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This paper aims to analyze mindfulness in education from a critical perspective. We first examine the historical underpinnings of human capital theory, which encourages educators to view students as efficient laborers in a neo-liberal society. Using the lens of Bourdieu's capital theory, we further examine how mass media inadvertently distorts the definition of mindfulness by exploring the development of a specific mass media story and by identifying how mass media factors beyond headlines and titles reframe mindfulness. We argue that this type of reframing has created a public perception of students who practice mindfulness as not only successful in social relationships but also as valued laborers who expand economic growth. This analysis opens two doors of discourse. First, mindfulness in education should be de-capitalized and shifted toward a spiritual focus. Second, we ask educational writers and publishers to redirect mindfulness applications away from their original purpose.

"Condensation of a four-volume report . entitled : Democracy and Indian education." ; Bibliography : p. [216]-220. ; Mode of access: Internet.

Concerns about environmental problems due to rapid economic growth have been undoubtedly increased the past few decades. The conservation of the natural environment and the satisfaction of human needs have attracted a lot of attention from individuals to policymakers. The aim of this paper is to evaluate the effects of environmental education, knowledge, information and lifestyles on ecological behavior and sustainability goals. More specifically, the emergence of a possible relationship between environmental education and sustainability and the correlation of lifestyle and individual attitude with ecological behavior constitute the research questions of our study. The researchers conducted a quantitative analysis by collecting data from 116 questionnaires. The results indicate a lack of knowledge diffusion on environment from schools whilst even though people's emotional commitment and attitude towards environment are significantly augmented, their ecological behavior is erratic in particular occasions.

Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers' commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students' learning outcomes. The school studies come from different demographic regions in New South Wales, Australia's most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in collaboration with academic partners and members of local Aboriginal communities in an action learning process, can deliver innovative teaching programs over a sustained period of time. As a result schools demonstrated that these approaches do produce positive educational outcomes for teachers and students and enable authentic partnerships with Aboriginal communities

The Credential Society by Randall Collins is a classic on higher education and its role in American society. Forty years later, its controversial claim that the expansion of American education has not increased social mobility, but created a cycle of credential inflation, has proven remarkably prescient.

The need for additional black lawyers should be obvious to all. No attempt is made to rehearse the arguments that were made in the early 1960's re the desirability of minority recruitment programs. Rather, it is attempted to depict the past & present experiences of black law students. Their story in legal educ is viewed in the natural history of matriculation in a law Sch. Thus, admissions, financial aid, attrition, bar examinations, & placement are among the topics discussed. Additional data are included on the org's extant which have made & are continuing to make it possible for enough blacks to participate in legal educ to make this article possible. HA.

Based on a comparative study of socio-political networks and state strategies in Northern Norway and Southern Italy, this article argues that state strategies and capacity play an important role in determining the structure and impact of social networks on regional development. Similar in their choice of policy regimes and active distribution of resources to their lagging peripheries, Italy and Norway display very different informal networks between socio-political actors as well as development characteristics. These differences in social networks and development can be traced back to the willingness and ability of state actors to entrench themselves at the centre of the socio-political networks in the regions. Their ability is constrained by the social networks themselves, hemmed in by past history of nation-building and is in essence a picture of the legitimacy of the state. State openness towards mobilising social groups enables it to keep control over the mobilisation process and build for itself a central role in social networks. State closeness towards mobilising social groups brings with it the danger that alternative elites will build alternative social networks on the different territories they control -- networks in which the state will play a less central role. The cases illustrate the pros and cons of both types of state strategies, and form a good basis for a discussion of the optimal mix of state intervention and local social organisation in development. Adapted from the source document.

This report summarizes the research work implemented during the second activity "Cultural and historical research of character and virtue education in Latvia in an international perspective" of the project "Modernization of school education in Latvia through an innovative research-based programme on 21st century competences and virtue ethics development supported by a virtual campus (ARETE-school)" - 1.1.1.2/VIAA/1/16/071. The research questions that guided the research process during this activity were: What are the theories and practices of character and virtue education in the international arena? How are teachers trained for teaching character and virtue education? How can the past and present of character and virtue upbringing in Latvia be described? What are the institutional and methodological needs for raising the quality of character and virtue education in the Latvian education system? In order to answer these questions, several studies were carried out and they are summarized in this report in a popular science style. At the beginning of each section, the publications on which the main conclusions are based are indicated. Each of these studies has its own specific methodology and perspective, which can be explored further in these publications. Some of them are already published, others are in the reviewing process, while others are in the preparatory stage. The report is structured in 3 parts: the first part deals with the international perspectives about character and virtue education in terms of school practice and teacher training. The second part discusses the historical aspect of moral education in Latvia, from the independence of Latvia to the present day. It also outlines the mainstream approaches in this area in the context of the new education reform. The third part presents a gap analysis and offers recommendations for the implementation of character and virtue education in Latvian schools. The virtues and values included in Latvian legislation are thoughtfully integrated in the school reform project Skola2030. However, whereas the importance of creating and reinforcing students' habits at school is acknowledged, the possibility of teaching virtues (moral habits) and values at school is not clearly nor stated nor planned. International experience proves that character can be taught and caught at school. This research revealed that in Latvia there is a an almost unanimous support for implementing purposeful character and virtue education at school. It revealed also teachers' needs of institutional and methodological support ; Summarizing the Work package 2 of the postdoctoral research "Modernization of school education in Latvia through an innovative research-based program on 21st century competences and virtue ethics development supported by a virtual campus (ARETE-school)" ; European regional development fund

Belonging is a fundamental human need and prerequisite for higher-level learning. This sense of belonging in nursing begins during nursing education and coincides with the development of a professional nursing identity. Nurses who have a sense of belonging during their initial education typically develop a solidified professional nursing identity, are committed to the profession, and are less likely to experience burnout as nurses. Belonging is linked with retention; thus, fostering belonging may improve nursing retention among new graduate nurses. The extent to which online education affects a sense of belonging for nursing students and their future commitment to the nursing profession is not well understood. The purpose of this article is to explore belonging in online education, highlighting research within online nursing education where possible, and to review strategies to foster belonging in online nursing classrooms. Nurse educators are positioned to address barriers to belonging and implement strategies to foster a sense of belonging with their students. Future research is needed to examine benefits of a sense of belonging for students and professional nurses, related to educational delivery format, program level, and persistent impact on professional nursing practice.

In this essay, we critically reflect on digital disruption in journalism and journalism education with specific focus on the South African context. After contextualising the problematics in terms of what Castells terms the "information technology revolution", we define data visualisation and survey the existing literature on the subject. The history of journalism education in South Africa is briefly revisited before assessing the current state of the profession in the country. The dangers posed by digital visualisation to the core ethos and function of journalism as a vehicle in the service of contributing to a resilient democracy is thrown into relief by utilising critical concepts from the work of Foucault, Habermas and Fuchs. We subsequently cite a few examples of the undisclosed bias inherent in data visualisation. In conclusion, we consider the feasibility and potential effects of the necessity to adopt data visualisation techniques on journalism in South Africa.

Within the context of evaluation system of education quality in career courses that are organized at the Center for Security and Military Strategic Studies of the University of Defence in Brno, the article deals with course evaluation questionnaires. It demonstrates benefits of introducing online questionnaires, and a persistence of responses sets that are invalid in terms of internal imbalance. To filter out this undesirable natural phenomenon, a method was proposed for determining the consistency of responses sets. The outcomes lead to the goal to enhance quality as well as quantity of responses to evaluation questionnaires. In terms of quality, the intention is to continue filtering out invalid responses sets using the proposed method. In terms of quantity, the intention is to motivate the course participants to fill the evaluation questionnaire by dividing it in parts, so that they can experience the changes based on their responses yet during their course.

There are a variety of agencies engaged in elementary education in Communist China. Besides the regular elementary schools for children, there are adult schools of elementary grade and spare-time elementary schools for youth as well as older people; there are winter schools in the rural areas, worker-peasant schools, and various kinds of literacy classes. In view of limited space, this article will deal only with the regular elementary schools. Kindergartens and nursery schools are not included in the discussion.

В статье представлены результаты изучения проблемы культурно-исторических предпосылок становления и развития дошкольного образования в России. Проанализировав имеющиеся историко-педагогические исследования в области дошкольного образования и установив их разнообразный и глубокий характер, автор доказал важность и актуальность выявления специфических предпосылок развития системы дошкольного образования. На основе анализа и систематизации данных историко-педагогических исследований, материалов архивов и периодической печати выявлена определенная связь между культурно-историческими предпосылками и этапами становления и развития дошкольного образования. С учетом культурно-исторических предпосылок в развитии дошкольного образования в России автором выделены два периода и этапы, отражающие специфику дошкольного образования в определенный исторический отрезок. Возникновение каждого этапа становления дошкольного образования в дореволюционный период (до 1917 года) обусловлено определенными предпосылками: патриархальным укладом жизни, общинным землепользованием, экономическими и социальными реформами Петра I и Екатерины II, обнищанием крестьян в период земельной реформы XIX века и их миграция в город, развитие производства, включение в производственный процесс женщин. Выделение этапов в развитии дошкольного образования в ХХ веке напрямую зависит от экономического развития. Изменения содержания дошкольного образования происходили под влиянием социокультурных факторов. Таким образом, культурно-исторические предпосылки определяют особенности дошкольного образования на разных этапах его развития.
The article presents the results of studying the problem of cultural and historical prerequisites for the formation and development of preschool education in Russia. Analyzing the existing historical and pedagogical research works in the field of preschool education and revealing their diverse and deep nature, the author proved the importance and relevance of identification of specific prerequisites for the development of the preschool education system. Based on the analysis and systematization of historical and pedagogical research data, materials from archives and periodicals, the author revealed a certain relation between cultural and historical prerequisites and stages of formation and development of preschool education. Taking into account the cultural and historical background in the development of preschool education in Russia, the author identified two periods and the stages that reflect the specifics of preschool education in a certain historical period. The emergence of each stage of preschool education in the prerevolutionary period (before 1917) is due to certain prerequisites: Patriarchal lifestyle, communal land use, economic and social reforms of Peter I and Catherine II, the impoverishment of peasants during the land reform of the 19th century and their migration to the city, the development of production, the inclusion of women in the production process. The selection of stages in the evelopment of preschool education in the 20th century directly depends on economic development, changes in the content of preschool education occurred under the influence of socio-cultural factors. Thus, cultural and historical prerequisites determine the features of preschool education at different stages of its development.