ethanporcaro/eric-fulltext-meta huggingface dataset:
New Fallacies about HIV-AIDS in Zimbabwe
Author: Mufuka, Kenneth Nyamayaro
Date: 2013-06-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Incidence,Misconceptions,Nongovernmental Organizations,Death,Fear,National Organizations,Migration,Prevention,Political Influences,Foreign Countries,Money Management,Public Policy,Government Role,Crime,Federal Programs,Health Services

Since 1990, the Zimbabwe government has struggled with the devastating effects of HIV-Aids pandemic. By cooperating with the US government and world non-governmental organizations (NGOs), such as the United States AID (USAID), United Nations Aids Fund (UNAIDS), United Nations Children's Fund (Unicef), Families with Aids Care Trust (Fact) and faith based organizations, such as the Salvation Army, the prevalence rate has declined from 32% in 1990 to 15.3% in 2010. Based on this obvious success, and the fear that foreign NGOs interfere in the internal politics of the country, the Zimbabwe government has asked these organizations to close and hand over their operations and resources to the government controlled National Aids Council. The paper argues that when NGOs are forced to close operations, they do not hand over their resources to a foreign government. They dismiss workers and migrate to a neighboring country. Secondly, the new prevalence figure of 15.3% is the fifth highest in the world. When taking into account high HIV-AIDS related deaths between 2004 and 2010, and the huge migration from Zimbabwe of 3.5 million people during that same period, the lower HIV-AIDS prevalence is due to these factors rather than an improvement in prevention. Consolidating NGOs work under the government umbrella actually dissipates resources rather than consolidates them. Resources falling under government control are subject to looting and political mismanagement. An additional fallacy is a government program that gives the impression that circumcision is a cure.
Empowering Women through Improved Food Security in Urban Centers: A Gender Survey in Bulawayo Urban Agriculture
Author: Hadebe, Lillie Beth
Date: 2013-05-00
Type: Journal Articles
Subjects: Food,Safety,Urban Areas,Females,Poverty,Hunger,Employment,Public Opinion,Agriculture,Agricultural Occupations,Public Officials,Marketing,Empowerment,Barriers,Financial Needs,Land Use,Retailing,Gender Differences,Social Status,Foreign Countries

The major problems facing urban residents particularly women are poverty, poor food security, growing urban population, hunger and lack of formal employment. Due to lack of employment, the majority of women in urban centres are involved in urban agriculture. The major focus of this research was to establish to what extent women are being empowered through urban agriculture. The research sought to establish how women are contributing to urban poverty reduction, provision of urban food security and improved urban environmental management through their empowerment. The research used both qualitative and quantitative approaches and because the research involved an assessment of public opinion of a relatively large group, the survey method was used to conduct the research. Questionnaires, focus group discussion and observations were used as data collection instruments. From the list of 29 wards, simple random sampling of 10 wards was first conducted giving a percentage population of 34%. Twelve households from each ward, practicing agriculture at varying levels and on varying sites, were then identified giving a total sample of 120 respondents. The views of resident farmers were tapped through structured interviews, observations and group discussions with residents and agricultural officials. The SPSS package was then used to analyze the data. There was clear evidence that women are the major players in practicing urban agriculture. Women are being empowered by engaging in urban agriculture wherein they decide what to grow, cultivate their plots, and choose how to dispose of the produce. Whilst women are being empowered through urban agriculture, they face a number of challenges that include lack of finance to buy inputs, limited land for use in agricultural activities and the problem of marketing their produce.
Public Standing of a Teacher and Its Adjustment
Author: Kyshtymova, Irina M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Role,Reputation,High School Teachers,Teacher Evaluation,Teacher Characteristics,Teacher Competencies,Role Perception,Self Esteem,Semantics,Foreign Countries

Public standing of a teacher is reflective of the customary social attitude towards the profession and associates with the efficiency of the professional practice. The dynamism of social processes determines the importance of defining modern criteria for the semantic categorization of teacher's public standing, differences in the perception of students, parents and school teachers themselves, as well as improvement of the teacher's indigenous creed. The Article presents the results of studies of particularities in the perception of the public standing of a teacher by high school students, their parents and school teachers (N = 150). Using the method of semantic differential and factor analysis, a categorical structure of the perception of a teacher's public standing has been defined, including the factors of 'kindness', 'competence' and 'prestige'. Verifiable group differences in the semantics of a 'teacher' were revealed in categorical criteria 'competence' (p = 0.05). In the course of comparing particularities of perception of professional and personal public standing of school teachers, it was determined that personal self-esteem is significantly different from the professional one: educators perceive a 'teacher' as less kind, but more competent and prestigious than their 'self'. In the process of adjustment work with school teachers (N = 50), which was based on the principle of outbound mediation of personal and professional introspection processes, there was a change in the teacher's inner public esteem: bridging the distance between perception of a 'teacher' by teachers and students, as well as the convergence of its semantic evaluation with the self-esteem of teachers. The research results bring the need to find ways to increase the prestige of teachers' work in contemporary Russian society
Model of the System of Raising the Social Status of the Teacher in the Region on the Basis of a Pedagogical University
Author: Nagovitsyn, Roman S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Social Status,Professional Identity,Reputation,Individualized Instruction,Student Motivation,Preservice Teachers,Program Effectiveness,Teacher Role,Specialization,Foreign Countries,Teacher Education Programs,Geographic Regions,Education Work Relationship

The social attractiveness and prestige of the teaching profession over the past twenty years have reached an extremely low level, despite the fact that the teaching profession is declared by the state as one of the most respected, honorable and responsible professions. The presented contradiction determined the purpose of the research: to develop a model of systemic improvement of the teacher's social status in the region and experimentally prove the effectiveness of introducing its key component -- an individually differentiated program to increase the motivation of students of a pedagogical university for the implementation of future professional activities in the training profile. In various types of experimental research participated (n = 1159) respondents: teachers (n = 23), part-time teachers (n = 48), students of the pedagogical institute (n = 1030), and graduates (n = 58). Experimental work was carried out from 2016 to 2018 based on the analysis of scientific literature, the collection of official information, sociological and comparative methods, questioning, interviews, modeling, analysis and formulation of relevant conclusions. Statistical processing of research results was carried out using chi-square at (p &lt;0.05), which was used for the quantitative analysis of experimental data. Based on the identification of economic, labor, professional-cultural and legal directions of raising the status of a teacher, an integrated model of a system of individual integrated solutions has been developed. The study substantiates the effectiveness of introducing its key component -- an individually-differentiated program, including synergistic interaction of all departments of the university for the implementation of educational activities in five groups of students: &quot;teacher-innovator&quot;, &quot;teacher-educator&quot;, &quot;teacher-manager&quot;, &quot;teacher-entrepreneur&quot;, &quot;teacher-scientist&quot;. The authoring development and technological aspects of its implementation in order to systematically improve the social status of a teacher in the region will open a new direction for the development of research in pedagogical science and will allow an increase in the indicators of professional growth of teachers in the Federal Project &quot;Teacher of the Future&quot;.
Teachers&apos; Professional Digital Literacy Skills and Their Upgrade
Author: Záhorec, Ján
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Teaching Methods,Learning Processes,Instructional Effectiveness,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Efficiency,Educational Improvement,Technology Uses in Education,Teaching Experience

In the paper there are presented results of a research inquiry of current state and perspectives of primary and lower level of secondary school teachers' professional development (ISCED1-ISCED3) in Slovakia with a focus on improvement and further development of their didactic technological competences. In frame of the presented research significance of the use of the digital means and various interactive educational activities in teaching processes to increase the efficiency of education was assessed. This significance was assessed from the point of view of different aspects of the education process. Analysis of the specified aspects of the teaching process, from the point of view of which the contribution of the use of the digital means in teaching processes, was done on the bases of a screening of teachers' opinions, in dependence on the segmentation factors sub-category of the teaching staff and length of teaching practice of the teacher.
Securitisation Theory and the Securitised University: Europe and the Nascent Colonisation of Global Intellectual Capital
Author: Gearon, Liam F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Incidence,Higher Education,Correlation,Epistemology,Knowledge Economy,Political Influences,Global Approach,Organizational Change,Curriculum Development,Educational Change,Postcolonialism,International Relations,Power Structure,Foreign Countries,National Security,Ethics,Terrorism,Public Agencies,Government School Relationship,Public Policy,Universities

Background: This article explores the increasing prevalence of security themes in higher education policy. Aim: Addressing neglect in security studies on the role of the university in the processes of securitisation, this article shows the integral relationship between securitisation theory and the securitised university. Setting: Drawing on exemplars from European higher education, the article argues that this complex epistemological transformation is part of a new and as yet little understood new colonisation of global intellectual capital. Methods: The argument is in three stages: (1) that securitisation theory can account for the emergence of the securitised university; (2) that this securitisation of universities is integral to the political process of Europeanisation; and (3) that from this European context we may glimpse a nascent colonisation of global intellectual capital. Results: This analysis of securitisation has, therefore, deep if as yet little explored epistemological implications for the transformation of universities worldwide, particularly because of this epistemological dimension, a &quot;de facto&quot; securitisation of knowledge. Conclusion: This article concludes that these transformations are also important if at present neglected element to historic and contemporary debates on decolonising the curriculum, which frequently highlight the postcolonial relations and culturally still powerful relations between continents, for example between Europe and Africa.
Trajectories of Building a Career of a Teacher within Academic Competition
Author: Rogach, Olga V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Development,Competition,College Faculty,Occupational Aspiration,Merit Rating,Academic Degrees,Teacher Motivation,Cost Effectiveness,Institutional Role,Faculty College Relationship,Stereotypes,Foreign Countries,Academic Rank (Professional),Faculty Publishing,College Administration,Teacher Role,Expectation

The article analyzes the values, motives, preferences and expectations of teachers of Russian universities through the prism of the choice of the trajectory of building their career. The sample for the study was formed by 36 experts -- the representatives of the academic staff of Russian universities, who took part in a focus group survey. In order to validate the presented toolset, the results of the focus group interview were concretized with the data of in-depth interview, which made it possible to formulate a description of the limitations and possibilities in achieving the career goals of teachers in higher education. According to the results of the study, it has been concluded that the career strategies of a university lecturer are based on the intersection of three areas: advance of academic degree and academic title; obtaining an administrative position within the framework of &quot;merit system&quot;. Based on the survey materials, the time, financial and emotional costs of building a career have been determined. The assessment of the degree of their &quot;payback&quot; is differentiated depending on the level of motivation, personal ambitions and a number of other conditions. The utmost effectiveness and justification of costs is achieved at the intersection of two career trajectories (degree and merit), which is due to the devaluation of the value of the administrative resource. The stereotypes and value-normative attitudes of the academic staff in some cases block the mechanisms of the university's motivational policy. The article reveals the role of institutional factors determining the process of building a teacher's career, defines the significance of such aspects as value-normative, motivational-stimulating, synergistic.
The Role of Creativity in the Process of Competitive Teacher Training Subject to Russian Professional Standard Requirements
Author: Rybkin, Alexey D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Competition,Academic Standards,Teacher Competencies,Educational Quality,Teacher Education Programs,Program Effectiveness,Preservice Teachers,Foreign Countries,Economics,Legal Education (Professions),Undergraduate Students

This article provides research results concerning the influence of creative qualities on teacher's general competitiveness level. We examined the pedagogical experiment results in strengthening teacher's competitiveness in the context of personal creative qualities development. The structure of uniquely designed creativity development program as competitiveness determinant in would be teachers was introduced. Its basic characteristics were also reviewed. Obtained data allowed to confirm the role of creativity as competitiveness determinant in would be teachers. Objective measuring tools made it possible to observe positive changes in experimental group in the context of increased competitiveness level as a result of influence on a person's creative qualities. The results confirm the correct choice of competitiveness components and formation model of the quality under discussion in pedagogical process, which was carried out in creativity formation program as competitiveness determinant in would be teachers and the process of its implementation.
The Practical Guidelines for Implementing Modular Training in Higher Education
Author: Pastushkova, Marina A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Modules,First Aid,Interaction,Safety Education,Health Education,Active Learning,Critical Thinking,Problem Solving,Conventional Instruction,Technology Integration,Instructional Effectiveness,Teaching Methods,Higher Education,Curriculum Implementation

The article presents comparative analysis of modular training as a teaching tool against traditional methods and techniques in educational institutions, particularly in higher education. Being one of the forms of interactive learning, modular training ensures efficient intermutual development of all members of educational process. It increases active learning and improves critical thinking, as well as problem solving skills. Based on several years of experimental research this article gives recommendations on modular training for improving knowledge in emergency first aid treatment for students of various educational institutions. It also briefly describes the algorithm of introducing elements of modular training for implementation of Health and Safety course.
Children&apos;s Play in the Shadow of War
Author: Feldman, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: War,Play,Stress Variables,Coping,Children,Comparative Analysis,Games,Death,European History,Jews,Foreign Countries,Violence,Trauma,Play Therapy

The author demonstrates that war places children's play under acute stress but does not eliminate it. He argues that the persistence of children's play and games during periods of armed conflict reflects the significance of play as a key mode for children to cope with conditions of war. Episodes of children's play drawn from the recent Syrian Civil War illustrate the precariousness and importance of children's play and games during contemporary armed conflict and focus attention on children's play as a disregarded casualty of war. The article compares the state of underground children's play in contemporary Syria with the record of clandestine games played by children in the Holocaust to substantiate its claim that children adapt their play to concretize and comprehend traumatic wartime experience. The article posits that play is both a target of war and a means of therapeutically contending with mass violence.
Revisiting Second Graders&apos; Robotics with an Understand/Use-Modify-Create (U[superscript 2]MC) Strategy
Author: Baek, Youngkyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Grade 2,Robotics,Elementary School Students,Elementary School Science,Thinking Skills,Mental Computation,Problem Solving,Coding,Programming,Hands on Science,STEM Education,Teaching Methods,Curriculum Design,Object Manipulation,Science Activities,Science Education,Space Exploration

This study, a sub-study of a National Science Foundation (NSF) funded research project, applies a modified strategy of the U[superscript 2]MC for an eight-week afterschool robotics curriculum to promote upper elementary students' computational thinking in the second grade. Twenty-one students in second grade participated in a Life on Mars project which lasted for ten days with one class hour per day. They participated in activities learning coding concepts, basics of robotics, as well as exploring life on Mars. Most notably, the study found a significant increase in participants' computational thinking skills. In addition, participants came to understand basic robotics, including operation, composites, and codes. Implications for future research and robotics curriculum design are discussed in the presentation.
From Displays and Dioramas to Doll Dramas: Adult World Building and World Playing with Toys
Author: Heljakka, Katriina
Date: 2019-00-00
Type: Journal Articles
Subjects: Toys,Drama,Imagination,Popular Culture,Fiction,Creativity,Photography,Social Media,Vocabulary Development,Adults,Foreign Countries

Toys both guide and foster the play--and stimulate the imaginations--of players of all ages. The authors investigate adult use of toys as a point of entry to the world play of both transmedia-connected and stand alone toy characters--dolls, action figures, and soft toys. They point to how adult toy players engage actively in world building in their world play and suggest that play better describes the object relations of adults with toys than such notions as collecting or pursuing a hobby. They discuss how adults use world playing with toys to develop toy industry back stories and replay--and sometimes revolutionize--original story lines familiar from popular fiction. And they highlight how mature audiences for character toys employ these physical objects to explore their capacity for imaginative, spatial, and hybrid world play.
Approaching CLIL from the Periphery: Integration of Content and Language in Russian Higher Education Institution
Author: Godzhaeva, Natalia S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,College Faculty,Language of Instruction,Teacher Attitudes,Student Attitudes,Course Content,Second Language Learning,Learning Motivation,Interdisciplinary Approach,Foreign Countries,Teaching Methods,Pilot Projects,Language Teachers,Teacher Collaboration,Language Skills,English (Second Language),Program Descriptions,Second Language Instruction

One of the reasons for failure of education system to form developed FL skills in its graduates consists in the lack of L2 immersion and low motivation of learners. Integration of Content and Language (CLIL) in teaching content subjects is believed to be an efficient way of improving the situation. However, introducing CLIL techniques and approaches can by itself pose a new great challenge for a university. Our study shows a stable interest in both students and teachers coupled with a high degree of doubts and lack of preparedness when it comes to the actual prospect of their involvement in CLIL courses. In addition, the introduction of CLIL requires systematic changes in academic and administrative policies of Russian universities. The authors suggest that in such environment, the optimal solution would be a gradual introduction of CLIL elements focusing elaborated preparatory techniques. The paper presents the design of pilot project of step-by-step introduction of CLIL format studies in a Russian university and summarizes the results of pre- and post-experimental surveys among university students and teachers revealing their expectations, causes for their uncertainty and showing the need for specific FL learning activities which form a support system provided by language teachers to boost learners' linguistic confidence. This introductory period calls for a special attention to the role of FL teachers and closer coordination of efforts between a content teacher and a language teacher.