scholarly journals Persons with Disabilities Facing the Mirage of the Right to Education: A Systematic Review of the Literature

2021 ◽  
Vol 6 ◽  
Author(s):  
Yonatan Díaz Santa María ◽  
Jesús Molina Saorín
Keyword(s):  
Functional Performance ◽  
History Of Education ◽  
New Paradigm ◽  
Persons With Disabilities ◽  
International Convention ◽  
Starting Point ◽  
History Of ◽  
The Right ◽  
Educational Path

This article collects the educational path derived from the significant changes that have taken place throughout the recent history of education in Spain and, specifically, in relation to people with disabilities. As a starting point, an analysis is carried out of the transformations that have occurred in the discourse on the education of people with lower functional performance, until a historical approach is reached by virtue of which the different stages and binding educational regulations are revealed (with national and international character), highlighting‒exclusively–those that have a direct impact on the quality of life of people in a situation of disabilities. As can be imagined, the history of education in Spain has evolved as policies have changed their purposes around the diversity of students and their universality in the classroom. In this sense, the need to make visible this new paradigm of human rights derived from the International Convention on the Rights of Persons in a situation of Disabilities (UN, 2006) and, in contrast, the continuity of a national corpus juris that reveals the ineffectiveness of the State and other institutions to extinguish situations of discrimination on the grounds of low functional performance.

scholarly journals Kontroversi Penerapankurikulum 2013 dalam Kajian Filsafat Ilmu Berbasis Paradigma Kritical Neurman

2018 ◽  
Vol 1 (1) ◽  
pp. 19-38
Author(s):  
Ery Agus Priyono
Keyword(s):  
History Of Education ◽  
Social Reality ◽  
Quality Standards ◽  
Human Mind ◽  
Philosophical Study ◽  
Education Curriculum ◽  
Maximum Extent ◽  
History Of ◽  
The Right

AbstractThe history of education in Indonesia often changes, like every time there is a change of Minister of Education, always followed per period of the curriculum system. The Indonesian Education Curriculum since 1945 already exists, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, and 2006. This impact on the quality of Indonesian education has not yet met clear and steady quality standards. A philosophical study is a means of thinking by empowering the human mind to the maximum extent possible, in a fundamental (radical), comprehensive, towards the objects of research. The critical paradigm used in this learning is an invention that is used to describe what is used by illusion, consequently, that social reality must always be criticized and evaluated, which is the right understanding. The results of this study are used to look at three aspects, namely: ontology aspects, epistemological aspects, and Axiological aspectsKey Words : Curriculum, 2006 and 2013 curriculum, Critical Paradigm.AbstraksiSejarah kurikulum pendidikan di Indonesia kerap berubah, ibarat setiap ada pergantian Menteri Pendidikan, selalu diikuti pergantian sistem kurikulum. Kurikulum Pendidikan Indonesia sejaktahun 1945, telah mengalami perubahan, yaitu pada tahun 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, dan 2006. Hal ini berdampak pada mutu pendidikan Indonesia hingga kini belum memenuhi standar mutu yang jelas dan mantap. kajian filosofis adalah suatu sarana berfikir dengan memperdayakan akal manusia semaksimal mungkin, secara mendasar (radikal), menyeluruh (comprehensive) terhadap suatu entitas obyek kajian. Paradigma Kritikal yang digunakan dalam kajian ini mencoba mencari jawaban yang melampaui penampakan di permukaan saja yang seringkali didominasi oleh ilusi, konsekuensinya,bahwa realitas sosial itu harus senantiasa dikritisi dan dievaluasi, yang hasilnya adalah sebuah pemahaman yang jernih, pemahaman atas dasar kesadaran dan keyakinan. Hasil kajian ini dapata dilihat dari tiga aspek yaitu: aspek ontologi, aspek Epistemologis, dan aspek aksiologis.Kata kunci : Perubahan Kurikulum, kurikulum 2006 dan 2013, Paradigma Kritikal.

scholarly journals Bebês em creches nas zonas rurais do Brasil

2020 ◽  
Vol 6 (10) ◽  
pp. 264
Author(s):  
Patricia Maria Uchôa SIMÕES ◽  
Mariana Uchôa Simões BARBOSA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rural Areas ◽  
Rural Populations ◽  
Childhood Education ◽  
Daycare Centers ◽  
History Of ◽  
The Right ◽  
Educational Indicators

RESUMONo Brasil, a história da educação institucionalizada dos bebês inicia-se com instituições voltadas para o atendimento das populações mais pobres das cidades e está relacionada à industrialização e urbanização. Essa origem explica, em parte, a escassa oferta de Educação Infantil para as populações rurais, até hoje. O estudo debate a trajetória das creches das zonas rurais, analisa alguns dos indicadores educacionais e dados da implantação do Proinfância nessas áreas. As conclusões apontam para os avanços na legislação e a melhoria dos indicadores educacionais nas primeiras décadas desse século, também apresenta o Proinfância como uma alternativa para as zonas rurais, com a oferta de apoio aos municípios na construção de políticas de inclusão dos bebês em creche com maior qualidade de atendimento. Faz-se necessário a afirmação desses bebês como sujeitos de direitos, da sua educação como condição de cidadania e da especificidade da creche nas zonas rurais como direito à diferença.Bebês. Creche. Educação Infantil do Campo. Babies in daycare centers in rural BrazilABSTRACT In Brazil, the history of institutionalized baby education begins with institutions aimed at serving the poorest populations in cities and is related to industrialization and urbanization. This origin explains, in part, the scarce offer of Early Childhood Education for rural populations, even today. The study debates the trajectory of daycare centers in rural areas, analyzes some of the educational indicators and data on the implementation of Proinfância in these areas. The conclusions point to advances in legislation and the improvement of educational indicators in the first decades of this century, it also presents Proinfância as an alternative for rural areas, with the offer of support to municipalities in the construction of policies for the inclusion of babies in daycare centers with higher quality of care. It is necessary to affirm these babies as subjects of rights, their education as a condition of citizenship and the specificity of daycare in rural areas as the right to difference.Babies. Nursery. Rural Early Childhood Education. Bebés en guarderías en zonas rurales de BrasilRESUMEN En Brasil, la historia de la educación institucionalizada de bebes comienza con instituciones destinadas a servir a las poblaciones más pobres de las ciudades y está relacionada con la industrialización y la urbanización. Este origen explica, en parte, la escasa oferta de educación de la primera infancia para las poblaciones rurales, incluso hoy en día. El estudio debate la trayectoria de las guarderías en áreas rurales, analiza algunos de los indicadores educacionales y los datos sobre la implementación de “Proinfância” en estas áreas. Las conclusiones apuntan a avances en la legislación y la mejora de los indicadores educacionales en las primeras décadas de este siglo, también presenta a “Proinfância” como una alternativa para las zonas rurales, ofreciendo apoyo a los municipios en la construcción de políticas para la inclusión de bebés en guarderías con mejor calidad de cuidado. Es necesario afirmar que estos bebés son sujetos de derechos, su educación debe ser entendida como condición de ciudadanía y la especificidad de la guardería en las zonas rurales como un derecho a la diferencia.Bebés. Guardería. Educación de la primera infancia rural. Bambini in asili nele aree rurali del BrasileSINTESEIn Brasile, la storia dell'educazione al bambino istituzionalizzata inizia con istituzioni progettate per servire le popolazioni più povere delle città ed è legata all'industrializzazione e all'urbanizzazione. Questa origine spiega, in parte, l'offerta limitata di educazione della prima infanzia per le popolazioni rurali, anche oggi. Lo studio discute la traiettoria degli asili nelle aree rurali, analizza alcuni degli indicatori e dati educativi sull'attuazione di "Proinfância" in queste aree. Le conclusioni indicano i progressi della legislazione e il miglioramento degli indicatori educativi nei primi decenni di questo secolo, inoltre presenta "Proinfância" come alternativa alle aree rurali, offrendo supporto ai comuni nella costruzione di politiche per l'inclusione dei bambini negli asili nido con una migliore qualità delle cure. È necessario affermare che questi bambini sono soggetti di diritti, la loro educazione deve essere intesa come una condizione di cittadinanza e la specificità dell'assistenza all'infanzia nelle aree rurali come un diritto alla differenza.

The legal status of emigrants from Russia in the first years after the October Revolution of 1917 (on the example of North Caucasians)

2021 ◽  
pp. 645-659
Author(s):  
Anzor A. Murdalov ◽  
Rustam A. Tovsultanov
Keyword(s):  
Legal Status ◽  
Second World War ◽  
October Revolution ◽  
North Caucasus ◽  
International Convention ◽  
The North ◽  
History Of ◽  
Definition Of ◽  
The Right ◽  
Second World

Emigration has been known to mankind for more than a century. We name the factors contributing to emigration, give examples from the history of emigration both abroad and Russia. We emphasize that at the present time, Russian citizens emigrate to other countries, using the right to freely leave the state, and can also have dual citizenship under Russian law, or renounce citizenship, and then get it again. We pay special attention to the settlement of the territory of North Caucasus, which began in the 8th – 7th – 6th – 5th thousand BC. We analyze the features of emigration of people from North Caucasus after the October Revolution of 1917. The specifics of the emigration of people from this region of country are emphasized. Thus, the majority of people emigrated to the Ottoman Empire, and then moved to Europe. We indicate that in fact, after the adoption of the Decrees of the Central Executive Committee, the SNK of RSFSR in 1921, “On the deprivation of the rights of citizenship of certain categories of persons who are abroad” many emigrants from Russia, including North Caucasians, have become disenfranchised. This circumstance greatly influenced the publication of the Nansen passport (it was introduced in 1922 and became widespread in 1924), according to which emigrants were granted a number of legal and social rights. In addition, it is applicable to emigrants from Russia, including from the North Caucasus, in 1922 and 1926. The Geneva definition of “Russian refugee” was given, and the International Convention on the International Status of Refugees of 1933 created an alternative to naturalization for refugees from Russia. Subsequently, before the outbreak of the Second World War, people received, as a rule, the citizenship of the countries in which they began to live.

Education Policies

2019 ◽  
pp. 23-48
Author(s):  
Christopher Bischof
Keyword(s):  
History Of Education ◽  
The State ◽  
Social Intervention ◽  
Education Policies ◽  
Starting Point ◽  
History Of ◽  
Education Act ◽  
And Training

Chapter one, ‘Education Policies’, explores the policies that framed teachers’ careers, especially from the perspective of teachers. Seen this way, the history of policies looks quite different. It begins in 1846, more than two decades before the 1870 Education Act which so much scholarship on the history of education takes as its starting point. In the very year of laissez-faire’s supposed triumph, the state undertook a massive social intervention by creating two remarkable—and quite expensive—institutions open to girls and boys alike: pupil teaching and training colleges. Hundreds of thousands of British girls and boys took advantage of the clear, state-funded path which these institutions offered to becoming a teacher.

scholarly journals Pravo na palijativnu skrb za djecu u Republici Hrvatskoj

2020 ◽  
Vol 55 (2) ◽  
pp. 82-91
Author(s):  
Marina Milić Babić ◽  
Marina Hranj
Keyword(s):  
Palliative Care ◽  
Right To Health ◽  
Human Right ◽  
Her Family ◽  
Right To Health Care ◽  
Starting Point ◽  
The Family ◽  
The Republic ◽  
The Right

Palliative care for children means active, complete care on physical, psychological, social and spiritual levels, and it includes collaboration and active work with the family. Palliative care for children lasts during the period of illness and continues after the death of the child in the form of expert assistance to the family in their grief. Such care follows the principles of individual, holistic, transdisciplinary and biopsychosocial-spiritual approaches that come together in promoting the quality of life of a child and his or her family. Numerous legal sources are the starting point for defining palliative care for children as a fundamental human right to health care, as well as for defining basic actions within this fundamental right. The right to palliative care includes rights from different systems, and collaboration and linking of different disciplines are needed in order to meet the needs of the child and his family. The aim of this paper is to present crucial knowledge in the field of palliative care for children and to examine how this right is implemented and legally regulated in the Republic of Croatia.

Advocacy and Coordination of Services

1985 ◽  
Vol 2 (1) ◽  
pp. 8-14
Author(s):  
Wanda Jean Rainbolt
Keyword(s):  
Physical Educators ◽  
History Of ◽  
Adapted Physical Educators ◽  
The 1960S ◽  
The Many ◽  
The Right ◽  
Time And Energy ◽  
Consumer Advocates ◽  
Architectural Barriers

Adapted physical educators are spending much of their time and energy advocating for the right of all children and youth to a high quality of physical education service delivery and the elimination of attitudinal, aspirational, and architectural barriers experienced by handicapped persons. Prior to the 1960s, lawyers or legal advocates were the ones who would plead the cause for others. Since then, however, three types of advocates have evolved: citizen, professional, and consumer advocates. Adapted physical educators are professional advocates, but they must have an understanding of the other types of advocates. The purpose of this article is to acquaint adapted physical educators with the job function of advocacy, the history of advocacy, and the many roles advocates play.

PANDORA'S BOX: WALTER CRANE, “OUR SPHINX-RIDDLE,” AND THE POLITICS OF DECORATION

2007 ◽  
Vol 35 (1) ◽  
pp. 309-326
Author(s):  
Morna O'Neill
Keyword(s):  
Arts And Crafts ◽  
Artistic Practice ◽  
Oil Painting ◽  
Homi Bhabha ◽  
Classical Mythology ◽  
Starting Point ◽  
Political Agitation ◽  
History Of ◽  
The Right ◽  
Cultural Hierarchies

WITH WALTER CRANE, marginality is a question of medium. For his contemporaries, Crane's artistic practice embodied the ethos of Arts and Crafts eclecticism, apparent in this view of his studio from 1885 (Figure 15): watercolor, oil painting, tempera, sculpture, design, and illustration vie for our attention. As the painter Sir William Rothenstein recalled, “Crane could do anything he wanted, or anyone else wanted” (292). As an artist, designer, and – crucially – a socialist, Crane disregarded the traditional distinctions between high art and popular culture. With a history of art constructed along the fault lines of media, school, and style, Crane's diverse artistic practice and radical politics defy easy categorization. And this is precisely the point: his work requires the viewer to think across media, to move from the margins of wallpaper and illustration to the center of painting and back again. Or perhaps it is more fruitful to think of this process as one of inversion, placing wallpaper at the center and painting at its margins. According to Homi Bhabha, it is this “disjunctive temporality” (151) of the margins that allows cultural identity and political solidarities to emerge. The forging of political solidarities through art was the crux of Crane's project, and the disruption of established cultural hierarchies signaled the central role of art in political agitation. Visible on the right margin of photograph of Crane's studio (see Figure 15), the watercolor Pandora from 1885 (Figure 16) provides an ideal starting point for an exploration of the ways in which socialist politics move from the decorative margins to the very heart of Crane's art, a process enabled by the artist's politicized reinterpretation of classical mythology.

Os Direitos de Educação de Qualidade das Pessoas com necessidades Educacionais Especiais na Perspectiva Inclusiva

2018 ◽  
Vol 19 (2) ◽  
pp. 130
Author(s):  
Julia Alejandra Pezuk ◽  
Eduardo Natali Della Valentina ◽  
João Fernando Brinkmann dos Santos
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Developmental Disorders ◽  
Quality Education ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
International Convention ◽  
Legal Documents ◽  
Inclusive School ◽  
The Right

A educação é um direito universal de todos os indivíduos que prevê a formação do ser humano no conhecimento disponível. No entanto, sabemos atualmente que a educação requer adequações para diversas situações a fim de que seja inclusiva e para todos, e inclua educandos portadores de necessidade especiais para garantir a eles os mesmos direitos e oportunidades. Nesse contexto entender melhor a qualidade e a forma como a educação é feita para todas as pessoas, especialmente para aqueles indivíduos que tem necessidades especiais é fundamental. Por isso a presente pesquisa refere-se a uma revisão de literatura estruturada pelo tema “o direito à educação de qualidade das pessoas com necessidades educativas especiais na perspectiva inclusiva”. Na busca por entender Assim, por meio desta revisão, se objetiva apontar o direito à educação de qualidade a todos, referenciando diversos documentos legais desde a “Declaração Universal dos Direitos Humanos” de 1948 até a “Convenção Internacional Sobre os Direitos das Pessoas com Deficiência” de 2009, compilando informações e propostas de valorização para o atendimento a pessoas com deficiência, transtornos globais de desenvolvimento e altas habilidades na escola inclusiva. É imprescindível notar que a convergência desses documentos garante acesso, permanência e participação a todos, incluindo, portanto, educandos portadores de necessidades especiais.Palavras-chave: Inclusão. Qualidade. Direito. Educação.AbstractEducation is a universal right for all individuals, also called learners, that guarantee the formation of human using the available knowledge that we have today. However, we currently know that education requires adaptations to diverse situations in order to be inclusive and for all, to be capable to include learners with special needs to guarantee to them the same rights and opportunities. In this context, understanding better the quality and the way education is made for all learner, especially for those individuals who have special needs its fundamental. Therefore, the present research refers to a literature-structured review by the theme "the right to quality education of people with special educational needs in an inclusive perspective". The aim of this review is to highlight the right education with quality for everyone, referencing various legal documents from the Universal Declaration of Human Rights of 1948 to the International Convention on the Rights of Persons with Disabilities "Of 2009, compiling information and valuation proposals for the care of people with disabilities, global developmental disorders and high skills in inclusive school. It is important to note that the convergence of these documents guarantees access, permanence and participation to all learners, including, therefore, students with special needs.Keywords: Inclusion. Quality. Right. Education.

Avascular necrosis of the jaw in multiple myeloma (MM) patients (pts) treated with bisphosphonates (BP)

2007 ◽  
Vol 25 (18_suppl) ◽  
pp. 18538-18538
Author(s):  
L. Curreli ◽  
A. D. Palmas ◽  
G. Latte ◽  
A. Murgia ◽  
A. Gabbas
Keyword(s):  
Oral Cavity ◽  
Progressive Disease ◽  
Alveolar Bone ◽  
High Dose ◽  
Allogenic Bone ◽  
History Of Disease ◽  
Aggressive Surgical Approach ◽  
History Of ◽  
The Right

18538 Background: Oral cavity avascular bone necrosis (ABN) has been recently reported as an emerging serious complication in pts receiving BP for the treatment of hypercalcemia related to MM or metastatic solid tumors. Methods: We report the cases of 6 pts with MM treated initially with pamidronate and later with zoledronic acid (ZA). Results: Pts characteristics : M/F 3/3; mean age 58.4 (46–78); 4 IgG κ,1 γ and 1 κ MM; 5 St IIIA and 1 IIIB; mean history of disease 61.3 mo. (23–103); 5 pts had a relapsing MM refractory to several lines of therapy but 1 pt had received only high dose dexametazone (D); 2 pts had received autologous stem cell transplantation and 1 pt allogenic bone marrow transplantation; mean n.° of BP doses was 41.3 (17–81). At the time of ABN onset all pts were receiving ZA along with, respectively: D (2 pts); cyclophosphamide plus D (1 pt), bortezomib plus D (2 pts) and oral melphalan (1 pt). ABN was localized in 2 pts at alveolar bone of the right maxilla and presented as an inflammation of the gum, followed by a painful bone exposure. In the other 4 pts ABN was localized at mandible and presented as dental abscesses followed in 2/4 pts by cutaneous fistulization. Treatment has included in all pts discontinuation of ZA, antibiotics, chlorhexidine mouthwashes, pain control, minor regional débridement, and bone trimming. In 1 pt a more aggressive surgical approach was attempted at an other Institution and postoperative course was complicated by massive haemorrhage and complete loss of chewing. Four pts dead with progressive disease with a mean overall survival after ABN presentation of 6 mo.; 2 pts are alive after 3 and 4 mo. after ABN presentation; however in all pts ABN significantly worsened quality of life. Conclusions: Oral cavity ABN is a severe complication in refractory MM pts receiving BP. Mechanisms of action of BP that determine a reduction in osteoclastic activity and an accumulation of nonvital osteocytes with microfractures of old mineral matrix appear to play an important role. However other causes may be involved as a long history of disease; an uncontrolled progressive disease; type and doses of previous and present therapies, primarily steroids; status of oral cavity and teeth of pts and possibly the n.° of doses of BP. No significant financial relationships to disclose.

scholarly journals LATIHAN FISIK PADA FRAILTY SYNDROME

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Joudy Gessal ◽  
Widya Utari
Keyword(s):  
Quality Of Life ◽  
Functional Ability ◽  
Functional Performance ◽  
Cognitive Disorders ◽  
Geriatric Syndrome ◽  
Frailty Syndrome ◽  
Balance Disorder ◽  
Type Of Exercise ◽  
The Right

Abstract: Frailty Syndrome (FS) is a geriatric syndrome characterized by decreases of functional ability and adaptation due to multi-system functional degradation, and an increase of susceptibility to a variety of pressures, resulting in a decrease of functional performance and health status. FS occurs in 30% people over 80 years and in 7% over 65 years. The incidences of FS in females were higher than in males due to the females’ smaller/lower/less body mass; therefore, loss of muscle mass due to aging process is faster. Anorexia, sarcopenia, immobilization, atherosclerosis, balance disorder, depression, and cognitive disorders are conditions that can lead to the occurences of FS. Although FS increases the morbidity and accelerates the mortality, the right type of exercise can overcome this syndrome and improves the quality of life. Keywords: Frailty syndrome, geriatric, quality of life.     Abstrak: Frailty Syndrome (FS) adalah suatu sindroma geriatrik dengan karakteristik berkurangnya kemampuan fungsional dan fungsi adaptasi yang diakibatkan oleh degradasi fungsi berbagai sistem dalam tubuh, serta meningkatnya kerentanan terhadap berbagai macam tekanan; kesemuanya ini menurunkan performa fungsional dan status kesehatan seseorang. Frailty Syndrome terjadi pada 30% populasi di atas usia 80 tahun dan 7% pada populasi usia di atas 65 tahun. Insiden pada perempuan lebih tinggi oleh karena perempuan memiliki massa tubuh yang lebih kecil daripada laki-laki sehingga kehilangan massa otot lebih cepat terjadi pada proses aging. Anoreksia, sarkopenia, imobilisasi, aterosklerosis, gangguan keseimbangan, depresi dan gangguan kognitif merupakan kondisi-kondisi yang dapat menyebabkan terjadinya FS. Walaupun FS menyebabkan peningkatan morbiditas dan percepatan terjadinya mortalitas, latihan yang tepat dapat mengatasi sindroma dan meningkatkan kualitas hidup. Kata kunci: frailty Syndrome, geriatrik, kualitas hidup.

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