Social exclusion in EU lifelong learning policies: prevalence and definitions     

Elena Tuparevska  Rosa Santibáñez  Josu Solabarrieta 《International Journal of Lifelong Education》2020,39(2):179-190

ABSTRACT

The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.  相似文献   

Toward a more reflective teaching practice: Revisiting excellence in teaching     

Praxedes SM de la Rosa 《Asia Pacific Education Review》2005,6(2):170-178

Excellence in teaching has always been a demanding and absorbing concern in institutions of higher learning. Earlier studies, which are numerous, have often dealt with the measurement of teacher qualities but have largely failed to explain the phenomenon of excellence in practice. This study focused on the outstanding professional teachers’ candid revelations of their subjective experiences of becoming and being excellent in their craft. Findings of the study indicated that love is the touchstone of excellence in teaching: that is, loving the students, loving knowledge and loving the teaching process.  相似文献   

Sensor-based physical activity,sedentary time,and reported cell phone screen time: A hierarchy of correlates in youth     

Pedro B. Júdice  Joo P. Magalhes  Gil B. Rosa  Duarte Henriques-Neto  Megan Hetherington-Rauth  Luís B. Sardinha 《运动与健康科学(英文)》2021,10(1):55

BackgroundEvidence on correlates relies on subjective metrics and fails to include correlates across all levels of the ecologic model. We determined which correlates best predict sensor-based physical activity (PA), sedentary time (ST), and self-reported cell phone screen time (CST) in a large sample of youth, while considering a multiplicity of correlates.MethodsUsing sensor-based accelerometry, we assessed the PA and ST of 2179 youths. A χ² automatic interaction detection algorithm was used to hierarchize the correlates associated with too much ST (> 50th percentile), insufficient moderate-to-vigorous PA (MVPA) (<60 min/day), and prolonged CST (≥2 h/day).ResultsAmong youth 10–14 years old, the correlates for being inactive consisted of being a girl, not having sport facilities in the neighborhood, and not perceiving the neighborhood as a safe place, whereas in the youth 15–18 years old, the correlate for being inactive was not performing sports (9.7% chance of being active). The correlates for predicting high ST in the younger group was not performing sports (55.8% chance for high ST), and in the older group, the correlates were not owning a pet, perceiving the neighborhood as safe, and having inactive parents (63.7% chance for high ST). In the younger group, the greatest chances of having high CST were among those who were in the last elementary school years, who were girls, and who did not have friends in the neighborhood (73.1% chance for high CST), whereas in the older group, the greatest chance for having high CST was among those who were girls and had a TV in the bedroom (74.3% chance for high CST).ConclusionTo counteract ST and boost MVPA among youths, a specific focus on girls, the promotion of sport participation and facilities, neighborhood safety, and involvement of family must be prioritized.  相似文献   

The use of gas for heat and power; The testing of gas     

Edward B. Rosa 《Journal of The Franklin Institute》1912,174(2):157-185

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Hag on the Board Walk     

Rosa Zagnoni Marinoni 《The Educational forum》2013,77(3)

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Estado actual de la investigación en psicología de la ceguera     

Esperanza Ochaita  Alberto Rosa 《Infancia y Aprendizaje》2013,36(41):53-62

Resumen

En este artículo se presenta un resumen de la literatura psicológica sobre la ceguera, haciendo especial énfasis en las investigaciones realizadas por los autores y los restantes miembros del equipo de trabajo. Comienza con una introducción sobre las características fenomenológicas de la ceguera y continúa exponiendo el método que se utiliza para la investigación. Se concede especial interés a la descripción de las peculiaridades del desarrollo cognitivo de los invidentes. El trabajo concluye con la explicación de la lógica del presente tema monográfico dentro de la línea de investigación sobre psicología de fa ceguera.  相似文献   

I Pity     

Rosa Zagnoni Marinoni 《The Educational forum》2013,77(2)

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Auditing a national system of examinations: issues of selectivity in the Secondary Education Certificate (SEC) examination in Malta     

Grace Grima  Frank Ventura 《International Studies in Sociology of Education》2013,23(3):207-221

For several decades, the Maltese educational system was almost entirely reliant on English examination boards for certification in secondary and post‐secondary education. In the 1990s, Maltese policy‐makers decided to establish an affordable local examination system aimed at a wide range of students. This paper focuses on the review of the Secondary Education Certificate (SEC) examination introduced in 1994 and intended to attract 80% of the 16‐year‐old cohort. Although its main aim was certification of individual competence, and its underlying philosophy and approach were non‐selective in nature, the SEC examination introduced a number of features that unintentionally led to selectivity. These include the system of differentiated papers, the language policy of the examination papers, the perceived need of private tuition to reach the required standard and the introduction of a September re‐sit session. These issues are discussed with a view to explore how selectivity is involved in all of them and whether it can be avoided. The relevant recommendations of the review are later discussed in order to evaluate how these issues of selectivity have been addressed.  相似文献   

¿Qué aportan a la psicología cognitiva los datos de la investigación evolutiva con sujetos ciegos?     

Alberto Rosa  Esperanza Ochaita 《Infancia y Aprendizaje》2013,36(41):95-102

Resumen

Este artículo ofrece una discusión sobre las posibles causas que pueden explicar por qué el desarrollo cognitivo de los ciegos presenta retrasos importantes en el período de las operaciones concretas, mientras que no presenta diferencias respecto a los videntes en tareas de tipo proposicional. Para ello se examinan tres posibles explicaciones: la influencia del modo de escolarización, las características del tacto y la remediación verbal. Se acaba concluyendo que estas dos últimas hipótesis son de las que ofrecen una explicación más convincente. Los datos que aquí se aportan parecen sostener la hipótesis dual sobre la representación de la información en la memoria.  相似文献   

Information literacy in managers’ education     

M. Valle Santos  Rosa M. Mayoral 《Journal of Business & Finance Librarianship》2013,18(2):167-182

This research reflects on information literacy (IL) when taking business decisions and, on the education of future managers. We focus on two aspects; characterizing IL skills and their link to academic performance. This research provides interesting conclusions. First, IL may be broken down into various dimensions – access, evaluation and use – and these skills are not independent: our research shows how persons skilled at applying information will lose their advantage if they are not skilled at interpreting or at prior selection. Second, our study also shows how the IL skills have differing effects on the different components of the academic performance.  相似文献