ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from the Recovery Training Programme for Service Users Empowerment
Author: Anczewska, Marta
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Empowerment,Mental Disorders,Training,Instructional Effectiveness,Lifelong Learning,Workshops

There is no single definition for recovery. The personal recovery is driven bypeople's lives, subjective experiences of psychotic crisis and challenges the notionof permanent, chronic mental illness. Several types of activities have an impact onrecovery. This paper presents the preliminary results of the twelve hours trainingfocused on the following topics: recovery -- individual experiences, barriers in theprocess of recovery, social and internalised stigma, empowerment, personalstrengths, problem solving, personal recovery plan, life narrative story. Theparticipants found it to be a positive experience: helpful and supportive. They agreedthat talking of their strengths was much useful and made them feel good. In theiropinions' the most important exercise was personal recovery plan which has giventhem the opportunity to establish individual, meaningful life goals, provide themwith hope and self-determination. These results need replication and further work toidentify what were the preconditions for making the training such a valuableexperience and how this could be replicated on a wider basis. [For the complete Volume 12 proceedings, see ED597979.]
Gender and Migration: Evidence from College Graduates in China
Author: Yue, Changjun
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Migration,Gender Differences,College Graduates,Economic Development,Individual Characteristics,Human Capital,Socioeconomic Status,Employment,Income

Based on a national scale survey data of 2013 and methods of statistical descriptive and econometric analysis, this paper has given an empirical analysis on the frequency, flowing direction, return and influential factors of college graduates' migration. Meanwhile gender comparison in migration has been analyzed. The empirical results are concluded as follows: Firstly, the percentage of migration for female graduates is much lower than male graduates. 50.8 percent of male graduates migrate but only 39.1 percent of female graduates migrate. Secondly, interprovincial migration may increase incomes significantly for both male graduates and female graduates. Thirdly, the economy development level is one of the key factors for inter-provincial migration. Fourthly, individual personal characteristics, individual human capital variables and family social and economic background are main factors influencing migration. [For the complete Volume 12 proceedings, see ED597979.]
International Influences on Post-Soviet Armenian Education
Author: Terzian, Shelley
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Standards,Secondary School Students,Educational Change,Social Change,Educational Cooperation,International Cooperation,Student Mobility,Curriculum Implementation

The information in this article is drawn from the study, &quot;Curriculum Reform in Post-Soviet Armenia: Balancing the Local and Global Contexts in the Armenian Secondary Schools&quot; (2010). Further, the article discusses how the World Bank, Open Society Institute Assistance Foundation -- Armenia (OSIAF-A), and the European Union imported educational standards into the Armenian secondary schools. The research indicates that since independence from the Soviet Union, Armenian education has achieved a balance between local and global perspectives in their post-Soviet curriculum reform. In addition, in 2005, the Armenian Government and the Ministry of Education and Science (MOES) signed the Bologna Process, affirming the alignment of higher education with the international standards of the European Union (EU). [For a related article, see EJ1100804. For the complete Volume 12 proceedings, see ED597979.]
Internationalisation, Regionalisation and Localisation: Reflections on Co-Habitation in &apos;the Third Space&apos; in Tertiary Education
Author: Shotte, Gertrude
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Postsecondary Education,Geographic Regions,Foreign Countries,International Cooperation,Indigenous Knowledge,Alignment (Education)

Globalisation, with all its varying facets, has forced education systems around the world to look for ways and means whereby they can operate productively and progressively within a global education agenda. This paper espouses a Caribbean perspective. It takes two themes that intercept on global levels -- Henry's (2012) 'internationalisation spirit' and George and Lewis' (2011) 'creation of a third space' -- and analyses them against the backdrop of tertiary educational activities in global, regional and local contexts. A review of related literature is used for this purpose. The main aim of the paper is to explore the likelihood of tertiary education at the University of the West Indies (UWI) making educational gains in 'a third space' where the principles of internationalisation, regionalisation and localisation cohabit. Initial impressions from the analysis shows that different types of relationships exists between the interacting elements and that the resulting dialectics are just as useful for tertiary education advancement, as the mutual alliances. [For the complete Volume 12 proceedings, see ED597979.]
Is Nigerian Higher Education Admission Policy in Breach of Human Rights Law?
Author: Obodo, Friday Owhornugwu
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,College Admission,School Policy,Civil Rights,Barriers,Access to Education,Educational Attainment

Education plays a vital role in human development. Human experiences overtime as well as evidence from literature has made this assertion a common knowledge. Despite the important role of education in human development, however, across the globe, many people are facing barrier to access education, especially higher education. This paper explores the process of access to higher education in Nigeria. It examines, in particular, current admission policy to higher education in Nigeria and compares this to the UK system. The paper asks whether the current admission policy in Nigeria constitutes a breach to human rights of individuals to access education as well as offers some suggestions on how the current admission policy in Nigeria might be improved. [For the complete Volume 12 proceedings, see ED597979.]
Assuring the Quality of Higher Education Systems and Its Link to Improvement in Learning Cultures: The Role of the International Reviewer
Author: Hilton, Gillian L. S.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Evaluators,Expertise,Global Approach,Quality Assurance,Foreign Countries,Teacher Education,Educational Improvement

This paper addressed the place of the use of international 'experts' in assuring the quality of Education programmes within Higher Education in relation to the globalisation agenda. The experiences of one such 'expert' are discussed and recommendations made as to the type of person suited to the role. Some issues relating to Higher Education in the Baltic States of Lithuania and Latvia are addressed, in particular the need for a change in the learning culture from a focus on teaching to one on learning, the need to embrace not resist change and the need to respond quickly to an ever changing education agenda. The paper attempts to address some of the difficulties faced by higher education institutions in the area and also the concerns of the international experts with particular reference to the lack of good data on which to base their conclusions and recommendations. Despite years of membership of the EU change is not occurring as fast as it needs to and this is where the advice of the 'expert' can be of use. [For the complete Volume 12 proceedings, see ED597979.]
Essential Values for Global Citizenship: How Do South African Learners Fare?
Author: Jacobs, Lynette
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Global Approach,Foreign Countries,Secondary School Students,Student Behavior,Antisocial Behavior,Advantaged,Educational Environment,Rural Urban Differences,School Size,Values,Substance Abuse,School Vandalism,Citizenship Responsibility

Respect for oneself, for one another, for property and for the world is needed within the global context. In line with global trends, the South African government has consistently included these principles in its policy documents over the last 20 years. While media reports suggest that the behaviour of learners, specifically in secondary schools, reflect disrespect we acknowledge that media reporting can be biased. Thus, a survey was conducted in 11 secondary schools from 3 provinces. The aim of this study was to evaluate the behaviour of learners in the schools through the experiences and observations of the participants, taking into account the various contextual factors within which the South African school system functions. An international questionnaire, adapted for the South African context, was administered to a non-probability sample of 690 learners. We found that in line with media reports, the behaviour of secondary schools learners to be in dissonance with the values of global citizenship and as portrayed in the curriculum documents of South Africa. Particularly in more privileged schools, learners seem to be engaged in destructive behaviour, such as consuming alcohol on the school premises, and destroying school property. [For the complete Volume 12 proceedings, see ED597979.]
Between Isolation and Loneliness: Social Networks and Perceived Integration with Peers of Children Diagnosed with ADHD in Regular Classrooms
Author: Grygiel, Pawel
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Social Isolation,Psychological Patterns,Social Networks,Children,Attention Deficit Hyperactivity Disorder,Elementary School Students,Clinical Diagnosis,Childrens Attitudes,Grade 3,Foreign Countries,Peer Acceptance,Play

Individuals with attention deficit hyperactivity disorder (ADHD) are characterized by a number of social deficits. The aim of the current study was to investigate the associations between ADHD diagnosis and social relationships among children from primary schools. Findings revealed that ADHD may contribute to both objective (social isolation) and subjective (dissatisfaction with peer relations) social problems. Children with a diagnosis of ADHD were more likely to have a &quot;rejected&quot; and &quot;neglected&quot; status and viewed their peer relations more negatively than children without this diagnosis. The effect of ADHD diagnosis on perceived integration with peers was found to be fully mediated by sociometric status. Our results underscore the relevance of social aspects of ADHD, which need to be addressed in the therapeutic programs. Interventions aiming to promote a positive image of children with ADHD among their peers should also be undertaken. [For the complete Volume 12 proceedings, see ED597979.]
Buddhist Echoes in University Education: A Comparative Study of China and Canada
Author: Zhao, Dong
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Buddhism,Cross Cultural Studies,Foreign Countries,Postmodernism,Higher Education,Religious Education,Educational History,Comparative Analysis,Universities,Moral Values,Social Change,Teaching Methods,Comparative Education

Postmodern university education should provide students with, among other things, a third eye of wisdom to see the world and themselves. The enculturation of Buddhism in university education serves to realize this grand aim. This paper first examines the historical development and practical significance of the Buddhist components in both Chinese and Canadian contexts. Based on the cases of representative universities in the two countries, it then analyzes the permeation of Buddhism in the two countries' university education, comparing the implications of Buddhist education in their respective higher-learning contexts. The findings indicate how, in their own ways, Chinese and Canadian universities employ Buddhist concepts in shaping students' morality, enriching the humanistic and/or liberal education and assisting students in adapting to the changing world. [For the complete Volume 12 proceedings, see ED597979.]
Exploring Land Ownership and Inheritance in Nigeria
Author: Achinewhu-Nworgu, Elizabeth
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Civil Rights,Females,Land Use,Ownership,Spouses,Laws,Family Relationship,Equal Education,Children,Poverty,Marital Status,Cultural Context

This paper will aim to investigate into women's rights pertaining to land in Africa particularly as the case may be envisaged in the Nigerian cultural and legal system. Research has shown that many African women such as in Nigeria are left impoverished once their husbands die or they divorce in West Africa as the land automatically becomes the property of the dead husband family. The case applies also to a polygamist family where a man may be married to four women with many children and if the man dies in many cases, the first son takes over all the wealth of the father according to the native law and custom. It also applies to women born outside marriage and brought up by grandparents, when the granddad or grandmother becomes late, the women does not inherit any land from the family. This obviously has implications for the women and child education, hence may be in breach of human rights Protocol to which Nigeria is a signatory in regards to equality and right to education. The paper will seek to explore the legal framework for equality in Nigeria from the Human Right Protocol in relation to the legal rights of women involved in land disputes. It will look at the implications of this problem to the women and their children education. From the analysis of the key issues, it will aim to make suggestions and strategies to overcome the barriers that many women face in relation to unfair distribution of land or wealth in the absence of their spouse or family member. The paper will draw on relevant case-laws and their compliance to the Human Rights protocol (right to education and equality) as well as recommending strategies for the Nigerian women victims to fight for justice. [For the complete Volume 12 proceedings, see ED597979.]
Section 619 Preschool Program: Federal Appropriations and National Child Count 1977-2018. Updated May 20, 2019
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2019-05-20
Type: Numerical/Quantitative Data
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Preschool Education,Preschool Children,Special Education,Federal Aid,Resource Allocation,Expenditures,Tables (Data)

Part B, Section 619 of the Individuals with Disabilities Education Act (IDEA) is intended to help ensure that all eligible preschool children with disabilities, aged 3-5 years, receive special education and related services. This growth/comparison chart shows the federal appropriations allocated for Part B Section 619, the number of children served, and the federal dollars allocated per child each year from federal fiscal year (FFY) 1977 through FFY 2018. [For the previous report &quot;Section 619 Preschool Program: Federal Appropriations and National Child Count 1977-2017. Updated April 17, 2018,&quot; see ED590306.]
Anxieties, Challenges and Successes in the Transition to Online Teaching in an Open and Distance Learning Environment: The UNISA Experience
Author: Setlhako, Motladi Angeline
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Student Needs,Open Universities,Distance Education,Educational Technology,Technology Uses in Education,Online Courses,Asynchronous Communication,Teaching Assistants,Teacher Role,Internet,Interaction,Access to Computers,Foreign Countries

Meeting the needs of students in a continually evolving education environment has created new challenges and opportunities for Open and Distance Learning (ODL) Institutions. Institutions of Higher Learning (IHL) across the nation are designing new programs to promote students' achievements and graduation. The technological developments provide new teaching strategies and tools used to promote learning. The constant growth of varied technological tools has a great influence on ODL settings to design such online programmes as an alternative way to serve diverse student populations. Online teaching and learning is gaining popularity among ODL institutions as an alternative mode of teaching and learning, as it provides instant access to learning material as well as interaction with fellow students anytime and anywhere in the world. However, it is essential that Teaching Assistants (TA's) connect with students to provide students with the necessary support throughout their learning experience. This paper draws from the literature on asynchronous learning, interviews with TA's and the authors' own experiences on the differences of online facilitation and its challenges as experienced by TA's. Although facilitation of online programmes is evolving fast in developing countries, the author concludes that online facilitation is empowering but there is a great demand for acquisition of new skills for both lecturers as facilitators of learning within the institution and the TA's who provide student support. [For the complete Volume 12 proceedings, see ED597979.]
Characteristics of a Good Elementary School Teacher--Analysis of Teachers&apos; Self-Perceptions
Author: Cepic, Renata
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Characteristics,Teacher Effectiveness,Elementary School Teachers,Self Concept,Professional Identity,Faculty Development,Teacher Competencies,Foreign Countries,Context Effect,Teaching Experience,Age Differences,Professional Continuing Education,Creativity,Justice,Empathy,Reliability

Views on the desirable characteristics of teachers and their professional development directly affect the organisation of the initial and continuing professional training of teachers, which in turn largely determines the development of teachers' professional identity. In recent literature, professional identity is enmeshed in a broader societal discourse that is underpinned by values, personal qualities, ideology, relationships, status, training and qualifications. Starting from the point of view that the competences acquired are not sufficient for the teachers' professional activities, and also for reflection on their professional mission and identity and self-examination of their own experiences, beliefs, values and practices, we were interested in how the most important characteristics of quality teachers are viewed by the teachers themselves in two neighbouring countries -- Croatia and Slovenia. We expected the results to be very similar due to the similarity of the cultural contexts of both countries. However, as the formation of professional identity depends not only on the broader social context, but also on the specific academic and institutional contexts in which teachers operate and develop, we also expected the answers to differ somewhat, which was confirmed by the results. Croatian teachers identified knowledge, creativity and fairness as the three most important characteristics of a good teacher, while the Slovene teachers identified the teacher's consistency as the most important feature of a good teacher, followed by knowledge and empathy. There was no statistically significant difference in the first three most important characteristics among teachers with regard to the length of their teaching experience and their age. [For the complete Volume 12 proceedings, see ED597979.]
Factors That Enhance Didactic Implementation of Human Development Courses in Polytechnic Universities Engineering Students
Author: Rodríguez, Reyna del Carmen Martínez
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Competency Based Education,Engineering Education,Foreign Countries,College Students,Individual Development,College Instruction,Student Attitudes

This paper presents partial results of the analysis of the didactic implementation of transverse subjects focused on the human development into the Competency-Based Education Model (CBEM) of the Polytechnic Universities' subsystem. A descriptive study was designed through a questionnaire to identify strengths and weaknesses in the teaching of these subjects from the perception of engineering students. It was detected, as an area of opportunity, the need to enrich intrapersonal and interpersonal skills in students through the development of activities that they reflect on different cultures and the importance of relating theoretical content with real situations and the use of technologies. The contributions of Delors (1996), Blanco (2006) and Ornelas (1995) were picked in order to show the need to enrich the comprehensive educational training through enriching educational process implementation into Polytechnics Universities' subsystem. [For the complete Volume 12 proceedings, see ED597979.]
Game - An Example of Historical Influence on Cultural and Social Events during 18th and 19th Centuries
Author: Markovic, Ivancica
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Games,Children,Socialization,World History,Foreign Countries,Social Influences,Cultural Influences,Standards,Social Values,Informal Education

In her work, the author presents the list of children's games (kept in the Brlic Family Archives in Slavonski Brod) from the first half of the 19th century. The list of children's games is in the manuscripts in the files of Ignjat Alojzije Brlic dated from 1830 to 1835. Using this list as an example, the author proves that children's games also played an important role in social and cultural events, especially in the socialising of children in Slavonia in 18th and the first half of 19th century. [For the complete Volume 12 proceedings, see ED597979.]
Higher Education and the Preparation of Multicultural Global Citizens: The Case of a Technological Curriculum
Author: Canen, Alberto G.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Multicultural Education,Citizenship Education,Global Education,Engineering Education,Curriculum Development,Course Descriptions,Foreign Countries

The present paper discusses the relevance of multicultural educational research that goes beyond human sciences so as to embed technological curriculum and the preparation of professionals of areas such as engineering as competent global citizens. It argues that multiculturally preparing engineers should be part of an educational project that places Higher Education Institutions (HEIs) at the forefront of innovation and the valuing of the preparation of a new generation of professionals more attuned to a globalized perspective that also incorporates a humanitarian, multiculturally oriented perspective. The paper discusses theoretical issues involved in a multicultural engineering curriculum, and then it focuses on educational research relative both to contemporary trends in the delivery of syllabuses in three engineering HEIs. It discusses challenges and possibilities in the translation of the idea of engineering for a global and multicultural perspective of competence into curriculum thinking and practice, suggesting ways ahead in order to boost it. [For the complete Volume 12 proceedings, see ED597979.]