Suchergebnisse

The purpose of this study is to examine the processes that negatively affect the performance of educational administrators working in educational institutions in relation to the work they do on the issues falling within their field of duty. Education managers are personally responsible for all internal and external management processes of educational institutions. The regular and healthy functioning of all work and transactions in the area of responsibility included in this broad job description naturally creates stress for education managers. The stress situation in question also directly affects the life satisfaction processes. In this study, the concept of stress, stress sources, ways of coping with stress and the processes that negatively affect the performance of educational administrators related to the working situation in educational institutions have been tried to be determined in this context. This study was conducted in order to determine the sources of stress in educational administrators, to identify ways to cope with stress, to protect against stress and to examine the negative effects of stress on life satisfaction and to contribute to the situation assessments envisaged in parallel. Key Words: Educational Institution, Educational Administrator, Performance

Bosnia and Herzegovina (BiH) has been involved in the process of European integration for many years with the goal of obtaining full EU membership. This paper seeks to answer whether the process of European integration has resulted in launching specialised EU study programmes in translation, interpretation, terminology, language&law at the university level in BiH. For the purpose of this paper, curricula of eight English Departments (academic year 2021/2022) were examined: Sarajevo, Mostar (Univerzitet "Džemal Bijedić"/"Sveučilište u Mostaru"), Tuzla, Zenica, Bihać, Banja Luka, Istočno Novo Sarajevo. Private universities were disregarded. The analysis findings revealed that the departments mentioned do not offer any specialised programmes of this kind, as well as that, becoming a "lawyer-linguist" and/or a "terminologist" is not possible via the regular education system. It has been concluded that BiH universities should start promoting the importance of such study programmes as soon as possible and that academia should start opening up towards the creation of new interdisciplinary study programmes thus strengthening the language capacity of individuals willing to specialise in this field, as well as the attractiveness of higher education in BiH.

Pakistan is among the Asian countries which permits dual citizenship. However, the dual citizenship privileges availed by overseas-based Pakistanis spark intense debate making Pakistani dual citizens and their entitlements a contested subject in the country. A qualitative study was conducted in the city of Rawalpindi asking what the attitudes of Pakistani citizens on dual citizenship are, as well as their positions on the rights of dual citizens with regard to education, employment and property ownership in Pakistan. In-depth interviews were conducted with two groups of interviewees: 25 Pakistani citizens and 18 Pakistani dual citizens. The findings suggest that Pakistani citizens resist the unconditional provision of socio-economic rights to Pakistani dual citizens considering their "split loyalties." Most of the respondents argued against their employment in sensitive institutions such as the armed forces and judiciary, however, their right to education and property acquisition was supported in circumstances when it benefits Pakistan's development. The perspectives of dual citizens also reflect ambivalence over how to resolve the allegiance conundrum and as a result, display divergent views on their privileges and rights in their home country.

What has been the impact of COVID-19 lockdowns on international students and how have they coped with living, often in isolation, in a foreign country? This article examines the challenges and coping strategies of current and recently graduated higher degree by research (HDR) international students in the Australian city of Melbourne through a transient migration lens. Through interviews with eight international students during one of Melbourne's lockdown periods, this pilot study provided participants the opportunity to explain that not only were they dealing with the difficulties posed by lockdowns (e.g., loneliness and lack of sense of belonging) but doing so while balancing non-lockdown-related issues as students and transient migrants (e.g., passing their degree courses). Students interviewed however also revealed that they made the most out of lockdowns while taking charge of their own well-being by working towards their postgraduate futures and using the time to discover new non-study-related talents (e.g., watercolouring). The results of this study provide international education stakeholders and higher education institutions with ways of moving forward in the student support space.

In the years 1997–2021, the Department of the History of Education and Culture of the Jagiellonian University was headed by the professors Julian Dybiec, Andrzej Banach and Krzysztof Stopka. Despite the fact that it was structurally part of the Institute of History of the Jagiellonian University, its employees also held classes in other university faculties, including the Institute of Pedagogy, Department of Computational Linguistics at the Faculty of Management and Social Communication of the Jagiellonian University, and were in charge of the Faculty of History, Archives of the Jagiellonian University and the Museum of the Jagiellonian University. The scientific research of the team oscillated around the history of the Jagiellonian University; science, education and culture from the Middle Ages to the present day; the history of Krakow, Galicia and Poland; but also the intellectual ties of Poland with the Anglo-Saxon countries; the history of Jews and of the Roman and Greek Catholic Church; history didactics – especially in the history of the Armenians. Apart from the department heads, full-time employees in the discussed period included: Grzegorz Chomicki, Tomasz Pudłocki, Krystyna Samsonowska, Maria Stinia, and Wiktor Szymborski.

AbstractOn August 11, 2021, the US Federal Emergency Management Agency and Federal Communications Commission (FCC) conducted the second national test of the wireless emergency alerts (WEA) system. The first test was conducted in 2018. This study offers an analysis of a nationwide survey (N = 1056) administered in the days immediately following the 2021 national test. The analysis indicates that a substantial number of respondents do not well understand the uses of the WEA system, especially the "National Alert" message class. However, more respondents believe that the "National Alert" message class label would signal more trustworthy information than the "Presidential Alert" message class label, a finding that bolsters the FCC's 2021 decision to abandon the "Presidential Alert" message class label. Despite a lack of accurate understanding of message classes and opt‐out options, a substantial number of respondents trust the WEA system to work properly. A clear majority of respondents would appreciate device‐based public education materials about the WEA system. The implications of the survey findings for WEA system management and public education are discussed.

Consensual unions have increased greatly in Brazil over the last few decades. Initially, restricted to less-educated groups, they have now been observed in all educational groups, leading some to suggest a diffusion of the Second Demographic Transition (SDT) in the country. In this paper, we examine the characteristics of women choosing consensual unions in Brazil between 1980 and 2010, with a focus on differentials by education. The results show that higher educated women, when compared to the least educated group, prefer marriage over consensual union in both 1980 and 2010. In addition, we show a growing difference between educational groups over time for choosing informal unions, as the probabilities for higher educated women to choose this union type grew less than for the lower educated. For the women with high levels of education in 2010, the likelihood of being in a consensual union is greater among those from lower social classes, and among blacks, browns, and Catholics. These results suggest the replication of intergenerational behaviour as the most likely explanation for the increase in consensual unions among the most educated.

The existence of education for democracy has positive impact on citizens' political knowledgeand the identification with the democratic values. In the process of civic education, theuniversities and high schools play an important role. Many scholars argue that the high schoolshave a civic mission to serve a public good or the university is the civic mission itself. To examinedemocratic citizenship among high school and university students we use a dataset composed ofthree surveys (2011/2012, 2013, 2015) of 4800 Hungarian students. We build on the literatureabout the empirical and theoretical framework of democratic citizenship to answer the questionif 25 years after the collapse of communism we can witness the emergence of a new generationof democrats in Hungary? Have young people successfully come to terms with their countries' authoritarian past and developed a commitment to democracy as a system of rule? Are theyready to defend it in the face of challenges? Based on the empirical framework of citizenship wederive a number of significant lessons from the Hungarian case, with important implicationsabout the ability to teach the norms and responsibilities of democratic citizenship in the world'semerging democracies.

With the continuous increase of requirements for P.E. talents' qualities, there occurs higher disharmony between cultivation goals and modes for P.E. talents and social demands. Hence, it is necessary to review the evaluation index system of practical abilities for university students majoring in P.E. to enhance the betterment of cultivation goals and modes for P.E. professionals and its teaching quality. The goal of this study is to establish the evaluation index system of practical abilities for P.E. professionals. This paper uses document analysis and expert grading methods to construct the concrete indexes of the evaluation system and calculate the weight indexes of three levels of practical abilities employing the analytic hierarchy process. The results highlighted that the most significant weights have, respectively, moral education ability in the first-level indexes, teachers' code of ethics in the second-level indexes, and role model leading ability in the third-level indexes. The institution process of the evaluation index system in the research is scientific and reliable, which provides a theoretical reference for the evaluations of the education cultivation and professional abilities of students majoring in P.E. at Chinese universities.

ABSTRACT The institutions of the federal educational network have their own health team and, therefore, have the possibility of developing multiple strategies for the implementation of School Health Program actions. This study aimed to systematize and synthesize the scientific production developed by workers from the federal educational network on adolescent health in the school environment. This is a qualitative meta-synthesis carried out from searches on the Virtual Health Library, Brazilian Digital Library of Theses and Dissertations, and Google. Content analysis was used for data analysis. The sample consisted of 15 publications and 4 thematic units emerged: pedagogical integration of health education in federal institutes; conception of adolescence and adolescent health in the school environment in federal institutes; perspectives of health work in federal institutes with adolescents; and facilities and difficulties in the development of adolescent health in the school environment in federal institutes. It was found that the scientific production on the subject is still incipient. Even in federal institutes, it is necessary to advance in the methodology of activities and in the topics of health education developed. It is necessary to stimulate youth protagonism, transcending the hygienist and fragmented aspects of school health.

The objective of the project was to recover the initiatives in environmental education and analyze them as part of the transformation process in the approach to nature. A qualitative methodology was followed, the information was collected through semi-structured dialogues that were carried out virtually with various actors of the Mazunte polygon, in the State of Oaxaca and directly related to these experiences. The information was analyzed from the critical perspective of sustainability, within the framework of the epistemologies of the south. Among these proposals were volunteer work in preservation and recovery, environmental classrooms and living museums, and even short stays in research projects. In relation to the meeting between hosts and tourists, a greater symmetry and assessment of the experience beyond a simple activity of sustenance or recreation was evident. Among the conclusions, the potential of this type of initiatives as non-formal education strategies that should resonate in formal academic environments is highlighted, to avoid the divergence between what the academy proposes and the needs of technical, ethical and knowledge transformation that communities require for their transition to sustainability.

AbstractObjectivesNew York City is the largest U.S. jurisdiction to use ranked choice voting (RCV). We examine New York and other U.S. cities using RCV to assess if there were different levels of understanding and utilization of RCV across demographic groups.MethodsWe placed items on a survey conducted during the 2021 New York City RCV election that had been included in two previous surveys of different U.S. cities using RCV.ResultsWe find higher levels of reported understanding and rates of ranking multiple candidates in NYC than in other jurisdictions. We find no systematic differences by race/ethnicity in terms of reported understanding of RCV in NYC or the other samples. We also find no systematic association between age and reported understanding of RCV. Respondents with more education were more likely to report understanding RCV in each sample. People of color were less likely to report ranking multiple mayoral candidates in NYC and California, and respondents with more education were more likely to report ranking in two samples.ConclusionsApart from these important differences in utilization, our search for race/ethnic differences largely produced null results, suggesting RCV may not produce bias in who engages with it.

Coevolving informatics and shifting gender dynamics in Norwegian politics
Chris Girard, an Associate Professor from the Department of Global and Sociocultural Studies at Florida International University explores education, gender rights and the freedoms of women in Norway. Only one of Norway's 70 monarchs was a woman over the last thousand years, and now, after great change when universal suffrage was first extended to women in 1913, since 1981, two women have become prime ministers in Norway, serving as heads of state for over 40 per cent of the subsequent four decades. Now, the Norwegian parliament comprises 45 per cent of women legislators, which can partially be attributed to the development of a digital-age layer of information flow, which allowed more Norwegian women to overcome the spatial barriers to government careers that arise from childcare at home. In the present day, there is now a growing demand for educated women counteracts an enduring historical trend extending from the 12th century to the final quarter of the 19th century, when women in Norway had been blocked from higher levels of education.

This study documents the views and attitudes of stakeholders of the Hong Kong's Sign Bilingualism and Co-enrollment (SLCO) Education Programme established in 2006, to identify an emerging ecology based on the SLCO classrooms in a primary school in which deaf and hard-of-hearing (DHH) as well as hearing participants, teachers and students alike, collaborated to create an inclusive culture in the school environment. Qualitative data were collected using two focus group discussions, each with six DHH students and six hearing students, and individual interviews with eleven parents of DHH and hearing students and six Deaf and hearing teachers. The data generated seven themes: positive impacts of sign language (i.e. HKSL), translanguaging, differences in English and Chinese achievement, positive attitudes towards co-enrollment, increase in students' self-confidence, friendship and equal partnership, and importance and challenges of co-planning. Analysing these themes within the framework of evaluating inclusive education along the parameters of participation, achievement, and value of person as advanced in Anderson, Boyle and Deppeler (2014), we identified six dimensions to characterise the inclusive ecology of the SLCO classroom.

AbstractBackgroundPrevious research has shown that post‐secondary collegiate vocational educational programs often have positive effects on employment outcomes for young adults with intellectual and developmental disabilities.AimsUsing secondary data of a program in the United States collected over several years, we examined which intervention components of a postsecondary education transition program predicted subsequent employment for young adults with intellectual and developmental disabilities.Materials & MethodsThe sample consisted of 56 individuals that participated in a transition‐services collegiate program; Crossing Points, University of Alabama.ResultsResults were able to robustly indicate that acquiring job‐specific skills was a much better predictor than global measures of intellectual or adaptive behaviour. Additionally, survival curve analyses as an innovative approach to this population showed that there was a positive relation between the number of job‐specific training sessions and eventual community employment.DiscussionResults are discussed in relation to a historical parallel movement to expand inclusion of students with intellectual and developmental disabilities in the least restrictive educational setting for primary and secondary public education years.ConclusionIn conclusion, the results of the current study suggest positive findings with job‐skills training both specific and general.