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The latest Pandemic has changed not only our lifestyle behavior, but at the same the manner how we work, study, and evolve. We witnessed work from home, or remote working, as well as learning from home changes. The shift from the physical classroom to the online classroom came with advantages, but also with some, disadvantages. In this article, we conducted a research to discover undergraduate and graduate students' perceptions towards online education. Students and professors are detached for the time being from their universities into online education platforms and video conference rooms, but not without other difficulties and challenges for the academic community. Some universities already had some practice and knew how to manage and use online platforms for different cycle types like: part-time or distance learning programs. Other universities appealed to platforms offered by international organizations like Microsoft or Google. The novelty was that not only the courses and seminars are held online and exams as well, proving to be a provocative issue, both for students and professors. We discovered different factors that influence online education and learning satisfaction. One of the main discoveries was that the future seems to be towards a blended learning system combining physical and online teaching.

Autism spectrum disorder (ASD) is a complex developmental disorder, the main features of which are qualitative violations of social interaction and verbal and nonverbal communication, as well as limited, repetitive, and stereotypical forms of behavior, interests, and activities. The listed development features indicate that the child needs the organization of psychosocial support, including the creation of special conditions, forms, and methods of the child's correctional education and training, providing the necessary assistance to the family. The problem of children with ASD in Russia is aggravated by the fact that rehabilitation and pedagogical support for such children is not available as far as is necessary. Insufficient number of specialized institutions, lack of specialists, and inefficient implementation of inclusion — all this reduces the chances of such children to receive effective affordable rehabilitation and quality education. Such rehabilitation requires a permanent system, a special approach applied in all areas of this rehabilitation: social, physical, psychological, etc. In the rehabilitation of children with ASD, the programs are considered effective when they include a set of measures aimed at behavioral correction and prevention of undesirable behavior of the child; methods that develop verbal communication skills and teach social interaction; methods that also allow developing physical abilities, especially coordination and spatial orientation.

Here is the most thorough study to date on the impact of Ronald Reagan's policies on the states, especially the outcomes of his well-known budget cuts. A treasure trove of information that will be essential for interpretations of the Reagan presidency. Originally published in 1987. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in dur.

Introduction: Current trends, debates and discussion in physical education teacher education -- Understanding trans-locality, diversity and social justice -- Mobilising trans-local cultural capital in physical education in schooling -- Repositioning the others in physical education teacher education in a trans-located world -- Critical pedagogy and wayfinding in trans-local learning in physical education teacher education -- Being and becoming critical pedagogues: Habitus transformation in trans-local learning -- Diversity work starts within ourselves -- Enduring challenges and possible directions in a trans-located world in physical education teacher education.

Book review.

This paper is an attempt to illustrate the education policy having been developed since the time period prior to the economic crisis until today. The reason for choosing this time period is that it reflects major events relevant to the continuation of the local society. In this respect, reference is made to the migrants' presence in Greece prior to the economic crisis migrants' conditions throughout the economic crisis and the refugees' advent in recent years. At the same time, the corresponding legislative texts and the political discourse developed throughout this period are critically analysed. The socio-political and economic conditions of this time period have been crucial to generating political discourse, social meaning and, eventually, shaping new identities, especially regarding migrants and refugees. Based on critical discourse analysis, it can be argued that the legislative administrative regulations serve the dominant political system, while on-going conservative attitudes and emerging far right anti-democratic trends operate in a segregating, rather than a unifying, manner for the entire population. Besides, education seems unable to operate in a similarly unifying pattern, leading to limited opportunity structures, exclusion and marginalisation for specific population groups, namely migrants and refugees. Therefore, given the socio-political and cultural challenges emanating from expanded migrant and refugee communities, the education policy must definitely be revisited. A renewed and updated educational discourse should be developed and put forward towards harmonising and unifying models, embracing all citizens, namely natives, migrants and refugees. This way, humanism and democracy will be perceived in their true dimension, while intercultural education will acquire its substantial dimension within the expanded multicultural societies.

peer-reviewed ; Teaching is considered a highly regulated profession in Ireland. Teachers employed in state-funded secondary schools are required to be registered with the Irish Teaching Council, while the Department of Education and Skills is responsible for the coordination of teachers' employment (Heinz et al, 2017). Employment relations within the sector are regulated by legislation and collective agreements reached between this government department and the main trade unions, the Association of Secondary Teachers of Ireland (ASTI), and the Teachers Union of Ireland (TUI) (Murphy et al, 2019). As a profession, teaching is viewed as one which has many advantages from a work-life balance (WLB) perspective, though research indicates that there is a need to introduce greater WLB policies and programmes for the teaching community (Miryala and Chiluka, 2012). International research argues that the commodification of education is contributing to the intensification of work and to greater performance management around teachers' work in other contexts (Fitzgerald et al, 2019; Frederickson, 2009; Merceille and Murphy, 2017). As such, the nature and context of work has changed and now shares more similarities with the private sector, in particular in relation to demands around working time, and the development of an "always on" culture (MacDowell and Kinman, 2017). The drivers for this can be viewed as symptomatic of broader societal changes brought about through enhanced technology (Mullan and Wacjman, 2019; Moore, 2017). ; PUBLISHED ; Peer reviewed

Morality is a complex, multifaceted aspect of being human. Moral development and moral education are increasingly being discussed by educators, psychologists, counselors, and parents. This paper aims to provide a literature review (books, research paper and gray literature) regarding issues of Morality Development and Education in Gifted and Talented youths. The objective was understanding of moral development in gifted youth and teaching strategies which foster the educational needs in moral issues of gifted students. There is a dearth of empirical research regarding moral development of the gifted. It is known from earlier empirical research that intelligence tends to correlate with high levels of moral reasoning and that gifted individuals tend to grapple with moral issues at an earlier age and more often with more intensity than their peers. However, the relationship between intelligence and morality is a very complex one and needs more detailed study. The results of some studies reveal that there are qualitative differences in the moral reasoning of gifted youths. Hence, high intellectual ability does not predict mature moral judgment. Research regarding teaching strategies address the traditional approach involving teachers explicitly advocating virtues, separate classes on moral and ethical behavior or educational programs for social and moral abilities enhancement in selected groups of gifted adolescents. Furthermore, research indicates that we need to be able to recognize the moral concerns of children and provide appropriate guidance and feedback, nurturing moral growth. Therefore, we should help the gifted to reach moral excellence together with excellence in specific domains. Recommendations include educational programs for social and moral abilities enhancement in selected groups of gifted youths.

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious identities in the global culture. It explores the ambivalent and problematic connections between the state, globalisation, the construction of cultural identity, and the nation-building process – also in connection with history education and the history textbooks used in schools. The book also explores conceptual frameworks and methodological approaches applicable to research on the state, globalisation, nation-building and identity politics. Drawing on diverse paradigms, ranging from critical theory to globalisation, the book, by focusing on globalisation, ideology and cultural identity, critically examines recent research in history education and its impact of identity politics, as well as the most significant dimensions defining and contextualising the processes surrounding nation-building and identity politics globally. Given the need for a multiple perspective approach, the authors, who have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between the nation-state and national identity.

Scholarship on the administrative process has scarcely attended to the role that states play in federal regulation. This Article argues that it is time for that to change. An emerging, important new strand of federalism scholarship, known as "administrative federalism," now seeks to safeguard state interests in the administrative process and argues that federal agencies should consider state input when developing regulations. These ideas appear to be gaining traction in practice. States now possess privileged access to agency decisionmaking processes through a variety of formal and informal channels. And some courts have signaled support for the idea of a special state role in federal agency decisionmaking. These developments have important implications for administrative law and theory. In particular, they bear on the paramount question of administrative legitimacy-the decades-long effort to justify the exercise of lawmaking power by unelected administrators in our constitutional democracy. A robust state role in the administrative process, this Article shows, is in tension with the models of legitimacy that have come to serve as administrative law's North Star. Whereas the two reigning legitimacy models alternatively prize (1) centralized presidential control to ensure responsiveness to majority preferences, and (2) apolitical application of expertise, state input raises the specter of regional factionalism and home-state politics. Two types of solutions could alleviate this tension: reforming state involvement in the regulatory process, or updating legitimacy models. The Article concludes by charting both courses-identifying potential reforms and sketching possibilities for a new understanding of administrative legitimacy that would better accommodate the state role.

This paper traces some of the most important developments in the history of University Continuing Education (UCE) at the University of Malta. It relies on material derived from relevant University files and from interviews with people who were involved, as organisers, teachers or students, in different UCE projects. The paper identifies the forces that influenced the various developments in UCE, attaching importance to the significant roles played by trade unions (including the teachers' union), the Church, the academic body and different government administrations in this regard. The analysis, starting from the post-war period, targets UCE initiatives during the 60s and 70s and contemporary provision. The concluding part of the paper consists of an exploration of options for future policy in the area, where the focus is primarily on issues concerning student funding, status of evening degrees, access, distance education and the role of UCE in revitalizing the public sphere. ; peer-reviewed