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Based on the indeterminate character of the sustainability concept, a procedural and discursive understanding of sustainability decision making and corresponding approaches for education for sustainability (EFS) is proposed. A set of criteria for teaching strategies to promote sustainability decision making, taking into account the demands of deliberative democracy theory, are presented. These criteria (such as reason, complexity management, critical thinking, etc.) are used to argue for an educational approach that involves the development, justification, and weighting of arguments in combination with an instructional tool called Target-Mat. According to a consequent process orientation, structures for arguing or defining sustainability are not given as authorized standards. Suggestions from previous social discourse are only introduced as controversial pairings—for example, different definitions of sustainability. Examples of student decision-making processes are given to demonstrate the potential of the approach to encourage student reflection and cooperative negotiation that engenders a successive deepening of their argumentation.

As public health promotion and protection become increasingly complex and integrated into various fields, public health law is emerging as an important tool for public health professionals. To ensure that public health professionals are adequately trained public health law, public health law-related competencies should to be integrated into educational and other programming. This article provides three competency models developed by the Public Health Law Program at the Centers for Disease Control and Prevention: (a) the public health emergency law competency model, (b) the public health law competency model, and (c) the legal epidemiology competency model. These competency models provide a foundation upon which public health law curricula can be developed for governmental, nongovernmental, and academic public health practitioners. Such standardization of public health law curricula will ameliorate not only the training, but also selection and evaluation of public health practitioners, as well as better align public health training with national public health efforts.

This article analyzes the changes in drama series in the first
five decades (1966–2016) of Israeli children's television. Based on interviews
with 27 central producers, this cultural-historical study seeks to
explain the significance attributed to children's drama over the years.
Early children's drama series in Israel were instructional or educational,
but they also sought to control the representation of childhood under the
direct supervision of the state. The neo-liberal privatization process in
Israeli society led to the creation of locally produced, Hebrew-speaking
daily dramas on private channels for children. In the multiscreen environment
created by the age of multichannel television and digital media,
original Israeli daily drama shows functioned as a central branding tool
for children's channels. The article contends that these shows became
one of the producers' key answers to the changes in children's viewing
habits and, more particularly, linear television's strategy for success in a
world of multiple online screens.

BackgroundThe risks and opportunities associated with the use of technologies are of growing research interest. Patterns of technology usage illuminate these opportunities and risks. However, no studies have assessed the usage patterns (frequency, duration, and intensity) and related factors in young people with intellectual disabilities.MethodsQuestionnaires on Internet and cell phone usage patterns, the Internet Over‐Use Scale and the Cell‐Phone Over‐Use Scale, as well as the Beck Depression Inventory were filled out in one‐on‐one interviews of 216 youth with intellectual disabilities.ResultsYoung people with disabilities make more social and recreational rather than educational use of these tools, and show higher rates of excessive use of both technologies than a comparison group of 410 young people without disabilities. Also, their overuse is associated with other unhealthy behaviors.ConclusionThe framework of support needs of people with disabilities should be considered to promote healthy Internet and cell phone use.

This study aimed at investigating the impact of the possible learning and adoption of Extensible Business Reporting Language (XBRL) in the Nigerian Stock Exchange. The data used for this study were gathered through the instruments of a questionnaire and secondary sources. One hundred and Fifty (150) copies of a questionnaire were administered, out of which one hundred and thirty-one (131) were collated for analysis. Kruskal-Wallis and descriptive statistical tools were used in testing these three hypotheses. Findings showed that environmental factors and problems in the Nigerian Stock exchange will affect the learning and implementation of XBRL in the Stock Exchange as well as the fact that certain infrastructure must be put in place before the implementation of XBRL. The study recommended that the Federal government should announce and compel the educational awareness and adoption of XBRL as a format for regulatory filing and financial reporting in the Nigerian Stock Exchange. ; peer-reviewed

Cloud-based technologies play a significant role in the technology-enhanced learning domain. The adoption of cloud technologies in the educational environment has a positive impact on the learning process by offering new tools and services to improve and support the learning life cycle, including interactivity. In specific fields, such as clinical skills training, that involve computer-intensive training scenarios, there is an increased demand to deliver training services to a larger number of learners, therefore the need for cloud services. However, to date there has been a lack of a formalized framework relating to the use of cloud computing for on-demand interactive e-training resources. This paper is to formalize a theoretical framework for an interactive e-training system particularly for clinical skills training, taking into consideration e-training system requirements and with a focus on applying cloud technologies to ensure the dynamic scalability of services and computing power while maintaining QoS and security

Education should be considered as one of the mechanisms for governments and nations to succeed in a post-conflict process. The purpose of this Review Article is twofold: To explain the importance of education in a post-conflict setting, and to describe a few strategies that post-conflict societies have implemented. In terms of research design, a multiple case study approach has been implemented. The paper reviews a unique topic with specific reference to education plans implemented in post-conflict societies such as Liberia, Sierra Leone, and South Africa. Each of them has experienced violent conflicts and has used education as a tool to succeed in their post-conflict process. In sum, there are several educational programs that involve children, young people, survivors, parents, teachers, and local communities as well as curriculums focused on teaching of cultural values and technical skills to improve the quality of life in a post-conflict setting.

Economic evaluation of vaccination is a key tool to inform effective spending on vaccines. However, many evaluations have been criticised for failing to capture features of vaccines which are relevant to decision makers. These include broader societal benefits (such as improved educational achievement, economic growth and political stability), reduced health disparities, medical innovation, reduced hospital beds pressures, greater peace of mind and synergies in economic benefits with non-vaccine interventions. Also, the fiscal implications of vaccination programmes are not always made explicit. Alternative methodological frameworks have been proposed to better capture these benefits. However, any broadening of the methodology for economic evaluation must also involve evaluations of non-vaccine interventions, and hence may not always benefit vaccines given a fixed health-care budget. The scope of an economic evaluation must consider the budget from which vaccines are funded, and the decision-maker's stated aims for that spending to achieve.

Economic evaluation of vaccination is a key tool to inform effective spending on vaccines. However, many evaluations have been criticised for failing to capture features of vaccines which are relevant to decision makers. These include broader societal benefits (such as improved educational achievement, economic growth and political stability), reduced health disparities, medical innovation, reduced hospital beds pressures, greater peace of mind and synergies in economic benefits with non-vaccine interventions. Also, the fiscal implications of vaccination programmes are not always made explicit. Alternative methodological frameworks have been proposed to better capture these benefits. However, any broadening of the methodology for economic evaluation must also involve evaluations of non-vaccine interventions, and hence may not always benefit vaccines given a fixed health-care budget. The scope of an economic evaluation must consider the budget from which vaccines are funded, and the decision-maker's stated aims for that spending to achieve.

Social media is changing how those in the helping professions offer clinical, medical, or educational services, provide referrals, administer therapeutic interventions, and conduct research. Non-profits and government organizations working with vulnerable populations need to consider the possibility of ethical mistakes when using social media. A comparison of Facebook strategies used with the National Youth in Transition Database (NYTD) mandate to engage and locate current and former youth in the child welfare system was conducted. Facebook practices and strategies were examined based on the National Association of Social Workers (NASW) Code of Ethics and the Association of Social Work Boards (ASWB) Standards for Technology and Social Work Practice. The ethical standards examined include: obtaining consent, preserving confidentiality, verifying youth identity online, and avoiding disclosure of foster care affiliation. Findings demonstrate the importance of providing guidelines and best practices when adopting social media tools for interacting with vulnerable populations.

Purpose: To access long-term sustainability of Manitoba SBP by examining the beliefs, attitudes and values of the diverse stakeholders involved in ensuring that SBP run. Sample/ Setting: Eighteen participants from the public school system, government departments and private funders in Manitoba. Method: Semi structured interviews to explore the perceptions, attitudes, and experiences of participants. Results: The perceived impact of SBP varied between each group of stakeholders though all shared a common belief that SBPs were beneficial to students. Major barriers identified were related to funding and manpower. Conclusion: All stakeholders support SBP because they understand and value the positive health, educational and social benefits SBP have for students and the wider school community. Long-term sustainability of SBP depends on creating and maintaining a positive policy environment in which SBP are seen as a valuable tool in supporting child nutrition so that funding and resources are allocated appropriately. ; October 2015

This exploratory research aimed to develop qualitative and quantitative strategies and means of assessing the relationship between school-community capacity and selected educational outcomes for children. School-community, a delimited way of defining community for the purpose of this study, was a conceptual innovation that emerged during the research process. Rather than a predictive instrument, a diagnostic tool for school-community capacity assessment was developed. Factor analysis results in the validation phase identified 5 to 7 education context-related and data contributor-relevant community capacity dimensions in a pool of 22-item indicators. These dimensions were the following: trust in government leaders and processes of selecting leaders, trust in school-community leaders, trust in community and civil society organizations (may be counted as one dimension altogether or three separate dimensions), civic involvement, access to resources, participation in school, and pride in community (purok [zone] or barangay [village]).Keywords: community capacity; education outcomes; instrument construction; school-community capacity

Regardless of what is intended by government curriculum specifications and advised by educational experts, the competencies taught and learned in and out of classrooms can vary considerably. In this paper, we discuss in particular how we can investigate the perceptions that individual teachers have of competencies in ICT, and how these and other factors may influence students' learning. We report case study research which identifies contradictions within the teaching of ICT competencies as an activity system, highlighting issues concerning the object of the curriculum, the roles of the participants and the school cultures. In a particular case, contradictions in the learning objectives between higher order skills and the use of application tools have been resolved by a change in the teacher's perceptions which have not led to changes in other aspects of the activity system. We look forward to further investigation of the effects of these contradictions in other case studies and on forthcoming curriculum change.

El presente trabajo busca fundamentalmente proyectar dos vertientes singulares como herramientas efectivas en el estudio histórico. En este sentido, la pintura histórica y la denominada caricatura política son observadas como vías para el análisis de distintos contextos dentro de la construcción historiográfica. En primer lugar, aplicando ejercicios simbólicos se extrae de obras pictóricas el discurso visual alojado en ellas, pasando seguidamente a la exposición de las virtudes, utilidad e impacto social-educativo de la caricatura política. ; This paper seeks to project essentially two unique aspects as effective tools in the study of history. In this sense, history painting and so-called political cartoons are seen as ways of analyzing different contexts within the historiographical construction. First, applying symbolic exercises paintings drawn from the visual speech stayed on them, then going to the exposure of the virtues, utility and social-educational impact of political caricature. ; 126-141 ; godaigo@hotmail.com ; yuruari_a@hotmail.com ; semestral

As the Era of Accountability has given rise to the prevalence of curriculum standards and multiple educational stakeholders have engaged in the writing of these documents, the National Council for the Social Studies has revised its original standards document published nearly two decades ago. This study investigated what the revised document reveals in terms of gendered discourses. Through employing the tools of discourse analysis, the dominant discourses advanced in the document's curricular recommendations were revealed. Two discourses prevailed in the analysis: gender imbalance with a narrow view of valued masculinity and gender-free with a hidden discourse of males dominating in those spaces. A discussion of the presence of trans and other gender identities in the document is included. As gender is sparsely mentioned in the curricular recommendations, and a binary view of gender is adhered to throughout, there is little guidance for curriculum writers and teachers to teach in transformative ways that challenge the status quo.