Suchergebnisse

Fil: Correa de Negreiros, Karla. Universidad de San Andrés. Escuela de Educación; Argentina. ; "La evolución de la práctica y las formas de gobierno ha atravesado siglos. Hoy existen cinco formas vigentes, pero con el advenimiento de las tecnologías expertos en todo el mundo apuntan a la aparición de una nueva forma de gobierno: la electrónica. Su implementación surge como una necesidad en medio a un renovado debate sobre el rol del Estado; Estado que, en la medida que avanza y asume nuevas responsabilidades, se desdobla en áreas y debe ser gobernado ya no sólo por un Jefe de gobierno sino también por un cuerpo de Ministros y contar con otras instancias gubernamentales que equilibren los poderes. El empleo de las tecnologías e Internet en el ámbito público supone una mejora en la gestión del gobierno y la modernización del Estado. Con el fin de conocer su aplicación y nivel de desarrollo en Educación observamos los sitios web oficiales de los Ministerios de las 23 provincias argentinas y la Ciudad Autónoma de Buenos Aires, analizamos estructuras de e-gobierno y entrevistamos a actores relacionados con el egobierno y la Educación. Analizamos los sitios a partir de la perspectiva del usuario y con los resultados obtenidos elaboramos un ranking que indica la posición de cada jurisdicción en función del nivel de desarrollo alcanzado a la fecha. El análisis de las estructuras y las entrevistas dan a conocer aspectos de la arquitectura organizacional que da soporte a los e-servicios dispuestos e indican en qué medida, hoy, se impulsa el desarrollo del e-gobierno en el área educativa. Los cuatro primeros puestos del ranking los ocupan la provincia de Buenos Aires, la Ciudad Autónoma de Buenos Aires, la provincia de Salta y la de Misiones. Los resultados revelan que el actual nivel de desarrollo de e-gobierno aplicado a Educación es básico, que la disposición de los eservicios, en el caso de las cuatro jurisdicciones que ocupan los primeros puestos en el ranking, no nace de la aplicación de una estrategia para el desarrollo del e-gobierno y que los sitios oficiales replican la arquitectura organizacional y la forma de conducir de las instituciones que gobiernan el área. SUMMARY The evolution of the practice and the forms of government have been lasted centuries. Nowadays there are five actual forms but the arrival of the technologies experts from all over the world admonished about the rising of a new form of government: the electronic form. Its settlement rises as a necessity within an updated debate about the State role. State that the more gets responsibilities the more divides and share responsibilities in some areas until to be taken by the Chief Executive and his Ministers. The technologies' application and internet in the public sphere supposes an upgrade in public's administration and State's modernization. Thus to know its application and present level of development in Education Area we watched the official web from the 23 Argentinean provinces and the City of Buenos Aires and we also analyzed projects and structures of local e-government and we interviewed the experts. We analyzed the places form the user's perspective and getting results we elaborated a ranking that indicates each jurisdiction's rank taking it in order considering the level of development reached in government's standard for e-government. The projects and structures' analysis and the experts' interviews demonstrate some aspects of the organizational architecture that supports the e-government services that indicates in witch level of work is been boosted the development of e-government for Education Area.The four first places of the ranking are placed by the province of Buenos Aires, the City of Buenos Aires, Salta and Misiones. Considering a large sort of possibilities this study revels that the present level of development of e-government applied to the Education is in the basic level and the offering of e-services is not a result of the implementation of a strategy for development of the e-government. The official local web Education sites are characterized basically for replying the structure of the institutions that govern the Education and its form of conduction." ; Artopoulos, Alejandro

Educational Democracy is a view of life that prioritizes equal rights and obligations as well as an equal treatment between educators and students in the learning process. Democracy in education contains elements of independence, freedom, and responsibility. An independent attitude to develop self-confidence and to be aware of one's limitations is very important to foster awareness that life in the community requires collaboration with other individuals. Freedom is defined as a life purpose that rests on the awareness of social pluralism, not solely on the interests of individuals or groups. Therefore freedom itself must be accompanied by a sense of full responsibility. The word "Educational Democracy" is two terms which are interrelated, democratic values can be understood and owned by the community through educational activities, and vice versa so that education can produce output that has an independent attitude, has a critical thinking power, dynamic, democratic character and always upholds human dignity, then the implementation of education must be based on democracy so that the concept of independence in learning will grow well.

The aim of this paper is to clarify some basic aspects concerning the purpose and importance of education, the meaning of what is public, and the political significance of all proposals presented regarding education. The issue of education is primarily political and begins with how the character of the State is defined. On one hand, if the State has a subsidiary definition, education is considered to be a commodity that is negotiated in the market in the appropriate quantity and quality which correspond to the respective purchasing power. On the other hand, if the State is defined as responsible, education is considered to be a right. Political will is what establishes one definition or the other. ; Se pretende tratar de aclarar algunos aspectos básicos respecto al sentido e importancia de la educación, el significado de lo público y el sentido político de toda propuesta que se hace al respecto. El tema de la educación es primeramente político y empieza por la definición del carácter del Estado. De la definición del Estado como subsidiario se deriva la comprensión de la educación como un bien de consumo que se transa en el mercado en la cantidad y calidad que corresponda al respectivo poder de compra. De la definición de un Estado responsable deriva la comprensión de la educación como un derecho. Es la voluntad política la que establece una u otra definición.

INTRODUCTION Creating a diverse new generation of geoscientists begins at the training stage. In undergraduate courses, early geoscientists are often glorified and discussed in terms of intellectual achievements, strong personalities, or heated debates. Nevertheless, the social and political backdrop for these scientists was complicated: the development of geology as a discipline is intertwined with the history of imperialism, colonialism, and Westward Expansion in the United States. Such topics are rarely discussed in current geoscience courses, and continuing to train the next generation of geoscientists without regard to this history perpetuates the same practices of exclusion. This is particularly important as co-production — developing knowledge and science together with local communities — is increasingly gaining attention and recognition today. Now, more than ever, there is a real need for historical literacy to be an integral part of STEM curriculum and training. Here we present a resource to assist educators in integrating topics on racism, colonialism, imperialism, environmental damage, and exploitation of natural resources into subjects commonly taught within geoscience departments. This resource consists of modular lecture slides with accompanying lecture notes, suggested discussion questions, and further reading to promote in-class engagement. This resource is freely available and geared towards flexibility so that rather than being a standalone course, it allows educators to pick and choose content for incorporation into their existing lectures. Topics available include plate tectonics, geomorphology, glaciology, and volcanology. For each topic, we discuss the imperialist nature of the sciences in the 19th and 20th century and link it to social inequalities today, with a particular focus on the overlooked contributions of early geology to scientific racism. Ultimately, we hope this work ignites energy towards a reimagined curriculum in the Earth sciences. This curriculum incorporates a social context for the geosciences, past and present, in order to provide a holistic base of knowledge that empowers students to recognize and navigate existing structures of oppression within geoscience and society at large. TEACHING PHILOSOPHY Through storytelling, our aim is to illustrate how geoscience is implicated in colonial and imperialist projects. The teaching approach that drove the creation of these modules is informed by feminist philosophy of science and critical race theory. In the material presented, we attempt to decenter the dominant narrative about the history of geoscience, and geoscience practices, past and present. Feminist standpoint theory posits that knowledge is socially situated (Haraway 1988). In contrast to a "scientific objectivity" that is assumed to be value-neutral, "strong objectivity" requires us to understand the practice of science in a social context, where the political, economic, and social values of the scientific community control the entire scientific process (Harding 1992). We outline our teaching philosophy further in the a PDF contained in this repository. TEACHING MODULES This repository contains six modules. Each module consists of two documents: a set of Microsoft Powerpoint slides (.pptx) and a teaching companion guide (.pdf). The six modules cover the following topics: • Oceanography and the Slave Trade • Landscapes and Scientific Racism • Isostasy and Colonialism • Meteorites and Museum Legacies • Glaciology, Race, and Masculinity • Land Grab Universities AUTHOR CONTRIBUTIONS GeoContext began as a conversation on #ShutDownSTEM Day (June 10, 2020) to #strike4BlackLives. All authors were involved in the conceptualization of GeoContext and its overarching goals, methods, and design. TP, CYC, HCPL, SO, and JWW created teaching modules which were reviewed and discussed by all authors. SO designed the GeoContext logo. WEBSITE For more information, updates, and contact information, please visit our website at https://geo-context.github.io/.

The article provides a theoretical analysis of the study of the issue of introducing innovations into educational activities on the basis of foreign and domestic experience of postmodern education. The essence of the problem of introducing innovative technologies in the system of postmodern education in the countries of the world and in Ukraine is revealed. The role of the teacher's professional competence in the application of innovative techniques for organizing the educational process was emphasized. The essential features of postmodern tendencies in foreign and domestic education and teaching practice are combined. In the context of professional postmodern education and to optimize innovative teaching with postmodern tendencies, pedagogical recommendations were submitted on the new conditions and requirements of innovative teaching. The goals of the article, as well as its scientific novelty, theoretical and practical significance for postmodern or innovative pedagogy are determined. It is substantiated that the development of innovative technologies in the field of training future specialists is carried out on the basis of a postmodern approach to the analysis of vocational education, which was integrated by means of personality-oriented, activity-based, professional-creative and psychological-pedagogical approaches at the systemic universal level. Considered professional requirements for educators-innovators.

Intro -- Acknowledgments -- Contents -- About the Authors -- Chapter 1: Introduction -- References -- Chapter 2: An Aging Population in the Modern World -- 2.1 Defining Aging -- 2.2 Special Characteristics of Aging in Russia -- 2.3 The Relationship of the Between Retirees and Employees -- 2.4 Conceptualizing Change: From Poverty to Social Exclusion of the Elderly -- References -- Chapter 3: Age, Work, and Retirement: Quality of Life -- 3.1 The Main Approaches to Defining the Boundaries of "Advanced" Age -- 3.2 Age Periodization and Age Limits Accepted in Russia -- 3.3 Increasing Elderly Employment -- 3.4 Representation of Elderly Employment Opportunities in Information Space of the Internet -- 3.5 Conclusion -- References -- Chapter 4: What Does It Mean to Be Old? "Elderly" Identity as a Sociological Problem -- 4.1 The Gender Approach and Studying Elderly Identity -- 4.2 Age and Time, Social and Individual, Generations and Conflict -- 4.3 Life Plans -- References -- Chapter 5: Health, Adaptationary Medicine, or Healing Sicknesses? -- 5.1 Aging and Health Loss Risks -- 5.2 Mass Media and Older Persons' Health -- 5.3 "The Role of the Elderly," "Secondary Benefits," and Adaptation Medicine -- 5.4 Death, Dying, and Loss in Old Age -- References -- Chapter 6: Social Service for the Elderly -- 6.1 Western Experience Serving the Elderly. Interaction of State and Community Support -- 6.2 Characteristics of the Elderly Service System in Russia -- 6.3 Elderly People as Mutual Aid Subjects -- 6.4 Conclusion -- References -- Chapter 7: Education Ideas and ICT Training Practices for Older Persons -- 7.1 Research Methodology -- 7.2 Familiarity with ICT: First Interaction, First User Practices, and First Fears and Mistakes Connected with Mastering Virtual Space -- 7.3 Computer Literacy Courses: Goals and Motivation for Continued Learning.

1. Introduction -- 2. Fast Forward to a Pedagogical Century -- Part I: Travelling Texts -- 3. Introducing the Sources -- 4. Coming to Terms with the Complexity of the German Education System (1903-1912) -- 5. Vocational Education Between Paternalism, Militarism, and Pedagogical Reform Movement (1913-1922) -- 6. Growing Disillusionment and Novel Approaches (1923-1939) -- Part II: Touring Skills -- 7. Tongji University and Its Foreman School -- 8. At the Crossroads of Cost Cutting, Upskilling and Marketing -- Vocational Training as Part of Sino-German Contracts -- 10. The Feng-Chinese: A Sino-German Experiment of Professional Soldiers and Soldiers with a Profession -- 11. Tongji Graduates and Their Contribution to Modern Midwifery Training -- 12. Conclusion.

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

It is widely accepted that cross-disciplinarity influences education in issues of sustainability and sustainable development. However, despite a large body of research on cross-disciplinarity, less attention has been given to how it shapes research education. Research education is a formative phase in a researcher's intellectual development and this article considers the whole research education process, including both its formal and informal aspects. It explores this arena and builds on the experiences of PhD candidates engaged in research education characterised by cross-disciplinarity in the realm of sustainable development. Drawing on pedagogical research on socialisation, this article examines how research education is organised in four research milieus and the experiences of PhD candidates pursuing their education in these learning contexts. The aim is to provide insights into how these research milieus can facilitate future cross-disciplinary research education on sustainable development. The analysis finds that in research milieus that provide courses and seminars about cross-disciplinarity, PhD candidates are more confident in situating their own research. The engagement of senior staff and supervisors in these activities is also key to develop a conceptual apparatus and building the capacity to interact with different disciplines and practitioners. Furthermore, the findings show the importance of communicating about cross-disciplinarity throughout the research education process, starting when PhD candidates are recruited and supervisors are appointed.

The Education affair in Egypt is a Janus-faced case considered both as 'local' and 'global'. There are local factors specific to this country - the Islamization of the Egyptian society's moeurs - as well as elements of global and international nature, that insert the Egyptian education case in the larger analytical framework of Globalization. After highlighting how Egypt got involved in the global system by the application of new economic and neoliberal policies, the paper will focus on the dilemma of the Education affair, on islamized attitudes of the educational staff and on new educational policies aimed at contrasting with the rise of Islamization of all public education system. By this, two opposing forces are being in action in Egypt today: on the one hand, a 'local' inner force which pushes a part of society toward a radicalization of religious references and on the other hand, a 'global' international force which supports the Egyptian government to enforce laws, projects, programmes enabling to guarantee an apparent and precarious balance in the country. ; (Product of workshop No. 1 at the 11th MRM 2010)

The new federal legislation focusing on student achievement, critical reports of the public educational system, and the artificial distinction between academic and career and technical education, have combined to create an urgent need for the integration of academic and career and technical education (Finch & Crunkilton, 1999). The literature suggests that integration is one alternative to raising student achievement of all students and helps to prepare them for the workplace (Benson, 1989; Lankard, 1994; Brown, 1998; Stasz, Kaganoff, & Eden, 1994). The purpose of this study was to determine the extent to which teachers and principals in HSTW sites perceive precursors (consisting of integration strategies and conditions) to integrate academic and career and technical education are present in their schools. In addition, comparisons of perceptions were examined based on school type, school size, and school location. The sample included 168 academic and career and technical education teachers and 36 principals from 36 HSTW sites in Virginia. Based on the findings from the factor analysis, precursors to integrate academic and career and technical curricula can be grouped into two relatively coherent latent factors: collaboration and academic skill preparation. Multivariate analysis of variance (MANOVA) revealed that there were significant differences in the perceptions of teachers and principals. The multivariate analysis of variance also revealed significant differences based on school type only. Recommendations were made to assist teachers and principals to devise a plan to identify integration precursors that teachers perceive are not present in their schools. This information will be useful to principals and educational leaders for evaluating integration activities so they can provide support and guidance to increase integration activities in schools. ; Ph. D.