ethanporcaro/eric-fulltext-meta huggingface dataset:
Expression of &quot;Kawaii&quot; (&quot;Cute&quot;): Gender Reinforcement of Young Japanese Female School Children
Author: Asano-Cavanagh, Yuko
Date: 2012-12-00
Type: Reports - Research
Subjects: Semantics,Cultural Traits,Language Usage,Empathy,Gender Issues,Females,Foreign Countries,Cultural Influences,Gender Bias,Social Attitudes,Emotional Response,Student Experience,Mothers,Teachers

This paper examines the Japanese word &quot;kawaii&quot; &quot;cute&quot;. Teachers frequently use &quot;kawaii&quot; to show positive feelings toward objects in the classroom. Female children also are primary users of the word, which suggests that they are acquiring &quot;kawaii&quot; as an index of female gender identity. From a linguistic perspective, &quot;kawaii&quot; is not lexicalised in other languages. While English speakers may say &quot;cute&quot; for various social actions, scholars suggest that &quot;kawaii&quot; is tied to empathy and relationships. Although the &quot;kawaii&quot; phenomenon has been discussed by many scholars, there has been no rigorous semantic analysis, particularly in its use by parents, students and teachers. The framework of the Natural Semantic Metalanguage (NSM) approach was applied to explicate the exact meaning of &quot;kawaii&quot; for non-Japanese speakers. The corpus was information about the paraphernalia provided for Japanese female students. The analysis indicates that the core meaning of &quot;kawaii&quot; is linked to a notion of a &quot;child&quot;, and the emotion is explained as &quot;when I see this, I can't not feel something good&quot;. The &quot;kawaii&quot; syndrome reveals a Japanese cultural characteristic which puts much emphasis on being &quot;gender appropriate&quot; in society and schools. The analysis has implications for understanding gender construction and expression in non-western cultures. (Contains 1 table and 12 endnotes.)
Is Adult &amp; Community Education for Active Citizenship Important for Community Engagement by Government?
Author: Tobias, Robert
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Adult Education,Community Education,Citizen Participation,Citizenship Education,Democracy,Organizations (Groups),Institutional Role,Educational History,Government (Administrative Body),Public Agencies

This article builds on a previous submission to the New Zealand government's Office for the Community and Voluntary Sector. It reviews the very long history of adult and community education (ACE) for active citizenship. It illustrates some ways in which ACE organizations and groups have contributed to attempts by the state and its agencies to engage with the citizens, communities, groups and organizations of civil society. It also identifies some factors which affect these projects and highlights the important role played by ACE organizations and groups in many past engagements. The article points to benefits of ACE for active citizenship and argues that the involvement of ACE organizations and groups should be extended. For this to happen the nature of these contributions need to be better understood, more widely recognised and more adequately resourced. ACE for active citizenship could make an even greater contribution to democracy in the future than it has made in the past. [This article was published in: &quot;Journal of Adult Learning Aotearoa New Zealand&quot; 37 (1) June 2009: 16-26.]
Educating Older Adults: Discourses, Ideologies &amp; Policies 1999-2005
Author: Tobias, Robert
Date: 2006-05-00
Type: Reports - Evaluative
Subjects: Adult Learning,Older Adults,Foreign Countries,Ideology,Adult Education,Educational Policy,Relevance (Education),Educational Development,Discourse Analysis,Policy Analysis,Policy Formation,Change Strategies,Educational Strategies,Andragogy

This article tells the story of policies relevant to education, ageism and older adults between 1999 and 2005. It follows an article published in a previous &quot;New Zealand Journal of Adult Learning&quot; that described and critiqued policy developments between the 1980s and 2001. The story is located in the context of ongoing historical struggles between competing discourses and the article discusses their impact on tertiary education, ACE and the place of older learners. By way of contrast with the 1990s, during which neoliberalism and pragmatic conservatism held sway, this article suggests that the period from 2000 to 2005 saw the renewal of social democratic and progressive discourses and in particular the rise of a &quot;modernised&quot; or &quot;third way&quot; form of social democracy with its emphasis on managerialism and welfarism. (Contains 1 footnote.) [This article was published in: &quot;New Zealand Journal of Adult Learning,&quot; v34 n1 p2-28 May 2006.]
Land-Grant Colleges and Universities: Year Ended June 30, 1931. Bulletin, 1932, No. 21
Author: Greenleaf, Walter J.
Date: 1932-00-00
Type: Historical Materials
Subjects: Agricultural Colleges,Land Grant Universities,Grants,Federal Programs,Racial Segregation,School Segregation,Black Colleges,African American Students,African American Education,White Students,Enrollment,Males,Females,Agricultural Education,Vocational Education,Engineering Education,Adult Education,Educational History,Educational Legislation,Educational Policy,Educational Finance,Federal Government,Government School Relationship,Federal State Relationship,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Teacher Education,Extension Education,Military Training,Correspondence Study,Majors (Students),College Presidents,Libraries,College Faculty,School Personnel,Summer Schools,Academic Degrees,College Graduates,Secondary School Students,College Students,Expenditures,Salaries,Income,Budgets,School Statistics,School Surveys,National Surveys,Student Loan Programs

The first Morrill Act signed by President Lincoln on July 2, 1862, provided for the establishment in each State of a college of agriculture and the mechanic arts. By this act each State received an amount of public land (or land scrip) equal to 30,000 acres for each Senator and Representative in Congress to which it was then entitled. The proceeds from the sale of the land constitute a permanent fund or endowment. The second Morrill Act of 1890 and the Nelson amendment of 1907 provide for annual appropriations which now amount to $50,000 for each State and Territory for the benefit of these institutions, now commonly known as land-grant colleges. Of the 69 land-grant colleges and universities which are in operation, 52 are attended primarily or exclusively by white students and 17 are attended exclusively by Negroes. A summary for all 69 land-grant institutions as well as information on Enrollments, Degrees awarded, Financial reporting, Endowment, student loans and debt service, Receipts, and Total receipts are provided in tables. (Contains 12 tables.) [Best copy available has been provided.]
Parent Education Opportunities. Bulletin, 1935, No. 3
Author: Lombard, Ellen C.
Date: 1935-00-00
Type: Historical Materials
Subjects: Child Rearing,Parent Education,Parenting Styles,Leadership Training,Federal Government,State Government,Church Role,Community Programs,Public Agencies,Vocational Education,Extension Education,Public Health,Public Schools,School Community Relationship,Agency Cooperation,Grants,Child Development,Financial Support,Access to Information,Radio,Periodicals

The experiences of parents at home with their children have educational value when the experiences are backed up by understanding of what happens every day, by sound principles in approaching home problems, and by knowledge of good techniques of training children. The purposes of parent education work are to furnish parents with sound principles for application to their home and family situations; to change the attitudes, methods, and practices of parents in dealing with the problems of child training; and to insure to parents, through better understanding, more effective practices and greater satisfaction in their tasks. To fulfill these purposes, courses have been established in colleges and universities to train professional and lay leaders; facilities have been arranged to furnish opportunity for research, observation, and participation in such centers as laboratories, nursery schools, kindergartens, child guidance clinics, etc.; literature for the use of professional leaders, and authoritative materials for the use of lay leaders and parents have been made available. This bulletin has been prepared for the purpose of indicating where opportunities for training leaders in parent education have been available since 1930; how some agencies have been financed for this work; and to what extent the Federal and State Governments, church organizations, agencies, and organizations in local communities, take part in the parent education movement. (Contains 10 footnotes.) [Best copy available has been provided.]
Compulsory School Attendance Laws and Their Administration. Bulletin, 1935, No. 4
Author: Deffenbaugh, Walter S.
Date: 1935-00-00
Type: Historical Materials
Subjects: Educational History,School Law,School Attendance Legislation,Compulsory Education,Educational Legislation,State Legislation,State Agencies,Educational Policy,State Policy,Public Schools,Educational Administration,State Boards of Education,School Districts,Administrators,Elementary Secondary Education,Compliance (Legal),Census Figures,Rural Schools,Average Daily Attendance,Enrollment,Educational Principles,Educational Trends,Truancy,Attendance Patterns,Child Labor,Profiles

This study has been prepared to help answer questions frequently asked regarding certain features of the compulsory school attendance laws in the several States, as compulsory school ages, exemptions provided, amount of attendance required, qualifications of attendance officers, State supervision of attendance enforcement, and other provisions for administering the attendance laws. The legislative enactments on certain features of school attendance are summarized in the text and a digest of some of the features of the attendance law in each of the States is appended. (Contains 6 tables and 43 footnotes.) [Best copy available has been provided.]
Bibliography of Research Studies in Education, 1933-1934. Bulletin, 1935, No. 5
Author: Gray, Ruth A.
Date: 1935-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Research,Research Reports,Bibliographies,Doctoral Dissertations,Masters Theses,Teacher Researchers,Biographies,Educational Environment,Educational Theories,Educational Principles,Teaching Methods,School Organization,Intellectual Disciplines,Educational Psychology,Child Development,Educational Testing,Curriculum Research,Preschool Education,Kindergarten,Elementary Education,Secondary Education,Higher Education,Adult Education,Teacher Education,Teaching (Occupation),College Faculty,School Administration,Educational Administration,Educational Finance,Educational Legislation,School Buildings,Educational Equipment,Educational Sociology,Special Needs Students,Special Education,Libraries,Urban Schools,Ethnic Groups,African American Education,American Indian Education,Womens Education,Rural Education,Vocational Education,International Education,Delinquency

The eighth compilation of research studies in education, presented herewith, covers the school year, September 1, 1933, through August 31, 1934. A total of 3,506 studies were reported by 117 institutions, several of which had not reported in earlier years. These included 469 doctors' dissertations, 2,763 masters' theses, and 274 studies reported as faculty research. Three other bibliographies have been issued recently: Two mimeographed bibliographies listed the research and investigations carried on by State departments of education and State educational associations, and research and investigations reported by city school systems; a printed bibliography, entitled Doctors' Theses in Education, lists 797 theses deposited with the Office of Education prior to September 15, 1934, and available for loan. This bulletin contains the following: (1) Foreword; (2) Introductory note; (3) Education--history; (4) Educational biography; (5) Current educational conditions; (6) Education--theories and principles; (7) Special methods of instruction and organization; (8) Psychology--educational; (9) Child Study; (10) Tests and testing; (11) Research, educational; (12) Curriculum studies; (13) Preschool education; (14) Elementary education, including kindergarten; (15) Secondary education; (16) Higher education; (17) Adult education; (18) Teacher training; (19) Teachers--status; (20) College professors and instructors; (21) Administration of schools; (22) School management; (23) School buildings and equipment; (24) Sociology, educational; (25) Racial groups, education; (26) Exceptional groups; and (27) Libraries. Indexes of authors, subjects, and institutions and organizations are included. [Prepared in the Library Division of the Office of Education. Best copy available has been provided.]
Fundamentals in the Education of Negroes. Bulletin, 1935, No. 6
Author: Caliver, Ambrose, Comp.
Date: 1935-00-00
Type: Historical Materials
Subjects: Democracy,Public Education,African American Education,African American Students,Conferences (Gatherings),Equal Education,Access to Education,Family Life,Vocational Education,Citizenship Education,Recreational Activities,Leisure Time,Health Education,Values Education,Elementary Education,Secondary Education,Colleges,Higher Education,Rural Education,Adult Education,Private Education,Educational Finance,Financial Support

"In democracy education holds the most promising potential solution of the social and economic problems for peaceful, gradual, intelligent evolution toward the goals which we must set up for the preservation of the ideals and the happiness of our citizenship." This opening sentence of the letter of greeting sent by President Roosevelt to the National Conference on Fundamental Problems in the Education of Negroes was the fundamental assumption upon which the conference was projected. The conference was held in Washington, D.C., May 9 to 12, 1934, under the auspices of the Federal Office of Education, and was attended by 1,030 registered delegates, 500 of whom came from 28 States. The agencies represented at the conference were: (1) State, county, and city systems of public education; (2) church boards; (3) philanthropic foundations; (4) National, State, and local teachers' associations; (5) accrediting associations; (6) the press; (7) business, industry, and labor; (8) the professions; (9) fraternal organizations; (10) youth movements; and (11) governmental agencies. Although the conference addressed itself particularly to fundamental and special problems in the education of Negroes, it considered all phases of education in their relation to the special topics under discussion. The report of the conference presented in this bulletin is an abstract of the findings, conclusions, and recommendations of the committees, together with excerpts from the major addresses made during the sessions. There are three parts of the report, comprising, respectively, addresses, consideration of major life functions, and organizational and administrative machinery. Individual sections contain footnotes. [Best copy available has been provided.]
Coordination of Effort for the Education of Exceptional Children: Report of a Conference Called by the U. S. Office of Education. Bulletin, 1935, No. 7
Author: Martens, Elise H., Comp.
Date: 1935-00-00
Type: Historical Materials
Subjects: Disabilities,Cooperative Programs,Special Needs Students,Federal Government,Conferences (Gatherings),Special Education,Special Schools,Superintendents,Blindness,Deafness,Hearing Impairments,Speech Language Pathology,Physical Disabilities,Agency Cooperation,Mental Retardation,Behavior Disorders,Chronic Illness,Educational Administration

The White House Conference of 1930, recognizing the importance of greater coordination of forces related to the education of exceptional children, urged that the United States Office of Education perform the services of a coordinating agency in this respect. The Office of Education, while ready to accept the responsibility, has been hampered by lack of adequate financial provisions with which to carry on a suitable program. However, in the year 1934-35 special funds were made available through which an exploratory conference on the problem could be realized. Fifteen educational, psychological, and medical leaders, representing the eight groups of exceptional children, met in Washington on November 1 and 2, 1934, at the call of the Commissioner of Education to consider the possibilities of furthering a cooperative program for all groups concerned. A general summary of the conference and the contribution made by each member to its deliberations are the content of this report. (Contains 2 footnotes.) [Best copy available has been provided.]
Private Proprietary and Endowed Schools Giving Trade and Industrial Courses. Bulletin, 1935, No. 8
Author: Proffitt, Maris M.
Date: 1935-00-00
Type: Historical Materials
Subjects: Correspondence Schools,Tuition,Private Schools,Proprietary Schools,Industrial Education,State Departments of Education,Academic Degrees,Enrollment Trends,Business Administration Education,Corporations,Family Environment,Independent Study,Technology Education,School Catalogs

The information in this bulletin was secured with the help of the State departments of education in locating the schools, and then through direct correspondence with the schools themselves or from catalogs or supplementary material furnished by them. The schools included range from those of elementary grade giving a few fundamental industrial courses, to schools of college grade that in addition to their degree-granting courses also offer some courses of less than college grade. Such items as tuition fees, enrollment, and number of instructors are liable to variation from year to year. This bulletin in organized into the following parts: (1) Schools arranged alphabetically according to States; (2) Corporation schools; (3) Correspondence schools and schools offering home-study courses; and (4) Private and endowed collegiate schools of technology. An index is included. (Contains 23 footnotes.) [Best copy available has been provided.]
Public Education in the Philippine Islands. Bulletin, 1935, No. 9
Author: Cook, Katherine M.
Date: 1935-00-00
Type: Historical Materials
Subjects: Foreign Countries,Public Education,War,Educational History,Pacific Islanders,Cultural Influences,Government Role,Educational Administration,Administrative Organization,Educational Finance,Financial Support,Enrollment Trends,Teachers,Colleges,World History,Access to Education,Educational Development

The initiation and development of public education in the Philippine Islands is unique in modern educational history. Probably only among a people with an enthusiastic belief in the significance of education, under the benevolent guidance of a nation with an equally enthusiastic confidence in its possibilities, could the educational experiment underway in the Philippines have eventuated. Rarely, if ever before, has a conquering people set about establishing a free public system of schools almost before the guns of war were silent. Yet this unique achievement took place in the Philippine Islands immediately following American occupation. Almost overnight, soldiers became teachers, schoolrooms were located, somewhere, somehow, and instruction, elementary in its nature, and with the major purpose that of teaching English, begun. Education assumes added significance in view of recent developments looking toward the complete independence of the Philippine people within the next decade. Yet when one considers the achievements of the past three years during which a complete school system has developed, there is ample justification for hope in the future. It is the purpose of this bulletin to present a brief account of the progress toward universal public education so far made in the Philippines as well as to suggest some of the problems yet to be solved. It aims to describe the school system and to give some idea of the status of education rather than to evaluate achievements or to review the history of the school system since American occupation. It was prepared primarily for the information of educators and others in the United States interested in the education of the Philippine people, whose interest and especially whose friendly guidance will continue until the hoped for objective is achieved. (Contains 4 tables, 1 diagram, and 20 footnotes.) [Best copy available has been provided.]
Public Education in Hawaii. Bulletin, 1935, No. 10
Author: Cook, Katherine M.
Date: 1935-00-00
Type: Historical Materials
Subjects: Democracy,Public Education,Educational Objectives,Citizenship Education,Democratic Values,Social Justice,Federal Government,Government Role,Equal Education,Educational History,Racial Composition,Pacific Islanders,World History,Educational Administration,Administrative Organization,Elementary Schools,Secondary Schools,Teachers,Teacher Qualifications,Cultural Influences,Colleges,Social Development,Costs,Educational Finance,Vocational Education,Asian Culture,Special Schools,Second Language Instruction

With the annexation of the Hawaiian Islands as a Territory in 1898, the people of the United States assumed responsibility for leadership of the Hawaiian people toward social and economic goals, as well as for the establishment and maintenance of democratic government. In a democracy education is the chief means of promoting stability of government and social welfare. Therefore, the type of school system set up to achieve the purposes indicated, its administration and support, the methods through which desired educational objectives are to be attained, and progress toward their attainment are of continuing interest in continental United States. In pursuance of the functions assigned to it by Congress the United States Office of Education assumes the same responsibility for the promotion of education and for disseminating information concerning it in Hawaii as in the States on the continent. While Hawaiians have been citizens of the United States since 1898 and while Hawaii territorially has the same civil status as did the majority of the States until their admission in the Union, its relative isolation from the continent mitigates against general familiarity with its educational progress. This bulletin has been prepared as a step in the direction of wider acquaintance on the continent with public education in Hawaii. (Contains 7 tables and 33 endnotes.) [Best copy available has been provided.]