(2021). The Mental Representation of Nonnumerical Quantifiers: The Spatial-Linguistic Association of Response Codes (SLARC) Effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, v47 n12 p2021-2028 Dec. How quantifiers are represented in the human mind is still a topic of intense debate. Seminal studies have addressed the issue of how a subclass of quantifiers, that is, number words, is spatially coded displaying the Spatial-Numerical Association of Response Codes (SNARC) effect; yet, none of these studies have explored the spatial representation of nonnumerical quantifiers such as "some" or "many." The aim of the present study is to investigate whether nonnumerical quantifiers are spatially coded in the human mind. We administered two typical comparison tasks to 52 participants: the first task involved nonnumerical quantifiers; the second task involved number words. Results showed a response-side compatibility effect for both number words and nonnumerical quantifiers, suggesting that both types of quantifiers are encoded in a spatial format; quantifiers referring to "small" quantities are responded to faster with the left hand and quantifiers referring… [Direct] [Direct]
(1974). Noncitizen: Plight of the Mentally Retarded. Social Work, 19, 1, 56-62, Jan 74. Mentally retarded citizens have been denied their human and civil rights, not only by the public, but by professionals–including social workers. The author claims that most programs for the mentally retarded are, at best, dehumanizing. Professionals have an ethical obligation to refuse to refer children to such programs. (Author)…
(2006). Who Carries the National Flag?: The Politics of Cultural Identity in the Increasingly Multicultural Greek School. European Education, v37 n4 p50-60 Win 2005-2006. The change in the composition of the school population as a result of the extensive influx of immigrants in Greece has brought in a recurrent controversy on the issue of allowing non-Greek citizen to carry the national flag, the Greek's most cherished national emblem, as a reward for an excellent school performance. When a state legislator, many decades ago, instructed the teachers' board of each school to award the pupil with the highest marks the supreme honor of carrying the national flag in the parades commemorating the two national holidays on 28 October and 25 March, he could not have foreseen this development. To some, the national flag symbolizes the glorious wars for independence and the achievements of national integration. These people argue that the flag should not be belittled by turning it into a mere prize for pupils excelling in school, least of all when this prize is given to a foreigner. At the other end of public opinion, the case of the flag-in-school controversy… [Direct]
(1993). A Humanist in Multicultural Education. Cultural diversity and cultural plurality are considered today to be the backbone and passion of many multicultural education programs in the United States. Idiosyncratic and parochial needs of specific racial, ethnic, and other self-interest groups are studied as distinctive entities. In some cases, they are treated uniquely in what has been characterized as cross-cultural education. Mainstream multicultural programs are not viewed within the context of social and human experiences whose outcomes enrich and advance the totality of existing values in a cultural plurality. Mono-cultural, bi-cultural, and cross-cultural programs each represent one perspective on a multicultural continuum. In contrast, a humanistic cultural learning experience embraces a commitment to the universality of human condition and the universality of human needs and beliefs that transcend color, race, gender, age, and ideological boundaries. An interdisciplinary approach among liberal arts, the humanities,… [PDF]
(1999). CompSpeak 2050: How Talking Computers Will Recreate an Oral Culture by Mid-21st Century. In the 21st century, VIVOs (voice-in/voice-out computers using visual displays but no text) will make written language obsolete. Written language is essentially a technology created 6,000 to 10,000 years ago for storing and retrieving information. VIVOs will perform this same function more easily, efficiently, and universally without requiring people to learn to read and write. There will be no compelling reason for schools to teach literacy skills. By 2050, the electronically-developed nations will become oral cultures; by 2150, a worldwide oral culture will be in place. Today's push to develop VIVOs is a further step in the human evolutionary drive to move past written language's limits and return to the biogenetic, oral-aural, pre-alphabetic roots of human communication and information storage. Young people's choosing television, telephone, stereo, and computer games over books, letter-writing–and the resulting literary crisis that engulfs schools–is not the result of mental… [PDF]
(1993). Tolerance for Diversity of Beliefs: A Secondary Curriculum Unit. This document consists on a 6-week curriculum unit designed to allow secondary students to actively explore issues associated with freedom of belief and expression. Throughout the curriculum students systematically examine the ways in which the legal and constitutional framework of our society directly embodies the norms of freedom of speech and minority rights. Students analyze the legal protections that have been afforded unpopular groups at the national level and parallel principles at the international level. Case studies, role playing, simulations, and mock interviews are used throughout the curriculum to examine the historical, psychological, and sociological dimensions of tolerance and intolerance. Information from psychological studies helps students understand why some individuals are particularly intolerant of beliefs that differ from their own. Descriptions of the Holocaust, the Cultural Revolution, and the internment of Japanese Americans during World War II direct…
(1977). The Formation of the World Council of Indigenous Peoples. IWGIA Document 29. Once European sovereignty had been established, colonial powers regarded the affairs of the colonized area as "internal", meaning that indigenous rights were to be governed solely by the colonial power. It was George Manuel, a British Columbia Indian and President of the National Indian Brotherhood, 1970-76, who conceived the idea of an alliance of indigenous peoples to effect indigenous rights. After visiting numerous countries and organizations throughout the world, including the World Council of Churches, the International Labor Organization, etc., Manuel secured funds to launch the first international conference of indigenous peoples in October, 1975. The Conference was held at Port Alberni, British Columbia where 260 people representing some 18 countries attended workshops dealing with: representation of the United Nations (UN); the Charter of the World Council of Indigenous People; social, economic, and political justice; retention of cultural identity; and retention…
(2007). Education for All by 2015: Will We Make It?. United Nations Educational, Scientific and Cultural Organization (UNESCO) Seven years ago 164 governments, together with partner organizations from around the world, made a collective commitment to dramatically expand educational opportunities for children, youth, and adults by 2015. Participants at the World Education Forum in Dakar, Senegal, endorsed a comprehensive vision of education, anchored in human rights, affirming the importance of learning at all ages and emphasizing the need for special measures to reach the poorest, most vulnerable and most disadvantaged groups in society. This sixth edition of the \Education for All (EFA) Global Monitoring Report\ assesses the extent to which these commitments are being met. There is clearly a \Dakar effect,\ evidence that rallying around common goals can mobilize countries to empower individual lives. Partly because of the abolition of tuition fees, more children are enrolled in school than in 2000, with the sharpest increases in the regions farthest from the goals set in Dakar. Many governments have… [PDF]
(1996). Recovering from 30 Years of War: Refugee Women and Children in Angola. After 30 years of war, Angola faces the challenge of creating a civil society. This report presents key findings of a visit to Angola, December 1-13, 1996, by the Women's Commission for Refugee Women and Children. The report describes conditions facing women and children affected by war in Angola, addresses the return process of refugees from Zaire and Zambia, and identifies how well women's and children's needs are being addressed by relief efforts. Section 1 of the report presents the executive summary. Section 2 provides a historical overview of the situation in Angola. Section 3 discusses refugee repatriation and the protection and reintegration of returnees, while section 4 addresses problems of internally displaced persons. Section 5 assesses emergency needs in Angola regarding protection and human rights, health care, human resources, and education. Section 6 focuses on the needs of child soldiers, street children, and abused and exploited children. Section 7 addresses… [PDF]
(1982). International Law in a Global Age. A Teacher Handbook. This global approach to teaching high school students about international law uses existing curriculum materials from a variety of social studies disciplines to present five major perspectives. Perspective I, "Global Links," focuses on the meaning of citizenship in a global age and the interconnectedness between individuals and the international system. Perspective II, "Cultural Contrasts," examines custom and law, including cultural perspectives on family law, decision making in another culture, and international human rights. Perspective III, "Actors and Relationships," examines actors on the international stage including nation-states, multi-national corporations, regional organizations, and non-governmental organizations. Focusing on "International Order," perspective IV presents an historic view of various models of world order, law, and government. The final perspective provides an introduction to international conflict; lessons on… [PDF]
(1992). Integration of Vocational and Academic Education: Theory and Practice. Integration of vocational and academic education at the secondary level has been suggested as a way to strengthen students' education. Concerns about the vocational-academic split found in high schools center around human rights issues; economic competitiveness dependent on strengthened education; and graduates unprepared for life, work, or college. Curriculum theorists discuss three ways to organize a subject curriculum (correlated curriculum, fused curriculum, and broad fields curriculum) and two alternatives to the subject curriculum (core curriculum and activity curriculum). The literature indicates considerable activity directed toward integrating vocational and academic education. The most frequent type is the emphasis on basic academic skills in vocational courses. Three dimensions of the method for accomplishing the integration have been identified: content blend, teacher arrangement, and program of study. The scope of curriculum integration can be thought of in terms of… [PDF]
(1993). National Foreign Language Planning: Practices and Prospects. A selection of essays on foreign language planning at the national level contains articles on the language planning process, language choice, teacher education, testing and assessment, and transnational planning. Essays include the following: "Foreign Language Teaching Policy: Some Planning Issues" (Theo J. M. van Els); "Foreign Language Planning in the United States" (Richard D. Lambert); "Communication, Foreign Languages, and Foreign Language Policy" (Kari Sajavaara); "Language Policy and Language Teaching in Finland" (Sauli Takala); "Problems in the Implementation of Foreign Language Policy in Finland" (Marja-Liisa Karppinen); "Languages and Policy in Estonia" (Urve Laanemets); Human Rights and Foreign Languages" (Robert Phillipson); "Language Choice and Its Impact: The Sociocultural Factor in Language Education Strategies" (Elisabetta Zuanelli Sonino); "Less Commonly Taught Languages in the United…
(1984). Peace and World Order Studies: A Curriculum Guide. Fourth Edition. The fourth edition of this curriculum guide will help college, university, and secondary school educators design and update courses, familiarize themselves with new literature and resources, and plan and justify new academic programs in the study of global problems. While syllabus categories remain the same as in previous editions, several new syllabi sections have been added. Over 100 course syllabi and outlines drawn from a wide variety of disciplines, including political science, literature, anthropology, sociology, international law, engineering, physics, and the natural sciences are provided. Following a foreword and introductory essay in Part I, course syllabi in Part II are presented, arranged in the following sections: an overview of world problems; peacemaking and nonviolence; women and world order; world order education: teacher training; hunger and the politics of food distribution; ecological balance; international law and organization; human rights and social justice;…
(1993). Innovation in International Education: The Conference Course. This final report describes activities and accomplishments of a federally supported 3-year project at Haverford and Bryn Mawr Colleges (Pennsylvania) to develop three interdisciplinary "conference courses" in international affairs. The courses were offered in the political science department and were titled "North-South Cooperation for Third World Development"; "Human Rights in International Affairs"; and "Issues in the Inter-American Dialogue." The courses used a policy-making orientation, placed students in direct contact with policymakers, and converted student interest in international issues into problem-solving skills. The objective was to involve students in making a "commission" recommendation for action, and required rapid acquisition of relevant knowledge, committee work to achieve trade off and consensus, and cooperative report writing. Faculty from the Departments of Economics, Philosophy, and Spanish re-tooled current… [PDF]
(1997). A Research and Development Approach to the Delivery of Comprehensive Functional Education and Literacy in the Philippines. In the Philippines, introduction of a formal education system, new written language, and the knowledge encoded in it have been part of a colonization process and not the result of direct evolution from informal education. The discontinuities between formal and informal education–abstraction, systematization, and specialization–are greater and more complex, but nonformal education is in a position to bridge them. Adult education development has been part of a dynamic interaction between social problems, popular demands, state response, adult education provision, and external constraints. The most significant legislation and policies are as follows: the agrarian reform law, creation of autonomous regions for indigenous Muslim Filipino communities, local government code, education reforms, language policy, literacy under Education for All, human rights education, and Philippine Development Plan for Women. Seven aspects must be considered when speaking of a context-specific,… [PDF]