Статті в журналах: "Education durable"

1

Gérard, Roland. "Education à l'environnement vers un Développement durable." Le sociographe 29, no. 2 (2009): 27. http://dx.doi.org/10.3917/graph.029.0027.

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2

Rong, Zhao, and Yao Feng. "Local spillovers and durable adoption: evidence from durable consumptions in rural China." China Agricultural Economic Review 6, no. 1 (January 28, 2014): 158–74. http://dx.doi.org/10.1108/caer-02-2012-0019.

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Purpose – The effects of social learning and network externalities in the diffusion of a new product imply that there should be local spillovers from existing owners to new adopters in a closely related community. Using the data from a unique household survey in rural China, this paper aims to examine the importance of local spillovers in the diffusion of two major durable goods, washing machine and refrigerator. Design/methodology/approach – Based on a 1999 rural household survey of durable goods consumption conducted by the National Bureau of Statistics (NBS) of China, the authors examine the likelihood of rural households adopting a washing machine and a refrigerator during 1998-1999, respectively. Findings – The estimation results indicate that a household is more likely to buy its first durable good in villages where a large share of households already own one. Further evidence suggests that these patterns are unlikely to be explained by unobserved local characteristics. When examined in more detail, the extent of local spillovers appears to be positively related to the household education level. Originality/value – First, the study reveals the importance of local spillovers in the diffusion of these two durables. Specifically, 64 percent of washing machine adoptions during 1998-1999 are due to these spillovers. For refrigerator adoptions, the proportion is 55 percent. Second, to the authors' best knowledge, the authors are among the first to test and provide evidence on the interaction between education level and local spillovers based on the learning hypothesis.

3

Hacker, Douglas J., and Dale S. Niederhauser. "Promoting Deep and Durable Learning in the Online Classroom." New Directions for Teaching and Learning 2000, no. 84 (2000): 53–63. http://dx.doi.org/10.1002/tl.848.

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4

Kerfoot, B. Price, Elizabeth V. Lawler, Galina Sokolovskaya, David Gagnon, and Paul R. Conlin. "Durable Improvements in Prostate Cancer Screening from Online Spaced Education." American Journal of Preventive Medicine 39, no. 5 (November 2010): 472–78. http://dx.doi.org/10.1016/j.amepre.2010.07.016.

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5

Sun, Gang, and S. Dave Worley. "Chemistry of Durable and Regenerable Biocidal Textiles." Journal of Chemical Education 82, no. 1 (January 2005): 60. http://dx.doi.org/10.1021/ed082p60.

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6

Oluwaseun, Oriade, Famaye Tolulope, Bello Lukuman, and Esobi Collins Ikechukwu. "Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course." American Journal of Educational Research 8, no. 11 (November 15, 2020): 847–55. http://dx.doi.org/10.12691/education-8-11-4.

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7

Rutherford, Sarah. "Using desirable difficulty concepts to enhance durable learning in design education." Art, Design & Communication in Higher Education 19, no. 1 (April 1, 2020): 65–79. http://dx.doi.org/10.1386/adch_00014_1.

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Cognitive psychologists have identified that introducing manageable challenges into the learning environment, coined as ‘desirable difficulties’ by Robert Bjork, helps students retain knowledge more deeply over time. Handling small, workable obstacles in the learning process slows down the learner and can have positive effects on retention and application. The more effort learners must apply to retrieve knowledge for a concept or skill, the more this process of retrieval enriches learning. While there is established literature on desirable difficulty in the field of cognitive psychology, the theory has not been applied to design education. The characteristics of the signature pedagogy of design naturally contain many of the key markers of desirable difficulty that drive learning retention. This article summarizes the major scholarship around the concept of desirable difficulty and explores applications for the teaching and learning of design, specifically around the signature pedagogy elements of critique, the design process and project-based learning.

8

Schuitevoerder, Darryl, Jeanine Fortino, and John T. Vetto. "Hard Copy Durable Patient Cancer Education Materials: Do They Still Matter?" Journal of Cancer Education 32, no. 3 (January 22, 2016): 487–90. http://dx.doi.org/10.1007/s13187-016-0987-4.

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9

Mechtel, Marci, Erin Kitt-Lewis, Crista Reaves, Barbara Sinacori, Tara O'Brien, Paul Logan, Patrice Rimbey, Kimberly Streiff, and Kathleen Phillips. "Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review." Journal of Nursing Education 63, no. 1 (January 2024): 24–31. http://dx.doi.org/10.3928/01484834-20231112-05.

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Background: Health professions (HP) students must achieve durable learning (DL) to transfer and apply knowledge from the classroom to the clinical setting. This review examines the state of the science of classroom-based DL in HP. Method: The Joanna Briggs Systematic Review Methodology was used. MEDLINE, CINAHL, PsycINFO, and ERIC databases were searched for articles published from 2006 to 2022. A total of 2,000 titles were identified for review, with 51 studies being selected for inclusion. Results: Multiple classroom-based learning strategies generally reported as being effective were identified, including flipped classroom, educational technology, spaced learning, team-based learning, concept mapping and schema, testing, and case study and problem-based learning. Conclusion: Although DL has been proven to be effective in the classroom setting for HP, no one type has been shown to be more effective than others. Additional research is needed within the context of transferring knowledge to clinical settings and in nursing education. [ J Nurs Educ . 2024;63(1):24–31.]

10

Blot, Denis. "Développement durable, économie circulaire et pratiques populaires." Acciones e Investigaciones Sociales, no. 43 (December 22, 2022): 211–34. http://dx.doi.org/10.26754/ojs_ais/accioninvestigsoc.2022437427.

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L’économie circulaire prolonge et précise le développement durable en lui donnant le cadre formel de projets concrets. Cet article montre que ces notions de développement durable et d’économie circulaire s’appuient sur le présupposé très largement partagé de l’existence d’une sphère économique obéissant à ses règles propres. Il questionne les conséquences que cette croyance a sur des pratiques économiques hors marché relevant de cadres sociaux populaires et reposant sur de l’inter-connaissance, des résistances aux logiques marchandes et de la solidarité communautaire. L’économie circulaire ignore le caractère souvent écologique de ces pratiques et cherche parfois à les faire disparaître. Cette réduction de l’écologie à l’économie occulte les conséquences sociales du développement de l’économie circulaire et renforce la main mise de l’économie sur le social. L’article défend l’hypothèse selon laquelle l’économie circulaire, portée en germe par le développement durable, est un projet de société qui se construit sans la société.

11

Zeller, Thomas L., Thomas J. Palzer, and Andrew D. Tressler. "Fire the Big Box!?" Issues in Accounting Education 26, no. 2 (May 1, 2011): 421–38. http://dx.doi.org/10.2308/iace-10018.

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ABSTRACT Durable Glove, Inc. faces a common problem. The traditional reporting system does not capture a valid measure of customer profitability. The reporting structure no longer captures how customers consume resources differently throughout the value chain. Their value chain begins in Asia and ends at the United States (U.S.) retail storefront. Management is searching for a better reporting solution in their efforts to increase shareholders' value. In this case, you make an important recommendation to Durable Glove's management. Should management decide to keep or to fire the Big Box retailer? You base the recommendation upon allocations and customer profitability reports that show how customers consume resources differently. The spreadsheet template1 that complements this case provides a structure for the allocations and reports. The completed reports capture an approximation of Durable Glove's customer profitability. You evaluate the reports and make a recommendation to improve Durable Glove's customer profitability, which focuses on keeping or firing the Big Box customer.

12

Moriarty, Devon, Paula Núñez De Villavicencio, Lillian A. Black, Monica Bustos, Helen Cai, Brad Mehlenbacher, and Ashley Rose Mehlenbacher. "Durable Research, Portable Findings: Rhetorical Methods in Case Study Research." Technical Communication Quarterly 28, no. 2 (March 26, 2019): 124–36. http://dx.doi.org/10.1080/10572252.2019.1588376.

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13

Ummer Bashir and Munira T. "Durable Solution: Right to Education a Hope for Better Future for Refugees." East Asian Journal of Multidisciplinary Research 1, no. 6 (July 27, 2022): 1157–64. http://dx.doi.org/10.55927/eajmr.v1i6.779.

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Globally, after the World War 2, the population of displaced people is at its highest. Significant, long-lasting, and impacting several facets of human existence, the repercussions of forcible relocation are substantial and far-reaching. Education is a crucial issue that is significantly impacted by the forced migration. Since 2010, education has been among the United Nations Refugee Agency’s worldwide strategic goals (UNHCR). For refugees, the optimism and aspiration for an education that would allow them to attain secure and decent careers has been a fundamental aspect of their lives. The purpose of this article is to examine the refugee’s right to education and to define the nation’s human rights duties in educational affairs focusing on the present flow of refugees.

14

Ludovic, EHOUMA Koffi, and N’GUESSAN Kouamé Hendersonn. "Conscience Ecologique Et Developpement Durable: Constat Et Défis." European Scientific Journal, ESJ 12, no. 29 (October 31, 2016): 232. http://dx.doi.org/10.19044/esj.2016.v12n29p232.

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The efficient environmental management is a real problem for sustainable development in our countries. From observations, it appears that the destruction of environmental cover is linked to economic growth and a backward thinking that harm the environmental health. To remedy this, an awareness and a profound reform based on an ecological education is needed. This reflection aims at making a contribution to the understanding and promotion of a real policy on environmental health following the development by Edgar Morin.

15

Redondo, Cécile. "Analyse praxéologique des pédagogies de l’éducation au développement durable." Éducation et didactique, no. 16-2 (July 30, 2022): 81–111. http://dx.doi.org/10.4000/educationdidactique.10329.

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16

van Zanten, Agnès, and Claire Maxwell. "Elite education and the State in France: durable ties and new challenges." British Journal of Sociology of Education 36, no. 1 (December 11, 2014): 71–94. http://dx.doi.org/10.1080/01425692.2014.968245.

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17

Asakura, Toshinari, Hiroaki Seino, and Klaus H. Jensen. "Patient Acceptance and Issues of Education of Two Durable Insulin Pen Devices." Diabetes Technology & Therapeutics 10, no. 4 (August 2008): 299–304. http://dx.doi.org/10.1089/dia.2007.0268.

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18

Hutson, James, and Jason Ceballos. "Rethinking Education in the Age of AI: The Importance of Developing Durable Skills in the Industry 4.0." Journal of Information Economics 1, no. 2 (July 5, 2023): 26–35. http://dx.doi.org/10.58567/jie01020002.

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This article discusses the pressing need to integrate artificial intelligence (AI) into education to facilitate customizable, individualized, and on-demand learning pathways. At the same time, while AI has the potential to expand the learner base and improve learning outcomes, the development of NACE Competencies and durable skills – communication, critical thinking, creativity, leadership, adaptability, and emotional intelligence - must be purposefully integrated in curriculum design now more than ever. Recent studies have shown that AI-driven learning pathways can achieve outcomes more quickly, but this comes at the cost of the development of durable skills. Therefore, traditional student-to-student and student-to-teacher interactions must be prioritized. As such, this study proposes a balanced approach to curriculum design to ensure the best outcomes for learners, where durable skill development is prioritized alongside subject-specific skills and rote memorization. Additionally, the article highlights the need for a combination of Just in Time Training (JITT) approaches, facilitated by AI technology, to reach the implementation of durable skills. The article concludes by questioning how to develop human skills in an increasingly AI-driven education system and emphasizes the importance of curriculum design and traditional learning approaches in creating a cohesive learning experience that develops durable skills in students. It is necessary to recognize that AI-driven education cannot replace the development of human skills, and that traditional interactions play a crucial role in developing these skills.

19

Lange, Jean-Marc. "Éducation au développement durable : éléments pour une problématisation de la formation des enseignants." Carrefours de l'éducation HS 1, no. 3 (2011): 71. http://dx.doi.org/10.3917/cdle.hs01.0071.

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20

Khan, Pamir, Yasir Khan, and Said Farooq Shah. "Statistical Analysis of Yearly Consumption Expenditure of the Household on Durable, Non-Durable Goods and Services in Pakistan." STATISTICS, COMPUTING AND INTERDISCIPLINARY RESEARCH 3, no. 2 (December 30, 2021): 13–37. http://dx.doi.org/10.52700/scir.v3i2.48.

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The purpose of the study was to explore the yearly consumption expenditure of household on durable, non-durable goods and services in Pakistan using partial data from Pakistan social and living standards measurement survey. From the hidden patterns in the data using different data mining techniques and statistical tools it has been observed that consumption quintiles in various regions, provinces, genders, and languages are changing. In addition, the mean consumption expenditures per household and mean consumption expenditures per-capita vary according to region, gender, province, and language. While summarizing consumption quintiles and people infected with different diseases, it has been seen that the number of infected people declines as consumption expenditure increases. The Chi-square test revealed that the number of people infected with malaria and hepatitis differs by consumption expenditure quintile. The number of days a person had malaria was negatively correlated with monthly consumption expenditure. The descriptive tables result that woman in rich households are more likely to make decisions in their households related to education and employment. In the regression analysis, women's involvement in decision-making impacts the monthly consumption expenditure per household except for medical decisions.

21

Khan, Pamir, Yasir Khan, and Said Farooq Shah. "Statistical Analysis of Yearly Consumption Expenditure of the Household on Durable, Non-Durable Goods and Services in Pakistan." STATISTICS, COMPUTING AND INTERDISCIPLINARY RESEARCH 3, no. 2 (December 30, 2021): 13–37. http://dx.doi.org/10.52700/scir.v3i2.48.

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The purpose of the study was to explore the yearly consumption expenditure of household on durable, non-durable goods and services in Pakistan using partial data from Pakistan social and living standards measurement survey. From the hidden patterns in the data using different data mining techniques and statistical tools it has been observed that consumption quintiles in various regions, provinces, genders, and languages are changing. In addition, the mean consumption expenditures per household and mean consumption expenditures per-capita vary according to region, gender, province, and language. While summarizing consumption quintiles and people infected with different diseases, it has been seen that the number of infected people declines as consumption expenditure increases. The Chi-square test revealed that the number of people infected with malaria and hepatitis differs by consumption expenditure quintile. The number of days a person had malaria was negatively correlated with monthly consumption expenditure. The descriptive tables result that woman in rich households are more likely to make decisions in their households related to education and employment. In the regression analysis, women's involvement in decision-making impacts the monthly consumption expenditure per household except for medical decisions.

22

Jonathan, Orelia. "Educating for Durable Solutions: Histories of Schooling in Kenya’s Dadaab and Kakuma Refugee Camps." Harvard Educational Review 91, no. 3 (September 1, 2021): 405–8. http://dx.doi.org/10.17763/1943-5045-91.3.405.

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23

Küçüközer, Hüseyin. "Designing a powerful learning environment to promote durable conceptual change." Computers & Education 68 (October 2013): 482–94. http://dx.doi.org/10.1016/j.compedu.2013.06.012.

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24

Horvath, Kenneth, and Regula Julia Leemann. "The Politics of Inequalities in Education: Exploring Epistemic Orders and Educational Arrangements of Durable Disadvantaging." Social Inclusion 9, no. 3 (September 16, 2021): 296–300. http://dx.doi.org/10.17645/si.v9i3.4787.

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The durability of educational inequalities marks a key problem for research and politics alike. Why do unwanted patterns of social sorting and disadvantaging in education prove so persistent, despite decades of research, debates, and reforms? This thematic issue of Social Inclusion aims to further our understanding of the factors and mechanisms underlying this persistence by putting the manifold entanglements of politics, inequalities, and social research centre stage. The collected articles inquire into various facets of this interplay, from the history and politics of the statistical quantification of educational inequalities to the political embedding of everyday pedagogical practices. The contributions cover a wide range of fields and topics, from non‐formal education to school and higher education, from social selectivity in gifted education to subject formation in vocational education. Two strategic anchor points emerge from the collected articles for exploring and analyzing current arrangements of educational inequalities: (1) political and pedagogical epistemic orders and (2) educational arrangements that structure educational processes and situations. Ongoing social and political transformations—including the digitization and datafication of education and changing forms of governance—underline the pressing need for further research along these lines.

25

CUKROWSKI, JACEK A. "OPTIMAL REPLACEMENT OF DURABLE EQUIPMENT IN HEAT TRANSMISSION SYSTEMS." Engineering Economist 42, no. 1 (January 1996): 19–38. http://dx.doi.org/10.1080/00137919608903167.

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26

Lange, Jean-Marc. "Barbara Bader et Lucie Sauvé. Éducation, environnement et développement durable : vers une éco-citoyenneté critique." RDST, no. 6 (December 31, 2012): 189–91. http://dx.doi.org/10.4000/rdst.145.

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27

Hamilton, Mark D. "“Networks of Power”: A Simulation to Teach About Durable Inequality." Journal of Political Science Education 16, no. 1 (November 9, 2018): 79–90. http://dx.doi.org/10.1080/15512169.2018.1522592.

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28

Hirshberg, Matthew J., Lisa Flook, Evan E. Moss, Robert D. Enright, and Richard J. Davidson. "Integrating mindfulness and connection practices into preservice teacher education results in durable automatic race bias reductions." Journal of School Psychology 91 (April 2022): 50–64. http://dx.doi.org/10.1016/j.jsp.2021.12.002.

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29

Kolenick, Paul. "Adult Education in the Post-Secondary Context: Sustainability in the 21st Century." Alberta Journal of Educational Research 64, no. 2 (June 22, 2018): 208–13. http://dx.doi.org/10.55016/ojs/ajer.v64i2.56396.

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The role of adult education is considered within the post-secondary context. In this paper, sustainability education, and particularly, the recent emergence globally of the United Nations University’s Regional Centres of Expertise (RCEs) provides an example of how adult education may continue to serve in the 21st century, an era that has already proven itself in peril with issues of social and environmental justice – spanning wide ranging challenges of gender, race, and ecology. Le rôle de l’éducation des adultes est étudié dans le contexte postsecondaire. Dans cet article, l’éducation au développement durable et notamment l’émergence récente sur l’échelle mondiale des Centres régionaux d’expertise de l’Université des Nations Unies, offre un exemple de la mesure dans laquelle l’éducation des adultes peut continuer à être utile au 21e siècle, époque qui s’est déjà avérée aux prises avec des problèmes de justice sociale et environnementale qui couvrent un vaste éventail de défis liés au genre, à la race et à l’écologie. Mots clés : éducation postsecondaire, interdisciplinarité, implication communautaire, éducation au développement durable, Centres régionaux d’expertise

30

Royet, Thomas, Valérian Cece, Vanessa Lentillon-Kaestner, and Olivier Vors. "Education à la durabilité et éducation physique." L'Education physique en mouvement, no. 10 (December 19, 2023): 3–7. http://dx.doi.org/10.26034/vd.epm.2023.4646.

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Les réflexions sur la manière d’intégrer l’éducation à la durabilité (ED) en éducation physique (EP) n’en sont qu’à leurs balbutiements. Pourtant, l’urgence de s’inscrire dans un modèle de société plus durable est grandissante. Quelle place peut tenir l’EP vis-à-vis de cet enjeu sociétal ? Cet article présentera les enjeux et principaux modèles scientifiques et institutionnels autour des questions de durabilité et la nécessité d’intégrer l’ED dans le parcours de formation de l’élève en EP. Nous présenterons un premier état des lieux des recherches existantes entre ED et EP et évoquerons par la suite des pistes d’intervention empiriques s’inscrivant dans un futur travail de doctorat.

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May, Laura, Thomas Crisp, Gary E. Bingham, Renée S. Schwartz, Mario T. Pickens, and Kate Woodbridge. "The Durable, Dynamic Nature of Genre and Science: A Purpose‐Driven Typology of Science Trade Books." Reading Research Quarterly 55, no. 3 (September 24, 2019): 399–418. http://dx.doi.org/10.1002/rrq.274.

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32

Bralić, Željko. "Spartan constitution and education." Zbornik radova Pravnog fakulteta, Novi Sad 54, no. 2 (2020): 665–77. http://dx.doi.org/10.5937/zrpfns54-28419.

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Ancient Sparta is generally recognized as a Greek polis with specific and non-typical state system determined by firmly established set of laws, commonly considered (by Spartans and other Greeks of the time) as a constitution of lawgiver Lykourgos. Spartan constitution was the essence of the state, and this work reviews some of the main institutions established by the constitution. Principal section of the text is dedicated to the basic element and the major purpose of the state and the constitution itself - namely, to the spartan education. It is the peculiar Spartan education and training system called agōgē that particularly enabled ancient Spartans to maintain their durable military might and decisive influence in classical period. Lawgiver of Sparta dedicated primary function in the arrangement of the state itself to the educational system, principally focused on physical and moral education. Capital purpose of educational system was character forming of young Spartans who were expected, mainly on a battlefield in a hoplite phalanx formation, to materialize Spartan ideal of a paramount skilled combatant and fearless warrior.

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Zwang, Aurélie. "La légitimation d’expositions itinérantes pour l’éducation au développement durable : des objectifs de l’École à ceux des producteurs." RDST, no. 13 (October 24, 2016): 21–49. http://dx.doi.org/10.4000/rdst.1304.

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Harris, John M., Thomas E. Elliott, Bennet E. Davis, Charles Chabal, John V. Fulginiti, and Perry G. Fine. "Educating Generalist Physicians about Chronic Pain: Live Experts and Online Education Can Provide Durable Benefits." Pain Medicine 9, no. 5 (July 2008): 555–63. http://dx.doi.org/10.1111/j.1526-4637.2007.00399.x.

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35

Xiao, Jing. "Internationalization of Higher Education: Considerations for Adult Education." Alberta Journal of Educational Research 64, no. 2 (June 22, 2018): 202–7. http://dx.doi.org/10.55016/ojs/ajer.v64i2.56585.

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Internationalization has increasingly become an integral part of higher education in the past few decades. This process has posed both opportunities and challenges for adult education in higher education settings. This paper reflects on the implications of internationalization of higher education for adult education. A brief overview of the meanings, purposes, and approaches of internationalization is presented to provide some background to the shifting context of higher education. By looking at the emerging forces shaping the reality of research and practice in higher education, this paper proposes that teaching and learning in universities could dedicate more concerted efforts to sustainable student mobility, internationalizing curricula for intercultural understanding, and enhancing international collaboration. Depuis quelques décennies, l’internationalisation fait de plus en plus partie intégrante de l’enseignement supérieur. Ce processus s’accompagne tant de possibilités intéressantes que de défis pour l’éducation des adultes dans le milieu de l’enseignement supérieur. Cet article porte sur les incidence qu’a, sur l’éducation des adultes, l’internationalisation de l’enseignement supérieur. Un aperçu du sens et des objectifs de l’internationalisation, ainsi que des approches à ce phénomène, offre un contexte à l’évolution des études supérieures. En posant un regard sur les forces émergentes qui façonnent la recherche et la pratique dans l’enseignement supérieur, cet article propose que l’enseignement et l’apprentissage dans les universités soient davantage axés sur la mobilité durable des étudiants, l’internationalisation des programmes d’études de sorte à promouvoir la compréhension interculturelle et l’amélioration de la collaboration internationale. Mots clés : éducation des adultes, internationalisation, enseignement supérieur, enseignement et apprentissage, mobilité des étudiants, collaboration internationale.

36

McIntosh, Kent, Kevin J. Filter, Joanna L. Bennett, Charlotte Ryan, and George Sugai. "Principles of sustainable prevention: Designing scale-up of School-wide Positive Behavior Support to promote durable systems." Psychology in the Schools 47, no. 1 (November 17, 2009): 5–21. http://dx.doi.org/10.1002/pits.20448.

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37

Chalmeau, Raphaël, Marie-Pierre Julien, and Jean-Yves Léna. "Les valeurs dans les représentations de l'éducation au développement durable chez des étudiants et des professeurs des écoles." RDST, no. 14 (December 31, 2016): 155–84. http://dx.doi.org/10.4000/rdst.1442.

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38

Thompson, Eleanor D. "Why nutritious meals matter in school." Phi Delta Kappan 102, no. 1 (August 25, 2020): 34–37. http://dx.doi.org/10.1177/0031721720956847.

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The Trump Administration’s rollbacks in nutritional standards for school meals have been the subject of much criticism and the basis for a lawsuit. Research into food insecurity and public school meal quality shows that food security and high nutritional standards are essential to any efforts to improve both school equity and student performance. Eleanor Thompson describes this research and makes recommendations for halting proposed rollbacks and providing more durable protections for the regulations that exist.

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Molloy, Cathryn. "Durable, Portable Research through Partnerships with Interdisciplinary Advocacy Groups, Specific Research Topics, and Larger Data Sets." Technical Communication Quarterly 28, no. 2 (March 25, 2019): 165–76. http://dx.doi.org/10.1080/10572252.2019.1588375.

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Giannouli, Vaitsa, and Magda Tsolaki. "Neuropsychological Performance and Engagement in Estate Planning and Advance Care Planning Preparation of Patients With Neurocognitive Disorders and Healthy Older Adults: Is the Situation Alarming or Reassuring in Greece?" Gerontology and Geriatric Medicine 8 (January 2022): 233372142211190. http://dx.doi.org/10.1177/23337214221119053.

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Background/Objective: This study examined for the first time in Greece, the estate planning and advance care planning (ACP) of healthy older adults and older patients diagnosed with different types of neurocognitive disorders for the presence of a valid will, a durable power of attorney for healthcare, and a living will, while the associations between general cognition, education, depression, actual financial capacity, and demographic and socioeconomic characteristics were examined. Methods: A total of 543 participants were examined with neuropsychological tests including Legal Capacity for Property Law Transactions Assessment Scale (LCPLTAS). Along with the neuropsychological examination, all participants responded to relevant ACP questions. Results: Surprisingly, the majority of the participants regardless of their diagnostic group did not have a valid will, had not assigned a durable power of attorney for healthcare, and had not a written living will. Logistic regression revealed that biological sex, age, education, marital status, diagnostic group, MMSE, GDS, and actual financial capacity as measured with LCPLTAS did not predict the existence of a valid will, durable power of attorney, and written living will. Conclusions: A diagnosis of AD is not associated with more engagement in ACP as supported by research in USA. Concerns are raised about possible exploitation and abuse of older patients.

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Dworakowska, Katarzyna. "Is education exhausted?" Policy Futures in Education 18, no. 7 (June 7, 2020): 892–906. http://dx.doi.org/10.1177/1478210320928605.

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In the article I argue that the category of exhaustion constitutes the key to contemporary instrumental education. In my analysis I draw from Sloterdijk’s diagnosis of modern consciousness and the Deleuzian concept of exhaustion. My contention is that an explanation for a durable rule of market logic can be found in the fact that traditional narratives, that is, narratives which place God or Reason as arche of the world, have expired and exposed the emptiness. The space, not occupied anymore by God or Reason, has become empty and as such needed to be filled in. As this (empty) space cannot be filled by the humanities with their so-called higher values, an economic narrative has taken over this task and, as a further consequence, transformed education into its instrument. However, neither the content of traditional narratives, nor economic ones, directly produce this emptiness, since it is an effect of the exhausted life. In my contribution I argue that a triangle consisting of higher values, economic values and the (empty) space is a sort of trap caused by two ways of being of the exhausted life, that is, by judgement and domination. Moreover, I will attempt to show that a shift to non-instrumental education present in the field of contemporary philosophy of education is also a problem within the exhausted life. In addition, perhaps the only chance to overcome this exhaustion lies in negation, which is found through despair.

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Lyons, Richard K. "Economics of the Ed Tech Revolution." California Management Review 59, no. 4 (August 2017): 49–55. http://dx.doi.org/10.1177/0008125617717708.

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Rapid changes in technology—including advances in augmented and artificial intelligence, machine learning, and mobile—are paving the way for significant changes not only in the channels through which education is delivered but in how education itself is structured. This article identifies eight ways in which education technology can change how learning is facilitated and who will facilitate that learning. Basic economic principles then provide a framework for thinking about how these changes will be embedded over time as education increasingly becomes a durable good providing increasing returns through network effects.

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Nouvel-Kirschleger, Maguelone, and Steffen Sammler. "Construire une paix durable après 1945 : l'enseignement des origines de la Première Guerre mondiale en France et en Allemagne." Didactica Historica 1, no. 1 (2015): 71–76. http://dx.doi.org/10.33055/didacticahistorica.2015.001.01.71.

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At the end of the Second World War, the times are convenient for an awareness of the stakes in History Education: School narratives are accused of instigating hatred between nations. Consisting of professors of History, a French-German Committee has met since 1951 with the aim of revising the school narratives and reconciling people by proposing an education common to the peace. How, in this context, do the authors of French and German textbooks intend «to calm » their narratives of the wars? How do they organize « war teaching » and «peace education»?

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Lewandowski, Krzysztof. "Distance Learning by Exam as Support of Traditional Method of Education." International Journal of Electronics and Telecommunications 61, no. 3 (September 1, 2015): 231–35. http://dx.doi.org/10.1515/eletel-2015-0030.

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Abstract Pedagogical experiment showed that the author's method of distance learning by exam, carried out using e-mail, allowing students to correct their exam works and, consequently to raise their grades, is effective in case of difficult transfer tasks, increases motivation of learners and fosters durable knowledge. The efficacy of the method depends on encouragements addressed to all students to take the attempts to raise their grades. It is advisable to conduct further research into ways and forms of their use. The study confirmed that e-mail can be an effective tool for communication between student and her/his teacher.

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Kennedy, Craig H., Smita Shukla, and Dale Fryxell. "Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities." Exceptional Children 64, no. 1 (October 1997): 31–47. http://dx.doi.org/10.1177/001440299706400103.

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Two groups of intermediate school students with severe disabilities were studied across one school year. One group of students participated full time in general education classrooms; the other group was supported via special education classrooms. Using a posttest-only control group design with matched comparisons, each students social interactions, social support behaviors, and friendship networks were measured. The results indicate substantive social benefits for the general education group, relative to students who received support in special education classrooms. In particular, students in the general education group interacted more frequently with peers without disabilities, provided and received higher proportions of social support, and had larger, and more durable, networks of peers without disabilities. The findings are discussed in relation to current efforts to understand the empirical outcomes of inclusive education.

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Cortés, Manuel. "La culture d’agrumes dans les communautés agricoles chiliennes : vers un développement durable." Revue Internationale des Économistes de Langue Française 8, no. 1 (2023): 49–62. http://dx.doi.org/10.18559/rielf.2023.1.4.

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Citriculture in Chilean agricultural communities : Towards a sustainable development. This review article aims to comment on the importance of citrus in the agricultural communities of the Limarí Province from the perspective of achieving sustainable agricultural development in these communities, highlighting the results of a pilot experience with rural citrus growers. Firstly, the state of development of citriculture in Chile is described. Secondly, this activity is treated from the perspective of the agricultural communities of Limarí. Thirdly, a report results of a pilot study on citrus culture developed in the agricultural community are explained. This work shows how attractive the citrus sector has become for agricultural communities, especially the commercialization of the typical yellow lemon. It also highlights the need to implement agri-environmental education programs among their inhabitants to promote the care of critical natural resources such as water and soil. The growth and development of citrus farming in Limarí ’ s agricultural communities must be consistent with an analysis of the availability of these resources and responsible use of them.

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Khayridinov, Abboshon. "The role of eastern philosophy in building immunity against the attack of western popular culture." Общество и инновации 3, no. 4 (September 20, 2022): 29–34. http://dx.doi.org/10.47689/2181-1415-vol3-iss4-pp29-34.

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In this study, the role of oriental education in increasing the importance of traditional culture, the role of oriental education in increasing the importance of traditional culture against pop culture, which is now becoming a part of the culture of all countries, the way of man and his life path in oriental philosophy, and the path leading to perfection are discussed in this research. views. It is about the role of establishing a view of Eastern philosophy as a part of the youth education system in forming a stronger and more durable worldview than foreign ideas and ideologies.

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Lummis, Geoffrey W., Julie Boston, Paula Mildenhall, and Stephen Winn. "The UK’s Project Faraday and Secondary STEM Education." Australian Journal of Teacher Education 46, no. 12 (December 2021): 69–91. http://dx.doi.org/10.14221/ajte.2021v46n12.5.

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This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.

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St.Amant, Kirk, and S. Scott Graham. "Research that Resonates: A Perspective on Durable and Portable Approaches to Scholarship in Technical Communication and Rhetoric of Science." Technical Communication Quarterly 28, no. 2 (March 27, 2019): 99–111. http://dx.doi.org/10.1080/10572252.2019.1591118.

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Jolex, Aubrey, and Ben Kaluwa. "Crowding Out Effects of Alcohol Consumption Expenditure on Household Resource Allocation in Malawi." PLOS ONE 17, no. 2 (February 4, 2022): e0263330. http://dx.doi.org/10.1371/journal.pone.0263330.

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The study used Quasi maximum likelihood estimation (QMLE) on a nationally representative household level data set to estimate the effect of alcohol consumption expenditure on a set of expenditure proportions of other commodities. The results indicate that, the low-income, including the rural population, spent proportionately more on alcohol than their well-off and urban counterparts. Furthermore, the consumption of alcohol crowded-out expenditures on consumer non-durable (food and beverages), durable (housing) and essential services (education). The crowding out of these expenditures clearly has negative impacts on the wellbeing of individuals within households and communities through misallocated household resources. The strong, unequivocal message coming out of the results obtained in this study is that certainly for poorer countries alcohol consumption is inimical to household poverty reduction.

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