scholarly journals From Exclusion to Inclusion: Deaf and Hard-of-Hearing Students in the Spanish University

2008 ◽  
Vol 16 ◽  
pp. 5
Author(s):  
Manuel López Torrijo
Keyword(s):  
Hard Of Hearing ◽  
Special Educational Needs ◽  
Disabled People ◽  
The Past ◽  
Educational Integration ◽  
University Level ◽  
University Services ◽  
Pedagogical Innovations ◽  
Educational Inclusion ◽  
The University

The educational inclusion of disabled people constitutes one of the most relevant educational and pedagogical innovations in the past decades. This article analyses such inclusion at the university level choosing students with deafness as a representative and extrapolative sample. After specifying the main limitations and needs for this group of students, the study revises the solutions put forward by the current legislation and it details in depth, by way of a comparative study, the services provided now by the newly created University Services for the Integration of students with special educational needs. The study points out conclusively some proposals for the future?principles, strategies, services, resources?which may enable to attain an equalitarian society through an educational integration in this higher stage of education.

scholarly journals Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

2021 ◽  
Vol 13 (9) ◽  
pp. 4943
Author(s):  
Yi Zhang ◽  
Fugui Ye ◽  
Xiumei Liu
Keyword(s):  
Research Universities ◽  
Language Teachers ◽  
Institutional Perspective ◽  
Teaching Competencies ◽  
Scholarship Of Teaching ◽  
Pedagogical Content ◽  
The Past ◽  
University Level ◽  
Development Of Language ◽  
The University

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

Compulsory Feralization: Institutionalizing Disability Studies

PMLA ◽  
2005 ◽  
Vol 120 (2) ◽  
pp. 627-634
Author(s):  
David T. Mitchell ◽  
Sharon L. Snyder
Keyword(s):  
Disability Studies ◽  
Attitudes And Beliefs ◽  
Disabled People ◽  
Cultural Attitudes ◽  
The Past ◽  
The University

While disability studies has opened up new discursive spaces for revising cultural attitudes and beliefs about disability, its increasing legitimation in the contemporary academy comes with conflicts. The university as a research location cannot merely divorce itself from the ethical and restrictive practices that have characterized the past two centuries. In fact, it does so only at its own risk and, even more important, at the risk of further entrenching disabled people in its institutional grounding. The institutionalization of disability studies is just that—a formal cultural ingestion process that churns out knowledge about disability while resisting reflexive inquiries about whether or not more detail is inherently better. More knowledge is inherently better for the institution because it keeps the research mill active, but here we want to contemplate the degree to which generating more professionally based data about disability threatens to reproduce some of the problems that have characterized the study of disability to this point in history.

scholarly journals Economic and Higher Education Partnership of Hungary and Kazakhstan

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kinga Magdolna Mandel ◽  
Anargul Belgibayeva
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Strategic Partnership ◽  
The Political ◽  
The Past ◽  
Political Communications ◽  
The World Bank ◽  
The World ◽  
University Level ◽  
The University

The aim of our research was to describe, compare, and analyze the development of business and educational co-operation between Kazakhstan and Hungary over the past 19 years. The research was prompted by the university-level co-operation between the two countries that star ted in 2018, which was made possible by the strategic partnership that is the topic of the present article. We started from the hypothesis that both business and educational co-operation has developed linearly and significantly during the last 19 years. Our research methodology was based on gathering and analyzing secondary macroeconomic, trade, and educational co-operation data in the period between 2011 and 2020. The data were obtained from publications, national offices (statistical, commerce, and education), and international bodies (like TempusPublic Foundation, Eurostat, International Monetary Fund [IMF], and the World Bank). In this paper, we intend to link the main political, social, and macroeconomic endowments with business and educational developments of partnership in the two countries, trying to map out prospects for co-operation. One conclusion is that, although in the political communications of the two countries we were able to identify significant governmental efforts on both sides to support and enforce economic and educational co-operation, the data indicate a decrease in the size of business investments. At the same time, however, the educational co-operation between the two parties continues to develop further.

scholarly journals Degree Accreditation in Canada

2004 ◽  
Vol 34 (2) ◽  
pp. 69-96
Author(s):  
Dave Marshall
Keyword(s):  
Accreditation Process ◽  
National Standards ◽  
Provincial Level ◽  
The Past ◽  
University Level ◽  
Level Institution ◽  
University Degree ◽  
The University ◽  
University Settings

Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university-level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial-level degree accreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined. The author suggests a number of implications of the current degree accreditation process in Canada, including the emergence of a new kind of tiering of Canadian undergraduate degrees where different degree accreditation processes have led to different degrees with different meaning and value to the student. In order to protect both the student consumer and the currency of the Canadian undergraduate degree, the author recommends the development of national standards to define both a university-level institution and the quality of the degree it delivers.

scholarly journals Mujeres y universitarias: historia de un desencuentro en la universidad española contemporánea

2009 ◽  
pp. 357 ◽  
Author(s):  
Raquel Poy Castro
Keyword(s):  
Gender Bias ◽  
Academic Career ◽  
Female Students ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Academic Status ◽  
The Past ◽  
University Level ◽  
Spanish Universities ◽  
The University

En las últimas décadas, las bajas tasas de mujeres que cursan estudios universitarios, así como el hecho de que esas tasas se han ido incrementando, han sido analizadas por investigadores en España así como en Europa y otros países. En nuestro análisis, hemos observado que las tasas femeninas de estudiantes están creciendo año tras año pero con significativas diferencias entre disciplinas académicas. Por esta razón, nuestro propósito ha sido recoger datos de las universidades españolas, de cara a observar tendencias y sus orígenes. Nuestro estudio incluye porcentajes de mujeres enroladas en las diversas áreas académicas de estudios en las universidades españolas, comparadas con los porcentajes en el conjunto de la Academia. También incluye algunos datos sobre los porcentajes de mujeres entre los estudiantes de doctorado, así como entre el personal docente de los<br />departamentos en las facultades, y los comparamos según el estatus académico. Finalmente, presentamos algunas conclusiones sobre las barreras en la carrera académica para las profesoras en las universidades españolas entre 1978 y 2008. Estos datos revelan los crecientes porcentajes de mujeres que durante los pasados años han<br />seguido estudios superiores. También muestran algunas diferencias entre áreas académicas, y asimismo que existe una significativa tendencia de género en el acceso de<br />las estudiantes graduadas a las categorías superiores del personal docente.<br /><br />In the last decades, the low rates of women that follow studies at the university level, as well as the fact that those rates are increasing, have been analyzed by researchers in<br />Spain, as well as in Europe and in some other countries. In our analysis, we have seen that female students’ rates are increasing year after year but with significant differences<br />between academic disciplines. For this reason, our purpose was to compile data from Spanish universities, in order to see the tendencies and their origins. Our study includes<br />percentages of women enrolled in the diverse academic areas of studies at the Spanish universities, compared to the percentages in the whole Academia. It also includes some data on the percentages of women among PhD students, as well as among the teaching staff of the departments in the faculties, and we compare them by academic status. Finally, we present some conclusions on the barriers in the academic career for female professors in the Spanish universities between 1978-2008. These data reveal the increasing percentages of women that for the past last years have followed higher studies. They also show some differences among academic areas, and also that there is a significant gender bias in the access of graduated female students to the upper categories of teaching staff.<br /><br />

Formal Education in Medical Informatics

1982 ◽  
Vol 21 (04) ◽  
pp. 169-180 ◽  
Author(s):  
J. R. Möhr ◽  
F. J. Leven ◽  
M. Rothemund
Keyword(s):  
Medical Informatics ◽  
Basic Concept ◽  
Formal Education ◽  
The Past ◽  
Applied Informatics ◽  
University Level ◽  
The University ◽  
Polytechnical School

A specialized curriculum for education in medical informatics at university level was initiated jointly by the University of Heidelberg and the Polytechnical School of Heilbronn in 1972. The experience gained during the past decade is reviewed as an example of a curriculum of applied informatics in general and of medical informatics in particular. For this purpose, the underlying basic concept is described and its realization in the current third version of the curriculum specified in some detail. In particular, its practice-oriented didactic concepts are emphasized. The concept and its realization are discussed on the basis of a review of the experience of 51 graduates.

scholarly journals School autonomy and educational inclusion of children with special needs: Evidence from England

2019 ◽  
Author(s):  
Yi Liu ◽  
Alexey Bessudnov ◽  
Alison Black ◽  
Brahm Norwich
Keyword(s):  
Charter Schools ◽  
Special Needs ◽  
Special Educational Needs ◽  
School Autonomy ◽  
The Past ◽  
Educational Trajectories ◽  
The Usa ◽  
Additional Support ◽  
Educational Inclusion ◽  
State Schools

In the past few decades, several countries have introduced reforms aimed at increasing school autonomy. We evaluate the effect of the introduction of autonomous academies, in secondary education in England, on the educational trajectories of children with special educational needs. This has been done using longitudinal data on all schoolchildren in state schools in England, from the National Pupil Database. The results show that the effects of school autonomy on educational inclusion depend on schools’ previous performance and socio-economic composition. Poorly performing schools that obtained autonomy under the control of an external sponsor were more likely to decrease the proportion of pupils with special needs and remove additional support for them. We compare these results with the previous studies of charter schools in the USA.

Psychological and pedagogical features of the physical education of children with disabilities

2020 ◽  
Vol 44 (3) ◽  
pp. 85-93
Author(s):  
Sh. Balgimbekov ◽  
◽  
K. Kushnazarova ◽  
Sh. Bolatkyzy ◽  
◽  
...  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Professional Competence ◽  
Educational Organizations ◽  
Special Educational Needs ◽  
Disabled People ◽  
The Past ◽  
Adaptive Physical Education ◽  
Health Disorders ◽  
Teacher Trainer

The article outlines the psychological and pedagogical features of the physical education of children with disabilities. It is noted that over the past 5 years in Kazakhstan the number of disabled people has increased by 7.5% and currently amounts to 674200. 86956 are people under the age of 18 years, of which 90% are children under the age of 16. The authors describe the features of the motor-mental development of children with visual, hearing, speech, musculoskeletal and nervous system disorders. Information is presented on the methods of adaptive physical education of children with various developmental and health disorders. The requirements to the professional competence of the teacher-trainer of educational organizations in the field of adaptive physical education for working with children with special educational needs are proposed.

Novae in the Magellanic Clouds

1979 ◽  
Vol 46 ◽  
pp. 96-101
Author(s):  
J.A. Graham
Keyword(s):  
Large Magellanic Cloud ◽  
Magellanic Cloud ◽  
Magellanic Clouds ◽  
University Of Michigan ◽  
The Past ◽  
Spectroscopic Information ◽  
Objective Prism ◽  
The University ◽  
Small Cloud ◽  
Low Dispersion

During the past several years, a systematic search for novae in the Magellanic Clouds has been carried out at Cerro Tololo Inter-American Observatory. The Curtis Schmidt telescope, on loan to CTIO from the University of Michigan is used to obtain plates every two weeks during the observing season. An objective prism is used on the telescope. This provides additional low-dispersion spectroscopic information when a nova is discovered. The plates cover an area of 5°x5°. One plate is sufficient to cover the Small Magellanic Cloud and four are taken of the Large Magellanic Cloud with an overlap so that the central bar is included on each plate. The methods used in the search have been described by Graham and Araya (1971). In the CTIO survey, 8 novae have been discovered in the Large Cloud but none in the Small Cloud. The survey was not carried out in 1974 or 1976. During 1974, one nova was discovered in the Small Cloud by MacConnell and Sanduleak (1974).

The consolidation of microscopy technology into a university research support facility: Reflections on the 1980's and projections for the 1990's at the university of iowa

1993 ◽  
Vol 51 ◽  
pp. 476-477
Author(s):  
Kenneth C. Moore
Keyword(s):  
Laser Scanning ◽  
Freeze Fracture ◽  
Freeze Substitution ◽  
Research Support ◽  
University Of Iowa ◽  
Staff Members ◽  
The Past ◽  
Research Grade ◽  
The University ◽  
Support Facility

The University of Iowa Central Electron Microscopy Research Facility(CEMRF) was established in 1981 to support all faculty, staff and students needing this technology. Initially the CEMRF was operated with one TEM, one SEM, three staff members and supported about 30 projects a year. During the past twelve years, the facility has replaced all instrumentation pre-dating 1981, and now includes 2 TEM's, 2 SEM's, 2 EDS systems, cryo-transfer specimen holders for both TEM and SEM, 2 parafin microtomes, 4 ultamicrotomes including cryoultramicrotomy, a Laser Scanning Confocal microscope, a research grade light microscope, an Ion Mill, film and print processing equipment, a rapid cryo-freezer, freeze substitution apparatus, a freeze-fracture/etching system, vacuum evaporators, sputter coaters, a plasma asher, and is currently evaluating scanning probe microscopes for acquisition. The facility presently consists of 10 staff members and supports over 150 projects annually from 44 departments in 5 Colleges and 10 industrial laboratories. One of the unique strengths of the CEMRF is that both Biomedical and Physical scientists use the facility.

Sign in / Sign up

Export Citation Format

Share Document