scholarly journals An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

2021 ◽  
Vol 11 (8) ◽  
pp. 376
Author(s):  
Jennifer Ansorger
Keyword(s):  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Self Esteem ◽  
Low Ses ◽  
Face To Face ◽  
The Core ◽  
Core Subjects ◽  
Level I ◽  
The Impact ◽  
Low Ses Students

Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

The impact of cultural and linguistic diversity on hospital readmission in patients hospitalized with acute heart failure

2019 ◽  
Vol 6 (2) ◽  
pp. 121-129
Author(s):  
Michael Seman ◽  
Bill Karanatsios ◽  
Koen Simons ◽  
Roman Falls ◽  
Neville Tan ◽  
...  
Keyword(s):  
Heart Failure ◽  
Acute Heart Failure ◽  
Hospital Readmission ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Cox Proportional Hazard ◽  
Increased Risk ◽  
Hospital Administrative ◽  
The Impact

Abstract Aims Health services worldwide face the challenge of providing care for increasingly culturally and linguistically diverse (CALD) populations. The aims of this study were to determine whether CALD patients hospitalized with acute heart failure (HF) are at increased risk of rehospitalization and emergency department (ED) visitation after discharge, compared to non-CALD patients, and within CALD patients to ascertain the impact of limited English proficiency (LEP) on outcomes. Methods and results A cohort of 1613 patients discharged from hospital following an episode of acute HF was derived from hospital administrative datasets. CALD status was based on both country of birth and primary spoken language. Comorbidities, HF subtype, age, sex and socioeconomic status, and hospital readmission and ED visitation incidences, were compared between groups. A Cox proportional hazard model was employed to adjust for potential confounders. The majority of patients were classified as CALD [1030 (64%)]. Of these, 488 (30%) were designated as English proficient (CALD-EP) and 542 (34%) were designated CALD-LEP. Compared to non-CALD, CALD-LEP patients exhibited a greater cumulative incidence of HF-related readmission and ED visitation, as expressed by an adjusted hazard ratio (HR) [1.27 (1.02–1.57) and 1.40 (1.18–1.67), respectively]; this difference was not significant for all-cause readmission [adjusted HR 1.03 (0.88–1.20)]. CALD-EP showed a non-significant trend towards increased rehospitalization and ED visitation. Conclusion This study suggests that CALD patients with HF, in particular those designated as CALD-LEP, have an increased risk of HF rehospitalization and ED visitation. Further research to elucidate the underlying reasons for this disparity are warranted.

The Role of Multi-Media in Expanding Pre-Service Teachers' Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities

2016 ◽  
pp. 296-314
Author(s):  
Latisha Mary ◽  
Andrea Young
Keyword(s):  
Second Language Acquisition ◽  
Student Teachers ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Linguistically Diverse Students ◽  
Diverse Classrooms ◽  
Multi Media ◽  
The Impact

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically diverse classrooms and questioned whether the use of multi-media resources throughout the course could contribute to fostering a greater sense of empathy towards their future culturally and linguistically diverse students. The data analysis reveals that the use of video in particular, in combination with theoretical readings, was highly instrumental in helping the students to understand the concepts linked to second language acquisition and in providing them with strategies for their linguistically and culturally diverse classrooms. The authors question whether the use of multi-media is sufficient to foster a sense of empathy in students and suggest further pedagogical interventions.

Culturally Responsive Pedagogies

Education ◽  
2013 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
Academic Performance ◽  
Educational System ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Cultural And Linguistic Diversity ◽  
Linguistically Diverse Students ◽  
The Impact

Historically, the academic performance of many culturally and linguistically diverse students has tended to lag behind that of their peers. This has been attributed by some as a failure of the educational system to meet these students’ academic, social, and emotional needs. Increasing diversity within the school-aged population demands that schools respond to the needs and abilities of these students. Central to these efforts is a commitment to the preparation, recruitment, and retention of a teaching force capable of acknowledging and respecting the unique learning abilities and needs of their students. Emerging in the1990s, the term “culturally responsive pedagogies” (CRP), often interchanged with the term “culturally relevant pedagogies,” has been used to describe the knowledge, skills, and dispositions characteristic of teachers who embrace the role of cultural and linguistic diversity within the teaching and learning environment. Teachers who engage in culturally responsive practices view their students’ cultural and linguistic diversity as strengths rather than deficits. Culturally responsive teachers build on their students’, and their families’/communities’ unique strengths as they work to develop effective educational practices for students from diverse backgrounds. Although hailed as a marker of effective teaching for culturally and linguistically diverse students, there is limited large-scale empirical evidence documenting the actual impact of CRP on students’ academic performance, leading some to question the utility of such practices. Given the highly contentious nature of the early-21st-century educational system it is imperative that increased research be conducted to document the impact of CRP on students’ academic experiences and subsequent outcomes.

Are we reading enough crime? Examining the content and depth of criminal law courses

2019 ◽  
Vol 44 (2) ◽  
pp. 151-158
Author(s):  
Helen Gibbon ◽  
Alex Steel
Keyword(s):  
Cognitive Load ◽  
Criminal Law ◽  
Law School ◽  
Face To Face ◽  
The Core ◽  
Core Subjects ◽  
Core Subject ◽  
Baseline Information ◽  
The Subject ◽  
The Right

What should be learnt in law school is currently a debated topic. One aspect of this debate is whether what is taught in the core subjects is necessary or taught to the right level. In this article, we examine one such core subject: criminal law. The aim is to provide baseline information on what students are expected to read in the subject as a proxy for what is taught and what is learnt. By examining the range of topics, and the amount of words set, we provide an indication of the expected breadth of learning and cognitive load on students. This is relevant both to traditional face-to-face teaching and online innovations.

scholarly journals Facing up to the Challenges in Teaching and Learning English in Polytechnics

2020 ◽  
Vol 7 (2) ◽  
pp. 37-54
Author(s):  
Shahiza Ahmad Zainuddin ◽  
Yusri Kamin
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Qualitative Data ◽  
The Other ◽  
Teaching English ◽  
The Core ◽  
Core Subjects ◽  
Language Competency ◽  
The Impact ◽  
Learning English

The competency of English among future graduates has consistently been discussed and has become a national concern. The impact of not having competency in English contributes to the hindrance of communication. Thus, English language becomes a major factor graduates are not able to secure suitable employment or to perform at work. The Technical and Vocational Education Training providers such as polytechnics share the same concern as the other institutions. English courses are taught as compulsory course for all students and students are given opportunities to practise the language through co-curricular activities. Communicative English is offered in three semesters, to support the core subjects and complement the technical subjects. In leading towards development and preparing graduates to meet the needs of the future, it is pertinent to ensure that the outcome of English courses in polytechnics is to produce graduates with adequate language competency and ready for work. This chapter reveals the challenges faced by English and content lecturers based on teaching English in polytechnics, teaching the discipline content in English and the collaboration between both subject lecturers. Qualitative data is gathered based on interviews with the lecturers to discover the perception of lecturers from language and content disciplines. The challenges in teaching and learning English are analysed and recommendations for improvement are beneficial to be used as interventions to improve the teaching and learning of English in polytechnics.

The Role of Multi-Media in Expanding Pre-Service Teachers' Understanding of Culturally and Linguistically Diverse Classrooms and Furthering Their Professional Identities

2020 ◽  
pp. 630-648
Author(s):  
Latisha Mary ◽  
Andrea Young
Keyword(s):  
Second Language Acquisition ◽  
Student Teachers ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Linguistically Diverse Students ◽  
Diverse Classrooms ◽  
Multi Media ◽  
The Impact

This chapter details a qualitative study conducted with pre-service elementary school student teachers enrolled in a Masters course on cultural and linguistic diversity at one university teacher education institute in France. The study aimed to evaluate the impact of the course on the student teachers' understanding of culturally and linguistically diverse classrooms and questioned whether the use of multi-media resources throughout the course could contribute to fostering a greater sense of empathy towards their future culturally and linguistically diverse students. The data analysis reveals that the use of video in particular, in combination with theoretical readings, was highly instrumental in helping the students to understand the concepts linked to second language acquisition and in providing them with strategies for their linguistically and culturally diverse classrooms. The authors question whether the use of multi-media is sufficient to foster a sense of empathy in students and suggest further pedagogical interventions.

scholarly journals Factors Determining the Efficiency of Slovak Public Procurement

2019 ◽  
Vol 12 (1) ◽  
pp. 43-68 ◽  
Author(s):  
Matus Grega ◽  
Marta Orviska ◽  
Juraj Nemec ◽  
Colin Lawson
Keyword(s):  
Public Procurement ◽  
Government Officials ◽  
Face To Face ◽  
Second Stage ◽  
The Core ◽  
Three Stages ◽  
Last Stage ◽  
Main Factors ◽  
The Impact ◽  
Depth Interviews

AbstractMany studies analyse factors (such as corruption, competitiveness, transaction costs), which are influencing public procurement efficiency. The purpose of this paper is to find out, what the main factors are in Slovakia that are influencing public procurement efficiency, and based on our analysis, we will also estimate what is the impact of each factor on the efficiency of public procurement in Slovakia.The research for this paper was executed in three stages. We began with a small number of face-to-face in-depth interviews with specialist procurement advisors to contracting authorities. In the second stage, we created draft questionnaires for contracting authorities and for suppliers, and once we tested questionnaires, it was sent to 13,571 suppliers and to 4,300 contracting authorities. In the last stage, we used various types of analyses to examine identified factors.There is significant agreement between suppliers and contractors that the two main factors causing inefficiencies are excessive bureaucracy and corruption or other ethical shortcomings. It is shown that insufficient competition, and the excessive use of the lowest price criterion for selecting winning bids, add further inefficiencies. Savings are greatest when there are between 6 and 8 bidders. E-auctions generally produce larger savings than more traditional methods, but Slovak procurement procedures are costly, compared to most other EU states.This paper contributes to the understanding of what are the core factors which may influence public procurement efficiency. It also provides valuable information for government officials on how to change public procurement rules in order to achieve higher efficiency.

Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda

2013 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty
Keyword(s):  
International Relations ◽  
Identity Construction ◽  
Social Theory ◽  
Power Relations ◽  
Linguistic Diversity ◽  
Cultural Organization ◽  
Using Data ◽  
The Individual ◽  
The Impact ◽  
The Relationship

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.

Investigating the Relationship Between Self-Esteem and Stigma Among Young Adults With History of Suicide Attempts

Crisis ◽  
2016 ◽  
Vol 37 (4) ◽  
pp. 265-270 ◽  
Author(s):  
Meshan Lehmann ◽  
Matthew R. Hilimire ◽  
Lawrence H. Yang ◽  
Bruce G. Link ◽  
Jordan E. DeVylder
Keyword(s):  
Young Adults ◽  
Suicide Attempts ◽  
Self Esteem ◽  
High Risk Population ◽  
High Functioning ◽  
People With Mental Illness ◽  
History Of ◽  
The Individual ◽  
The Impact ◽  
The Relationship

Abstract. Background: Self-esteem is a major contributor to risk for repeated suicide attempts. Prior research has shown that awareness of stigma is associated with reduced self-esteem among people with mental illness. No prior studies have examined the association between self-esteem and stereotype awareness among individuals with past suicide attempts. Aims: To understand the relationship between stereotype awareness and self-esteem among young adults who have and have not attempted suicide. Method: Computerized surveys were administered to college students (N = 637). Linear regression analyses were used to test associations between self-esteem and stereotype awareness, attempt history, and their interaction. Results: There was a significant stereotype awareness by attempt interaction (β = –.74, p = .006) in the regression analysis. The interaction was explained by a stronger negative association between stereotype awareness and self-esteem among individuals with past suicide attempts (β = –.50, p = .013) compared with those without attempts (β = –.09, p = .037). Conclusion: Stigma is associated with lower self-esteem within this high-functioning sample of young adults with histories of suicide attempts. Alleviating the impact of stigma at the individual (clinical) or community (public health) levels may improve self-esteem among this high-risk population, which could potentially influence subsequent suicide risk.

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