Exploring the potential contribution of college bachelor degree programs in Ontario to reducing social inequality

2018 ◽  
Vol 2 (2) ◽  
pp. 176-197 ◽  
Author(s):  
Michael L. Skolnik ◽  
Leesa Wheelahan ◽  
Gavin Moodie ◽  
Qin Liu ◽  
Edmund Adam ◽  
...  
Keyword(s):  
Social Inequality ◽  
Potential Contribution ◽  
Degree Programs ◽  
Bachelor Degree

scholarly journals Longitudinally adaptive assessment and instruction increase numerical skills of preschool children

2020 ◽  
Vol 117 (45) ◽  
pp. 27945-27953
Author(s):  
Stephen W. Raudenbush ◽  
Marc Hernandez ◽  
Susan Goldin-Meadow ◽  
Cristina Carrazza ◽  
Alana Foley ◽  
...  
Keyword(s):  
Social Inequality ◽  
Literacy Skills ◽  
Potential Contribution ◽  
Spatial Skills ◽  
Verbal Comprehension ◽  
Playing Field ◽  
Comprehension Skills ◽  
Trained Teachers ◽  
Mathematical Skill ◽  
Print Literacy

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.

scholarly journals Nursing and therapy professions to the universities! Documentation of the online symposia «Are dual degree programs in midwifery a model for the therapy professions?» and «Bachelor degree programs in Austria and Switzerland: models for the therapy and nursing professions in Germany?» held on March 18, and September 8, 2021. / Pflege- und Therapieberufe an die Hochschulen! Dokumentation der Online-Symposien «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» und «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 18. März und 8. September 2021

2021 ◽  
Vol 8 (1) ◽  
pp. 125-127
Author(s):  
Heidi Höppner ◽  
Andreas Gerber-Grote ◽  
Thomas Bucher
Keyword(s):  
Degree Programs ◽  
Bachelor Degree ◽  
Gilt Nach ◽  
Dual Degree

Abstract Der Verein zur Förderung der Wissenschaft in den Gesundheitsberufen VFWG veranstaltete zwei Online-Symposien zum Stand der Akademisierung in Deutschland, wo lediglich die Hebammen dank EU-Vorschriften seit 2020 an Fachhochschulen ausgebildet werden. Für die Pflege- und Therapieberufe gilt nach wie vor die Modellklausel, die bis 2024 verlängert wurde. In Österreich und der Schweiz sind die Ausbildungen für die Therapieberufe vollständig an den Fachhochschulen angesiedelt, für diejenigen für die Pflege und die medizinisch-technischen Berufe teilweise. Das erste Symposium erörterte, ob sog. duale Studiengänge ein Modell sein könnten für die Therapieberufe in Deutschland. Das zweite Symposium fragte, ob der Weg, den Österreich und die Schweiz eingeschlagen haben, Argumente liefern kann für eine Akademisierung der Gesundheitsberufe in Deutschland. Dieser Beitrag führt ins Thema ein; die folgenden Beiträge dokumentieren die Beiträge verschiedener Autoren zu den beiden Symposien.

scholarly journals "Pro-Minority" Criminalization and the Transformation of Visions of Citizenship in Contemporary Liberal Democracies: A Critique

2010 ◽  
Vol 13 (2) ◽  
pp. 286-308 ◽  
Author(s):  
Ely Aharonson
Keyword(s):  
Social Inequality ◽  
Social Inequalities ◽  
Potential Contribution ◽  
New Paradigm ◽  
Liberal Democracies ◽  
Criminal Offenses ◽  
Historical Processes ◽  
New Vision ◽  
The One

In this article, I offer a critique of contemporary trends in "pro-minority" criminalization policy, defined as criminal offenses that are specifically designed to protect women and minorities. I show that, in the late 1970s, a new paradigm emerged for thinking about the role of criminalization in minimizing patterns of social inequality. I trace the historical processes that led to the emergence of this new paradigm and discuss its inherent limitations in meeting its stated aims. The discussion shows that these limitations are rooted in the embedding of contemporary "pro-minority" criminalization policy within the broader frameworks of neoliberal policymaking, and in the inherent flaws of the new vision of citizenship upon which these models rest. I argue that the potential contribution of criminalization to the alleviation of social inequalities can only be realized within a vision of citizenship that is radically different from the one endorsed by neoliberal governments over the last three decades.

Epistemological Dominance and Social Inequality

2017 ◽  
Vol 42 (5) ◽  
pp. 743-774 ◽  
Author(s):  
Erin A. Cech ◽  
Anneke Metz ◽  
Jessi L. Smith ◽  
Karen deVries
Keyword(s):  
Native American ◽  
Social Inequality ◽  
Ways Of Knowing ◽  
Pedagogical Practices ◽  
Degree Programs ◽  
Native American Students ◽  
Tribal Communities ◽  
American Students ◽  
The Us ◽  
Tribal Lands

Can epistemologies anchor processes of social inequality? In this paper, we consider how epistemological dominance in science, engineering, and health (SE&H) fields perpetuates disadvantages for students who enter higher education with alternative epistemologies. Drawing on in-depth interviews with Native American students enrolled at two US research universities who adhere to or revere indigenous epistemologies, we find that epistemological dominance in SE&H degree programs disadvantages students through three processes. First, it delegitimizes Native epistemologies and marginalizes and silences students who value them. Second, in the process of imparting these dominant scientific epistemologies, SE&H courses sometimes require students to participate in pedagogical practices that challenge indigenous ways of knowing. Third, students encounter epistemological imperialism: most students in the sample are working to earn SE&H degrees in order to return to tribal communities to “give back,” yet, because the US laws regulating the practice of SE&H extend onto tribal lands, students must earn credentials in epistemologies that devalue, delegitimate, and threaten indigenous knowledge ways to practice on tribal lands. We examine how students navigate these experiences, discuss the implications of these findings for SE&H education, and describe how epistemological dominance may serve as a mechanism of inequality reproduction more broadly.

scholarly journals Environmental Management: an evaluation model for the brazilian bachelor degree programs

2014 ◽  
Vol 9 (1) ◽  
pp. 87-101
Author(s):  
Luiz Leandro ◽  
Elza Neffa
Keyword(s):  
Higher Education ◽  
Environmental Management ◽  
Environmental Sustainability ◽  
Qualitative Content Analysis ◽  
Evaluation Model ◽  
Student Assessment ◽  
Degree Programs ◽  
Higher Education Management ◽  
Bachelor Degree ◽  
Brazilian Government

Abstract: In the last ten years, the Brazilian government has made efforts to build an economic policy that promotes growth and has lead the country to be amongst the world's largest economies. However, such goals highlight the capitalist model of production and consumption while aggravating environmental conflicts faced in recent decades. In the first decade of the 2000s, in an attempt to reconcile economic growth and environmental sustainability, Brazilian universities began implementing training courses in environmental management with the purpose of forming a new class of managers to take the role of decision makers in management processes. With 200 higher education courses in Environmental Management, 10 Bachelor degree programs and 190 technical courses, Brazil stands as an example for the design of such programs. This study presents the process of building a methodology for the evaluation of educational projects of these Environmental Management Bachelor degree programs based on qualitative content analysis using social context, professional profiles and student assessment. Such methodology will be developed as part of a later study which aims to define the profile of Brazilian Bachelor degree programs in Environmental Management and point out ways to build curriculum guidelines. Keywords: Qualitative Analysis; Environment; Higher Education; Management. Resumo: O governo brasileiro tem realizado esforços para construir uma política econômica que proporcione crescimento de modo a incluir o país entre os maiores produtores e consumidores mundiais. Tais metas realçam o modelo capitalista de produção e de consumo que agrava os conflitos socioambientais enfrentados nas últimas décadas. Como tentativa de conciliação entre crescimento econômico e sustentabilidade as universidades brasileiras iniciaram, na primeira década dos anos 2000, cursos de formação em Gestão Ambiental – GA, com objetivo de formar uma nova classe de gestores para assumirem o papel de tomadores de decisões nos processos gerenciais. Atualmente, o Brasil conta com 200 cursos superiores em GA, sendo 190 tecnológicos e 10 bacharelados. Na perspectiva de traçar o perfil dos cursos de bacharelado em GA no Brasil e apontar caminhos para a construção de Diretrizes Curriculares Nacionais dos cursos em tela, este estudo apresenta o processo de construção de uma metodologia para a avaliação dos projetos político-pedagógicos dos cursos de bacharelado em GA oferecidos no Brasil, baseado na análise de conteúdo qualitativa a partir: do contexto social, dos objetivos, do perfil profissional, dos componentes curriculares e dos processos de avaliação adotados nos cursos. Palavras-chave: Análise Qualitativa; Meio Ambiente; Educação Superior; Gerenciamento.

scholarly journals Editorial

Artnodes ◽  
2017 ◽  
pp. 1-1
Keyword(s):  
Open Access ◽  
Science And Technology ◽  
Interdisciplinary Approach ◽  
Open Access Journal ◽  
Degree Programs ◽  
Bachelor Degree ◽  
Arts And Humanities ◽  
The Arts ◽  
Information And Communication

It has been 15 years since Artnodes got up and running, an online and open-access journal devised by the Department of Arts and Humanities, the Department of Computing, Multimedia and Telecommunications, and the Department of Information and Communication. Over the course of these years, the journal has published articles charting the intersections between art, science and technology, from both a theoretical or practical perspective and a historical and social viewpoint. Meanwhile, this interdisciplinary approach has gradually introduced other cross-disciplinary issues in the arts, such as their relation to archives, feminism, education and the topic of the latest edition: research. Now, this long-standing observation of the interrelations between arts, sciences and technologies in society has naturally permeated into contemporary arts and humanities in general, overcoming the challenges that are brought to us also from the UOC, with the new Bachelor Degree programs: the Bachelor Degree in Design and Digital Creation and the Bachelor Degree in Arts, organized in collaboration with the Museo Nacional Centro Reina Sofía (MNCARS).

Die historische Betrachtung der romanischen Sprachen. Zur Zukunft der Sprachgeschichte in der universitären Lehre

2021 ◽  
Vol 133 (1) ◽  
pp. 68-89
Author(s):  
Felix Tacke
Keyword(s):  
Language Change ◽  
Historical Linguistics ◽  
Old French ◽  
Degree Programs ◽  
Academic Education ◽  
Bachelor Degree ◽  
Old Spanish ◽  
Starting Point ◽  
History Of ◽  
Romance Philology

Once at the core of Romance philology, the teaching of Historical Romance Linguistics has all but vanished from university curricula Even though language change is constitutive for any natural language, most bachelor degree programs focus on synchronic studies these days Nevertheless, instead of arguing for the reintroduction of compulsory Old French or Old Spanish courses, this paper promotes another vision of Historical Linguistics in academic education In line with Christmann (1975) and Böckle / Lebsanft (1989), it will be shown that it is possible to include a solid introduction to Historical Linguistics in today's curricula and, at the same time, adapt it both to modern teaching conditions and the needs of bachelor degree students by taking the contemporary Romance languages as a starting point and applying a diachronic perspective on their features In this context, the recently published History of Spanish by Ranson / Lubbers Quesada (2018) will be presented as an example of a textbook that represents this approach in a nearly perfect manner.

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