Reducing Poverty and Maximizing Developmental Potential: Global Perspectives

2014 ◽  
Author(s):  
Hirokazu Yoshikawa
Keyword(s):  
Developmental Potential ◽  
Global Perspectives

Measuring “Language Access Profiles” in Deaf and Hard-of-Hearing Children With the DHH Language Exposure Assessment Tool

2020 ◽  
pp. 1-25
Author(s):  
Matthew L. Hall ◽  
Stephanie De Anda
Keyword(s):  
Cluster Analysis ◽  
Exposure Assessment ◽  
Hard Of Hearing ◽  
Assessment Tool ◽  
Communication Mode ◽  
Developmental Potential ◽  
Language Access ◽  
Retest Reliability ◽  
Language Exposure ◽  
Test Retest Reliability

Purpose The purposes of this study were (a) to introduce “language access profiles” as a viable alternative construct to “communication mode” for describing experience with language input during early childhood for deaf and hard-of-hearing (DHH) children; (b) to describe the development of a new tool for measuring DHH children's language access profiles during infancy and toddlerhood; and (c) to evaluate the novelty, reliability, and validity of this tool. Method We adapted an existing retrospective parent report measure of early language experience (the Language Exposure Assessment Tool) to make it suitable for use with DHH populations. We administered the adapted instrument (DHH Language Exposure Assessment Tool [D-LEAT]) to the caregivers of 105 DHH children aged 12 years and younger. To measure convergent validity, we also administered another novel instrument: the Language Access Profile Tool. To measure test–retest reliability, half of the participants were interviewed again after 1 month. We identified groups of children with similar language access profiles by using hierarchical cluster analysis. Results The D-LEAT revealed DHH children's diverse experiences with access to language during infancy and toddlerhood. Cluster analysis groupings were markedly different from those derived from more traditional grouping rules (e.g., communication modes). Test–retest reliability was good, especially for the same-interviewer condition. Content, convergent, and face validity were strong. Conclusions To optimize DHH children's developmental potential, stakeholders who work at the individual and population levels would benefit from replacing communication mode with language access profiles. The D-LEAT is the first tool that aims to measure this novel construct. Despite limitations that future work aims to address, the present results demonstrate that the D-LEAT represents progress over the status quo.

Global Perspectives on Sexuality: Contrasts and Continuities

1998 ◽  
Vol 43 (6) ◽  
pp. 436-437
Author(s):  
Jane E. Granskog
Keyword(s):  
Global Perspectives

Narrating Society: Enacting ‘Immigrant’ Characters through Negotiating, Naturalization, and Forgetting

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Sanne Boersma
Keyword(s):  
Scientific Work ◽  
Immigrant Integration ◽  
European Countries ◽  
Special Issue ◽  
Global Perspectives ◽  
Ethnographic Fieldwork ◽  
Scientific Institutions ◽  
The Social ◽  
Social Scientific ◽  
Media And Communication

This article scrutinizes how ‘immigrant’ characters of perpetual arrival are enacted in the social scientific work of immigrant integration monitoring. Immigrant integration research produces narratives in which characters—classified in highly specific, contingent ways as ‘immigrants’—are portrayed as arriving and never as having arrived. On the basis of ethnographic fieldwork at social scientific institutions and networks in four Western European countries, this article analyzes three practices that enact the characters of arrival narratives: negotiating, naturalizing, and forgetting. First, it shows how negotiating constitutes objects of research while at the same time a process of hybridization is observed among negotiating scientific and governmental actors. Second, a naturalization process is analyzed in which slippery categories become fixed and self-evident. Third, the practice of forgetting involves the fading away of contingent and historical circumstances of the research and specifically a dispensation of ‘native’ or ‘autochthonous’ populations. Consequently, the article states how some people are considered rightful occupants of ‘society’ and others are enacted to travel an infinite road toward an occupied societal space. Moreover, it shows how enactments of arriving ‘immigrant’ characters have performative effects in racially differentiating national populations and hence in narrating society. This article is part of the Global Perspectives, Media and Communication special issue on “Media, Migration, and Nationalism,” guest-edited by Koen Leurs and Tomohisa Hirata.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

GLOBAL PERSPECTIVES

Perfect Beat ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 106-111
Author(s):  
WILL STRAW
Keyword(s):  
Global Perspectives

The Role of Technology in Higher Education

IJOHMN ◽  
2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. A. SUBRAMANIAN
Keyword(s):  
Professional Development ◽  
Information Systems ◽  
Distance Learning ◽  
Educational Achievement ◽  
Traditional Education ◽  
Developmental Potential ◽  
Professional Development For Teachers ◽  
Paper Technology ◽  
Educational Field

Present status and use for educational purposes, technology is fulfilling an ever increasing role in both the traditional education field, and in other fields which are utilizing technology for educational purposes. Within the educational field we can see technology as a means of removing barriers for students and teachers alike. First, technology can remove financial and geographical barriers through distributed learning. This allows students and teachers to experience educational opportunities that they might have otherwise never been able to encounter. Second, technology is bringing about a new focus on problem and skill based learning. Information databases are being used to assist teachers in the acquisition of new knowledge and provide professional support outside of the traditional professional development seminar. In regards to future action, we should continue to utilize the successful trends in education as a means to fulfil their developmental potential and see increased impacts on our field. In particular, we should continue the use of distance learning as a means of professional development for teachers, by providing more opportunities aimed at improving their job related performance. Distance learning for students should also be an area of focus by providing software that allows for increasing authenticity in simulations, multimedia content, and social connections. We should continue to focus on technology that allows students to interact with other students and environments located outside of their current environment, locality, and culture. Information systems are also in need of continual investment. Information systems perform two important roles for the educational system: Focus on this paper, technology has already served an important role in education in multiple fields. Specifically, technology has been of great use to the educational field in terms of its focus on improving the effectiveness and efficiency of the educational experiences of both students and teachers. Continued use and development of technology can serve to further benefit the educational field and recommendations based on the development of existing trends in education should be pursued for great gains in educational achievement..

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