scholarly journals O espaço das Conferências Internacionais de Educação (CIEs) da OIE/Unesco e o processo de políticas públicas educativas

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Elisabete Cristina Silveira
Keyword(s):  
Power Relations ◽  
Educational Policies ◽  
International Forum ◽  
International Context ◽  
International Conference ◽  
International Bureau ◽  
Educational Politics ◽  
Education Politics ◽  
Definition Of

Analisa o espaço das Conferências Internacionais de Educação (CIEs) organizadas pelo Escritório Internacional de Educação (OIE) da Unesco e sua relação com o processo de elaboração de políticas públicas na década de 90. Duas questões fundamentais orientaram o artigo: 1) como pode ser definido o espaço das CIEs nos anos 90 e 2) como os processos de globalização e interdependência influenciaram essas conferências. As CIEs foram definidas como um espaço de articulação internacional de relações de poder e de debate sobre as linhas de políticas educativas de dimensões contraditórias. Além disso, foi relevante delimitar dois tipos de conferências: estratégica e protocolar. No caso das CIEs realizadas nos anos 90, o tipo progressivamente predominante é o estratégico, não obstante ainda coexistam práticas rotineiras e protocolares. Palavras-chave: contexto internacional; políticas públicas e educação; conferências internacionais. Abstract It analyzes the space of summit meetings and the processes of definition of public educational policies. It is fundamental to mention that the International Conference on Education (ICE) are sponsored by the International Bureau of Education (IBE), which is a department of Unesco. Two guidelines were of main importance in the writing of this article: the dimension and scope of the ICEs in the nineties and the influence and repercussion of globalization in these meetings. The ICEs were defined as an international forum for discussion of diverse educational politics as well as a center comprised of both strategic and protocol-oriented conferences where we find power relations well represented. In the nineties, most ICEs were strategic rather than protocol-oriented. Keywords: international context, public and education politics, international conferences.

scholarly journals “There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

2021 ◽  
Author(s):  
Beata Bielska ◽  
Mateusz Rutkowski
Keyword(s):  
Higher Education ◽  
Detection Rate ◽  
Learning Strategy ◽  
Plagiarism Detection ◽  
International Context ◽  
Detection Systems ◽  
Uniform Definition ◽  
Definition Of ◽  
Difficult Situations ◽  
Source Of Information

AbstractThe article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

scholarly journals Analysis of a Japan-Philippines telecollaboration from a social realist perspective

2020 ◽  
pp. 96-101
Author(s):  
Sandra Healy ◽  
Yasushi Tsubota ◽  
Olivia Kennedy
Keyword(s):  
Intercultural Communication ◽  
Undergraduate Students ◽  
The Philippines ◽  
Educational Policies ◽  
Classroom Setting ◽  
International Context ◽  
Realist Theory ◽  
Linguistic Awareness ◽  
Realist Perspective ◽  
Filipino Teachers

This study applies social realist theory to the analysis of an ongoing online telecollaboration between Japanese undergraduate students in a classroom setting in Japan and Filipino teachers in an English conversation school in Cebu, the Philippines. The accepted goals of telecollaboration in an international context are the development of intercultural communication and linguistic skills. Analysis showed that, without guidance, the influence of Japanese educational policies on students, including a version of internationalisation known as kokusaika, can result in intracultural – rather than intercultural – communication. It is suggested that a focus on “small” – rather than “large” – culture may help address this issue in Japan, and improve intercultural and linguistic awareness.

scholarly journals Multiple-shift schooling: international context and the brazilian case

2020 ◽  
Vol 13 (32) ◽  
pp. 1-20
Author(s):  
Cláudia da Mota Darós Parente
Keyword(s):  
Twentieth Century ◽  
Public Schools ◽  
Educational Policies ◽  
Full Time ◽  
International Context ◽  
Early Twentieth Century ◽  
School Day ◽  
Extended School Day ◽  
Brazilian Case

The article systematizes the main concepts, arguments and characteristics of multipleshift schooling in the international context and in Brazil, through bibliographic and documentalresearch. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or fullday). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies.

After the XIVth International Conference on Social Welfare

1969 ◽  
Vol 9 (95) ◽  
pp. 71-76
Author(s):  
Monique Esnard
Keyword(s):  
Social Welfare ◽  
Social Workers ◽  
Modern Trend ◽  
International Forum ◽  
International Council ◽  
International Conference ◽  
The Social

The congress is held by some writers to be the present day antidote to modern man's isolation. Must this be seen as the reason for the constantly large participation in International Conferences on social welfare, in spite of the proliferation of seminars and meetings ?Undoubtedly social workers and representatives of allied professions are not immune from this modern trend. Thus, every two years, when the International Council on Social Welfare organises its international forum there is a veritable “Migration” of office holders in the social welfare field. They come from all quarters to pool, for a week, their experiences and ideas on the selected theme.

scholarly journals Vitamin D assays and the definition of hypovitaminosis D: results from the First International Conference on Controversies in Vitamin D

2018 ◽  
Vol 84 (10) ◽  
pp. 2194-2207 ◽  
Author(s):  
Christopher T. Sempos ◽  
Annemieke C. Heijboer ◽  
Daniel D. Bikle ◽  
Jens Bollerslev ◽  
Roger Bouillon ◽  
...  
Keyword(s):  
Vitamin D ◽  
Hypovitaminosis D ◽  
International Conference ◽  
Definition Of

Geographers and sexual difference: feminist contributions

2003 ◽  
Author(s):  
Linda McDowell
Keyword(s):  
Social Life ◽  
Power Relations ◽  
Sexual Difference ◽  
Daily Lives ◽  
Men And Women ◽  
Geographical Knowledge ◽  
The Public ◽  
The Family ◽  
Definition Of

Divisions based on the assumption that men and women are different from one another permeate all areas of social life as well as varying across space and between places. In the home and in the family, in the classroom or in the labour market, in politics, and in power relations, men and women are assumed to be different, to have distinct rights and obligations that affect their daily lives and their standard of living. Thirty years ago, there were no courses about gender in British geography departments. This chapter discusses the challenges to geographical knowledge, and to the definition of knowledge more generally, that have arisen from critical debates about the meaning of difference and diversity in feminist scholarship. It examines a number of significant conceptual ideas, namely: the public and the private; sex, gender and body; difference, identity and intersectionality; knowledge; and justice. Finally, it comments on the role of feminism in the academy as a set of political practices as well as epistemological claims.

Personality Assessment

2016 ◽  
pp. 134-146
Author(s):  
Dragos Iliescu ◽  
Dan Ispas
Keyword(s):  
South African ◽  
Personality Assessment ◽  
Factor Model ◽  
Five Factor Model ◽  
Personality Assessment Inventory ◽  
Cross Cultural ◽  
International Context ◽  
Two Measures ◽  
The Cross ◽  
Definition Of

The chapter focuses on the assessment of personality in an international context. Starting from the definition of personality, the chapter discusses the way culture and personality are mixed and sets then out to explain the emic (indigenous) versus etic (universal) debate in personality assessment. The combined emic-etic approach is outlined as an interesting evolution in cross-cultural personality assessment, and two measures based on this approach are discussed, the Cross-Cultural Personality Assessment Inventory (CPAI) and the South African Personality Inventory (SAPI). Finally, the chapter discusses the currently dominant model of personality used in assessment internationally, the five-factor model, outlining some of the dilemmas still being debated related to this model, such as the broad versus narrow debate, the cross-cultural replicability issue, and the bandwidth-fidelity dilemma.

Against “Transracialism”: Revisiting the Debate

Hypatia ◽  
2019 ◽  
Vol 34 (4) ◽  
pp. 713-735
Author(s):  
Jana Cattien
Keyword(s):  
Critical Race Theory ◽  
Power Relations ◽  
Racial Difference ◽  
Single Variable ◽  
Race Theory ◽  
Race And Gender ◽  
Racial Identities ◽  
Variable Definition ◽  
And Gender ◽  
Definition Of

This article critically reflects on some of the themes and assumptions at stake in the “transracialism” controversy, and connects them to important works in critical race theory: namely Rey Chow's notion of “coercive mimeticism” and Sara Ahmed's critique of white liberal multiculturalism. It argues that the analytic account of “race” that Tuvel draws upon in her article—Sally Haslanger's—is politically problematic, both on its own terms and in light of broader reflections on racialized and gendered power relations. In particular, I critique Haslanger's assumption that all racial identities exist on the same conceptual plane: that a single variable definition of “race” can be applied to any particular racialized group—including white and nonwhite racial identities. This erases racialized power relations, especially where, in liberal “multicultural” nations, whiteness constitutes the implied standard against which an appearance of “racial difference” is conjured. Finally, I extend my argument to the issue of treating “race” and gender analogously. Rejecting this move, I propose an alternative way of conceptualizing these as analytically distinct, yet constitutively interdependent, phenomena. In order to situate the debate historically, I consider an example of “racial transgression” from twentieth‐century China.

Algerian Nationalism: From the Origins to Algerian War of Independence

2017 ◽  
Vol 97 (1) ◽  
pp. 89-110
Author(s):  
Marisa Fois
Keyword(s):  
Algerian War ◽  
International Context ◽  
Arab Nationalism ◽  
Nationalist Movement ◽  
War Of Independence ◽  
Long Period ◽  
Algerian War Of Independence ◽  
Colonial Order ◽  
Definition Of ◽  
Independent Country

Arab nationalism is not a monolithic construct. In the case of Algeria, the nationalist period undoubtedly played a significant role in determining the nature of its nationalist movement, its foundational principles and the nature of the future independent country. It was during the nationalist period that disputes regarding the colonial order, autonomy versus independence and the definition of Algerian identity emerged. The anti-colonial revolution occurred after a long period of gestation, the result of a combination of people’s spontaneous initiative, the action of forces fed by new or existing ideas and the influence of the international context. This article provides an overview of Algerian nationalism—including both Arab and Berber nationalisms—from the 1920s to the 1950s, identifying parties, leaders and currents of thought.

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