ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethical Challenges Regarding Globalization of Higher Education
Author: Olivier, Bert
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Students,International Education,Global Approach,Political Power,Ethics,Higher Education,Student Mobility,Justice,Cultural Influences,Political Influences,Social Influences,Ecological Factors,Barriers,Performance Factors,Educational Practices

This paper places the question of ethical challenges in relation to the process of globalization concerning international education and the mobility of international students worldwide. It focuses on five areas of justice, namely, social and political justice, administrative justice, distributive justice, cultural justice and ecological justice. These areas of justice cannot be separated from one another, given the interaction among international students from different cultures, which do not all share the same level of cultural, economic and political power and influence internationally. While stressing the importance of all the areas where justice is called for, it is argued that the area pertaining to ecological justice enjoys primacy in relation to the others, given the growing indications that all of the world's inhabitants face an uncertain future on the planet in the face of anthropogenic eco-systemic degradation. If this is not addressed educationally, all the others would be addressed in vain.
Learning Financial Reports From Mixed Symbolic-Spatial Graphs
Author: Tanlamai, Uthai
Date: 2011-00-00
Type: Journal Articles
Subjects: Reports,Money Management,Graphs,Tables (Data),Cognitive Processes,Difficulty Level,Graduate Students,Alumni,Cognitive Style,Learning,Foreign Countries

Mixed visuals of numbers and graphs are available in various financial reports that demonstrate the financial status and risks of a firm. GWN (graphs with numbers) and TWG (table of numbers with graphs) were used as two alternative visuals derived from the actual data of two large public companies, one from food manufacturing industry (food) and another from retail department stores (retail). To study learning gain from exposure to visual representations, two influencing constructs were employed from the information processing literature, IL (information load) and CL (cognitive load). An online survey was sent out to 828 alumni and students from the graduate program of information technology in business of a large university. The overall response rate was 19.7%. Results showed that perceived learning was slightly higher when they used GWN than TWG. The difference in means tests showed significant differences in the comprehension, application and analysis of learning levels using GWN visual and insight learning level using TWG visual. It was apparent that spatial graphs induced less cognitive process than symbolic numbers in a table. Respondents felt that their learning increased with a greater amount of data being perceived as depicting. In contrast, learning was negatively related to CL, indicating that the more complex the data was perceived, the less learning gain the subjects thought they had. Longer EXs (experience with financial reports) has some bearing on learning, but different LSs (learning styles) did not influence any level of learning. Appended are: (1) Questionnaire Parts; (2) Mixed Symbolic and Spatial Visuals--Example for the Food Corp; and (3) Construct Reliability and Validity. (Contains 10 tables and 1 figure.) [Research support for this project was provided by the &quot;Integrated Innovation Academic Center: IIAC&quot; Chulalongkorn University Centenary Academic Development Project and Chulalongkorn Business School.]
Similarities of L1 (Mother Tongue) in Terms of Grammar and Language Structure in Translation
Author: Subramaniam, Vijayaletchumy
Date: 2011-00-00
Type: Journal Articles
Subjects: Translation,English (Second Language),Native Language,Second Language Learning,Philosophy,Educational Policy,Indonesian,Chinese,Dravidian Languages,Grammar,Educational Opportunities,Language of Instruction,Foreign Countries,Asians,Indians,Graduates,Government Role,Second Language Instruction,Higher Education,Sentence Structure

Malaysian philosophy, purpose and objective of the education system are rooted and based on policies stated in the National Education Policy 1956 and Education Act 1961. Whereas the Education Ordinance 1952 urged all Chinese and Tamil schools to be given an equal opportunity to learn English and Malay language together with their L1 (mother tongue). This policy has open an opportunity to the non-Bumis to learn their L1 without any fixed rules. The learning of L1 was not only limited to the basic level, but it also continues to the university level. Emphasizing on the usage of grammar and language structure is very important. Researcher was interested to see the usage of these two components among Malay, Chinese and Indian graduates. The findings of this research is important especially in the teaching of Malay language as the medium of instruction in the education system. All these three parties--the Ministry of Education, Translation Institute and Ministry of Higher Education, play important roles in producing the quality translation materials. (Contains 3 tables and 1 figure.)
State Pre-K Assessment Policies: Issues and Status. Policy Information Report
Author: Ackerman, Debra J.
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Learning Readiness,Student Evaluation,Preschool Education,Young Children,Program Effectiveness,Educational Policy,Evaluation Criteria,State Standards,Outcome Measures,Preschool Evaluation,Policy Analysis,Performance Factors,Barriers,Evaluation Methods,Evaluation Problems,Incidence

Preschool education is increasingly being recognized as an integral part of efforts to ensure that all children enter school ready to learn and as a way to help close the achievement gaps that exist at the time children enter kindergarten. Such efforts are growing across the country. According to the most recent data, 54 different preschool initiatives in 40 states serve over one million children, almost double the number served eight years earlier. As these programs and efforts to monitor them have grown, a common focus is on documenting children's learning outcomes. Assessing young children, however, presents particular challenges. This report identifies and describes state-funded Pre-K assessment policies and programs operating in 2012 and discusses the special challenges related to assessing young children. A table for specific child outcome measures that must or may be used as per Pre-K Policy is appended. (Contains 3 tables and 95 footnotes.)
DoDEA Seniors' Postsecondary Plans and Scholarships, 2010
Author: Embler, Sandra
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Apprenticeships,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Racial Differences,Planning,Grants,Paying for College,Gender Differences,Public Schools,Foreign Countries,American Indian Education,Asian American Students,African American Students,Hawaiians,Pacific Islanders,Alaska Natives,Hispanic American Students,Multiracial Persons,White Students,Academic Aspiration

During their senior year students in the Department of Defense Education Activity (DoDEA) schools develop a postsecondary plan. This plan outlines what students intend to do after graduating from high school; whether they are planning to attend a 4-year college/university, junior/community college, or vocational/technical school; seek employment or an apprenticeship/on the job training; enlist in the military; or join Job Corps. During this time students also report the scholarships, financial aid, and grant monies they have been offered as well as which of those monies offered they have accepted or are planning to accept. This report summarizes the postsecondary intentions and scholarship monies reported by students who graduated from a DoDEA high school in the 2009-10 school year (SY). It should be noted that all analyses in this report are based on those seniors (N=3,074) who were enrolled in a DoDEA high school as of April 2010. Therefore, findings do not include seniors who may have withdrawn prior to or entered after this date. (Contains 3 tables, 9 figures and 7 footnotes.) [For the previous report, &quot;DoDEA Seniors' Postsecondary Plans and Scholarships, 2009,&quot; see ED529464.]
DoDEA 2007 Postsecondary Plans and Scholarships Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2007-09-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Apprenticeships,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Racial Differences,Planning,Grants,Paying for College,Gender Differences,Public Schools,Foreign Countries,American Indian Education,Asian American Students,African American Students,Hawaiians,Pacific Islanders,Hispanic American Students,Multiracial Persons,White Students,Academic Aspiration,Special Schools

This report presents a summary of postsecondary plans and scholarship monies of graduates of Department of Defense Education Activity (DoDEA) high school seniors in SY06-07. Postsecondary plans represent the intentions of seniors the year after graduation; students indicate whether they are planning on attending a 4-year College/University, Junior/Community College, or Vocational School/Technical School; seeking Employment or an Apprenticeship/On the Job Training; enlisting in the Military; joining Job Corps; or have other postsecondary plans. Students also report the scholarship monies they have been offered as well as indicate which of those scholarships offered they have or are planning on accepting. It should be noted that both postsecondary plans and scholarship monies are self-reported by students, as such they may not represent the actual postsecondary status of DoDEA seniors or the totality of scholarship monies offered and accepted by students. In addition, all analyses in this report are based on those students (N=3,248) who were enrolled in twelfth grade in a DoDEA high school in April 2007. As such, these data do not include 12th graders who may have withdrawn prior to or entered after this date. Of the 3,248 students enrolled in twelfth grade in April 2007, nine students were reported as not graduating, resulting in a graduation rate of 99%. (Contains 6 tables, 4 figures and 1 footnote.) [For the previous report, &quot;DoDEA 2006 Postsecondary Plans and Scholarships Report,&quot; see ED529466.]
2002 Mississippi Curriculum Framework: Comprehensive Consumer &amp; Homemaking Education  (Program CIP: 20.0101 - Comprehensive Consumer &amp; Homemaking Education). Family and Consumer Sciences (Program CIP: 20.0192 - Family and Consumer Sciences)
Author: Arthur, Jan
Date: 2002-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Student Evaluation,Competence,Course Objectives,Teaching Methods,Time on Task,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Job Skills,Standards,Consumer Education,Home Economics

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Career and Technical Education Improvement Act of 2006; and No Child Left Behind Act of 2001). Family and Consumer Sciences (FCS) education in Mississippi consists of the CORE program   and specific occupational programs. The CORE program prepares students for living in the real world and helps them develop leadership, problem-solving, decision-making, critical thinking, communication, computer, and mathematical skills. The specific occupational programs focus on career exploration and gaining the skills in a specific profession for entry-level employment or continuation of education. FCS education enhances the leadership potential and essential life skills of its students and encourages life-long learning. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. (Contains 6 footnotes.)
DoDEA Seniors' Postsecondary Plans and Scholarships, 2008
Author: Department of Defense Education Activity (DoDEA)
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Apprenticeships,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Racial Differences,Planning,Grants,Paying for College,Gender Differences,Public Schools,Foreign Countries,American Indian Education,Asian American Students,African American Students,Hawaiians,Pacific Islanders,Alaska Natives,Hispanic American Students,Multiracial Persons,White Students,Academic Aspiration,Special Education,English (Second Language)

This report summarizes the postsecondary plans and scholarship monies of graduates of Department of Defense Education Activity (DoDEA) high school seniors in SY07-08. Postsecondary plans represent the intentions of seniors the year after graduation. Students indicate whether they plan to attend a 4-year college/university, junior/community college, or vocational/technical school; seek employment or an apprenticeship/on the job training; enlist in the military; join Job Corps; or have other postsecondary plans. Students also report the scholarship monies they have been offered as well as indicate which of those scholarships offered, they have or are planning to accept. It should be noted that both postsecondary plans and scholarship monies are self-reported by students. As such they may not represent the actual postsecondary status of DoDEA seniors or the totality of scholarship monies offered and accepted by students. In addition, all analyses in this report are based on those students (N=3,035) who were seniors enrolled in a DoDEA high school in April 2008. Therefore, the data in this report do not include seniors who may have withdrawn prior to or entered after April. Of the 3,035 seniors enrolled in April 2008, 77 students did not graduate, resulting in a graduation rate of 97.5%. This represents a decline from that reported in previous years, although it is most likely due to more accurate tracking and reporting of students as opposed to an actual decrease in the percentage of seniors graduating. (Contains 7 tables and 5 figures.) [For the previous report, &quot;DoDEA 2007 Postsecondary Plans and Scholarships Report,&quot; see ED529454.]
DoDEA 2005 Graduates Post-Secondary Plans and Scholarships Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Schools,High Schools,Scholarships,Postsecondary Education,High School Seniors,High School Graduates,College Bound Students,Community Colleges,Technical Education,Military Service,Job Training,Employment,Student Financial Aid,Graduation Rate,Ethnicity,Planning,Grants,Paying for College,Public Schools,Foreign Countries,Academic Aspiration

At the end of every school year, each high school in the Department of Defense Dependents Schools (DoDDS) and the Domestic Dependents Elementary and Secondary Schools (DDESS) is asked to complete a record indicating senior students' plans after graduation. This summary report provides a look at the aggregate numbers collected from these high schools concerning Department of Defense Education Activity (DoDEA) seniors' plans, the monies awarded to these students for scholarships, grants, and financial aid, and also the colleges and universities they plan to attend. Data are displayed in this report for DoDEA and the three areas, DDESS, DoDDS-Europe, and DoDDS-Pacific. In 2005, there were 3,395 seniors in DoDEA. Of these, 3,238 received diplomas resulting in a graduation rate of 95%. The majority (76%) of the 2005 DoDEA graduates indicated that they would continue their education after graduation at a 4-year (58%), 2-year (16%), or vocational college or university (2%) as shown in Chart 1. (Contains 5 charts and 2 tables.) [For the previous report, &quot;DoDEA Post-Secondary Plans and Scholarships Report, 2004,&quot; see ED529459.]
2007 Mississippi Curriculum Framework: Secondary Automotive Collision Repair Technology. (Program CIP: 47.0603 - Autobody/Collision and Repair Technology/Technician)
Author: Dowds, Eris
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Motor Vehicles,Maintenance

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Automotive Collision Repair Technology I is an instructional program that orients an individual to the field of automotive collision repair. Automotive Collision Repair Technology II is a continuation of Automotive Collision Repair Technology I and allows an individual to prepare for employment or continued education in the occupation of automotive collision repair. Each course must be taught in a minimum two class period block. The first course in the program includes instruction in the foundation skills related to safety, tools and equipment usage measurement, basic automotive collision repair, non-structural and structural analysis and damage repair, mechanical and electrical, and painting and refinishing. The second course in the program provides students with advanced skills related to non-structural and structural analysis and damage repair, mechanical and electrical, and painting and refinishing. Appended are: (1) ASE/NATEF 2006 Collision Repair and Refinishing Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics and Resources. (Contains 6 footnotes.)
2006 Mississippi Curriculum Framework: Secondary Small Engine Repair. (Program CIP: 47.0606 - Small Engine Mechanic and Repairer)
Author: Evans, Jimmie
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Engines,Equipment Maintenance

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Small Engine Repair is an instructional program that generally prepares individuals to repair small internal-combustion engines used on portable power equipment such as lawn mowers, chain saws, rotary tillers, motorcycles, and lawn and garden tractors. Students in Small Engine Repair I complete study in safety, tools and equipment, fasteners, measuring, engine identification and inspection, basic engine principles and design, lubrication systems, cooling systems, fuel systems, basic electricity, and ignition systems. Students in Small Engine Repair II complete study in safety, charging systems, starting systems, exhaust systems, overhaul of four-stroke and two-stroke cycle engines, governor systems, shop management, and troubleshooting. Appended are: (1) Equipment &amp; Engine Training Council Standards for Small Engine Repair; (2) Academic Standards; (3) Workplace Skills for the 21st Century; (4) National Educational Technology Standards for Students; and (5) Evaluations and Rubrics for Small Engine Repair. (Contains 7 footnotes.)