Beyond English-Medium Education: From Internationalization to Sustainable Education

2020 ◽  
pp. 259-279
Author(s):  
Jennifer Valcke
Keyword(s):  
Sustainable Education ◽  
Medium Education

Language Revitalisation in Gaelic Scotland

2019 ◽  
Author(s):  
Stuart Dunmore
Keyword(s):  
Language Use ◽  
Basque Country ◽  
Future Generations ◽  
Contemporary Society ◽  
Policy Interventions ◽  
School Based ◽  
Immersion Education ◽  
Medium Education ◽  
Language Revitalisation ◽  
First Time

Situated within the interrelated disciplines of applied sociolinguistics and the sociology of language, this book explores the language use and attitudinal perceptions of a sample of 130 adults who received Gaelic-medium education (GME) at primary school, during the first years of that system’s availability in Scotland. The school is viewed by policymakers as a crucial site for language revitalisation in such diverse contexts as Hawai’i, New Zealand and the Basque Country – as well as throughout the Celtic-speaking world. In Scotland, GME is seen as a key area of language development, regarded by policymakers as a strategic priority for revitalising Gaelic, and maintaining its use by future generations of speakers. Yet theorists have stressed that school-based policy interventions are inadequate for realising this objective in isolation, and that without sufficient support in the home and community, children are unlikely to develop strong identities or supportive ideologies in the language of their classroom instruction. For the first time, this book provides an in-depth assessment of language use, ideologies and attitudes among adults who received an immersion education in a minority language, and considers subsequent prospects for language revitalisation in contemporary society. Based on detailed analyses using mixed methods, the book offers empirically grounded suggestions for individuals and policymakers seeking to revitalise languages internationally. 

Effect of Visual Feedback on the Static and Kinematic Characteristics of Handwriting

2017 ◽  
Vol 27 ◽  
pp. 5-21 ◽  
Author(s):  
Michael Pertsinakis
Keyword(s):  
Visual Feedback ◽  
Educational Level ◽  
Movement Analysis ◽  
Individual Characteristics ◽  
Software Module ◽  
Medium Education ◽  
Education Levels ◽  
Pen Tablet ◽  
The Individual ◽  
Document Examiners

Research on visual feedback has not produced consistent results to show how visual feedback or the lack, thereof, influences individual handwriting characteristics. A two-pronged approach was designed to investigate the degree of this influence. For this purpose, samples of signatures as well as cursive and block text, written with and without visual feedback, were collected from 40 volunteers and imported into a PC via a pen tablet, using an electronic inking pen. The data was analyzed in a handwriting movement analysis software module specially designed for this research that was added to the software MovAlyzeR by Neuroscript LLC. Two forensic document examiners (FDEs) independently analyzed samples from the two groups (samples executed with normal visual feedback versus the group of samples executed without visual feedback). They found no fundamental differences between these two groups. Their analyses also demonstrated that a large number of similarities existed in the general design of the allographs (alternative forms of a letter or other grapheme) and in the pictorial aspects, regardless of the complexity of the samples. In the cursive and block handwriting, four main qualitative characteristics were linked to the absence of visual feedback: change of overall size, non-uniformity of left margins, change of baseline alignment, and inclusion of extra trajectories. The statistical analysis verified the above findings. The comparative analysis also suggests that gender, educational level (above high school) and handedness create an insignificant influence on the individual characteristics of writing produced with and without visual feedback. The only notable exception is the relationship between signature duration and educational level. The volunteers with a medium education level showed a significant increase in duration while signing their names without visual feedback in comparison to those with higher education levels. The combination of the above findings suggests that handwriting is not fundamentally influenced by visual feedback.  Purchase Article - $10

PENGETAHUAN IBU HAMIL TENTANG POSISI HUBUNGAN SEKSUAL PADA MASA KEHAMILAN

2018 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Ni Wayan Noviani ◽  
Ni Komang Sari Suindani
Keyword(s):  
Pregnant Women ◽  
Sampling Technique ◽  
Sexual Relationship ◽  
Inclusion Criteria ◽  
Sexual Relations ◽  
Cross Sectional ◽  
Descriptive Research ◽  
Abstract Knowledge ◽  
Medium Education ◽  
Research Type

<p><strong><em>Abstract: Knowledge of Pregnant Women About Sexual Relations Position During Pregnancy</em></strong><em>. The purpose of this study was to determine the knowledge of pregnant women about the position of sexual relations during pregnancy in BPM Wahidah, S.ST Year 2017. This research type is descriptive research with cross sectional approach by using accidental sampling technique. The population of this study were pregnant women who did the examination in BPM Wahidah, S.ST. The number of samples is 50 respondents who meet the inclusion criteria. This research started from 6-21 february 2017. The result showed that pregnant woman's knowledge about the position of sexual relationship during pregnancy was mostly (54%) knowledgeable enough. A small percentage of respondents aged 20-35 years ie 11 people (22%) have enough knowledge, from the work showed that almost half of respondents ie 23 people (46%) who do not work have enough knowledge, from education showed that almost half of respondents or 16 people (32%) who have medium education have enough knowledge, and from parity shows that almost half of respondents are 14 people (28%) who are multiparous have enough knowledge.</em></p><p><strong> </strong></p><p><strong>Abstrak : Pengetahuan Ibu Hamil Tentang Posisi Hubungan Seksual Pada Masa Kehamilan. </strong>Tujuan penelitian ini adalah untuk mengetahui pengetahuan ibu hamil tentang posisi hubungan seksual pada masa kehamilan di BPM Wahidah, S.ST Tahun 2017. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan <em>cross sectional </em>dengan menggunakan teknik <em>accidental sampling. </em>Populasi penelitian ini adalah ibu hamil yang melakukan pemeriksaan di BPM Wahidah, S.ST.Jumlah sampel sebanyak 50 responden yang memenuhi criteria inklusi.Penelitian ini dimulai dari tanggal 6-21 februari 2017. Hasil penelitian menunjukkan bahwa pengetahuan ibu hamil tentang posisi hubungan seksual pada masa kehamilan sebagian besar (54%) berpengetahuan cukup. sebagian kecil responden umur 20-35 tahun yaitu 11 orang (22%) memiliki pengetahuan cukup, dari pekerjaan menunjukkan bahwa hampir setengahnya responden yaitu 23 orang (46%) yang tidak bekerja memiliki pengetahuan cukup, dari pendidikan menunjukkan bahwa hampir setengahnya responden atau 16 orang (32%) yang berpendidikan menengah mempunyai pengetahuan cukup, dan dari paritas menunjukkan bahwa hampir setengahnya responden yaitu 14 orang (28%) yang multipara memiliki pengetahuan cukup.</p>

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Willy Ngaka
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Mother Tongue ◽  
Literacy Learning ◽  
Local Communities ◽  
Cultural Resources ◽  
Learning Enhancement ◽  
2030 Agenda ◽  
Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

scholarly journals Social Sustainable Education in a Refugee Camp

2021 ◽  
Vol 13 (7) ◽  
pp. 3925
Author(s):  
Marit Heldal ◽  
Trond Løge Hagen ◽  
Ingvild Olsen Olaussen ◽  
Gry Mette D. Haugen
Keyword(s):  
Refugee Camp ◽  
Three Dimensions ◽  
Pedagogical Practice ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Theoretical Concepts ◽  
Sustainable Education ◽  
Cultural Mediator ◽  
Education And Care ◽  
Children's Activities

The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators.

scholarly journals Indigenous artifacts from remote areas, used to design a lesson plan for preservice math teachers regarding sustainable education

Heliyon ◽  
2021 ◽  
Vol 7 (3) ◽  
pp. e06417
Author(s):  
Niken Wahyu Utami ◽  
Suminto A. Sayuti ◽  
Jailani Jailani
Keyword(s):  
Lesson Plan ◽  
Remote Areas ◽  
Math Teachers ◽  
Sustainable Education
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