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Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania
In: NBER Working Paper No. w24876
SSRN
Working paper
A participatory Foresight for National Research and Education Networks
In: European Journal of Futures Research, Band 4, Heft 1
ISSN: 2195-2248
Unemployment, health, and education of HIV-infected males in Germany
In: International journal of public health, Band 61, Heft 5, S. 593-602
ISSN: 1661-8564
Prospective physical education and sports teachers' healthy lifestyle behaviors
In: International journal of academic research, Band 5, Heft 5, S. 325-329
ISSN: 2075-7107
Practicing Social Justice: Community-Based Research, Education, and Practice
In: Social Thought, Band 22, Heft 2-3, S. 27-39
Practicing social justice: Community‐based research, education, and practice
In: Social Thought, Band 22, Heft 2-3, S. 27-39
Augmenting Agricultural Economics and Agribusiness Education with Experiential Learning
In: Review of agricultural economics: RAE, Band 17, Heft 3, S. 267
ISSN: 1467-9353
A Select Bibliography for Peace Education
In: Peace & change: PC ; a journal of peace research, Band 34, Heft 4, S. 571-576
ISSN: 1468-0130
Peace education is an umbrella term for education about problems of violence and strategies for peace. This bibliography provides references for books about the following aspects of peace education: nonviolence, peace, peace education, historical aspects of peace advocates, peace organizations, peace movements, and war and violence. The bibliography omits, e.g., multicultural education, international education/global studies, and human rights education.
ERM in Higher Education & Identifying Risks
SSRN
Working paper
Pastoralists: equality, hierarchy, and the state
Introduction : pastoralism and pastoral societies -- Agency and adaptation : pastoralists of Iran -- Equality and anarchy : segmentary tribes -- Hierarchical image and reality : tribal chiefdoms -- Accommodation and resistance to the state : peasant pastoralists -- What can we learn from pastoral peoples about equality, freedom and democracy? -- The dynamics of pastoral worlds
General education and vocational training in Great Britain: different ways in which the worker in Great Britain acquires a general education and specialised training for his occupation
In: International labour review, Band 72, S. 164-186
ISSN: 0020-7780
The network society and the institute of education: A dimension of socio-philosophical understanding
In: Izvestija Saratovskogo universiteta: Izvestiya of Saratov University. Serija filosofija, psichologija, pedagogika = Philosophy, psychology, pedagogy, Band 23, Heft 3, S. 287-292
ISSN: 2542-1948
Introduction. The issue of the article is devoted to the study of the institution of education in the network society from the standpoint of socio-philosophical analysis. Theoretical analysis. Using various methodological approaches, it was found out that the modern institute of education undergoes serious transformations on institutional, spatial and functional levels. In the conditions of network reality education institution includes not only educational and upbringing practices but also represents one of the central socio-economic actors which sets positive dynamics of the state development in the most important strategic directions. The author of the article asserts the central place of education as an institution that generates and transmits knowledge, which is capable of becoming an epistemic base for further development of the network society. Conclusion. The author concludes on the hybrid nature of the institution of education in the network society. On the one hand, mass digitalization has set a new moral-ethical and technological system of coordinates, but on the other hand, education is still connected to the classical classroom learning, live human communication, the value foundations of each subject of education. Such a complex dual nature of the institution of education in a network society testifies to contradictory social processes, by examining which social philosophical science can critically assess modern social existence.
Teaching the nation: history and nationalism in Polish school history education
In: British journal of sociology of education, Band 39, Heft 1, S. 77-91
ISSN: 1465-3346
Physical Education and Children with CHARGE Syndrome: Research to Practice
In: Journal of visual impairment & blindness: JVIB, Band 106, Heft 2, S. 106-119
ISSN: 1559-1476
Introduction Children with CHARGE syndrome often experience significantly delayed motor development, which affects their performance in many motor skills and physical activities. The purpose of this study was to determine the status of physical education provided to children with CHARGE syndrome. There were five main areas of focus: (1) physical education setting, (2) modes of communication, (3) modifications, (4) successful units, and (5) difficult units in physical education. Methods A validated questionnaire was completed by 26 parents of children aged 6–19 with CHARGE syndrome who were attending an international CHARGE conference for families. The questionnaire was used as the primary source to obtain parents' perspectives on the physical education experiences of their children with CHARGE syndrome. The results of the feedback from parents were used to offer practical suggestions for physical education programming. Results The results revealed that the physical education placement affects children's success and parents' satisfaction with regard to physical education. Also, children who had support staff, such as a teacher's aide, paraeducator, or intervenor in physical education had a more successful experience. A variety of communication methods were used with children with CHARGE syndrome. The physical education units that the parents documented as being successful were swimming, scooters, bowling, fencing, T-ball, dancing, rock climbing, floor hockey, field hockey, and gymnastics. The units that the children struggled with the most were fundamental motor skills, such as skipping, running, hopping, and any sports unit with a fast-moving ball. Discussion Physical education placements, communication, and modifications must be individualized for each child with CHARGE syndrome. In addition, support staff must be trained specifically for the unique needs of a child and the core curricular area of physical education. Implications for Practitioners Suggestions for improving the physical education program are included to increase children's involvement in class and success in the specific units that are offered.