(2016). Economic Liberalization and Its Impact on Human Development: A Comparative Analysis of Turkey and Azerbaijan. International Journal of Environmental and Science Education, v11 n17 p9753-9771. The aim of the article is to study the nature of liberalization as a specific economic process, which is formed and developed under the influence of the changing conditions of the globalization and integration processes in the society, as well as to identify the characteristic differences in the processes of liberalization of Turkey and Azerbaijan economies (using the method of comparative analysis of these countries' development indices). The objectives of this study: the characterization of the liberalization process as a specific economic process; a comparative analysis of the Turkey and Azerbaijan economic development conditions; the improvement of the theoretical justification of influence the process of economic liberalization on the development of society. The article presents the comparative analysis of the Turkey and Azerbaijan economic development conditions by using new research method as index of leftness (rightness) of economy. It was revealed that the Azerbaijan economy… [PDF]
(2000). Human-Centered Design Bill of Rights for Educators. This paper presents a potential solution to encourage technology adoption and integration within schools by proposing a human-centered technology "bill of rights" for educators. The intention of this bill of rights it to influence educators' beliefs towards technology and to enable educators to confront with confidence the seemingly mesmerizing host of new technologies. The discussion includes: instructional technology in the schools–allegiance and resistance; immature and mature views of technology; incentives and obstacles for integrating technology; and beliefs about technology and its impact. The human-centered design influences in the proposed technology bill of rights for educators are discussed, followed by descriptions of the nine rights in the proposed bill of rights:"It is not your fault, it is the designers' fault"; "'Old' technology is fine to use, as long as it is effective"; "Technology will conform to my proposed needs, not… [PDF]
(2015). Defending Universities: Argument and Persuasion. Power and Education, v7 n1 p29-33 Mar. In response to the subjection of universities in Britain and elsewhere to 'free market' ideology and the resulting narrow concern with claimed economic effects and benefits, this essay explores some of the processes of persuasion and justification as they are employed in debate and in resistance to this damaging orthodoxy. First, the short-term assumptions behind crude measurements of impact and economic benefit must be contested; the growth of human understanding and its contribution to human flourishing is non-linear and long term. Second, defenders of universities should beware of overstating the categories of moral and social good to which they might lay claim, and should be realistic about the complex and contested nature of frequently identified benefits, including social mobility. Third, criteria of quality and national or local context must be stressed over mere quantity and simplistic notions of competition; the rules underlying vacuous international league tables are… [Direct]
(2015). At the End of Intellectual Disability. Harvard Educational Review, v85 n1 p1-28 Spr. In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which intellectual competence is constructed through social action and interaction. The authors trace the isolating, brutalizing, and dehumanizing consequences of the presumed "nothingness" associated with those labeled as having an intellectual disability and, by way of contrast, integrate written and video data that offer counterpoints to the notion of intellect as immutable and individual. The authors discuss the development of supports in valued arenas where the right to belong and to participate is realized without question; the provision of resources and materials based on affirmation, actualization, and empowerment; and the fostering… [Direct]
(2015). School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View. Educational Philosophy and Theory, v47 n8 p804-821. Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling's role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism's economisation of attention. I use Bernard Stiegler's Platonic depiction of the ambiguousness of all attention channelling mechanisms as pharmaka–containing both poison and cure–to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether… [Direct]
(2017). Caring about Care: Reasserting Care as Integral to Early Childhood Education and Care Practice, Politics and Policies in Canada. Global Studies of Childhood, v7 n4 p311-322 Dec. Care and education have deep historical divisions in the Canadian policy landscape: care is traditionally situated as a private, gendered, and a welfare problem, whereas education is seen as a universal public good. Since the early 2000s, the entrenched divide between private care and public education has been challenged by academic, applied and political settings mainly through human capital investment arguments. This perspective allocates scarce public funds to early childhood education and care through a lens narrowly focused on child development outcomes. From the investment perspective, care remains a prerequisite to education rather than a public good in its own right. This chapter seeks to disrupt this neoliberal, human capital discourse that has justified and continues to position care as subordinate to education. Drawing upon the feminist ethics of care scholarship of philosopher Virginia Held, political scientist Joan Tronto, and sociologist Marian Barnes, this chapter… [Direct]
(2012). Racism, Union Busting, or Just Plain Cultural Conflict?. Journal of Cases in Educational Leadership, v15 n2 p112-121 Jun. This case describes the struggle of a small school employee association located in a right-to-work state as it attempts to continue exercising influence after a political turmoil caused the composition of the school board to change. This case presents many elements that foster discussion of basic employee rights such as freedom of association, free speech, and due process. As such, this case is designed for usage in educational leadership programs and is particularly pertinent to provoke discussions regarding school politics, employee association authority, preferences in hiring practices, and employee dismissal procedures. Students of educational leadership enrolled in school law, human resources, and/or multicultural education courses can engage in discussion of multiple aspects of course content…. [Direct]
(2018). Education and New Developments 2018. Online Submission This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together… [PDF]
(2020). COVID-19 and Social Mobility Impact Brief #4: Early Years. Research Brief. Sutton Trust As with most areas of society and human life, the COVID-19 pandemic has posed enormous challenges to the early years sector, which caters for about 2.1 million children under the age of 5 years. The economic and public health consequences of the crisis are threatening to deepen existing patterns of vulnerability and under-achievement for young children and families, especially those living in poverty and disadvantage. Early years and childcare was recognised as serving a vital function to the economy and an essential service to enable other keyworkers to continue to work during the pandemic. The government announced that early years settings should remain open where they are needed to provide childcare for the children of critical workers who cannot be cared for safely at home, and vulnerable children. To support the sector during the crisis, the government has offered a range of support, including continued funding from local authorities for the free entitlements for two, three and… [PDF]
(2015). Electronic Education System Model-2. International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015). In this study we presented new EES Model-2 extended from EES model for more productive implementation in e-learning process design and modelling in higher education. The most updates were related to uppermost instructional layer. We updated learning processes object of the layer for adaptation of educational process for young and old people, taking into account interests and abilities of students of the different age groups. Important added objects of the uppermost layer are cultural diversity and language. We updated communication object of the instructional layer and added human and social factor. The methods of study of instructional layer were updated with selective object "religion". We added to E-paradigm layer an object "combination" that explains by combination of synchronous and asynchronous objects. Our study has high significance for increase of quality of e-learning in higher education in specific cases. We strongly recommend application of this… [PDF]
(2014). The Phenomenon of "Global Education Space" as an Object of Scientific-Pedagogical Research. Comparative Professional Pedagogy, v4 n1 p25-31 Mar. The characteristics of global education space as a social idea of creating a system of measures to ensure the right for education to any individual as well as its converting, that is recognition regardless of the nationality and country of study; and as a specific area of human activity, which forms the internal and external environment for individual development; and as a product of a developing educational thought, the semantic side of which contains the universal interests in education, have been represented. Global education space has been defined as a part of the global social space that brings together business and education facilities within the Earth coordinates to represent the institutional forms of education and informal structures that are directly or indirectly involved in this process and, secondly, educational products (concepts, educational standards, teaching of traditional and innovative type), reflecting the goals, values, principles, content and other information… [Direct]
(2017). Angles No Longer Weigh In: The Effect of Geometric Cue Directness on Reorientation. Journal of Experimental Psychology: Learning, Memory, and Cognition, v43 n7 p1147-1153 Jul. Previous research in spatial reorientation, which only presented the target location in the corner, has found that adults weighed angles more than wall lengths. We proposed that in previous research, angular cues were available for direct use whereas length cues had to be associated with the left/right sense. We thus investigated whether the directness of cues rather than the cues themselves accounted for the previous findings in the reorientation task. Through navigating a virtual environment, 111 participants were trained to remember target locations in a parallelogram-shaped room and tested in varied versions of the training environment: (a) a reverse-parallelogram environment where angular information conflicted with wall length information, (b) a rhombic environment that preserved only angular information from the training environment, and (c) a rectangular environment that preserved only wall length information. We varied the directness of the two cues in the current study. In… [Direct]
(2011). Do People with Intellectual Disability Require Special Human Subjects Research Protections? The Interplay of History, Ethics, and Policy. Developmental Disabilities Research Reviews, v17 n1 p52-56. People with intellectual disability (ID) have a long history of discrimination and stigmatization, and a more recent history of pride and self-advocacy. The early history suggests that people with ID are a vulnerable population and deserve special research protections as do some other groups; the disability rights movement of the late 20th century aligns people with ID more closely with the principle of autonomy that has guided clinical and research ethics for the last 40 years. In examining the history of people with ID and the prevailing framework of human subjects research protections in the United States, we conclude that people with ID do not require special protection in human subjects research. The protections that have already been put in place for all individuals, if conscientiously and effectively implemented, achieve the right balance between safeguarding the interest of human research subjects and empowering individuals who choose to do so to participate in research…. [Direct]
(2014). Stories from the Stacks: Students Lost in the Labyrinth. Journal of Access Services, v11 n3 p175-188. Research shows that academic libraries can be difficult to navigate and that students are often frustrated with not being able to find the right materials. This current study attempts to identify access barriers in FSU's Strozier Library by assessing the effectiveness of signs and directories, as well as wayfinding patterns of both undergraduate and graduate students. Two different assessments are implemented: a directory survey and a tally of the directional questions received at multiple help desks. Results show that the majority of students prefer to speak with a human being when attempting to locate something in the library; however, the directories are seen as helpful. The results have immediate implications on staffing practices and directory design. Future research is discussed as FSU continues to assess access and wayfinding and the cognitive process of students as they navigate the library building…. [Direct]
(1984). Resources for Education: Human Rights and the Canadian System. This paper describes the Canadian systems for resource reallocation and how these systems affect public education. It identifies three tests for the adequacy of educational support and its distribution: (1) Do elite private schools provide significantly better education than public schools? (2) Does poverty at the personal, community, or provincial level significantly deprive citizens of educational services, or force them to endure inferior services? (3) Does the cost of a special educational service required by an individual or group determine if or where it will be available? Historical, sociological, legal, and economic data are reviewed in relation to each of these questions. Private schooling, special education, language rights, and religious minorities are then reviewed in turn as justifications of particular funding programs. An international context for both the levels and the distribution system is provided. A bibliography is included. (Author/TE)…