The Prison Camp as Pedagogy of Place

Place-based education usually refers to curricular work conducted in PK-12 settings that mobilizes local contexts to teach subject matter content. The education research reviewed here departs from this approach. Less interested in place as a means to transmit content, instead this article describes the often intangible learning that occurs in place. Place is a repository of lived experience, one in which the mind and body are intertwined. Place-based learning involves the knowledge and affective attachments provisioned by architectural arrangements and designs. Grounded in familial experience as Japanese Americans incarcerated in World War II-era prison camps, I research historic concentration camps, prisons, and other confinement spaces and how these sites educate contemporary audiences. Many of these historic prisons are places in which populations deemed security threats to the state were targeted, stripped of certain rights and obligations, forcibly removed, and sequestered. Treating these place-based projects as a kind of “curriculum,” my research also has implications for teaching and learning in K-12 classrooms.

Peningkatan Keterampilan Menulis Paragraf Argumentasi melalui Model Group Investigation Siswa Kelas X SMA Negeri 1 Wonomulyo

This study aims to describe the improvement of the learning process for writing argumentative paragraphs through a group investigation model for X6 grade students at SMA Negeri 1 Wonomulyo. This type of research is classroom action research which is carried out in two cycles. The subjects in this study were 39 students. Data collection is done by writing paragraphs in the form of argumentation tests and observations. Data were analyzed quantitatively and qualitatively. The results showed that the number of students who were active in choosing subject matter, exercises in determining facts or evidence that support paragraphs based on observations made, writing argumentative paragraphs, teacher performance in directing students, assigning students to choose subject matter, looking for references then conducting investigations, and writing argumentative paragraphs in the first cycle is 60,16% while in the second cycle it is 80,55%. The results of paragraph learning based on six aspects of scoring include argumentative characteristics, alignment of content with the subject matter, content organization, use of language (effective sentences), accuracy and accuracy of diction, and spelling and reading showed improvement. In the first cycle, the average value of writing argumentative paragraphs obtained was 71,53 with a sufficient score, students who got a score of 75 were 11 students (28,20%). In cycle II, the average value of writing argumentative paragraphs was 81.74 with good scores. Students who got a score of 75 were 33 students (84,16%). This shows that the learning outcomes have met the standard of success, namely 75%.

Ethnic Identity Discourse in Intercultural Education

Teaching intercultural education and communication without personal ethnic identity development exposes students to the possibility of becoming so enamored with the cultures of others that they become disillusioned with their own ethnic heritages. Such circumstances are especially detrimental to children of color living in societies in which everything associated with White people is considered positive, good, and desirable, and much associated with people of color is interpreted to be negative, dangerous and worthy of denigration. In this article, I report and analyze the findings of primary and secondary school teachers who facilitated students’ ethnic identity development using subject matter content. With a strong sense of their ethnic identity, I argue that such students are positioned to benefit from instruction in intercultural education and communication with its requisite new cultural knowledge, feelings and behaviors. These findings reinforce both the need and efficacy of ethnic identity exploration as a necessary component of intercultural education at all levels of schooling. Ethnic identity exploration in education includes making connections with students’ families about ethnic identity, engaging students in ethnic identity dialogue, introducing students to social justice role models in their ethnic groups, and exploration of ethnic histories, traditions, and customs.

Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences

Knowledge mapping tools in the educational technology domain currently support learners and teachers in creating and visualizing a knowledge repository, usually of subject matter content or links to such content. This research proposes a pedagogically-informed knowledge map design, where knowledge is conceptualised as a contextualized competence, and proposes a tool for creating and visualizing knowledge and recommending appropriate learning and teaching materials. An experiment is reported which found that the use of knowledge mapping and the tool significantly correlated with academic performance.

Subject matter, content and structure of the right to freedom and personal inviolability: problem aspects.

The scientific article draws attention to the subject of the right to liberty and security of person and its place in the science of legal law. The content of this right in terms of its components is also studied. Particular attention is paid to the structure of the right to liberty and security of person, namely: the division into two independent structural elements: the right to liberty and the right to personal integrity. The case law of the European Court of Human Rights is studied through the prism of guarantees of the right to liberty and security of person contained in Art. 5 of the Convention. Freedom and personal inviolability are personal human rights, which in the theory of legal and philosophical thought are defined as natural rights that belong from birth and, according to the generally accepted classification, belong to the first generation of (civil and political) human rights. The right to liberty and security of person is a fundamental right of every person and citizen, inalienable and personal, and belongs to the list of natural rights and is perceived by civil society through the prism of the theory of natural law, which has existed for several centuries. The article forms a certain position on the approach to the study of the right to liberty and security of person, its structural elements, it is important to follow a systematic approach, to consider this right as a set of interrelated elements on the principles of integrity, structure, plurality and equality. «Freedom» and «personal inviolability», which in close cooperation form a single complex. These categories should be considered the subject of the right to personal inviolability in the narrow sense, but the freedom of the individual from unlawful encroachment on property, honor, dignity, from unauthorized interference in private and family life is the subject of the right in the broadest sense.

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

Managed entry agreementsas a new legal framework for access to medicines

Key words: managed entry agreements, availability of medicines, original medicines,purchase of medicines, medicinal immunobiological drugs The article concerns the new provisions of national legislativea legal mechanism for access to medicines, namely managed entry agreements. Theuse of managed entry agreements in European contract practice is widespread.Ukraine, in responding to the COVID-19 pandemic, has reviewed the legal mechanismsfor access to medicines contained in national legislation and had taken the firststeps towards implementing managed access agreements.Ukrainian legislation did not contain such a concept as a managed entry agreementby March 2020, and such agreement was never used in Ukrainian contract practicefor the purchase of medicines. On March 17, 2020, changes were made to the nationallegislation, namely the Law of Ukraine «On amendments to certain laws ofUkraine aimed at increasing the availability of medicines, medical products and theiraccessories, which are purchased by the person authorized to carry out purchases inthe field of health care» which were amended, in particular, to the Law of Ukraine«Fundamentals of the legislation of Ukraine on health care» and supplemented by article791 of which a managed entry agreement to national legislation was introduced. The provision of Article 79-1 of the Fundamentals of the legislation of Ukraine onhealth care regarding the parties, subject matter, content of managed entry agreementsis analysed.January 27, 2021, the Cabinet of Ministers of Ukraine adopted a decision approvingthe procedure for the negotiation, execution, modification and termination ofmanaged entry agreement. A standard form of agreement for a managed entry agreementhas been approved. The managed entry agreements procedure has been introducedin Ukraine February 15, 2021.The legal and regulatory provisions concerning managed entry agreements havebeen analysed and highlighted their particularities.

THE ANALYSIS OF KURT SCHWITTERS' "THE HITLER GANG" BASED ON ICONOGRAPHIC AND ICONOLOGICAL CRITICISM METHOD OF ERWIN PANOFSKY

In this study, the collage "The Hitler Gang" dated 1944 by Kurt Schwitters who is one of the Dadaism artists has been analyzed based on "iconographic and iconological criticism method" which was developed by an art historian, Erwin Panofsky, in 20th century. The said work has been examined under three stages which are natural subject matter (factual and expressive meaning), conventional subject matter (secondary meaning) and intrinsic subject matter (content) according to this method of Panofsky; it has been aimed to make the work more understandable by the viewer with this method. The positions and expressions of the visuals within the composition have been examined to find the natural subject matter; the relationships of the visuals with one another have been examined by addressing the points at which the work points to find the conventional subject matter and various resources have been employed to reveal this relationship; the life of the artist and the conditions of the period have been examined to find the intrinsic subject matter. Panofsky states that intrinsic subject matter provides the real meaning of the work. It can also be stated that the technique of the work is effective for expressing the period in which it was made. The collage technique employed by Schwitters corresponds to the destruction of the war. The collage "The Hitler Gang" emphasizes the dictator Adolf Hitler and his gang as can be understood from its name. In this regard, the study focuses on how policies applied by Hitler during First and Second World Wars changed the art and artistic perception through the work of Schwitters. Keywords: Erwin Panofsky, Art Criticism, Iconography, Iconology, Kurt Schwitters, The Hitler Gang

Development of Intelligent Information System for Digital Cultural Contents

A significant amount of digital cultural contents is shared online, but learners do not know where subject matter content is or how to find it. Therefore, there is a need for a service to improve educational quality by effectively providing relevant information in response to searches for content that is useful to learners. This study developed and tested the usability and utility of an intelligent information system that effectively searches and visualizes digital cultural contents. The system collects data on digital cultural contents, automatically classifies them, and creates content triple data to automatically display the results with a 3D timeline, knowledge network map, and keyword relation network map through content search, triple search, and keyword search. We also conducted a survey and in-depth interviews to verify users’ satisfaction with respect to the use and utility of the system. For the experiment, we developed survey questions to measure user satisfaction and conducted in-depth interviews regarding the system’s utility with a total of 65 subjects. The results show that the response for satisfaction with regard to the use and utility was generally “satisfied”. In addition, the system stability was evaluated as “high”.

Analysis of Pakistan’s National Curriculum for English: A Learner-Centered Ideology Perspective

Curriculum is said to be the blueprint that lays down not only educational goals but also the ways to attain those goals. The blueprint is highly ideologically influenced and this is reflected in the goals set by the developers of the curriculum. The National Curriculum for English published in Pakistan in 2006 is considered an updated document with contribution from all key stakeholders; however, the literature on curriculum studies lacks any study that has been carried out to understand its ideological nature. Hence, the purpose of this study is to analyze the National English Curriculum from a learner-centered ideological perspective. Use qualitative methods to close reading of the document was done to carefully find useful excerpts of the text and label according to the purpose of the study. The results show that the curriculum follows the learner-centered ideology in terms of subject matter, content knowledge, teaching process and the role of students and teachers. However, in terms of assessment, it follows a traditional approach. The study concluded that the assessment part of the curriculum needs to follow a more formative and innovative assessment approach to make the document more learner-centric in nature. Moreover, the study puts forward a few recommendations with respect to the training of teachers, the provision of guidance strategies for teachers, and the allocation of more proportions for formative assessments.