Suchergebnisse

Introducción: Leaving one's homeland in pursuit of a better life has always been a difficult experience and such experience becomes even more intense when the ones who undergo this ordeal are children. But even though immigrants might expect this move to a foreign country to present some difficulties, such as struggling with economic stability, adapting to a different culture or learning a new language, they are not always prepared for the racist treatment the recipient land gives to them. Teun A. van Dijk (1991) defines racism as a system of group dominance which is both structural an ideological. This system embodies, first, political, economic, and socio-cultural structures of inequality along with processes and practices of exclusion and marginalization and, second, socio-cognitive representations required by said structures and processes. The aim of this paper is to portray, expose, analyse and provide examples of racist discourses and practices toward Latin American immigrants in the United States, specifically juveniles, in three interrelated spheres: the labor area, Immigration Law, and the Press.

Buildings are responsible for 36 % of CO2 emissions in the EU. The Interreg Europe project entitled ZEROCO2 ''Promotion of Near Zero CO2 emission buildings due to energy use" aims at addressing policies, actions and investments to facilitate the transition of buildings to nearly Zero CO2 emission buildings due to energy use (NZCO2EB). The project is made up of eight partners from eight different regions and has a duration of 4 years. Project phase 1 (2016-2018), dedicated to interregional learning, has been completed. This paper summarises the deliverables of project phase 1, with a special emphasis on Malta's market needs and policy action plans required to ease its transition to NZCO2EB. It is envisaged that in project phase 2 (2018-2020), the priority policy action plans identified in this paper will be implemented. This will enable Malta to reduce its operating CO2 emissions from buildings, while assisting the country to reach its 2020 energy efficiency (EE), renewable energy (RE) and nearly zero energy in building (NZEB) targets. ; peer-reviewed

Certain elements of higher education are historically regarded as being elitist and steeped in so much history and tradition that many institutions are unwilling to change to cater for the populations that they serve. Despite reams of government legislation and continued pressure from social groups the proportion of university students from socially disadvantaged backgrounds remains stubbornly low. This research aims to look beyond the financial and psychological support given to these groups and instead see what can be done to overcome the barriers to learning they face by utilising a Bring Your Own Device strategy. This research has focused on socially disadvantaged individuals from the UK and the findings have led to the conclusion that BYOD can be an enabler to widening participation, however, it is not an overarching solution for all and there is a distinct need for the technology to be properly integrated into teaching activities as some academic staff remain resolute to delivering in the traditional lecture format that does not facilitate engagement or interaction.

The education system in Israel is a centralized system including both Jews and Arabs. Therefore, these schools are controlled both administratively (including funding) and curricular by the government. From the data obtained in the field, there is an unbalanced comparison between Jewish and non-Jewish educational systems (including Arabic) in Israel. This shows the lack of resource justice, budgetary discrimination, and less developed learning and development programs, especially seen in the Arabic education system. The main purpose of education in Israel is to help the Jewish majority group and intend to maintain Jewish domination. Arabic education applied in Israel has been the subject of Muslim and Arab intellectual criticism. Their rejection is mainly related to the inequality, discrimination and marginalization facing Arab education. With this perspective, the Islamic movement has spurred Islamic educational institutions to uphold and maintain the religious identity and national identity of Muslim minority members in Israel. The article describes the education system in Israel including the religious education system as well as the education system for minorities in Israel.

This paper attempts to explain the role of local governments (cities, regions) in the implementation of immigration policy in Europe, focusing on various waves and types of immigration, state policies, and the capacities of local government to help with immigrant integration since the 1960s. Several case studies of cities with good integration practices will be presented, with particular emphasis on four main aspects: national regulation, policy regimes, role of local institutions, and results achieved. The paper focuses on experiences and good practices which could inspire other societies to develop successful policies and facilitate better use of diverse policy instruments in procuring various services for migrants, including shelters, language learning, job training, education for children, employment, inclusion in decision-making processes, and the like. The main research methods that have been used are description and analysis of national conditions, problems, challenges, various integration experiences, good practices, and results, as well as comparison and case studies for in-depth analysis.

'A Placement for Everyone' outlines an emergent project in which staff and students collaborate to envision a transformation in their university/art school. Rather than convey pre-existing knowledge and expertise from tutor to students, we are working together as equal but different participants in a reflexive experiment with the institutional conditions and social purpose of learning. A primary influence has been the Artist Placement Group (APG), which from 1966—1979 negotiated for artists to be placed in business, industry and governmental organizations. These placements were not framed as commissions or contracts between the artist and the host, but were developed around the APG concept of 'the open brief', with no prescriptions, and no outcomes agreed in advance. In December 2012, I designated my academic post at University of the Arts London (UAL) as an artist's placement, with a remit to promote creative engagement with the ecological and social-economic crisis. I aimed to connect artistic research with pedagogy, by involving staff and students in aligning our university's operations with its stated values.

Regional contracts developed in Poland as a consequence of the process of the state decentralisation and the building of local governments in the 1990s. By learning from other countries' experiences (especially the French regional policy), an instrument was devised in order to support the decentralisation of the state development intervention and to foster the regions' empowerment to programme and administer the regional policy. Unfortunately, since the very first edition, regional contracts in Poland have become a hostage to impromptu political acts determining changes to the economic policy, the limited state budget and very frequent legal amendments. The goal of this article is to conduct a synthetic analysis of the origins, changes and challenges related to the use of regional contracts in the Polish development policy. The author's subjective, critical opinions were confronted with the opinions of the representatives of regional authorities in selected voivodeships. To this end, interviews were conducted with directors of departments in selected marshal offices. The resulting evaluation, conclusions and recommendations allowed the verification of the author's subjective views.

El texto presenta una reflexión sobre la noción de transposición didáctica y el papel del saber sabio y el saber enseñado en el marco de los procesos de enseñanza-aprendizaje en las grandes movilizaciones sociales. Sostengo que la enorme red de conocimiento situado que se gesta en los contornos de la movilización, se da entre colectividades en una relación horizontal, sin mediación del saber sabio. Para ello, me apoyo en una aproximación etnográfica a diversos procesos que han sostenido la ola de movilización abierta en 2011. ; The text presents a reflection on the notion of didactic transposition and the role of wise knowledge and the knowledge to learn in the framework of teaching-learning processes in large social mobilizations. I argue that the huge network of situated knowledge that is developed in the contours of mobilization occurs between collectivities in a horizontal relationship, without the mediation of wise knowledge. For this, I support an ethnographic approach to various processes that have sustained the wave of mobilization opened in 2011.

In this essay, the authors examine the varied public, everyday, and academic discourses of creativity that combine to influence our current educational goals and policies, particularly in North America and Europe. From Sir Ken Robinson's (2006) cutting remark that "Schools kill creativity!" to the Action Canada Foundation's (2013) assessment that creativity is one of the seven core learning competencies required in the 21st century, this article portrays the compelling push and pull of creativity in education today. The authors found themselves in search of this seemingly crucial, yet increasingly undersupported aspect of their work in teacher education and research. Coming from literacy and arts education, the authors were called to question what they had always taken for granted. This article contextualizes creativity amid everyday, public, and academic discourses. Through engaging in this inquiry, the extent to which creativity is the recipe for success, as it is so often deemed to be, is assessed and a conceptual framework for creativity in action is proposed.

The objective of the study was to find out the strategical management UP/J SMKN 3 Mataram. It was a qualitative study with case study method. The techniques to collect the data were observation, interview, and documentation. The findings were (1) strategical planning, including: (a) compatibility of UP/J program goal with school vision and mission and (b) the arrangement of UP/J program periodically; (2) strategical application, including: (a) cooperation with government institutions and private institutions, (b) marketing of UP/J carried out by school society including school principal, teachers, students, parents and alumni, (c) empowering alumni and students as employees, (d) executing production schedule out of reaching and learning activities, and , (e) transparency in financial management ; and (3) strategical supervising, including: (a) the distribution of customers satisfaction instruments, (b) the supervising in form of the report periodically each semester and each year. In conclusion, the strategical management of UP/J SMKN 3 Mataram includes; planning, excecuting, and supervising. Keywords: Strategical Management, Production Unit, School Service

This study aims to determine the students' reading preference and its implications of three English Education Departments in Jember. Getting learners' full attention in the learning process is very important, because the ability to read is one element of language competences that always needs to be elevated. However, reading material usually becomes the biggest obstacle for the lecturer to engage students' full interest to the course. This study involved 273 students of three English Education Departments in Jember as research objects. Survey and interview methods were used to obtain the data. The research findings show that English Education Department students mostly interested to reading materials about entertainment and lifestyle, arts, religious, education and historical theme, and they avoid reading political and sport. Based on these findings, the suggestion for lecturers who specialize in the subjects related to reading activities is they should be able to present the teaching materials with themes favored by students in order to improve students' reading motivation.

Student-centered instruction in the classroom has recently challenged teacher-centeredness for allowing students to construct their understandings using their experiences and actions. Student-centered pedagogy is based on constructivist and democratic principles. That students make sense of what they learn in a classroom environment in which they are stimulated to develop their reflective and critical thinking and sense of responsibility come to the fore in student-centered pedagogy. Teacher-centered instruction on the other hand relied heavily on the behaviorist theory which was based on the idea that behavior changes are caused by external stimuli. Compared with student-centered classroom, students in teacher-centered classroom are passive and respond to environmental stimuli. Teacher has the ultimate authority and is in charge of learning for that reason students do not have adequate opportunities to develop their critical thinking and problem solving skills. This article endeavors to compare student-centered and teachercentered approaches and documents their general features in the classroom.

International government guidance recommends patient and public involvement (PPI) to improve the relevance and quality of research. PPI is defined as research being carried out 'with' or 'by' patients and members of the public rather than 'to', 'about' or 'for' them (http://www.invo.org.uk/). Patient involvement is different from collecting data from patients as participants. Ethical considerations also differ. PPI is about patients actively contributing through discussion to decisions about research design, acceptability, relevance, conduct and governance from study conception to dissemination. Occasionally patients lead or do research. The research methods of PPI range from informal discussions to partnership research approaches such as action research, co-production and co-learning. This article discusses how researchers can involve patients when they are applying for research funding and considers some opportunities and pitfalls. It reviews research funder requirements, draws on the literature and our collective experiences as clinicians, patients, academics and members of UK funding panels.

The classification of terrain in terms of passability plays a significant role in the process of military terrain assessment. It involves classifying selected terrain to specific classes (GO, SLOW-GO, NO-GO). In this article, the problem of terrain classification to the respective category of passability was solved by applying artificial neural networks (multilayer perceptron) to generate a continuous Index of Passability (IOP). The neural networks defined this factor for primary fields in two sizes (1000 × ; 1000 m and 100 × ; 100 m) based on the land cover elements obtained from Vector Smart Map (VMap) Level 2 and Shuttle Radar Topography Mission (SRTM). The work used a feedforward neural network consisting of three layers. The paper presents a comprehensive analysis of the reliability of the neural network parameters, taking into account the number of neurons, learning algorithm, activation functions and input data configuration. The studies and tests carried out have shown that a well-trained neural network can automate the process of terrain classification in terms of passability conditions.

The Nigerian Society is ridden with massive corruption to the extent that all strata of society and all facets of life are tainted by the cankerworm. This social malfeasance, over the years, has assumed such alarming proportion that it threatens the continued existence of the Nigerian nation. However, more worrisome is the effect of corruption on good governance and the security of Nigeria. The thrust of this paper, therefore, is to establish the root causes of corruption in Nigeria, especially among politically exposed people; the devastating effect of corruption on the Nigerian society, especially as it impinges on security, causing the nation to almost downslide into anarchy; and likely elixirs for the malfeasance. Consequently, the paper recommends some solution to the hydra-headed problem, such as: enforcement of more stringent deterrent measures against errant politicians; repositioning the curriculum to accommodate relevant Social Studies cum Civic Education learning content, with a view to eradicating corruption; adoption of economic policies geared towards massive empowerment of unemployed people, among other things.