(2005). The Role of Home Economics: Population and Family Life Education in Nigeria. Journal of Family and Consumer Sciences, v97 n1 83-87. Home economics is a dynamic field that imparts knowledge intended to help people adapt to their environment by making effective use of human and material resources. Hence, the profession values global concerns for the environment, human rights, health, and well-being. In Nigeria, home economics teachers must also consider the role they play in programs such as family life education, poverty alleviation, and universal basic education. In particular, home economics is one of the subjects through which core messages of the country's Population and Family Life Education program are to be integrated at the secondary school level. In this article, the author discusses the outcomes of this program and provides recommendations for teachers teaching this subject. (Contains 1 table and 1 resource.)… [Direct]
(2005). Spoonfuls of Justice, Fistfuls of Writing. Teaching Artist Journal, v3 n2 p106-111 Jun. As a part of the artist-mentor program at Battery Creek High School, the author was there to share her creative writing process with the students and their teachers. This article describes creative writing in a Food and Nutrition class which the students put together in a literary cookbook, "Da Food." "Justice on a Page: Writing Letters to World Authorities in Defense of Human Rights" is an attempt to create a Social and Economic Justice curriculum. The students would fill the letters with their reactions to the injustice, remark on their own situations and backgrounds, and propose remedies. Writing these letters, students will experience how directed and purposeful creative writing can positively effect human lives, and improve the world…. [Direct]
(2006). Professional and Personal Values and Virtues in Education and Teaching. Oxford Review of Education, v32 n2 p171-183 May. This paper distinguishes the key dimensions of professional value in teaching under three headings: (i) deontic norms; (ii) aretaic norms; and (iii) technical norms. With regard to (i) it is held that aspects of the professional conduct of teachers are properly (though not exclusively) implicated in the observance of moral principles and duties–especially in so far as education may also be considered a human right. With regard to (ii), however, it is argued that professional development is not exhausted by fidelity to obligations, and also needs to be understood in terms of the development of personal qualities of character. That said, some criticism is here offered of a recent critique by Chris Higgins (2003) of the \ascetic\ ideal of teaching, and of his defence of a more \self-regarding\ conception of professional development. The final section of the paper argues that insofar as it seems difficult if not impossible to separate the technical from the moral in teacher expertise,… [Direct]
(1973). Career Education and the Handicapped Person. The implications of career education are considered for handicapped persons. It is explained that career education consists of all experiences for learning about work; and basic definitions are given for \work\, \career\, \vocation\, \occupation\, \leisure\ and \education\. Work as a basic human need and human right is discussed; and economic, sociological and psychological reasons for working are explored. Statistical predictions concerning underemployment and unemployment of handicapped high school graduates during the next four years are cited in order to emphasize the necessity of making career education opportunities available. Stressed as particularly relevant for the handicapped are basic career education principles such as the right to choose from among a wide range of personally meaningful work possibilities and emphasis upon accomplishment and discovery of an individual's talents rather than his limitations. (LH)… [PDF]
(1986). East/West Perspectives on Education for Peace and Security. Conference Report of the International Network for Global Education (INGE) (New Paltz, New York, November 8-12, 1986). The purpose of the International Network for Global Education (INGE) is to promote global education within the educational systems of network member countries. Areas of study are listed under the following headings: Peace Studies; East/West Relations; North/South Relations; Human Rights; Global Environment; Human Values; and Cross-cultural Issues. Conference speakers John Darnton (United States) and Laszlo Kallay (Hungary) expressed the idea that the study of history lays the groundwork for understanding and acceptance of other cultures. The members of the conference established recommendations for INGE. Jan Tucker (United States) presented policy development in global education. Gunter Renner (West Germany) discussed curricular content for global education. G. H. Oonk (The Netherlands) and R. Tolsma (The Netherlands) reviewed pedagogical principles underlying the study of international education. Roger Morgan (United Kingdom), Hans Hooghoof (The Netherlands), and O. J. Dunlop…
(1988). AIDS Federal Policy Act of 1987. Hearings on S. 1575: To Amend the Public Health Service Act To Establish a Grant Program To Provide for Counseling and Testing Services Relating to Acquired Immune Deficiency Syndrome and To Establish Certain Prohibitions for the Purpose of Protecting Individuals with Acquired Immune Deficiency Syndrome or Related Conditions. Committee on Labor and Human Resources. United States Senate, One Hundredth Congress, First Session. This document presents the text from two Senate hearings on the AIDS Federal Policy Act of 1987 which concerns voluntary testing for AIDS virus, education and counseling to stop the spread of AIDS (Acquired Immune Deficiency Syndrome), and confidentiality and discrimination against AIDS victims. In the first hearing, opening statements are included from Senators Edward Kennedy, Strom Thurmond, Orrin Hatch, and Dan Quayle. Testimony is provided by Louise and Clifford Ray, accompanied by their three hemophiliac sons, Robert, Richard, and Randy, all of whom have tested positive for the AIDS virus; their daughter Candy; their physician, Jerry Barbosa; and their attorney, William Earl. Also providing testimony are: (1) Alberta Fuentes and Katy Taylor, Commission on Human Rights, New York City; (2) Lonnie Bristow, American Medical Association, Chicago, Illinois; (3) Mary Foley, American Nurses Association, Washington, D.C.; (4) Bonnie Strickland, American Psychological Association; (5)… [PDF]
(1971). A Guide for Improving Teacher Education in Human Rights. This guide discusses the need for and ways of implementing human and civil rights education in the teacher education program and in the public schools. One section analyzes specific rights, such as equality of opportunity, free speech, and freedom of assembly, and lists some typical behaviors of institutions–both colleges and public schools–which exemplify a commitment to rights or which appear to be a violation of them. Another short section lists democratic educational processes, such as discussion and cooperative planning, and points suggestions for incorporating human and civil rights education into the teacher education program–both preservice and inservice. Suggestions for the preservice program include discussion of content, activities, timing, and ways of incorporating this content into existing education courses. The section on inservice education includes a sample schedule for a 2-day conference and a sample list of objectives and activities for a 1-week workshop. (RT)… [PDF]
(1982). Working Together: Strategy for Race Relations in Ontario. The Ontario (Canada) Human Rights Commission seeks to promote a climate of human relations in the province which will allow all people to live together in harmony and enable individuals to fulfill their potential to the fullest degree. The Commission's Race Relations Division focuses on residual racist expressions and attitudes. This division's two-part strategy aims to (1) promote racial harmony, and (2) remove racial disadvantage, by helping every institutional sector of the society to develop an internal capacity for dealing with racism and racial discrimination. Community and institutional policy work is carried out by the division in educational institutions, the criminal justice system, business and industry, unions, the media, government, housing, religious institutions, and the health care and social service delivery system, as well as in the area of minority youth employment. (AOS)…
(2018). "So Where Are the Promises of This America? Where Is the Democracy and Where Are the Human Rights?": Refugee Youth, Citizenship Education, and Exclusion from Public Schooling. Curriculum Inquiry, v48 n1 p53-69. This article explores the disjuncture between refugee's pre-migratory educational aspirations and their everyday encounters with urban public schools. This study engages with two main questions: How do refugee youth's experiences with their urban public schools act as barriers to their educational aspirations? How do these experiences inform their understandings of citizenship? This research centres refugee youth critiques and questions as they explore the meaning of citizenship, particularly during this political moment when Muslim refugees have been framed as the ultimate "Other" and as a threat to national security and identity. This data for this article comes from a three year, multi-sited, multilingual ethnography, with recently resettled Iraqi refugee families in Philadelphia. Participant observation, interviews, and family focus groups were conducted in refugee households, public schools, welfare offices, hospitals, and refugee resettlement agencies. The article… [Direct]
(1983). Human Rights and the Helsinki Accord: Focus on U.S. Policy. Headline Series No. 264. This booklet traces the development of the 1973 Conference on Security and Cooperation in Europe (CSCE) in Helsinki. The conference came to symbolize detente in Europe and was comprised of 33 countries in Europe, as well as the United States and Canada. It was hoped the new structure to emerge would promote a greater sense of security by mitigating cold-war tensions and reduce, or remove, all barriers between the East and West. The book offers an assessment of foreign policy in the intervening decade since the conference. Chapters include: (1) "From Yalta to Helsinki"; (2) "The Meaning of Helsinki"; (3) "The Changing Posture of the United States"; (4) "Confrontation at Belgrade"; (5) "Madrid: Security vs. Human Rights"; and (6) "The Value of the Helsinki Process." Monographs in FPA's Headline Series are published approximately four times a year and are intended as a resource for teachers and students in the foreign policy…
(1999). Adult Learning for Prisoners. Adult Learning and Groups with Special Needs. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet examines adult education needs and opportunities for incarcerated persons from the perspective of experts and former inmates. The booklet considers adult learning a basic human right and a crucial step towards the reintegration and the rehabilitation of prisoners and that there is a great demand for learning in correctional institutions. At the same time, conference workshop participants felt that the demand was not being met appropriately. Future strategies and the issue of the right to adult education for inmates were raised. In addition, the workshop explored ways to continue and improve cooperation and networking among those who are involved in prison education. The booklet concludes that it is imperative to recognize prisoners' right to learn and to provide programs and curricula that can facilitate their learning. (KC)… [PDF]
(2011). For Gay Students, More Room on Campuses. Chronicle of Higher Education, Mar. Students in the University of Rhode Island's GLBT community are fed up with what they describe as their marginalization. They are seeking, among other resources, respectable headquarters, where they can invite professors, hold events, and develop a sense of belonging on the campus. Since a week-long protest this past fall, they are gaining ground. The needs of gay, lesbian, bisexual, and transgender students, already well-served at some colleges, are attracting attention on campuses around the country. Several gay teenagers' suicides in the fall, including that of a student at Rutgers University, raised awareness of bullying, as have other incidents of bias: a gay-pride flag shredded last year at Elmhurst College, in Illinois, and one burned at Albion College, in Michigan. Concerns about safety and comfort, recently reflected in the first national survey of the GLBT campus population, are leading more administrators to consider how their students feel and what kinds of programs and… [Direct]
(2023). Measuring Collaborative Problem Solving: Research Agenda and Assessment Instrument. Interactive Learning Environments, v31 n8 p5159-5179. In this paper, we present an agenda for the research directions we recommend in addressing the issues of realizing and evaluating communication in CPS instruments. We outline our ideas on potential ways to improve: (1) generalizability in Human-Human assessment tools and ecological validity in Human-Agent ones; (2) flexible and convenient use of restricted communication options; and (3) an evaluation system of both Human-Human and Human-Agent instruments. Furthermore, in order to demonstrate possible routes for realizing some of our suggestions, we provide examples through an introduction of the features of our own CPS instrument. It is a Human-Human pre-version of a future Human-Agent instrument and a promising diagnostic and research tool in its own right, as well as the first example of transforming the so-called MicroDYN approach so that it is suitable for Human-Human collaboration. We offer new alternatives for communication in addition to pre-defined messages within the test,… [Direct]
(1983). The Rhetoric of Rights. Theorists on human rights can be divided into two camps: those who believe that rights are asserted by and ascribed to groups, and those who believe that rights may be properly predicated to individuals only. Of late, the latter group has gained dominance. This paper, by presenting a rhetorical analysis of individualism in regard to rights, rejects the limiting of rights to distinct persons. Analysis is divided into five stages. A discussion of the phenomena of group rights precedes examination of the theoretical restrictions of rights of individuals. Various individualisms are distinguished and discredited. The author then highlights the relevance of \group rights\ to current issues of ethics, politics, and law, outlining the potential contributions of this concept to current projects in political theory. Finally, the notion that rights are political rather than philosophical is presented. (Author/LP)… [PDF]
(1991). Peace Education: A Tentative Introduction from a Swedish Perspective. Peace Education Reports No. 2. Discussing the concept of peace education, specifically from a Swedish perspective, this paper offers a rationale for the inclusion of peace education in school curricula throughout the world. Organized into three sections, the first section presents a historical background to current peace education efforts, and focuses on developments since World War II, especially within Swedish schools. The second section seeks to define the content of peace education, and includes a discussion of the intellectual history of war, the arms industry, human rights, developing nations, psychological problems, security policy, and peace and the environment. The third section discusses how peace education is currently put into practice in Swedish schools. An appendix contains an excerpt from a paper on peace education and a 25-item list of references. (DB)… [PDF]