Gestalt Journal 19, n.º 1 (1 de junho de 2010): 19–25. http://dx.doi.org/10.53667/zijf4854.
Texto completo da fonteResumo:
"Abstract: This paper outlines key issues in the contemporary educational landscape and argues that radical traditions, including Gestalt, have much to offer educators and school systems struggling to balance the growth needs of their students and staff alongside environmental pressures to implement rigid, constraining and depersonalised policy impera- tives. Some examples are offered of small scale initiatives that can make a palpable difference to the educational experience of students and staff and support human flourishing. Key words: educational policy, educational change, student voice, public spaces, globalisa- tion."
33
Abdul Rahman, Aminah. "Contemporary Malaysian Families: Evidence-Based Interventions". ICR Journal 3, n.º 1 (15 de outubro de 2011): 193–99. http://dx.doi.org/10.52282/icr.v3i1.589.
Texto completo da fonteResumo:
Malaysian families today are facing numerous challenges related to changing family values and structures, pressures of complex family responsibilities and inadequate support systems. Some of these key challenges include increase in divorce, family dysfunction, child abuse, abandoned babies, domestic violence, drug addiction, HIV/AIDS and family related matters such as family economic instability. At the same time, the impact of globalisation has led to new values being accepted by the young people. Indeed, the challenges that Malaysian families will be facing in the future will be tremendous.
34
SIMEL, SANJA. "Education for a positive self-image in a contemporary school". Journal of Education Culture and Society 4, n.º 2 (8 de janeiro de 2020): 108–15. http://dx.doi.org/10.15503/jecs20132.108.115.
Texto completo da fonteResumo:
In today’s world characterized by changed systems of values and materialism, peda-gogy should emphasize education for a positive self-image, especially in the contempo-rary school, whose educational goals are freedom, independence and individuality. This theoretical analysis provides a review of research on the importance and relationship of a positive self-image with other factors, such as social skills and academic achievement. Simultaneously, the methods and procedures by which teachers can foster a student’s posi-tive self-image are displayed. Although the degree of positive self-thinking is for the most part formed in interaction with other people, it is extremely important to raise students’ awareness about their own internal strengths as well as their possibility of choice. The edu-cation of a positive self-image can be considered a part of „positive pedagogy” or „positive education” which focuses on traditional skills and happiness, but also joy - fervor that ac-companies being (Fromm, 2004, p. 130)
35
Walat, Wojciech. "Media education in the school system". Media, culture and public relations 11, n.º 2 (30 de setembro de 2020): 161–65. http://dx.doi.org/10.32914/mcpr.11.2.4.
Texto completo da fonteResumo:
The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernized educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article.
36
Sobouti, Y. "Contemporary Astronomy in Iran – A Status Report". Highlights of Astronomy 11, n.º 2 (1998): 739–40. http://dx.doi.org/10.1017/s1539299600018657.
Texto completo da fonteResumo:
There are of the order of 30 astronomers with research records and another 40-50 with substantial education in astronomy and astrophysics. Geographically, astronomical and astrophysical research is concentrated mainly at Shiraz University (cosmology and photometric observations), Sharif University of Theran (cosmology and gamma-ray astronomy), Tabriz University (binaries and solar physics), Meshad University (binaries and interstellar matter), Zanjan University (stellar dynamics, radio astronomy) and the Institute for Advanced Studies in Basic Sciences, Zanjan (stellar and stellar systems studies).
37
Vemic, Mirceta. "Maps and virtual geo-presentations in contemporary instruction". Zbornik Instituta za pedagoska istrazivanja 41, n.º 1 (2009): 211–24. http://dx.doi.org/10.2298/zipi0901211v.
Texto completo da fonteResumo:
This paper analyses the basic questions regarding cartographic visualization in instruction, where traditional maps, atlases and globes were considered only as simple visual aids belonging together with original objects and pictures, while cartographers elevated them to a higher cognitive level, labelling them 'eye of geography', 'sediment of the entire knowledge', 'philosopher's stone', or the very 'foundation' of geography. Maps were always required to be correct, comprehensive, clear, understandable, legible, to have nice appearance and format, which suggests the 'invariability' of maps, although the technique and technology change. Contemporary computer technology changed the cartographic picture in the form of virtual geo-presentations and geographic information systems. Through mutual comparison with traditional maps it is easier to discern all the aspects of their application in contemporary instruction. This paper particularly analyses epistemological, semiotic, methodological and didactic-methodical aspects of maps and virtual geo-presentations, with the emphasis on their perceptive possibilities. By introducing the teacher with the aforementioned aspects, they are demystified, didactic process is elevated and a wider application in contemporary instruction opens up, either with respect to content presentation or application of direct mapping through exercises, workshops, seminar or graduation papers. Knowledge adopted in this way influences creation of a higher level of creative thinking, that is, visual thinking.
38
Cantwell, Brendan. "Considerations for Evaluating Academic Units in Complex Universities and University Systems: A Capabilities-Based Approach". International Journal of Chinese Education 8, n.º 1 (7 de junho de 2019): 43–59. http://dx.doi.org/10.1163/22125868-12340104.
Texto completo da fonteResumo:
Abstract This paper reviews a set of considerations for evaluating academic units in complex universities and higher education systems. Methods of evaluation should match evaluative goals. Assessment should be sensitive to context and recognize the realities of contemporary higher education. Because a one-size-fits-all evaluative regime may be inappropriate, a capabilities-based approach is advanced. The capabilities-based approach focuses on meeting an overall goal of designing higher education systems that meet social demands.
39
Piplani, Navin, e Tejwant Singh Brar. "Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India". IAFOR Journal of Education 8, n.º 4 (27 de novembro de 2020): 171–91. http://dx.doi.org/10.22492/ije.8.4.10.
Texto completo da fonteResumo:
This paper builds upon the understanding that the knowledge of traditional design concepts, particularly the maṇḍala, is relevant for contemporary design education. The significance of traditional principles and practices of design has been undermined by contemporary systems of education. The theory and practice of the philosophy of design are explained using textual references from the ancient treatises on architecture, and analysing buildings and sites of traditional and contemporary approaches to design. A specially devised framework of analytical indicators helps establish the relevance of traditional design concepts and processes for use in contemporary architecture education. An exploration into the current architecture pedagogy identifies the components of teaching structure where potential confluence zones are marked for the inclusion of traditional knowledge content. It is argued that the vāstu purush maṇdala is a philosophical vision and practical tool, which is readily applicable to design education because of its multi-dimensional qualities. A full and in-depth knowledge of the maṇdala will provide value-addition to the critical history-theory and essential context-relevance strands of design education.
40
Merrill, Martha, Janara Baitugolova e Chynarkul Ryskulova. "Faculty in Contemporary Kyrgyzstan: Reactions to Reforms". FIRE: Forum for International Research in Education 7, n.º 1 (10 de maio de 2021): 97–114. http://dx.doi.org/10.32865/fire202171236.
Texto completo da fonteResumo:
After Kyrgyzstan’s independence, reforms were implemented in higher education: new degrees, credit hours, private institutions, tuition in public institutions, and independent accreditation. However, faculty reactions to these reforms have not previously been studied. The authors conducted 57 interviews in four locations over three years. Our findings show that, first, interviewees discussed all kinds of changes in higher education and society. Second, participants were undergoing “concurrent stresses” (Anderson, Goodman, and Schlossberg, 2012) – their personal as well as professional lives were changing. Third, opinions differed. We analyzed these according to three of Schlossberg’s “4 S’s”: differences in faculty selves, situations, and support systems. However, few participants described strategies for dealing with the changes. Fourth, nearly all spoke of the reforms as something not under their control. Fifth, very few faculty members described the changes as unilaterally negative or positive. Most said, “I like this, but not that.”
41
Бурукина, Ольга, Olga Burukina, Наталия Караулова e Nataliya Karaulova. "Competitiveness of the contemporary small university in Europe". Universities for Tourism and Service Association Bulletin 11, n.º 3 (15 de setembro de 2017): 26–37. http://dx.doi.org/10.22412/1999-5644-11-3-3.
Texto completo da fonteResumo:
nfluenced by the deepening globalization processes on the one hand and by the intensively developing information and communication technologies on the other, the contemporary European higher education system has been obtaining new traits which distinguish it from the previous development paradigms (1.0 and 2.0). The new higher education system 3.0 formed within the European Higher Education Area (EHEA) is developing under the conditions of harsh competition both within the national higher education systems and in the global higher education environment. These factors are taken into consideration by supporters of the Bologna Process, trying to strengthen the competitiveness of the European higher education system with all possible means. The authors have researched the phenomenon of the small university and conducted sociological surveys aimed at investigating competitive strategies of European small universities, elaborated to ensure their competitiveness and sustainability in EHEA and on the global market of educational services. The undertaken research has resulted in a preliminary conclusion that the complicated problems of small universities’ competitiveness cannot be effectively solved without both cognitive and procedural changes at every level – that of small universities’ administration, employers and students. The research has also resulted in identified advantages and effective strategies aimed at increasing competitiveness of small universities in Finland and France. The authors have analyzed the good practices and successful experience of increasing competitiveness of Finnish and French small universities and generalised them as recommendations intended for small universities’ administration and other stakeholders.
42
Patel, Sanjay. "Addressing Racial Injustice: Examining Systems of Oppression and Promoting Equity in Contemporary Society". Journal of Judikaltura 1, n.º 2 (17 de julho de 2023): 13–17. http://dx.doi.org/10.61963/jkt.v1i2.33.
Texto completo da fonteResumo:
This study investigates racial injustice through investigating oppressive structures and promoting fairness in current society. The study dives into the outcomes of comprehending racial injustice, oppressive structures, and the need of achieving fairness, drawing on credible materials published within the last five years. The research uncovers gaps in a variety of arenas, including the criminal justice system, education, the economy, housing, and healthcare, where minority racial and ethnic groups face systematic prejudices and unfairness. The findings highlight the need of comprehensive reforms, policy initiatives, and community participation in addressing structural oppressions and creating a more equitable and inclusive society. The conclusion emphasizes the importance of intersectionality, community empowerment, education, governmental interventions, and future equality initiatives. Understanding and dealing with racial injustice systems of oppression are vital steps in creating a fairer and more equitable future for all.
43
Heath, Jennifer. "Contemporary Privacy Theory Contributions to Learning Analytics". Journal of Learning Analytics 1, n.º 1 (1 de maio de 2014): 140–49. http://dx.doi.org/10.18608/jla.2014.11.8.
Texto completo da fonteResumo:
With the continued adoption of learning analytics in higher education institutions, vast volumes of data are generated and “big data” related issues, including privacy, emerge. Privacy is an ill-defined concept and subject to various interpretations and perspectives, including those of philosophers, lawyers, and information systems specialists. This paper provides an overview of privacy and considers the potential contribution contemporary privacy theories can make to learning analytics. Conclusions reflect on the suitability of these theories towards the advancement of learning analytics and future research considers the importance of hearing the student voice in this space.
44
Aronov, Alexander M., Vladimir L. Pastushenko, Dmitry O. Ivanov, Yaroslav V. Rudin e Alexey N. Drygin. "Contemporary aspects of innovative visualization digital medical technologies’ introduction into clinical practice and education". Pediatrician (St. Petersburg) 9, n.º 4 (15 de dezembro de 2018): 5–11. http://dx.doi.org/10.17816/ped945-11.
Texto completo da fonteResumo:
The paper portrays the elaboration and characters of digital hardware and software complex targeted at automatic forming, registration and processing of biomedical object images for non-invasive diagnostics based upon digital microscopy and endoscopia. Digital hardware and software complex is collecting, preliminary analyzing and compressing video-information for transmission along telecommunication channels. Complexes of this kind may serve as a basis for elaboration and introduction of new prospective medical technologies like visual and digital databases for education programs and atlases for discrimination of pathological cells and states. For a starter an aggregation of clinical and laboratory diagnostics systems has been chosen utilizing images from the outputs of digital microvisual and endoscopical systems for elaboration of optical digital diagnostics complexes. Microvisional digital multispectral analysis system ensures forming and visualization of biological tissues’ and medical slides’ microimages. The videoendoscopic system is intended for endoscopic examination of gastrointestinal tract with forming and visualization of endoscopic images, documenting and archiving of data. This system is networked according to TCP/IP protocol. The microvisional and vi deoendoscopic systems grant distant access to images and control functions for remote users from local networks or through WEB-interface.
45
Mitra, Atisha. "Artificial Intelligence: Its Impact in Contemporary Times". International Journal for Research in Applied Science and Engineering Technology 12, n.º 3 (31 de março de 2024): 2438–45. http://dx.doi.org/10.22214/ijraset.2024.59347.
Texto completo da fonteResumo:
Abstract: Artificial intelligence (AI) is a force that is transforming industries and reshaping societal norms in a variety of fields. This study paper offers a thorough analysis of the most current developments in artificial intelligence (AI) technology, their uses, and the moral issues raised by their widespread use. The first section of the paper explains the basic ideas and techniques of artificial intelligence (AI), such as machine learning, deep learning, and natural language processing. It explores how AI has developed from rule-based systems to more complex models like neural networks and reinforcement learning, emphasizing the turning points that have brought AI to this point. The study then delves into the various uses of AI in industries including healthcare, banking, transportation, and education. It looks at how AI-powered systems are boosting user experiences, streamlining decision-making procedures, and optimizing operations across a range of industries. The revolutionary effects of AI on several industries and society at large are demonstrated through case studies and real-world examples.
46
Bright, Jim E. H., e Robert G. L. Pryor. "chaos theory of careers in career education". Journal of the National Institute for Career Education and Counselling 28, n.º 1 (1 de março de 2012): 10–20. http://dx.doi.org/10.20856/jnicec.2803.
Texto completo da fonteResumo:
Approaches to career education in schools continue to be dominated by a focus on school to work or further or higher education transition planning. It is argued that as a consequence of this, the emphasis is on identifying relatively stable and singular vocational goals or outcomes. Furthermore the theories, techniques and models that support this focus characterise the world as largely stable and predictable. It is argued that these assumptions about the world and careers are increasingly questionable and this calls into question the theories and models used to support the short-term vision of transition. The Chaos Theory of Careers is introduced as a dynamical systems theory alternative and contemporary model of career development that emphasises continual, uncertain and non-linear change, complexity of influences, and emergent fractal patterns in career. The application of this approach to career education is adumbrated challenging traditional notions of career planning and goal setting, and highlighting the importance of creativity, reinvention and resilience as important outcomes of contemporary career education.
47
VOLKOVA, SVETLANA, e BORIS MARKOV. "EDUCATION DILEMMAS IN THE DIGITAL ERA: PHILOSOPHICAL APPROACH". Studia Humanitatis 16, n.º 3 (dezembro de 2020): 9–16. http://dx.doi.org/10.15393/j12.art.2020.3601.
Texto completo da fonteResumo:
The article presents philosophical and critical exploration of education in the framework of intensive informatization of modern society. The use of digital technology is nowadays a key feature of educational practices in the world. Yet despite its prominence, digital technologies in education continue to be an issue that rarely receives sustained critical attention and thought. Tackling the wider picture, addressing philosophical, cultural, economic aspects of education in digital age, the study offers to make sense what happens and what doesn’t happen, when the digital and educational come together. Both positive and negative consequences of the spread of e-learning systems and technologies are analyzed. Examining contemporary education in terms of social justice, equality and meaningfulness the authors formulate the key tasks facing the philosophy of education in the modern digital era. The authors conclude that it is necessary to supplement electronic educational technologies with traditional educational practices. In particular they examine the trends and prospects of cognitive research and biotechnologies in the light of their influence on the human ideal that characterizes contemporary education. The authors argue that a serious and fruitful comprehension of education in the digital age requires a revision of the classic opposition of the subject and object, spirit and body, man and animal.
48
ABRAMOV, Valery P., Galina A. ABRAMOVA e Irina N. LEKAREVA. "PHILOLOGICAL EDUCATION IN CONTEMPORARY RUSSIA: IN SEARCH OF AN INVARIANT". Historical and social-educational ideas 10, n.º 6/1 (18 de janeiro de 2019): 51–58. http://dx.doi.org/10.17748/2075-9908-2018-10-6/1-51-58.
Texto completo da fonteResumo:
The article analyzes the reflection of the problems of philological education in modern Russia by the professional pedagogical community through the prism of the collision of different conceptual approaches. The relevance of the topic is connected with the need to build an effective state policy in the field of philological education, both in school and in high school. According to the authors, the greatest difficulties in solving most of the problems are associated with disagreements in the views of different participants of the educational process on the questions about structure and content of the invariant and options for teaching Russian language and literature. The authors suggest a way out of this situation in recognition of the fact that an invariant is necessary, but its definition should take into account its compliance with all established criteria and that its content should be audited from time to time. To overcome the existing conceptual differences and disagreements, it is proposed to create a special dictionary of concepts of philological education, to work on which to attract representatives of all categories of participants in the educational process. It is also concluded that the literal borrowing of educational methods from the Western systems of education and evaluation can not be recognized as useful without their adaptation to the realities and traditions of the Russian school.
49
Kuzin, D. V. "Contemporary management: some issues of methodology". Moscow University Economics Bulletin, n.º 3 (13 de maio de 2022): 250–70. http://dx.doi.org/10.38050/013001052022312.
Texto completo da fonteResumo:
The challenges which our country has faced in the years 2020–2022 requires some clarifications and amendments in methodological approaches particularly in economic and management education. One of the major and serious problems is our thinking in the new reality and the struggle for this thinking. The formation of management thinking and the culture of new management in the conditions of digital transformation, global and geopolitical challenges must start at the bachelor level of higher education. On one side, modern management is “different”, the paradigms shift has happened due to changes in society, in technology, in processes, in human behavior, etc. On other side, the new reality is so complex, the information and communication overload is so high, the consequences of actions and the ongoing processes are so different and often weakly predictable that even professionals face the difficulties with analysis, assessments and conclusions not to speak about young people who are just studying. The article, in the view of the author, suggests some actual research topics and issues of education programs on management which have to be focused. Among them are management of meanings, of values, of complexity, of attention, problems of business and management ethics, as well as systems thinking and analysis skills. In the final part of the article the analysis of the Bachelor’s in Management graduation papers (VKR) is presented. Such analysis is the part of the project “The diagnosis of quality of VKR at MSU Faculty of Economics” initiated by Faculty of Economics Pedagogical Commission the results of which were previously presented in the journal.
50
Osadchii, O. E. "Integrated curriculum: a contemporary innovation strategy in medical education". Kuban Scientific Medical Bulletin 27, n.º 4 (14 de agosto de 2020): 51–61. http://dx.doi.org/10.25207/1608-6228-2020-27-4-51-61.
Texto completo da fonteResumo:
In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.