Suchergebnisse

Today's world is fraught with perils and pandemics. Education offers structure, stability, and hope for the future, supporting conflict resolution, peacebuilding efforts, and scientific research that can help prevent and mitigate both natural and manmade disasters. With these values in mind, how can universities apply their experiences from the COVID-19 pandemic to other emergency situations? How can they ensure accessibility to education under any circumstances without compromising on quality? With diverse contributions from Qatar, Kosovo, Turkey, Austria, Israel, Sweden, and the United States, Higher Education in Emergencies: Best Practices and Benchmarking challenges educators to design curriculums that focus on resilience and equip staff with the capability to navigate future scenarios, and students with the skills they need to someday solve them. Avoiding prescriptive standards and advocating for programmes that address the needs of individual campuses, chapters focus on effective methods for evaluating and assessing emergency preparedness, as well as exhibiting exemplary responses that have set a precedent for institutional adaptability moving forward. Championing tangible action and its measurable impacts, Higher Education in Emergencies: Best Practices and Benchmarking provides a critical toolkit for preparing universities for the next pandemic, earthquake, or civil conflict.

This study involves a content analysis of Greek educational legislation as well as of the social studies curriculum and textbooks in Greece. The purpose of the study is to determine if global themes and supranational elements are contained in these materials and to what degree they translate into teachable knowledge. The analysis revealed that the above dimensions are, to some degree, evident, but they have not been adequately adapted to correspond to the pronouncements of the Greek educational establishment and to the new realities of the European and international space. The global dimensions found in these materials mainly address the geophysical aspects of the globe and to a lesser degree the human, political and socio-cultural issues and problems. It is recommended that Greece, as well as other nation states, undertake an in-depth examination of their curricula and textbooks, especially in the area of social studies, so that a balanced and globalised curriculum is developed. ; peer-reviewed

The paper stresses how important it is to adapt subject content in formal school (primary school, primarily) to meet the needs of social and cultural development. Effective primary school teaching contributes to cultural development by spreading and accepting a cultural model and by strengthening the national and cultural identity. Following the logic of new political reality and new landmarks of social development, the Serbian society is trying to find the answers to the following questions: first, how to use tradition in transition process and change the quality of relationship to tradition; second, how to bridge the gap between national culture, on the one hand, and universal cultural patterns, on the other? Religious education can greatly contribute to strengthening the national and cultural identity, owing to particular values it carries. The paper stresses the possibility of creating identity (national and cultural) in the conditions characterized by the crisis of identity in the globalzing society.

Mapping of Chemical Data Bases Using a Relational Data Base Structure -- Computer Aided Design of Experiments and Automatic Data Processing -- Computer Based Teaching of Chemistry -- Computer Enhanced Chemical Education: Any Computer Can Be Used -- The Effective Use of Non-Tutorial Computer Methods in Chemistry Education -- The Computer's Role in Undergraduate Chemistry Education: Report on a Study for UNESCO -- Automation in an Industrial Research Laboratory -- Current Research and Development in Computer-Aided Process Design -- Theoretical Studies of Metal Clusters as Models for Surface Phenomena -- Semi-Empirical Molecular Orbital Calculations Relevant to Adsorption and Catalysis On Metal Surfaces -- Comparison of Different Theoretical Approaches in the Study of Chemisorption On Metal Sources -- Cluster Method Multiple Scattering Calculations of Electronic Density of States for Amorphous and Liquid Metallic Alloys -- Description of Rapid Rearrangements With the Aid of Longuet-Higgins Group Theory. Spectroscopy and Reaction Mechanisms -- The Study of Chemical Structure and Reactivity By Means of Computations -- Computer Determination of Molecular Properties for Diatomics -- Computers as an Aid in Organic Synthesis Design -- Chemistry of Large Molecular Systems Using Molecular Quantum Mechanics -- Computer Planning of Research in Organic Chemistry -- Computer Aided Interpretation for the Structure Elucidation of Organic Compounds -- Computer Assisted Chemical Reasoning -- Dynamics of Chemisorption and Heterogeneous Reactions -- Quantum Chemistry and Small Molecule Dynamics -- List of Contributors.

Although the mainstream media and education systems are key institutions that perpetuate various social inequalities, spaces exist—both within and beyond these institutions—where adults and youth resist dominant, damaging representations and improvise new images. In this article, we address why educational researchers and educators should attend closely to popular media and democratizing media production. We analyze and illustrate strategies for engaging with and critiquing corporate news media and creating counter‐narratives. We explore media education as a key process for engaging people in dialogue and action as well as present examples of how popular culture texts can be excavated as rich pedagogical resources. Key words: media literacy, cultural studies, participatory democracy, popular culture, news, youth, schooling, public sphere, media education, educational policy Bien que les médias et systèmes d'éducation traditionnels soient des institutions clés qui perpétuent divers types d'inégalités sociales, il existe des espaces – à l'intérieur comme à l'extérieur de ces institutions – où les adultes et les jeunes opposent une résistance aux représentations dominantes préjudiciables et improvisent de nouvelles images. Dans cet article, les auteures expliquent pourquoi les chercheurs en éducation et les enseignants devraient porter une attention spéciale aux médias populaires et à la démocratisation de la production dans le domaine des médias. Elles analysent et illustrent des stratégies favorisant l'implication dans les médias d'information, la critique de ces médias et la création de discours variés apportant un contrepoids au discours dominant. Les auteures explorent l'initiation aux médias comme un outil‐clé pour inciter les gens au dialogue et à l'action et montrent, à partir d'exemples, comment le dépouillement de textes tirés de la culture populaire peut constituer une méthode pédagogique fructueuse. Mots clés : initiation aux médias, études culturelles, démocratie participative, culture populaire, ...

Implications of biobehavioral state measures for the assessment of students with profoundly handicapping conditions are discussed in relation to similar behaviors observed in infants and among persons recovering from severe head trauma. Data are presented showing different profiles in biobehavioral states among students with severe and profound disabilities. These profiles are compared with similar descriptions of physical and psychological functioning described in the head-trauma literature, with a discussion of similar education and intervention problems and the need for more exchange of information between special education and rehabilitation therapy for persons with severe neurological impairments. Additionally, biobehavioral state measures among persons with severe and profound disabilities are offered as a potentially valuable assessment tool with important implications for improved intervention strategies and future research directions.

This paper examines women's opportunities for education and the impact of varying levels of education on three dimensions of women's roles: family decision-making, labour force participation and fertility

Abstract
The Brexit vote in 2016 caused consternation in higher education circles. Financial and reputational questions were raised concerning: the number of students from EU countries coming to study in the UK; the ability of the sector to retain and recruit staff from the EU; the threats to research funding; and the ability of UK students to study abroad. This paper tracks developments since then. Much remains uncertain and the picture has been complicated by the impact of Covid-19. Though enrolments of EU citizens for the 2021–22 academic year have fallen dramatically, this has been more than offset by larger numbers of UK entrants and entrants from non-EU countries. The main immediate threat is to research funding, partly because of restricted access to EU programmes and partly because of constrained government spending. The longer-term threat is to the sector's relationship with European academia.

Die wachsende Heterogenität der Studierenden an deutschen Hochschulen fand in den letzten Jahren zunehmend Beachtung in Hochschulforschung und -politik. Insbesondere Studierende mit Migrationshintergrund werden als eine relevante und besondere Gruppe betrachtet. Viele von ihnen sind die Ersten in ihren Familien und Peers, die den Hochschulzugang überhaupt erreichen und sich für ein Studium entscheiden konnten. Auf dem Weg zur Hochschule bzw. in der Hochschule müssen sie Kompetenzen, Ressourcen und Strategien aktivieren bzw. erwerben, um benachteiligende familiäre, soziale Ausgangslagen und diskriminierende Strukturen im Bildungssystem zu bewältigen. Bildungserfolge bzw. -aufstiege erweisen sich als Passungsfrage zwischen individuellen, milieu- und genderspezifischen Orientierungen sowie gesellschaftlich-institutionellen Erwartungen und Anforderungen. Die Beiträge des Bandes greifen die Passungsdynamiken in und zwischen den Sozialisationskontexten Familie, Schule, Peers und Hochschule auf. Vor dem Hintergrund unterschiedlicher theoretischer Perspektiven werden empirische Befunde einer qualitativ-rekonstruktiven Studie zu "Bildungserfolg im Kontext von Migration und Männlichkeit" dargestellt und diskutiert. Identifiziert werden biografische Dynamiken und Deutungen für die Gestaltung und Bewältigung von Bildungsaufstiegen.