Hasil untuk "History of education"

Yasuharu Okuda, E. Bryson, S. DeMaria et al.

J. Banks, C. Banks

C. Strickland

M. R. Matthews

G. DeBoer

Soo-Yeong Jeong , Moo-JinJeong, Jun-Ki Chung

This research aimed to explore the significance of home education within Jewish culture. This study involved existing well-documented data from online interviews with parents and children engaged in home education. The sample included families from various branches of Judaism. Data was collected through semi-structured online interviews. The research results identified the role of religious counselling in shaping children’s religious identity. Home education and religious upbringing remain vital aspects of developing children’s religious and cultural identity in Jewish families. The study determined that home education in eight Jewish families fostered a deeper understanding of religious texts and traditions, while also providing an individualised approach to the study of religion. Religious counselling is provided both formally through Torah lessons and informally through family discussions and participation in religious rituals. Home education is an effective means of transmitting religious faith and traditions in Jewish families. It provides flexibility and opportunities for deep immersion in religious learning, while simultaneously fostering strong intergenerational connections. An analysis of religious and educational documents revealed that Jewish families have a wide range of tools and resources to ensure the religious and general education of their children. To improve support for such families, it is recommended to develop specialised counselling programs and materials for parents who provide home education. The collected data confirmed the hypothesis about the positive impact of home education on the religious identity of children in Jewish families. The data also showed the importance of participation in family rituals and mentoring for the formation of religious beliefs.

Cecily A. Byrne, Vanessa M. Oddo, Evgenia Karayeva et al.

ABSTRACT Background High neighborhood deprivation is linked to increased cancer and overall mortality. Prior studies demonstrated higher inflammation in people from high deprivation areas. The area deprivation index (ADI) is a composite measure of income, education, employment, and housing, which quantifies neighborhood deprivation. We used the All of Us dataset to test whether inflammation, measured via c‐reactive protein (CRP), albumin, and the neutrophil‐to‐lymphocyte ratio (NLR), differs by ADI in cancer survivors. Methods Our sample included individuals with a history of lung, breast, prostate, and colorectal cancer, filtered for the presence of the inflammatory biomarkers. We used quartiles of ADI based on 3‐digit zip code and biomarkers from electronic health records. We estimated the association between ADI and inflammation using adjusted logistic regression (n = 690 for CRP; n = 4242 for albumin; n = 5183 for NLR). Results The sample had a mean age of 66.2 ± 10.1 years, 63.0% were female, and 86.8% were White. Mean CRP (11.5 ± 17.5 mg/L) and NLR (3.6 ± 2.2) indicated moderate to high inflammation. In the fully adjusted model, there were 2.04 (95% CI:1.02, 4.11) and 2.17 higher odds (95% CI:1.16, 4.13) of elevated CRP when comparing quartile 4 and quartile 3, respectively, to the lowest ADI quartile. Regression models were not significant for albumin or NLR. Conclusion Area deprivation is associated with CRP, a marker of stress that may lead to a higher risk of chronic diseases among cancer survivors. Future studies using a sample of cancer survivors with a wider range of ADI may help to strengthen this association.

Qiong Wang, Min Yang, Kening Chen et al.

Abstract Background and objectives We aimed to identify and optimize contributing factors associated with allergic diseases by machine/deep learning algorithms among school-age children aged 6-14 years. Methods We performed a cross-sectional survey in eight primary schools and 16 middle schools using a clustering sample strategy. Data were collected by questionnaires. Machine/deep learning algorithms were implemented using Python (v3.7.6). Results Of 11308 children enrolled, 4375 had allergic diseases. The prevalence of asthma, allergic rhinitis and eczema was 6.31% (N=713), 25.36% (N=2868) and 21.38% (N=2418), respectively. Of 12 machine-learning algorithms, Gaussian naive Bayes (NB) outperformed the others for asthma, Bernoulli NB for rhinitis and multinomial NB for eczema. By comparison, a minimal set of six, five and five key factors were identified for asthma (episodes of upper and lower respiratory infection, age, gender, family history of diabetes and dental caries), rhinitis (episodes of upper respiratory infection, age, gender, maternal education and family history of diabetes) and eczema (episodes of upper respiratory infection, age, maternal education, outdoor activities and dental caries), respectively. Conclusions We identified three minimal sets of factors that can capture the majority of whole information and accurately predict the risk for asthma, rhinitis and eczema among children aged 6-14 years.

Simon So

O. ten Cate

Since the turn of the twenty-first century, competency-based medical education (CBME) has become a dominant approach to postgraduate medical education in many countries. CBME has a history dating back half a century and is rooted in general educational approaches such as outcome-based education and mastery learning. Despite controversies around the terminology and the CBME approach, important national medical regulatory bodies in Canada, the United States, and other countries have embraced CBME. CBME can be characterized as having two distinct features: a focus on specific domains of competence, and a relative independence of time in training, making it an individualized approach that is particularly applicable in workplace training. It is not the length of training that determines a person’s readiness for unsupervised practice, but the attained competence or competencies. This shift in focus makes CBME different from traditional training. In this contribution, definitions of CBME and related concepts are detailed.

J. Ogbu

Fantahun Ayele

This research aims at exploring and analyzing the history of the Polytechnic Institute from its establishment in 1963 to its transformation as the Faculty of Engineering in 2000. The study is mainly based on the consultation of priceless archival documents kept in the record office of the former Polytechnic Institute (now Bahir Dar Institute of Technology). In addition, attempts have been made to substantiate archival sources by gathering oral evidence from pertinent people including the first graduates of the Polytechnic Institute. The information gathered from archival documents (letters, reports, graduation bulletins, newspapers, etc.) and interviews has been carefully examined, cross-checked, interpreted, and analyzed to reconstruct the history of the institute. The findings of the study show that the Polytechnic Institute was the result of the Cold War rivalry between the two superpowers, the United States and the former Soviet Union. When the U.S. government turned down his request for increased military assistance, Emperor Haile Selassie paid an official visit to Moscow in 1959. Among other things, the Soviet government offered financial assistance that led to the establishment of the Bahir Dar Polytechnic Institute in 1963. The Soviet government also supported the institute by assigning technical advisers and instructors, whose number grew substantially after the 1974 revolution. The ideological solidarity between the two countries brought more scholarship opportunities to the students and instructors of the Institute. In 2000, the union of the Polytechnic Institute and Bahir Dar Teachers College gave rise to the birth of Bahir University. In the last sixty years, the Institute has produced world-class technologists.

Byeongwoo Kang

History teaches us that crises reshape society. While it is still uncertain how COVID-19 will reshape our society, the global pandemic is encouraging and accelerating innovation and advancement, especially in the digital sphere. This chapter focuses on the impact of the COVID-19 pandemic on the education service, which is typically classified as a service industry in industrial classifications. Digital transformation in the education sector has attracted significant attention recently. The current education system in Japan is based on a structure that was institutionalized in the industrial age. Although education has seen innovation since then, it is one of the sectors wherein innovation occurs at a slow pace, and therefore, it does not meet the sector’s expectations and demands. The COVID-19 pandemic is, however, accelerating digital transformation in education: Not only in Japan, but globally too, educators, students, policymakers, and other role players are now actively undertaking efforts to bring about digital transformation in this sector. This chapter reviews the rapid expansion of digital transformation in the education service and explores, in detail, the two main trends in digital transformation in the education service in Japan. These trends are the expanding of distance education and increasing innovation in educational technologies. The discussion further reflects on prior studies questioning the impact of digital transformation on education; it also anticipates and explores the effects of and concerns about the digital transformation in the education service. Finally, the chapter includes a discussion on how to address these concerns and maximize the digital impact. It indicates three concerns of the digital transformation in the education service: (1) poor motivation management, (2) negative effect of IT devices usage in education, (3) educational inequality by digital divide. They can be overcome by changing roles of instructors and further investment in ICT infrastructure in the education service. The discussions in this chapter give insight into how the education service might evolve after the COVID-19 pandemic. The distance education is becoming a new normal in the education service. However, the education community in general is not ready to maximize the merits of distance learning. We need to change the role of instructors from a knowledge teacher to a learning motivator and progress manager. In addition, we need more investment in ICT infrastructure in the education service to enhance educational effects.

T. Nemoto, B. Boedeker, M. Iwamoto

Jeffrey Albrecht, S. Karabenick

S. Erduran

In late February 2019, when the Covid-19 crisis began to spread across South Korea, my doctoral student Wonyong Park was there for his data collection in secondary schools. Unphased by the growing national epidemic at the time, he remarked: “As a Cambridge student, Newton once had to return home due to the plague outbreak in England, during which he made his greatest discoveries! However, as the situation develops, I promise I’ll keep healthy and make this time most useful for me.” Now, about a month later, the entire planet finds itself in the midst of a pandemic. Among the countries worst hit by the pandemic is Italy where one of our Associate Editors, Olivia Levrini, is based. During a recent exchange, she raised the question of how history, philosophy and sociology of science (HPS) might contribute to science education in the era of a pandemic. Given the novelty of the issues generated by a major health emergency, Science & Education invites colleagues to submit papers broadly addressing the following theme: “Science Education in the Era of a Pandemic: How can History, Philosophy and Sociology of Science Contribute to Education for Understanding and Solving the Covid-19 Crisis?” Past pandemics can point to not only the development of scientific explanations in time but also the societal contexts that harboured them. Consider the stigma associated with syphilis characterised as a French or an Italian disease depending on where the disease was observed in the fifteenth century; the framing of cholera in the colonial discourse in Asia and the impact of the disease on global trade in the nineteenth century; or the mistaken causality drawn between a country and an outbreak in the case of the Spanish flu in the early twentieth century. History is replete with countless lessons about pandemics in terms of their societal, ethical as well as their scientific and medical dimensions. The current pandemic is set against a backdrop of growing mistrust in science sometimes deliberately promoted for political ends, for instance, as is the case of climate change denial. There is an unprecedented need to educate the future scientists as well as the general public in engaging not only in evidence-based reasoning and critical thinking Science & Education https://doi.org/10.1007/s11191-020-00122-w

Marilyn Cochran-Smith, M. Carney, Elizabeth Stringer Keefe et al.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License Reclaiming Accountability in Teacher Education is the winner of both the 2019 Society of Professors of Education Outstanding Book Award and the 2018 AESA Critic’s Choice Award. After reading this book, it is obvious why Reclaiming Accountability in Teacher Education was honored with these prestigious awards. The book is an exemplary blend of history in the era of education reform, current accountability measures, and hopeful possibilities for reimagining accountability in teacher education.

N. Radaković

This paper delves into the concept of transdisciplinarity and its potential application in education by conducting a critical analysis of UNESCO's report titled "Reimagining Our Futures Together: A New Social Contract for Education." The report emphasizes the pressing need to address existential risks and climate change, thereby advocating for transformative educational practices. The paper explores the historical development of transdisciplinarity, encompassing structuralist-systems, holistic, and postmodern approaches. Using a transdisciplinary lens, the study examines crucial themes from the UNESCO report, including ecological, intercultural, and interdisciplinary learning integration, the concept of the Knowledge Commons, and the proposition for a new social contract between individuals and governments. This examination serves as an exemplar of how to interpret and question educational texts through a transdisciplinary perspective.

Carla Liege Rodrigues Pimenta, Zoltán Rónay

The paper focuses on the higher education evolution in Hungary from the historical perspective regarding the governance models implemented and constructed in connection with the legal provision of decision-making power within universities, between various governance mechanisms (faculty, academic committees, senates, and boards) and administrative structures. We identified four governance models during the last hundred years. In the primary stage, we track down the Humboldt model, and the German influence played a role in the institutional development. The beginning of communist era represented a reform called “de-Humboldtization” and it was the beginning of the second phase in which the Hungarian higher education reform can be identified under the socialist influence, concentrating on the formation and organisation of the Soviet higher education institutions. The subsequent stage, the neo-Humboldtian type (1993-2012), can be identified as the regaining autonomy at the higher education underneath the shifting of communism regime to democracy and market economy. However, during this era, the government continuously tried to reform university governance, which touched every time the autonomy issue. Undoubtedly, many elements of these reforms caused a slow sink of the level of autonomy. Ten years ago, started the fourth period. First, the state-controlled model (chancellor and Consistory system) and now the pseudo-private model has been introduced. These last two models are linked with intensive decreasing institutional autonomy and academic freedom at Hungarian higher education and showed that the current legislation regulates the operational and financial issues of the institutions.

The ATLAS collaboration, G. Aad, B. Abbott et al.

Abstract A direct search for Higgs bosons produced via vector-boson fusion and subsequently decaying into invisible particles is reported. The analysis uses 139 fb −1 of pp collision data at a centre-of-mass energy of s $$ \sqrt{s} $$ = 13 TeV recorded by the ATLAS detector at the LHC. The observed numbers of events are found to be in agreement with the background expectation from Standard Model processes. For a scalar Higgs boson with a mass of 125 GeV and a Standard Model production cross section, an observed upper limit of 0.145 is placed on the branching fraction of its decay into invisible particles at 95% confidence level, with an expected limit of 0.103. These results are interpreted in the context of models where the Higgs boson acts as a portal to dark matter, and limits are set on the scattering cross section of weakly interacting massive particles and nucleons. Invisible decays of additional scalar bosons with masses from 50 GeV to 2 TeV are also studied, and the derived upper limits on the cross section times branching fraction decrease with increasing mass from 1.0 pb for a scalar boson mass of 50 GeV to 0.1 pb at a mass of 2 TeV.