The world of work     

Sonja Dunn 《Early Childhood Education Journal》1988,16(1):34-35

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Incorporating AI and learning analytics to build trustworthy peer assessment systems     

Ali Darvishi  Hassan Khosravi  Shazia Sadiq  Dragan Gašević 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):844-875

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Science and Technological Development: Towards the Enhancement of Endogenous Capacities—A View from the Federal Republic of Yugoslavia     

Srbijanka Turajlić 《Higher Education in Europe》2001,26(2):181-192

Following a tour d'horizon of the development of science and science policy in former Yugoslavia, the author focuses on the application of science to development in this country after the Second World War. In particular, she examines the role of computer science in which Yugoslav scientists developed much endogenous capacity. The events following the break-up of Yugoslavia led to the isolation and the emigration of scientists, academics, and graduate students, particularly from Serbia, in the reduced Yugoslavia that remained after the break-up. During the period of sanctions, Yugoslavia was denied even the right to participate in TEMPUS projects that were underway. The TEMPUS III projects in which Yugoslavia can participate are not very helpful in rebuilding the scientific capacity of the country. The country needs assistance, possibly best given through twinning arrangements with universities in other countries, to rebuild its scientific capacity. Economic aid to rebuild infrastructures is also needed. Only when talented young scientists can look forward to a future at home will they no longer seek to emigrate.  相似文献   

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce     

Marek Tesar  Branislav Pupala  Ondrej Kascak  Sonja Arndt 《Early Years: An International Journal of Research and Development》2017,37(2):189-201

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.  相似文献   

Dissecting the social body: social inequality through AIDS counter-narratives     

Mackenzie S 《Public understanding of science (Bristol, England)》2011,20(4):491-505

HIV/AIDS conspiracy theories constitute a loosely grouped set of meanings that share the notion of secret collusion among allied parties. This paper traces one woman's etiological narrative of HIV/AIDS. Such embodied experience and cultural understanding when placed against the backdrop of current thinking on the topic in the United States builds a new framework for understanding the emergence and circulation of HIV/AIDS conspiracy theories as "counter-narratives" employed by individuals and publics in the face of the AIDS pandemic. Such counter-narrative creates a rhetorical space for challenges to power through the articulation of oppositional ideas about dominant scientific knowledge. Without a critical exploration of HIV/AIDS conspiracy theories that examines their emergence and effects as a form of discourse circulating in the public domain, public health advocates will not be able to trace and respond to these narratives' impact on HIV prevention efforts or consider their relevance for other emerging infectious diseases.  相似文献   

Comparison of methods: Passing and Bablok regression     

Bilić-Zulle L 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(1):49-52

The comparison of methods experiment is important part in process of analytical methods and instruments validation. Passing and Bablok regression analysis is a statistical procedure that allows valuable estimation of analytical methods agreement and possible systematic bias between them. It is robust, non-parametric, non sensitive to distribution of errors and data outliers. Assumptions for proper application of Passing and Bablok regression are continuously distributed data and linear relationship between data measured by two analytical methods. Results are presented with scatter diagram and regression line, and regression equation where intercept represents constant and slope proportional measurement error. Confidence intervals of 95% of intercept and slope explain if their value differ from value zero (intercept) and value one (slope) only by chance, allowing conclusion of method agreement and correction action if necessary. Residual plot revealed outliers and identify possible non-linearity. Furthermore, cumulative sum linearity test is performed to investigate possible significant deviation from linearity between two sets of data. Non linear samples are not suitable for concluding on method agreement.  相似文献   

Information literacy in South-East Europe: Formulating strategic initiatives,making reforms and introducing best practices     

Sonja Špiranec  Zdravka Pejova 《International Information and Library Review》2010,42(2):75-83

South-East Europe (SEE) is one of the geographic regions in the world which is lagging behind positive global Information Literacy (IL) developments. An informed, authoritative and enlightened understanding of the state of Information Literacy conceptual understanding and best practices across the region was recently provided by two important UNESCO co-sponsored workshops that addressed specific IL challenges in this part of Europe. The first meeting, the Workshop on Information Literacy Initiatives for Central and South-East European Countries, co-organized by UNESCO, with the support of the CEI (Central European Initiatives, an arm of the EU), took place in 2006 in Ljubljana, Slovenia. The second, also co-organized by UNESCO, was held in Ankara, Turkey, as a part of a series of eleven Training-the-Trainers in Information Literacy («TTT») workshops that covered all regions of the world. This paper will review and analyse some of the main policy agreements reached by the participants at these meetings, as well as best practices shared by the participants at the two workshops, and discuss remaining Information Literacy advocacy and promotional barriers. The authors will endeavour to identify region-specific barriers to IL in the SEE region and, based on the aforementioned Ankara and Ljubljana workshop outcomes, define focal points for future local and regional IL events, meetings and other initiatives that could and should be taken.  相似文献   

Testing Inequality Constrained Hypotheses in SEM Models     

Rens van de Schoot  Herbert Hoijtink  Maja Deković 《Structural equation modeling》2013,20(3):443-463

Researchers often have expectations that can be expressed in the form of inequality constraints among the parameters of a structural equation model. It is currently not possible to test these so-called informative hypotheses in structural equation modeling software. We offer a solution to this problem using Mplus. The hypotheses are evaluated using plug-in p values with a calibrated alpha level. The method is introduced and its utility is illustrated by means of an example.  相似文献   

Implementation of best practices for online teaching and learning in an online institution     

Sonja A. Irlbeck 《Performance Improvement》2008,47(10):25-29

The article documents the creation of and rationale behind best practices to maintain high performance for teaching and learning at an online university. The grassroots involvement of faculty, building on best practice efforts that guided faculty in the past, the effort to engage the full faculty in the review of documents describing best practices that were generated by a team of faculty, and the support for implementation of best practices to maintain high performance for Capella University faculty are described.  相似文献   

Towards new learning environments—Collective civic actions as learning interventions in post-Communist Belgrade     

Katarina Popović  Maja Maksimović  Aleksa Jovanović 《European Journal of Education》2018,53(3):365-376

This article focuses on the social dimension of well-being, based on a critical analysis of the way it is conceptualised in late capitalism: As the dimensions of individual state of mind and body, something that evolves in the individual realm, stressing personal responsibility and achievement of well-being as a solitary act. Then, the contemporary conceptualisation and approaches to policy making for well-being are compared with the policy of adult and youth education and learning. The perspective of a strong individual orientation, detachment from the social, community and collective aspects and efforts seem to be a common denominator. Agency is considered not only as a possibility for individuals to create and change the environment, but also as a process of active co-construction of social reality. This includes (re)connection with a community, very often through new ways of community learning, civic actions and civic activities. An analysis of how these perspectives converge in civic interventions in urban areas of Belgrade places togetherness at the core of the broader approach to well-being and learning. This article presents several examples of civic activities in urban spaces whose learning character is interpreted within the concept of public pedagogy. The examples presented prevail in the post-Communist countries because public spaces as zones of civic interventions can oppose the controlling authority and through the fight for human and civil rights represent the bottom line of togetherness and collective agency. Learning through collective civic actions thus provides new ways of understanding well-being.  相似文献