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Within the inclusion debate, the concepts of participation, equality, fraternity, liberty and democracy are often used by those favouring the inclusive perspective. These concepts are used to create a distance between traditional special education and inclusive education that seems to be grounded in a moral argument in favour of inclusive education. In order to better grasp the consequences of the moral argument in special education this article explores some of the mechanisms underlying the debate between traditional special education and inclusive education. Based on some major claims presented in childhood research, I focus on aspects of the history of childhood in relation to romanticism and nationalism. The claim made in this article is that the historical framework of childhood, related to romanticism and nationalism, creates a moral opposition that can be used to support praxis both for traditional special education and inclusive education.

The health of women during pregnancy, childbirth and the postpartum period is maternal health. This study examined the influence of family planning and maternal health education on reproductive-aged women's health in Ijebu zone of Ogun state, Nigeria. The population of the study includes all reproductive-aged women who have accessed and used family planning and maternal health care services in Ijebu zone of Ogun State. This study was a descriptive survey. The instrument used was self-structured. Four health centres were randomly selected for the study, while 300 participants were purposively selected for the study. Chi-square (X2) was the main statistical tool used for the analysis. All hypotheses formulated were rejected at 0.05 alpha level of significance. The findings of this study show that the influence of family planning and maternal health care /education on reproductive-aged women's health in Ijebu zone of Ogun state include lengthening the interval between pregnancies, reduce the number of high-risk pregnancies, promotes efficiency and cost-effectiveness of health services, and improve women's lives and satisfaction with health services. Based on the findings of this study, it is therefore concluded that family planning and maternal health education will influence maternal mortality as well as promote maternal health and child care among married people in Ijebu zone of Ogun state if integrated. It is therefore recommended that maternal health education services should be carried out in the public through the media by both governmental and non-governmental organizations. Maternal healthcare and family planning should be integrated in the health centres.

This paper critically examines the Government of Alberta's 2010 "Inspiring Education" Report in light of insights drawn from ancient philosophy and some of the world's wisdom traditions. The paper challenges the contention made throughout the Report that its recommendations are "transformational," for while they aim at securing greater future successes for students throughout Alberta, they do not contribute to the cultivation of wisdom whereby any such successes might be enjoyed; rather, evidence in the text of the Report suggests that the vision it espouses will serve to discourage the pursuit of wisdom, particularly in the Committee's demands for accountability and relevance aimed at innovation. Readers are invited to consider what an education-for-wisdom would look like. It is suggested that educational reforms truly concerned with such a "transformation" would need to include time throughout the day for teachers and students to cultivate their contemplative or noetic capacities in an atmosphere of leisure or schole.

The South Carolina Higher Education Statistical Abstract is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by members of the coordinating board, staffs of colleges and universities, the legislature, state government officials and the general public. Located in the Abstract are the latest statistics on enrollment, degrees awarded, faculty, tuition and fees, funding and other factual data. A glossary of terms used is included in the back of the Abstract.

Preexposure prophylaxis (PrEP) is a biomedical intervention to prevent the spread of HIV. Underprescribing PrEP could increase the probability of HIV exposure among serodivergent couples/partners and people who do not practice safer sex. Previous research on PrEP did not assess the association between awareness of PrEP, years of experience of the providers, provider types, and the frequency of PrEP among physicians. The purpose of this study is to test the hypothesis that awareness of PrEP, years of experience, and provider types might be predictors of the frequency of PrEP among physicians. Precaution adoption process model and cross-sectional design were applied to survey 100 physicians. Kendall's b correlation test and Fisher's exact test showed that awareness was the primary barrier to prescribing PrEP at the providers' level. Higher awareness of PrEP and years of experience were associated with the frequency of PrEP prescription. However, there was an insignificant difference between provider types and the frequency of PrEP prescription. The findings support the notion that independent from their years of experience and specialty, the more physicians know about PrEP, the more they prescribe it. The results and recommendations contribute to positive social change by providing information to develop a comprehensive PrEP education curriculum for care providers. Our findings indicate that physicians need education and training to fully understand the potential for PrEP to reduce HIV transmission.

Attending to the effects of developmental delay is one of the most important problems for medicine and education in contemporary society. The degree to which attention is paid to developmental delay reflects a nation's level of civilisation. Until several years ago, research on developmental delay was minimal in China. Yet, there have been dramatic changes and significant developments since China's so-called "Cultural Revolution" (1966-76). By examining the changes that have occurred, we may be able to learn about the future for education (and specifically special education) in China.

Scientific research, academic knowledge production, and higher education are under an obscene and direct attack today in Argentina. Milei's attack is not an isolated case. To a certain extent, it is part of a global phenomenon, i.e. the rampant anti-intellectualism of the "new" right-wing movements and governments, which has certainly accelerated its spread with the […]

With the adoption of sweeping changes in the governance of university admission, namely the implementation of the university entrance exam (UEE) in July 2014, and with broader reforms supported by the World Ban The UEE reform improves governance in only one step, if a key one, in the long process to access and complete higher education: this report uses an original stakeholder assessment conducted in March and April 2014 as well as a recent nationally representative household survey to examine other steps to access and complete higher education and give voice to stakeholders' perspectives on the new reform. Tajikistan's education system is undergoing potentially transformative change. This report presents the findings of a Technical Assistance to the Government of Tajikistan that conducted a stakeholder assessment and used nationally representative household data to examine: 1) barriers to accessing and completing higher education in Tajikistan, and 2) how these barriers could change with the UEE reform. The assessment was conducted before the implementation of the UEE reform in six communities and five universities. To enable comparative analysis, a standardized package of data collection instruments was applied in the field. The instruments feature gender- and generation-specific focus group discussions (FGD) and semi-structured individual interviews with the users of education services: high school and university students, parents, and out-of school youths. In addition, semi-structured individual interviews were conducted with education providers: high school teachers and university professors. The data was conducted in urban, peri-urban and rural contexts.