(1983). Confronting World Hunger. CARE BRIEFS on Development Issues, n3 Oct. The idea that food should be a universally accepted human right has been the focus of worldwide attention aimed primarily at increasing production at the national level and on reducing price fluctuations in world markets. However, the problem of individual human needs must be simultaneously addressed. The largest number of hungry people live in low-income countries, especially Asia, whose people receive less than 90 percent of their national standards for adequate per capita caloric intake. Similarly, two-thirds of the sub-Saharan African population and a substantial proportion of Latin American and Middle Eastern peoples may also be consuming less than their national caloric standard. Migration further intensifies the problem by leading people threatened by famine to join the ranks of the chronically poor and malnourished in urban areas. Lack of food is not the only cause of malnutrition, with viral diseases resulting from parasite-infested drinking water causing an additional…
(1998). Educating on a Human Scale: Visions for a Sustainable World. Proceedings of the Human Scale Education Conference (Oxford, England, September 26, 1998). Human Scale Education's 1998 conference addressed the creation of schools and learning experiences to foster in young people the attitudes and skills to shape a fairer and more sustainable world. "Values and Vision in Business and Education" (Anita Roddick) argues that educational curricula must contain the language and action of social justice, human rights, community economics, sustainability, and ethics if young people are to understand that they can make a difference to their world. "Education for Citizenship" (Richard Pring) maintains that citizenship education must prepare young people not only for an economic future but also for a political one in which they are expected to participate actively within a democracy. It is difficult to encourage children to discuss, debate, and explore issues within the context of the British national curriculum. "The Ecology of Learning" (Satish Kumar) discusses the need for life-centered education as well as… [PDF]
(2024). Learning Analytics as Data Ecology: A Tentative Proposal. Journal of Computing in Higher Education, v36 n1 p154-182. Central to the institutionalization of learning analytics is the need to understand and improve student learning. Frameworks guiding the implementation of learning analytics flow from and perpetuate specific understandings of learning. Crucially, they also provide insights into how learning analytics acknowledges and positions itself as entangled in institutional data ecosystems, and (increasingly) as part of a data ecology driven by a variety of data interests. The success of learning analytics should therefore be understood in terms of data flows and data interests informing the emerging and mutually constitutive interrelationships and interdependencies between different stakeholders, interests and power relations. This article analyses several selected frameworks to determine the extent to which learning analytics understands itself as a "data ecosystem" with dynamic interdependencies and interrelationships (human and non-human). Secondly, as learning analytics… [Direct]
(1996). Rights of the Child in Nigeria. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Federation of Nigeria. The report's introduction asserts that the rule by decree of Nigeria's present military regime has serious implications for human rights, and that the most fundamental recommendation of any report seeking to further the interests of the rights of Nigerian children must be a return to democratic civilian rule. The report then presents observations and recommendations in the following areas: (1) the definition of a child; (2) criminal responsibility; (3) the practice of torture; (4) the use of corporal punishment as a punitive measure; (5) physical chastisement of the child in the home; (6) punishment on a gender discriminatory basis; (7) death penalty and life imprisonment; (8) summary execution; (9) arrest and detention; (10) special… [PDF]
(1993). Iowa Women of Achievement. Goldfinch, Iowa History for Young People, v15 n2 Win. This issue of the Goldfinch highlights some of Iowa's 20th century women of achievement. These women have devoted their lives to working for human rights, education, equality, and individual rights. They come from the worlds of politics, art, music, education, sports, business, entertainment, and social work. They represent Native Americans, African Americans, Hispanic Americans, and European Americans. The first woman featured is Carrie Chapman Catt, who served for 51 years as an officer in either a state or national group supporting women's suffrage. Seven of those years she was president of the largest national group, the National American Woman Suffrage Association. The next woman highlighted is Edna Williams Griffin, a black woman who dedicated much of her life to civil rights and peace organizations. The third article tells of Cora Bussey Hillis and her work to support children's rights. The fourth woman recognized is Pauline Humphrey, the first black woman to own and operate… [PDF]
(2001). Rights of the Child in Guatemala. This report to the United Nations Convention on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the Convention by Guatemala. The report's introductory summary asserts that the end of armed conflict in Guatemala and the establishment of a peace process coupled with other government regulations has led to conditions in which it may be possible to strengthen legal instruments for protecting human rights and improve living conditions for Guatemalan children. The report presents observations and recommendations in the following areas: (1) definition of a child; (2) child prostitution and child trafficking; (3) torture and other cruel, inhuman, or degrading treatment or punishment; (4) street children; and (5) children in conflict with the law. The report's conclusion maintains that although Guatemala has made efforts to protect children's rights, those efforts are not as effective as they could have been had the… [PDF]
(2004). HIV/AIDS and Education: A Study on How a Selection of School Governing Bodies in Mpumalanga Understand, Respond to and Implement Legislation and Policies on HIV/AIDS. International Journal of Educational Development, v24 n2 p183-199 Mar. Very little research has been done in South Africa on HIV/AIDS and education. This article is a small attempt to plug the gap. The purpose of the research is to investigate the legal and policy provisions and implications regarding HIV/AIDS for rural and township schools in the Mpumalanga district of South Africa. It seeks to answer three questions: (1) What is the status of policy and legislation on HIV/AIDS and Education in South Africa? (2) How do schools understand, respond to and manage issues of law and policy regarding HIV/AIDS? (3) What are the possible areas of conflict between legal and policy provisions and educational practices and behaviours? After examining the different laws relating to HIV/AIDS and education in South Africa a case study approach is used to explore the research questions in a number of rural and township schools. The findings highlighted a general ignorance of basic human rights issues, the right to confidentiality, the right to security from… [Direct]
(1995). Elements of a Sustainable Rural Policy. If a new and effective rural policy is to be crafted, policymakers must realize that rural America has changed a great deal in recent years. To be sustainable, rural policy must be flexible enough to accommodate continuing changes in global structure; be sufficiently targeted to address the unique concerns found in diverse rural situations; provide for long-term improvement in human living standards through natural resource management, technological innovation, and institutional change; and attract political support from both rural and urban residents. This will require more active participation and cooperation in policy formulation by citizens of the wider rural community; increased interaction between rural and urban policymakers; and more holistic consideration of investments in production, ecological, and institutional innovation. Farmers, timber workers, and miners will need to seek common ground and build alliances with others who have broader agendas (rural developers,… [PDF]
(1994). Creating Violence-Free Families: A Symposium Summary Report (New York, New York, May 23-25, 1994). Noting that family violence is a global and pernicious problem, this report summarizes a symposium–sponsored by the Baha'i International Community's office for the Advancement of Women, in collaboration with the United Nations Children's Fund (UNICEF) and the United Nations Development Fund for Women–on meeting the challenge of and raising public awareness about the scope and seriousness of family violence. Building on a diversity of cultures, professions, experiences, and perspectives, participants proposed that effective efforts to create violence-free families must be designed on the basis of including the whole family and active participation of all social sectors. The report elaborates the following conclusions, which emerged in consensus from the symposium: (1) family violence must be publicly acknowledged as a problem; (2) the social and economic costs of family violence are incalculable; (3) family violence is a human development issue; (4) family violence is a human… [PDF]
(1983). Global Studies Bibliography. Over 80 publications, most of which were published between 1975 and 1983, are listed in this annotated bibliography of books, articles, bulletins, and sources of instructional materials. Most of the items listed in this bibliography are intended to give the reader a general overview of global studies or to provide examples of the variety of materials available to teachers and other educators who wish to improve or expand the international/global dimensions of their programs and courses. The first section, "Background Reading," lists a number of publications that emphasize the increasing influence of transnational activities in human affairs and offers evidence of the universality of many of today's political, social, and environmental problems. Several of the books spell out educational implications of the emergence of a global age. Section II, "Articles, Journals, and Bulletins," includes position statements, reports, and documents in which the authors make the…
(2023). Wisdom and Leadership: An Exploratory Study on Accelerating the Cultivation of Wisdom. ProQuest LLC, Ph.D. Dissertation, California Baptist University. Wisdom and leadership should go hand in hand. Both are concerned with human flourishing. Leadership is about making the right things happen the right way for the good of the collective. Discerning and doing the right things ultimately requires wisdom. While wisdom is esteemed as the highest intellectual and moral virtue, few studies explore the relationship between wisdom and leadership, especially how leaders understand and acquire wisdom. The three guiding questions for this study were: 1. Would higher education leaders who participate in a wisdom educational intervention experience an increase in their self-reported wisdom scores? 2. Do years of leadership experience moderate leaders' self-reported wisdom scores? and 3. Do faith, gender, years of leadership experience, and specialty/career field affect self-reported wisdom scores? A pretest-posttest control-group design was utilized using Ardelt's abbreviated Three-Dimensional Wisdom Scale (3D-WS-12). This study explored the… [Direct]
(2006). To the Moon, Mars, and Beyond: Culture, Law, and Ethics in Space-Faring Societies. Bulletin of Science, Technology and Society, v26 n5 p430-437. The U.S. civilian space program is focused on planning for a new round of human missions to the Moon and, later, perhaps, to Mars. These plans are intended to realize a \vision\ for exploration articulated by President George W. Bush. It is important to examine this \vision\ in the broader context of 21st-century space exploration, which is a truly global enterprise. Questions to be addressed include the following: How will extending human presence into the solar system affect society and culture on Earth? What legal, ethical, and other value systems should govern human settlements and other activities in space? Do humans have rights to exploit extraterrestrial resources and alter extraterrestrial environments? Does space exploration need reinvention to meet social needs? This article describes the current environment for space policy making and a framework of space law, ethics, and culture within which these questions can be considered. (Contains 17 notes.)… [Direct]
(2025). Payoff Designs in Post-Decision Wagering: A Systematic Review. Metacognition and Learning, v20 n1 Article 6. Humans often have an intuitive sense of whether they made the right decision or not — our sense of confidence. In studies on metacognitive faculties, confidence is most often assessed explicitly, by asking participants how confident they are in their response being correct. While we can explicitly report our confidence, implicit methods of assessing it, such as post-decision wagering (PDW), can potentially hold many advantages over explicit reports, for example by offering a financial incentive to estimate and report confidence accurately. In PDW, a participant can place a wager on having responded correctly, with high wagers indicative of confidence. A central aspect of PDW procedures is the payoff scheme — the system of wins and losses following wagers after correct and incorrect decisions. A variety of different payoff schemes are used throughout the literature, with consequences for participants' interpretation of the task, wagering responses and strategies, and the… [Direct]
(2023). Keepers of the Flame: Songspirals Are a University for Us. Australian Journal of Environmental Education, v39 n3 p279-292. "Songspirals are a university for us, they are a map of understandings" (Gay'wu Group of Women, 2019, p. 33). This paper is authored by Bawaka Country, acknowledging Country's ability to teach and share. Country is homeland and place. Country is everything and the relationships that bring everything to life. Country is knowledge. This paper is shaped and enabled by songspirals. Songspirals are sung and cried by Yolnu people in north east Arnhem Land, Australia, to awaken Country, to make and remake the life-giving connections between people and place. The Gon-gurtha songspiral leads this paper, showing us how a Yolnu Country-led pedagogy centres Country's active agency by learning through, with, and as Country. This pedagogy shares with us the ongoing connections within and between generations to ensure that knowledge remains strong and that sharing is done the right way, according to Yolnu Rom, Law/Lore. This learning is predicated on relationality and responsibility. It… [Direct]
(1993). Children's Rights. Reflections on and Consequences of the Use of Developmental Psychology in Working for the Interests of Children. The Norwegian Ombudsman for Children: A Practical Experience. Since the 1989 United Nations Convention on the Rights of the Child, nations are obligated to submit regular reports to the international Expert Committee, which will require monitoring conditions for children. This study discusses the Norwegian Ombudsman for Children as a useful source of experience for other countries. Chapter 1 presents those trends in legal rights, child psychology, human rights, and public opinion that converged in the 1950s and 1960s to create an international concern for children's rights. Chapter 2 shows how in the last 10 to 15 years children have been seen as competent, active subjects, instead of passive objects. Chapter 3 describes developments in Norway that led to the establishment in 1981 of the Ombudsman for Children. Chapters 4 and 5 describe the establishment of and changes in the Ombudsman, its practical work, how cases were handled, and those elements and issues of developmental psychology that were most helpful in its work. Chapter 6 evaluates… [PDF]