Journal articles on the topic 'College teacher mobility'

We are facing a lack of skilled and certified STEM (science, technology, engineering, and math) teachers confined to schools with specific characteristics, such as working conditions and neighborhoods. It is essential to understand teachers’ decision-making processes that affect teacher turnover rates to enable schools to retain and motivate STEM. This study hypothesizes that lower job satisfaction concerning location and opportunities for advancement and independence is positively associated with voluntary leave from a school to another school or job switched from the K-12 teaching profession to other industries. We utilized a logit analysis for internal mobility if teachers remained in K-12 teaching but switch schools and external mobility if employed in non-education sectors using the National Survey of College Graduates data. The results varied by teacher experiences and mobility type. For novice STEM teachers, more opportunities for career advancements are needed to prevent external attrition. Internal mobility can be addressed via the overall improvement of the urban education environment and teacher compensation. Administrative support for experienced teachers’ career advancement should be considered. Government policies on STEM education need differentiated support considering teachers’ work experiences and working conditions.

Purpose The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies. Design/methodology/approach During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college. Findings Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation. Research limitations/implications The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development. Originality/value The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.

The article considers the issue of studying modern European experience of practical teacher training. It was found out that efficiency of preparing future teachers to their practical activity directly depends on all the levels – from top to bottom – state educational policies and support, regulations in the field of teacher training, modern initial teacher training programmes, inner motivation to become a teacher. It is pointed out the need to apply an integrated approach in mastering the readiness to follow the profession. As we are talking about the European experience, a special attention is paid to study and analysis of regulatory European framework. It helps to define new strategies of developing practical teacher training system, offers recommendations on efficiency of implementing innovative methods and technologies in teacher training process. According to some reports of European Commission, the effectiveness of teacher training is determined by comprehending the teaching profession and the professional development of teachers as a coherent continuum with several, interconnected perspectives, which include teachers’ learning needs, support structures, job and career structures, competence levels and local school culture. Within practical teacher training there is a special role of partner schools where a special position belongs to a school-based teacher/ educator, who does his/ her duties on the basis of a partner school. That educator teaches pupils at school and has responsibilities to support partnership with a teacher training university or college in providing the practical training of students – future teachers. It means to be a mentor/ facilitator/ cooperating teacher. It is found out that basis of training is the practical formation of qualities which are essential for the future teacher`s practical training. Students are educated to develop such pedagogical characteristics as flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, ability to take alternative decisions and to form the following basic personality traits as sociability, creativity, mobility, independence, responsibility for the personal choice, decision and the results of the teachers` activities.

This study analyzed the level and impact of private education expenditure of teachers appointment exam applicants using five waves of Graduates Occupational Mobility Survey. Considering heterogeneous characteristics of primary and secondary teacher resources and different pass rates of appointment exams, we divided samples of primary and secondary teacher applicants.
 The findings are as follows. First, primary teacher applicants spent about 310 thousand won for private education on average. Private education expenditure for Hagwon was 470 thousand won while that for lectures on campus cost 220 thousand won. Second, secondary teacher applicants spent about 420 thousand won for private education on average. The higher household income level was, the higher private education expenditure was. Private education expenditure for Hagwon cost statistically significantly higher than other exam preparation methods. The lower rank university graduates and private university graduates spent more on private education for exam preparation. Third, private education expenditure was not a significant determinant of probability of passing both primary and secondary teacher appointment exams. Particularly for secondary teacher appointment exams, graduates with higher college GPA, higher satisfaction of college education, and from higher rank university and public university were more likely to pass the exam.
 In conclusion, this study found private education expenditure, which is associated with the level of household income, was not a significant determinant and the teacher appointment exams in Korea worked on the basis of meritocracy.

There are various ways for EFL teachers to grow professionally. Attending workshops and training programs are believed to foster their upward mobility. At the same time, different teachers come up with numerous challenges in their classroom with the change of time. So, the learning they had in their college and university level may not always help them to dissolve all the problems in their diverse classroom settings. In this context, this small-scale study is explores whether the insights teachers get from the workshops and the trainings conducted by Nepal English Language Teachers’ Association (NELTA) are applicable and they contribute to liquefy the challenges EFL teachers face in their classroom. Drawing on the findings of this study and the support from the literature, it has been justified that training programs help teachers to grow professionally, but they can hardly apply the knowledge and skills they learn in their real classroom situations. With the help of data collected through the interview, it is crystallized that trainings have been almost unsuccessful to help the teachers cope with ever changing professional world. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:121-127

Substantial gender imbalances in Chinese higher education and in the urban occupational structure are widely recognized.1 Women comprise only about one–third of students in colleges and universities, and they tend to be concentrated in particular types of institutions, such as teacher training colleges, and departments such as humanities, while men predominate in the scientific and engineering fields that have served as the primary avenues for upward occupational and political mobility. In the urban workforce, men are overrepresented in state–run factories and in positions of authority and expertise generally, while women are overrepresented in the collective sector, medium and light industry, and in the lower clerical and service sectors. These circumstances are the result of pervasive societal sorting processes which begin much earlier in life than sitting for the college entrance exams or entering the labour force, and which channel girls and boys towards different if partially overlapping futures. The research we report here on the determinants of educational attainment at the senior high school level helps to shed light on processes of gender differentiation and stratification in urban China.

The purpose of this research is to determine ecological footprint awareness level of pre-service teachers who are majoring in three different programs of Teacher Education Department. The study also investigated whether there is a difference in ecological footprint awareness level based on gender, parents’ education, program of study, and longest lived place of residence. “Ecological Footprint Awareness Scale” which was developed by Coşkun & Sarıkaya (2014) was used as a data collection tool. The scale is a 5 point Likert type instrument which is composed of five dimensions related to food, shelter and mobility, water consumption, energy consumption, and waste management. One hundred and seventy pre-service teachers who are pursuing their third year in a College of Education of a medium size University located at northeast part of Turkey participated in the study. T-test and one-way analysis of variance (ANOVA) was used to analyze the data by utilizing SPSS statistical package. Results of the study revealed that the pre-service teachers’ awareness on ecological footprint is at a medium level; highest levels of awareness found in energy (X=4.15) and water consumption(X=3.83) dimensions. Least level of awareness detected in food dimension (X=3.04). Results of the study showed that pre-service teachers’ awareness level differed based on gender in food dimension of the scale (t=2.116, p

The current paper gives an overview on a pilot course arranged at Oulu vocational college where the applicability of digital media in log construction training was tested. This was done by using two learning videos showing the construction of two traditional corner notches. The videos were uploaded to YouTube, which allowed the students to watch them freely using a tablet computer and wireless internet connection. There were no teachers on the course, so the students had to work independently.
 After the pilot course it is possible to conclude that using digital video material as a primary learning method is a suitable way to learn new log construction techniques. Also the feedback from the students was positive. According the students the main benefit of the video-based learning is the possibility of advancing independently, since there is no need to wait for instructions from a teacher. However, there has to be a special emphasis on the quality of the learning material, since the videos must provide sufficient support in situations which are possibly problematic.
 Keywords: log building education, e-learning, video-learning, teacher’s mobility

We perceive contestations between science, education and women’s engagement and have raised disruptions in their act of knowing and mobility in science education. This study explored science educators’ views, beliefs and actions of reproduction and subversion of gender stereotyping at a teacher education college in Nigeria. Six science educators were selected based on comprehensive gender information that facilitated conduction of the study. The six educators were purposively selected out of 11 educators who completed and returned the questionnaire. A qualitative approach and case study framed the research using instruments such as questionnaires, interviews, and classroom observation schedules. Thematic analysis and coding were done. Educators consciously and unconsciously reproduced gender stereotypes beliefs and practices. Educators explicitly and implicitly engaged in unequal distribution of cognitive activities amongst pre-service teachers influenced by their practice of cultural norms and patriarchal ideology. The findings revealed multiple oppressions females faced, contradictory science classrooms, and political and democratic classroom space for negotiating and renegotiating discriminatory classroom beliefs, perception and views of educators during science engagements. However, several possibilities such as political advocacy, productive activism and transformative resistance for educators to re-negotiate discriminatory gendered space through constructive gender equality awareness for freedom and intellectual growth in science education could be emancipatory possibilities.

This article identifies the primary objectives of education development in Ukraine for 2012-2021. It is established that the formation of modern logistical support for the educational sector, support for the development of electronic educational tools, implementation of ICT training of teachers, ie, in general, providing the necessary prerequisites for the modernization of the education system on an innovative technological basis are among the top priorities. The contradictions in the field of potential opportunities for increasing the effectiveness of the educational process in practice are highlighted. It is determined that the educational and information environment can be called distributed on the territorial and level principle of the mastery of information and educational spaces, which aims to create conditions conducive to the emergence and progress in the processes of educational and network relationships between objects and entities environment, and to shape the activity of objects, to stimulate educational and social initiatives so that competence develops as a significant value for both society and the individual. It has been found out that the application of step-by-step integration of OIs can contribute to the natural formation and development of educational and information environment with the direct participation of teaching staff. In this case, the conceptual cascade-loop diagram illustrates the system of interconnections between each of the main elements (stages) of this process. The factors that led to a significant expansion of the scope of electronic resource in the educational process have been identified. A number of designing skills necessary for the formation of a design competency in the teacher were identified, the structure of which includes the knowledge, skills and professionally significant personality qualities required for the design activity. The requirements for the organization and preparation of medical college students for the development of electronic educational resources are defined. It is found that the introduction of the latest information and communication technologies in the educational process has led to significant changes in the didactic system. It is proved that mobility determines the success of each of the graduates in the conditions of the digital and technological society, the possibility of effective cooperation, solving

In recent years, with the establishment and improvement of the academic labor market system, the flow of college teachers has become more frequent. On the one hand, the rational and orderly flow of teachers, as a social construction, is of great significance for deconstructing the solidification of academic structure and promoting academic development and progress. But on the other hand, we should also see that the disorderly flow of teachers also has a strong destructive effect on destroying the inherent academic structure, leading to vicious competition in the academic labor market, and weakening the willpower of teachers to devote themselves to learning. Therefore, it is of great significance to analyze the dynamic factors of college teachers’ mobility, scientifically explain the internal mechanism of college teachers’ mobility, promote the improvement of college teachers’ mobility policies, and defend against disorderly mobility such as “poaching wars.” Based on the mobility dynamic model in colleges and universities, this paper puts forward some thoughts on promoting the mobility of college teachers. Colleges can improve the promotion and development channels of teachers and optimize their working conditions. The study also emphasizes on developing basic salary standard of teachers thereby establish a remuneration system for distribution on the basis of their performance. For good measure, they can also stabilize the current teachers while attracting more outstanding talents by exploiting the advantages of location, making more efforts to build high-level disciplines, and offering more favorable conditions for talent introduction.

Background/Context Among the children of immigrants, one of the populations placed at greatest risk of not finishing high school are the children of migrant farmworkers. Although it is difficult to track graduation rates for migrant students because of their mobility, the U.S. Department of Education estimates that only half of all migrant children finish high school. These children face many of the same obstacles as children of immigrants whose families must cope with severe economic hardships, but they also must deal with additional challenges associated with their families’ migratory lifestyles and living situations. Purpose This article offers some background on the barriers that migrant youth face in school; describes the services provided to these young people by the federally funded Migrant Education Program, focusing on the authors’ research on the role of migrant education resource teachers; and discusses the implications of study findings and related research for improving educational opportunities for low-income children of immigrants. Research Design Findings are drawn from 4 years of ethnographic research in one Northern California high school, where 80% of the Mexican-descent migrant students in the Class of 2002 completed 12th grade, and from a set of comparative interviews carried out with migrant education resource teachers in four additional high schools. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support provided to students that help them navigate successfully through high school. Conclusions/Recommendations Study findings suggest that the migrant students’ school persistence and academic success were due at least in part to the supplemental services they received from the Migrant Education Program and, in particular, to the support provided to them by the migrant resource teachers. A key to the teachers’ effectiveness was the holistic nature of their relationships with students and their ability to connect students with the resources and networks needed for school success. In addition, the migrant teachers’ own identities as academically successful Mexican Americans, many of them the children of migrant farmworkers, increased their ability to serve as role models and to help students build bridges between their multiple worlds. Findings support many of those reported in the literature on successful college outreach programs. Unlike these programs, the Migrant Education Program is not selective; it serves all eligible students. Sometimes you're a teacher, sometimes you're a counselor, sometimes you're a social worker, sometimes you're a health consultant. It's so rewarding and the beauty of this job. — Migrant education resource teacher They are like the symbol that you can do it, too. When I see them, I think: “They did it. Why can't I do it?” — Migrant student

In the process of urbanization in China, the migrant worker population entering cities is an important force in building cities. The children of these migrant workers who do not have the qualifications to participate in college entrance examinations in the city generally become floating rural students. The education problem of the children of the migrant worker population entering the city is still insufficiently considered, and the education inequality and skill formation defects faced by floating rural students are worth paying attention to. This study selected P Middle School in Daxing District of Beijing as a case and took “input–process–output” as the thread to investigate and analyze the school’s source of students and enrollment situation, survival strategy and student graduation destination. It tried to present the original ecology of the school’s survival situation from the micro level and further interpret the education inequality and skill formation of floating rural students from the perspective of the school’s survival. Through the case study, we have found that the academic achievement of students in privately run schools for migrant workers’ children is not high. The level of teachers in these schools is low, and teacher turnover is high, resulting in a significant gap in the quality of education compared to public schools. The main source of funding for these schools is donations from members of the community, and government funding is inadequate. Floating rural students in privately run schools for migrant workers’ children have poor graduation destinations, with a low percentage of students going on to key high schools, and some students are forced to become returning children, facing institutional barriers to upward mobility through education. These aspects have led to education inequality and possible defects in the skill formation of floating rural students. We hope to clarify and grasp the actual situation of privately run schools for migrant workers’ children and put forward corresponding policy recommendations to help bridge the educational inequity in China.

The importance of the educational environment in personal growth, education, and building is realized via the analysis of scientific resources. One of the most crucial elements of such processes, according to some, is the educational environment. The terms "educational environment" and "educational environment of institution of higher education" are defined by the author. The writers promote the idea that the educational setting is a network of resources for individual education. The environmental approach to education, which aims to create and develop an educational environment that must fulfill a student's educational needs, is changing the emphasis on teaching, it is highlighted. The author's method of assessing the quality of the educational environment at a higher education institution is supported and approved, and the rating scale for this method is introduced. The method recommends doing a professional assessment of the learning environment of a higher education institution using qualitative (modality) and quantitative (professional breadth, professional saturation, sociocultural intensity, congruence, openness, mobility, informativeness) factors. A higher education institution's typology of the educational environment is offered (innovative-professional, formal-professional, pragmatically-oriented, formal general cultural educational environment). The analysis and explanation of the experiment's findings at Borys Grinchenko Kyiv University's University College are provided. Three expert groups, which included student, teacher, and parent representatives, evaluated the college's educational setting. Even while assessments made by several expert groups are comparable, it becomes clear that there are important disparities, which has been demonstrated with the help of the right statistical techniques. It has been concluded that there is tremendous potential for the validation of the entire monitoring system of the educational environment of institution of higher education and associated diagnostic instruments.

This study aims to explore the problems of music teaching in Chinese colleges and universities. Through the review and analysis of the existing literature, it is found that music teaching in Chinese colleges and universities suffers from the problems of homogenised content, outdated methods and insufficient teachers. Among them, the problems in teaching are specifically reflected in the following three aspects: music teaching in Chinese colleges and universities tends to favour traditional classical music, ignoring other genres of music, students lack of music education that combines with the trend of the times, and the influence of China's education system and policies. Outdated teaching methods are specifically manifested in the following 3 aspects: neglecting the active participation of students and the cultivation of practical ability, lack of innovative teaching means and tools, and the existence of the neglect of students' individual needs. Inadequate teacher strength is specifically manifested in the following 3 aspects: inadequate teacher training system, lack of teachers with professional skills, and imperfect teacher mobility and file management.

This article is an attempt to review the most recent phonetic literature on the application of questionnaires in phonetic studies. In detail, we review the scope of pronunciation questionnaire-based surveys with respect to Polish and non-Polish students of English. In addition, this paper aims to examine European students’ beliefs and attitudes towards their own English pronunciation and is also intended to provide some arguments for or against the use of foreign-accented rather than native models of pronunciation in phonetic instruction.
 The data come from three groups of informants, namely: Italian, Spanish and Polish students of English. With respect to foreign, non-Polish respondents, the study was conducted at the University of Salento in Italy and the University in Vigo, Spain within the framework of the Erasmus Teacher Mobility Programme in two consecutive academic years: i.e. 2010/2011 and 2011/2012. As regards Polish respondents, our research involved subjects from six different tertiary schools, i.e. five universities and one college, located in various parts of Poland.
 On balance, the results of our study give an insight into the phonetic preferences of adult European advanced students of English with reference to the importance of good native-like pronunciation, the aims of pronunciation study, factors contributing to phonetic progress and their self-study pronunciation learning strategies. Our findings point to the fact that students of English wish to speak with good pronunciation, set a high native-like standard for themselves, report having benefited from their phonetic instruction and exposure to native English and that they work on their pronunciation by means of various, mostly cognitive, strategies.
 Rather than casting new light on teaching pronunciation, the outcome of this study is consistent with the findings of other research on foreign students’ choice of preferred pronunciation model, which is undeniably native rather than foreign-accented.

With the implementation of the Double First-Class Initiative, the mobility of teachers in universities and colleges has been more frequent. As the central pillar of the development of universities and colleges, the orderly mobility can enhance the teachers’ enthusiasm, contribute to the academic exchanges, as well as improve the overall education quality. However, the utilitarian management system of talent introduction in some universities and colleges has led to the disorderly mobility of teachers, and exposed many problems. This paper makes an analysis of the current trends of the mobility of teachers in universities and colleges and its influential factors, as well as proposes concrete solutions.

The high concentration of personnel in colleges and universities is an easy place for public health events. The lack of awareness of public health crisis among teachers and students, the high mobility of students and the difficulty of Public Health Security Prevention make the campus a weak place for public health prevention. The outbreak and global spread of 2019-nCoV had a tremendous impact on social, economy, life and way of thinking, which posed a severe test on public health safety. In the post-epidemic era, under the situation of normal epidemic prevention and control, how to establish and perfect the mechanism of public health safety in colleges and universities, to deal with public health emergencies and to strengthen the management of Public Health Safety in colleges and universities is worthy of deep thought and great attention. By means of the study on the mechanism of public health safety in colleges and universities in the post-epidemic era, this paper emphasizes the importance of public health safety in colleges and universities, analyzes the deficiencies in the management of public health in colleges and universities, and establishes the working mechanism of public health safety in colleges and universities. This can strengthen joint-prevention and control campus public health safety management, enhance the capacity of rapid handling of public health emergencies, to ensure the safety of life and health of teachers and students.

Abstract: The main goal of this project is to add mobility and automation to the process of managing student information in the laboratory. In real-world scenarios, for example, on a university campus, information is distributed to students in the form of notifications, handwritten manuals, and word-of-mouth messages. Today, it is important to communicate faster and easier between students using new formats such as mobile phone technology, as well as predictable forms of expression.The central idea of this project is the implementation of a web-based campus application for further development of educational institutions and educational systems. This application is used by students, teachers and parents. In previous systems, all information had to be displayed in a hard file or website. At the same time, searching for information is difficult to access and takes a long time to search existing websites. Therefore, to solve this problem, you can use a Web based application with MEAN Stack to make this process easier, more secure, and less error-prone. This system provides more efficient information.

In educational research literature the role of education as a means for social upward mobility is quite well accepted. However, there are examples where education conserves and perpetuates social class. Each year, after the campus placements, one comes across a familiar situation where some students get selected and some others with equal academic achievements get rejected. This event occurs when one has nearly completed one’s education. The problem that lies at the root of this observation is that students do not enter school/college with equal cultural, social and economic capital. Teachers with their egalitarian values treat them as equals, making no distinctions among them. They ignore the obvious distinctions among students rather than addressing them, thereby, helping preserve these differences. The school teachers ignore, the college teachers ignore and finally the professional teachers also ignore the differences. Consequently, the differential in the cultural and social capital of students continues. To find out whether education preserves or bridges these differences the author studied the impact of annual family income, level of father’s education, level of mother’s education, father’s profession, mother’s profession, area of location of school and the medium of instruction at school on the preparation and performance of students in three different types of engineering colleges. Her sample consisted of 740 students studying in the third year of their 4-year engineering degree course. She compared the performance of students from highest income group with the students from lowest income group, performance of students whose fathers were uneducated with students with professionally educated fathers, students with uneducated mothers and those with professionally educated mothers, students whose fathers were engaged in agriculture with those whose fathers were in profession, students whose mothers were not working and those with mothers in profession, students from rural schools with those from urban schools, and performances of students from English medium schools and students from regional language medium schools through independent sample t-tests and found that though the means of students from high income families, from English medium schools, from schools located in urban areas were higher on all subjects in class ten and class twelve board examinations and higher Semester Grade Point Averages but some differences were not statistically significant. The findings are discussed along with educational implications. The paper is concluded with suggestions for the educators and their renewed responsibilities in the light of findings.

AbstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.

Current trends in the development of sociocultural relations (migration processes, virtual forms of communication, academic mobility, etc.) exacerbate the problem of the formation of value orientations of students, thereby actualizing in pedagogy and the tasks of searching for new content and effective forms of education for modern youth, in particular civil education. The article is devoted to the study of the civil position of students in college, the psychological characteristics of adolescence are clarified, the definition of a «heterogeneous group» is given. After analyzing the results of theoretical research and experimental work, the author gives practical recommendations to teachers on building up educational activities with students, aimed at creating an active civic position.

Social work is a new independent type of professional activities that needs to be analyzed from theoretical and practical perspectives. The paper describes the experience of cooperation of the University College of Southern Denmark (UC SYD) and Nizhnevartovsk State University (NVSU) on the issue of professional training of specialists in the field of social work. The article shows that the academic mobility of students and teachers enriches practical experience of specialists involved in the transfer of knowledge; enables students to correlate advantages and difficulties of training; develops an idea of unchanging requirements for the profession throughout the world. The results of cooperation are reflected in practical and theoretical planes and presented in the article.

The paper reviews rules of joint implementation of professional educational programmes for specialists of middle and higher (bachelor’s degree) levels of education in the context of research and educational cluster. It focuses on the organizational conditions for the development of applied professional competencies necessary for working with technologies in the humanities, along with fundamental knowledge in particular subject areas. In the authors’ opinion, network cooperation between universities and colleges in the form of an innovative educational complex would help create a system of accessible continuing education, improve the quality of personnel training, expand the list of training programmes and courses, and increase mobility among students and teachers in educational institutions.

Social work as a sphere of professional activity had formed in Europe by the middle of the XX century, but the experience accumulated in different countries did not result in uniform standard for the social welfare work and professional training. In Russia, social and welfare training is a relatively new training programme (since 1991), which needs to be substantially detailed by theoretical experience and practical recommendations from colleagues from around the world. In these conditions, academic mobility provides an opportunity to enrich the modern system of qualified social and welfare personnel training and expand our understanding of the structure of foreign professional education, as well as technologies, approaches and forms of student training. The authors show that various aspects of student social and welfare professional training are in the focus of domestic and foreign academic interest; two main sources of this problem are identified. The article dwells on the practical experience the students and teachers of Nizhnevartovsk State University and Aabenraa University College South Denmark accumulated through academic exchange. Regulations and statistical data analysis, observations, interviews, discussions and seminars helped to provide the necessary insight into the system of social and welfare training in Denmark. Research material may be of interest to students of Social Work programmes when studying such subjects as ‘Foreign Experience of Social Work’, ‘Social Education Fundamentals’; to teachers when developing bachelor training curriculum; to specialists of institutions when organizing student practical training.

This paper aims to analyse human mobility in a university campus on the outskirts of the Madrid region. Several surveys which were distributed to students for completion during the 2017-2018, 2018-2019, and 2021-2022 courses were examined. Both an exploration of existing transport modes using clustering techniques and a statistical analysis on trip origins, travel times, and distances were performed. Not all municipalities with the highest number of trips were the closest to the university. The clustering analysis identified a lower variability in the use ratio of the transport modes in the 2017-2018 course. The private car, which exhibited a low sharing rate, was the most utilised transport mode. This was followed by public and university transportation. Similarities between the probability distributions of journeys using public and university transports were found. High and moderate correlations between the number of the existing stops and the amount of trips by subway and urban bus were detected. The lowest median values of travel distances corresponded to students, administrative staff, teachers, and researchers who exhibited very similar values. Considering the three analysed academic years as a whole, the most likely travel times were 30–60 minutes. It was detected that a higher gross annual income did not imply higher private car use. Residents in areas with the highest ozone concentrations also exhibited a high use of motorised vehicles. A low familiarisation with car-sharing and car-pooling platforms was also found. Globally, a high level of comfort during the trip was mostly perceived.

Based on the analysis of scientific resources, the role of educational environment in personal building, development and education is actualized. It is stated that educational environment is one of the most essential factors of those processes. The author’s definitions of notions “educational environment”, “educational environment of institution of higher education” are given. The authors advocate the point that educational environment is a system of facilities for personal education. It is emphasized that the environmental approach in education is changing accents in teaching which is aimed at creating and developing educational environment, which has to meet educational needs of a student. The author’s technique of evaluating the state of educational environment of institution of higher education is grounded and approved, the rating scale of this technique is introduced. The technique suggests making expert evaluation of educational environment of institution of higher education according to qualitative (modality) and quantitative (professional breadth, professional saturation, sociocultural intensity, congruence, openness, mobility, informativeness) parameters. The typology of educational environment of institution of higher education is presented (innovative-professional, formal-professional, pragmatically-oriented, formal general cultural educational environment). The analysis and interpretation of the results obtained from the experiment at University College of Borys Grinchenko Kyiv University are given. The evaluation of educational environment of the college has been made by three groups of experts, which have included students, teachers and parents. Despite the fact that evaluation by different groups of experts are similar, it is revealed that it has essential differences, which has been proved with appropriate statistical methods. It is determined that the substantiation of the whole monitoring system of educational environment of institution of higher education and corresponding diagnostic tools has great potential.

Introduction. The worldwide globalisation processes lead to academic mobility of students, which is expressed in the possibility of entering any educational institutions, including those located abroad. As a consequence, educational institutions are developing a special intercultural learning environment, where peaceful coexistence is largely determined by the presence of such quality as intercultural tolerance. This quality is especially important for students of pedagogical specialties since the quality of educational process and the psychological climate within the involved learners’ team will depend on them. Therefore the problem of formation of intercultural tolerance comes to the fore. Materials and methods. The research involved 81 pedagogical-profile students of the 1st-4th years of study at the State budget-funded educational institution of secondary vocational education of Kaluga region “A.P. Churilin Kirov Industrial and Pedagogical College”. The teaching at experimental groups involved the use of specially developed technology for foreign-language teaching and the digital educational resource. The control groups worked under a teaching technology described in the programme for the discipline “Foreign language”. In order to assess the level of formation of intercultural tolerance, A. Kyveralg’s method was used, which allows the researcher to evaluate the general level of formation of the explored phenomenon proceeding from each component’s indicators. The mathematical and statistical processing of the results was carried out using Pearson’s chi-squared test (χ2). Results. A number of statistically significant differences were revealed in the distribution between the control and experimental groups under the following indicators: motivational χ2=16.98 and χ2=31.369), cognitive (χ2=21.123 and χ2=38.956), activity-based (χ2=12.588 and χ2=8.75) and reflexive (χ2=7.892 and χ2=7.317). Conclusion. The diagnostic indicators made it possible to conclude that the students in the experimental groups used the methods of intercultural interaction that are based on the knowledge of cultural diversity of educational process participants, the ability to apply different interaction methods from the positions of the explored phenomenon, to seek ways out of conflict situations independently, to plan educational and professional activities.

In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.

Introduction. The world of professions of the future in the field of medicine is in transformation constantly, acquiring features of dynamism, unpredictability and uncertainty, that’s why pre-adaptation of medical college students to the uncertainty of the professional future plays an important role in vocational training. Uncertainty of the professional future of today’s youth and radical transformations of the socio-professional environment require qualitative changes in secondary vocational education, revision of its methodology, content and technologies for training medical personnel for the post-industrial economy. Purpose setting. The purpose of the study is to develop and theoretically and methodologically justify the structural and functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, the introduction of which into the educational process of institutions of secondary vocational education will achieve the desired result ‒ the readiness of medical students for the uncertainty of their professional future. Methodology of the study. The methodological basis of the study was systemic, competency-based, personalized, design and technological, contextual, and process approaches and the principles of mobility, variability, integrativity, reflexivity, focus on professional self-determination. The leading research method was the modeling method. Results. The simulation result is a structural-functional model of the process of pre-adaptation of medical college students to the uncertainty of their professional future, which includes four interrelated blocks: target, methodological, procedural-substantial and result-evaluative. The model allows forming the anticipatory readiness of medical students for professional activities in conditions of high uncertainty, instability and variability. It has the property of dynamism and openness for constant renewal. Conclusion. Scientific novelty is as follows: the essence and structure of the basic concepts are determined; justified the principles and methods of the process of pre-adaptation; a structural-functional model has been developed; substantiated and described organizational-pedagogical conditions. The results of the scientific work also allow us to outline the prospects for further research, which consist in the practical implementation of this model, the inclusion of the process of pre-adaptation in educational activities and the development of mechanisms for its evaluation from the standpoint of achieving the expected effects. The results can be applied by teachers in the process of professional education.

Although online learning has shown significant growth since last decade, it has never been considered as seriously as during this uncertain period of isolation when the novel coronavirus, also known as COVID-19, has moved rapidly across the world in 2020 and affected the education system worldwide. Thus, it is important to examine advantages and disadvantages of online learning, especially in the current lockdown situation. Some previous studies demonstrated that online learning can offer flexibility for learning in terms of financial positions, learners’ availability, easy accessibility, mobility and other factors (Bowers & Kumar, 2015; Merhi, 2011). As a result, online learning technologies have become more popular in the educational system. Thousands of college students use online platforms and technologies to submit their homework, assignments, and quizzes. In fact, the rapid growth of online learning has enabled learners to access education at any time and from any place (Merhi, 2015).
 However, at the same time, there are concerns regarding low rates of student engagement and high erosion rates in online programs and courses. For instance, studies have reported a non-completion rate of 75% in multiple courses (Jun, 2005; Rochester & Pradel, 2008). Different factors such as lack of motivation, lack of contextual support strategies, and technological impediments can be considered for the high erosion rates in online learning contexts (Broadbent & Poon, 2015; Chen & Jang, 2010; Smith & Ayers, 2006). Studies have also examined the application of various self-regulated learning approaches in online learning contexts and shown that online programs require learners to demonstrate higher levels of self-regulation, self-motivation, and time commitment in compassion with traditional face-to-face learning (Broadbent & Poon, 2015; Serwatka, 2003). Besides the self-regulation strategies, contextual support is important in online courses. Online students need a variety of support and interaction from their teachers, tutors and even peers (Chen & Jang, 2010). Some studies have demonstrated that not being present in the same location at the same time eradicates the chance for immediate social interactions to take place among teachers and students in online learning (Smart & Cappel, 2006). Thus, learners in online learning environments have negative feelings such as confusion isolation, anxiety, and frustration (Piccoli, Ahmad, & Ives, 2001). Moreover, some studies have reported that lack of instructor presence could lead to student disengagement. Research have pointed out that students are more likely reluctant to online learning when they perceive a lack of social interactions and instructor presence (Capra, 2011; Trello, 2007).
 By the way, online learning is becoming a reality of our education system in a time when the world self-isolates. The UK has not been excluded from this situation and its education process has changed since the spring semester of 2020. The UK became one of 188 countries having suspended the education process. So, the country has decided to continue the education
 
 
 through the online form of distance learning such as online portals, Google Classroom, and Microsoft Teams or platforms like Zoom, Slack and Google Meet and even intelligent online learning programs like Tassomai, Memrise, and Mathletics. Thus, in order to find some answers to our questions about the challenges and issues of online learning that colleges and students have faced during the current lockdown situation, we conducted an interview with Natalie Reed who is the Assistant Headteacher for Teaching and Learning in Regents Park Community College Southampton, the UK.

The purpose of the work is to study the development of anti-stress plastic gymnastics (APG) as a promising area of motor culture. The article reveals anti-stress plastic gymnastics – a new direction of mass health exercise. It is a holistic approach to human moral and physical health based on improving the quality of physical movement, balance of the nervous system and thinking. Gymnastics is the basis of all individual sports and physical activity. Gymnastics helps to develop kinesthetic awareness much better than any other activity. Kinesthetic awareness is the sensation of body movement. Anti-stress plastic gymnastics is a culture of movements that will replace any medication. It in coordination of physical movements and the neuropsychological device guarantees effect of increase of a tone and improvement of the general condition of an organism. Gymnastics helps to restore joint mobility, lost flexibility, the natural beauty of movement, internal balance. The method of anti-stress plastic gymnastics is specially designed to protect mental health and serves as an effective means of combating physical and mental overload and their consequences. Teachers of Lysychansk Pedagogical College, in particular L. Borisenko, conducts master classes. Developed a video of the appeal and practically showed the implementation of exercises with APG. Uses elements of APG during classes in disciplines of professionally-oriented cycle.

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children.
 Keywords: early childhood education, parents’ role, online learning
 References:
 Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180
 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558
 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014).
 Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674
 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670
 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1).
 Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436
 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02
 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561
 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425
 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson.
 Dodd, H. F., Fitzgibbon, L., Watson, B. E., & Nesbit, R. J. (2021). Children’s play and independent mobility in 2020: Results from the british children’s play survey. International Journal of Environmental Research and Public Health, 18(8). https://doi.org/10.3390/ijerph18084334
 Duran, A. (2019). A Photovoice Phenomenological Study Exploring Campus Belonging for Queer Students of Color. Journal of Student Affairs Research and Practice, 56(2). https://doi.org/10.1080/19496591.2018.1490308
 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal. https://doi.org/10.1007/s10643-015-0695-4
 Ekyana, Luluk, Fauziddin Muhammad & Arifiyanti Nurul. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 (2),DOI: https://doi.org/10.21009/JPUD.152.04
 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445
 Finn, L., & Vandermaas-Peeler, M. (2013). Young children’s engagement and learning opportunities in a cooking activity with parents and older siblings. Early Childhood Research and Practice, 15(1).
 Gee, E., Siyahhan, S., & Cirell, A. M. (2017). Video gaming as digital media, play, and family routine: Implications for understanding video gaming and learning in family contexts. Learning, Media, and Technology, 42(4). https://doi.org/10.1080/17439884.2016.1205600
 Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13. https://doi.org/10.1080/03004279.2021.1921822
 Giannini, S., Jenkins, R., & Saavedra, J. (2021). Mission: Recovering Education 2021. In UNICEF, UNESCO, and World Bank.
 Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B. (2006). A view through a different lens: Photovoice as a tool for student advocacy. Journal of American College Health, 55(1). https://doi.org/10.3200/JACH.55.1.53-56
 Gong, S., Wang, X., Wang, Y., Qu, Y., Tang, C., Yu, Q., & Jiang, L. (2019). A descriptive qualitative study of home care experiences in parents of children with tracheostomies. Journal of Pediatric Nursing, 45. https://doi.org/10.1016/j.pedn.2018.12.005
 Hamaidi, D. A., Arouri, Y. M., Noufa, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences with Distance Learning During the COVID-19 Pandemic. International Review of Research in Open and Distance Learning, 22(2). https://doi.org/10.19173/irrodl.v22i2.5154
 Hammersley, M., & Traianou, A. (2015). Ethics in Qualitative Research: Controversies and Contexts. In Ethics in Qualitative Research: Controversies and Contexts. https://doi.org/10.4135/9781473957619
 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143
 Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). https://doi.org/10.1016/j.lisr.2020.101002
 Henter, R., & Nastasa, L. E. (2021). Parents’ Emotion Management for Personal Well-Being When Challenged by Their Online Work and Their Children’s Online School. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751153
 Houston, S. (2017). Towards a critical ecology of child development in social work: Aligning the theories of Bronfenbrenner and Bourdieu. Families, Relationships and Societies, 6(1). https://doi.org/10.1332/204674315X14281321359847
 Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374
 Iruka, I. U., DeKraai, M., Walther, J., Sheridan, S. M., & Abdel-Monem, T. (2020). Examining how rural ecological contexts influence children’s early learning opportunities. Early Childhood Research Quarterly, 52. https://doi.org/10.1016/j.ecresq.2019.09.005
 Jiles, T. (2015). Knock, knock, may I come in? An integrative perspective on professional development concerns for home visits conducted by teachers. Contemporary Issues in Early Childhood, 16(1). https://doi.org/10.1177/1463949114567274
 Kartini, K. (2021). Analisis Pembelajaran Online Anak Usia Dini Masa Pandemi COVID -19 Kota dan Perdalaman. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2). https://doi.org/10.31004/obsesi.v6i2.880
 Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.541
 La Paro, K. M., & Gloeckler, L. (2016). The Context of Child Care for Toddlers: The “Experience Expectable Environment”. Early Childhood Education Journal, 44(2). https://doi.org/10.1007/s10643-015-0699-0
 Lau, E. Y. H., & Lee, K. (2021). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2020.1843925
 Lau, E. Y. H., Li, J. Bin, & Lee, K. (2021). Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2021.1950451
 Lilawati, A. (2020). Peran Orang Tua dalam Mendukung Kegiatan Pembelajaran di Rumah pada Masa Pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.630
 Lim, K. F. (2020). Emergency remote teaching and learning in the time of COVID-19. Chemistry in Australia, August.
 Lin, X., & Li, H. (2018). Parents’ play beliefs and engagement in young children’s play at home. European Early Childhood Education Research Journal, 26(2). https://doi.org/10.1080/1350293X.2018.1441979
 Michele L. Stites, Susan Sonneschein & Samantha H. Galczyk (2021) Preschool Parents’ Views of Distance Learning during COVID-19, Early Education and Development, 32:7, 923-939, DOI: 10.1080/10409289.2021.1930936
 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2). https://doi.org/10.21009/jpud.142.04
 Ortlipp, M. (2015). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1579
 Paat, Y. F. (2013). Working with Immigrant Children and Their Families: An Application of Bronfenbrenner’s Ecological Systems Theory. Journal of Human Behavior in the Social Environment, 23(8). https://doi.org/10.1080/10911359.2013.800007
 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1). https://doi.org/10.1080/02671520802584061
 Rona Novick, Suzanne Brooks & Jenny Isaacs (2021) Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown, Journal of Jewish Education, 87:4, 301-315, DOI: 10.1080/15244113.2021.1977098
 Sandi Ferdiansyah, S. S., & Angin, R. (2020). Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di Indonesia pada Masa Pandemi COVID-19. Journal of International Students, 10(S3).
 Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3). https://doi.org/10.1177/1476718X20971321
 Sri Indah Pujiastuti, Sofia Hartati & Jun Wang (2022) Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces, Early Education and Development, DOI: 10.1080/10409289.2021.2024061
 Stone, K., Burgess, C., Daniel, B., Smith, J., & Stephen, C. (2017). Nurture corners in preschool settings: Involving and nurturing children and parents. Emotional and Behavioural Difficulties, 22(4). https://doi.org/10.1080/13632752.2017.1309791
 Suzanne M. Egan & Chloé Beatty (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic, Irish Educational Studies, 40:2, 275-283, DOI: 10.1080/03323315.2021.1932551
 Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588
 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13
 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1).
 Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06
 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group.

<p class="0abstract">Thanks to rapid development of information technology there are many new tools that can be used for teaching and learning environment. In the long past, we had met classical classrooms where teachers had to use chalk to write done everything on the blackboard. Later, we have met new tools such as projection, desktop computers, smart boards, etc. in the classical classrooms. Nowadays, we have met with mobile devices. Mobile devices are magic tools which can be used for teaching and learning as a distance. Because of its mobility we do not need to join a classical classroom to listen to courses offered by our teachers any more. Now, we can join in virtual classroom which can be established on cloud. On the other hand, there are many social media applications which can be also used for teaching and learning. For example, it is now possible to teach courses by online where Facebook can be used as a supplementary tool. There are instructors who use Facebook as a learning environment where instructors and learners interact simultaneity on it. The Facebook has made a significant contribution towards solving the problems faced by practical education students during the period of practical education. There is an increasing trend in the study community to use Facebook in order to solve these problems. The aim of this research is to encourage instructors and students to teach and learn by using Facebook as part of a new system of education, namely online distance learning. In this study we explain how mobile devices and social media have been used during teaching and learning of courses at master studies’ level at the Department of Software Engineering of College of Technology at Firat University in Turkey. We will explore the advantages and disadvantages of Facebook in terms of teaching and learning environment and we will suggest some recommendations for using Facebook as a teaching and learning platform which have been resulted from our research. </p>

AbstractTurner Station, Maryland, is a century-old African American neighborhood just east of Baltimore that housed the families of workers who were employed at a nearby steel plant from the founding of the community in the early 1900s until the plant closed in 2012. Its story provides a window into the lives of the understudied Black working-class during the peak decades of industrial employment and the ensuing decades of decline. Long-time residents recall a vibrant, self-sufficient community with a heterogeneous class structure, produced in part by residential restrictions and employment discrimination that constrained professionals such as physicians and teachers to reside and to practice or work in the neighborhood. They report a high level of collective efficacy and joint responsibility for childrearing. Current and former residents describe a strong emphasis on education as a means of upward mobility. As levels of education rose and residential opportunities opened, the children of the mid-century steelworkers left Turner Station for other communities in the metropolitan area and beyond. As out migration continued, the community suffered a decline: virtually all of the businesses are gone, vacant homes are common, and a more transient population has moved in. The members of the Turner Station diaspora still cherish the memory of the neighborhood, even as many have moved on and up. Their achievements show what happened when a generation of African Americans were given access to decent-paying jobs that did not require a college education—a degree of access that no longer exists because of the decline of industrial employment in the Baltimore region and elsewhere.

M-learning is about using the massive growth of mobile technologies to benefit learners and learning. As computers and the internet become essential educational tools, the technologies become more portable, affordable, effective and easy to use. Using portable computing devices (such as laptops, tablet PCs, PDAs, and smartphones) with wireless networks enables mobility and mobile learning, allowing college teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives university instructors and learners increased flexibility and new opportunities for interaction. Decision support systems can play an important role in decision making for the interaction of instructors and students. Mobile technologies can support learning experiences at the university level that are collaborative, accessible, and integrated with the world beyond the classroom educative learning initiative. In the proposed framework we will use a decision support system for taking some decisions using the system. The system will notify students when they need alert of lecture time, low attendance, meeting time, exam schedule notification, result etc. Also, the Framework will take quizzes periodically for improving the quality of learning of each class and send the result to the student as well as faculty and add this result in the record of the student in university. Students can ask general and technical questions from the system, system reply answer of general questions and send technical questions to the faculty, faculty reply through the system. The student also votes at the end of every lecture, if the system found against vote then send the message to the concerned faculty for improvement in the lecture. My research will be more helpful for students and university teachers to increase flexibility and interaction with students more effectively.

Education in thisali era of digital disturbances cannot predict what will happen to future graduates who are preparing for new positions and professions that will emerge, driven not only by the fourth industrial revolution, but also by non-technological factors such as demographic pressure , geopolitical change, and social and cultural norms that occur through the discovery of new functions, and the mobility of people through reflecting new roles by digital technology is not an ordinary labor or ordinary capital ; but people who can create new ideas and innovations. The purpose of this paper is to describe the non-technical skills of Islamic religious teachers prepared in the era of industrial revolution 4.0. 1) Non-technical skills are known as the main attributes for graduates to be employed, for this reason the university is creating a sustainable pathway to develop leadership to create a vision that is in line with the needs of college stakeholders that include lectures that combine great opportunities and practices, such as practice-based final assignments that are integrated into lectures from the beginning of the program and new mentoring components were designed based on professional knowledge. 2) Non-technical skills that are capable of being accepted in the Industrial 4.0 era must at least contain Knowledge Work elements that have a role to mediate knowledge worker productivity between process management (knowledge generation, knowledge sharing, and knowledge applications) and innovation . 3) The second non-technical skill is Thinking Tools to develop optimal solutions to technical problems that depend on structured and complex thinking, technology design and programming, critical thinking and analysis and system analysis and evaluation capabilities. 4) The dynamic non-technical skills of a learning research consists of originality and creativity initiatives, ability to solve problem solving and reasoning, problem solving and ideas. 5) The fourth non-technical skill is Digital Lifestyle in Leadership and social influence.

In this article, Ana Ramos-Zayas argues that schooling cannot be divorced from the political and socioeconomic forces governing neighborhood development. She focuses on the role of grassroots activists with a nationalist agenda (i.e., in favor of independence for Puerto Rico) in community-based educational projects in Chicago, particularly the Pedro Albizu Campos High School (PACHS), a compelling example of the potential of an educational project based on a nationalist ideology. For Puerto Ricans, the question of the political status of the Island—future U.S. state, commonwealth, or independent nation—has been debated for the past one hundred years. For the students and teachers of PACHS, independence, and an education based on the principles of Puerto Rican self-determination, is the only option. Ramos-Zayas argues that an oppositional education based on such a political ideology is a powerful, yet largely untapped, resource for creating successful ethnoracial youth and popular education programs. She contends that, in a community considered among the poorest of the poor, where Puerto Rican youth continue to drop out of high school, join gangs, and experience the most inhuman consequences of poverty, such a successful social initiative must be considered carefully. She points out the irony that this nationalist ideology—which encourages critical appraisal of U.S. policies toward Puerto Rico and of the ideology of the American Dream—actually encourages high school students to pursue mainstream mobility routes, such as abandoning gangs, finishing high school, and enrolling in college. The powerful, positive presence nationalist activism among Chicago Puerto Ricans is undeniable, as is the sense of hope and possibility that students and barrio residents experience at Pedro Albizu Campos High School and other community development projects in Chicago.

Purpose This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research “on” these institutions, the authors worked with them to understand their successes and build upon their capacity in the science, technology, engineering and math (STEM) areas. Through this process, the authors aimed to bring exposure and interest to the practices that HBCUs use to increase and nurture success in African American students – practices that are rarely used in mainstream STEM programs and, in fact, run counter to well-established practices across STEM. The goal is to challenge traditional methods for pursuing STEM education research as the authors offer alternative methods the uplift and empower HBCUs. Design/methodology/approach The authors used the constant comparative method in developing, testing, and writing-up the HBCU success stories. The constant comparative method collects data in a systematic way by engaging in ongoing exploration and verification of findings with key stakeholders (in this case, the teachers, students and staff at the HBCUs). Across the ten HBCUs in the sample, at least one success story or model at each institution was identified; in some instances, there were more. Findings The research project had several implications for the social and economic health of society. First, supporting the work of HBCUs contributes to the diversification of the STEM fields and addresses the severe drought in the STEM workforce. It is without doubt that a diverse workforce – the unique perspectives and backgrounds of each individual – has a positive and significant influence on progress and innovation in any field. Despite increasingly growing minority communities across the country, many Blacks continue to face roadblocks that impede their opportunities and abilities in the K-20 pipeline and STEM education, specifically. Because HBCUs have a long history and record of tearing down those roadblocks and contributing Black students to the STEM workforce, they are prime and optimal sites for long-term investment. Second, improving the abilities of HBCUs to support student success in STEM also increases the likelihood of greater STEM minority teachers and faculty. A significant factor in the success of minority students in STEM is the opportunity to be taught and mentored by faculty members that look like them and/or deeply understand their personal background and struggles. For many Black students, the presence of a Black science professor can improve and retain student interest and aspiration in STEM. But with so few Black STEM faculty members, many students can easily fall through the cracks. Third, aside from the nation’s security and health, supporting HBCUs’ work in STEM student achievement represents immeasurable benefits for the individual and his/her family for many generations to come (i.e. society overall). Occupations in STEM are plentiful and fruitful for those who achieve the required credentials. Increasing opportunities for Black students to pursue these STEM careers can establish a path toward upward social mobility. The realization of these benefits is contingent upon the investment in early achievement in STEM courses. Research limitations/implications Several research based outcomes are scheduled to result from this project, including a major policy report on HBCUs and their approaches to STEM education (co-constructed with the HBCU representatives); several peer reviewed articles (authored by us as well as the HBCU representatives); a national convening (showcasing both the best practices and the results of the HBCUs’ funded capacity building projects with the HBCU representatives as the primary speakers rather than us); a website featuring the work of the 10 HBCUs, active use of social media to disseminate the findings of the project; several op-eds written for a general audience and co-authored with HBCU representatives; and an authored book published by a university press. Practical implications Best practices gleaned from this project are being shared in a scholarly manner, but they will be shared in ways that are accessible to practitioners, including presidents, faculty, academic advisors, student success staff and other HBCU practitioners. In addition, best practices will be shared with majority colleges and universities to strengthen and improve practices more broadly in STEM. The authors are working with organizations such as the Association of American Universities, Association of Public Land Grant Universities and the American Association of Colleges and Universities to showcase the work of HBCUs and disseminate information. Social implications Conducting research projects in which the research inquiry is co-constructed and the resulting research products are also co-constructed and even co-authored is an empowering and collaborative way to work across institutional types. More importantly, this approach brings attention to those researchers and teachers at HBCUs that are doing the day-to-day work with students, training them to be scientists, doctors and professors. Too often, only those conducting studies on STEM are credited with “discovering” success models for student learning. The authors think that those who have created these models and use them should be recognized and included in the research and dissemination process, and the authors encourage others to think more broadly and openly about collaborative research that engages the voices of HBCU researchers and students. Originality/value This project also has much to teach others about collaborating through research. First, collaborating when conducting research related to STEM is essential, as it encourages collaboration within STEM and among STEM researchers. HBCU researchers that were a part of our project – biologists, physicist and chemists – were encouraged to work across disciplinary lines and together to understand their own STEM education practices more fully.

O ensino de Língua Inglesa, na maioria das escolas regulares de Ensino Médio, tem seu foco na escrita, na compreensão textual e na estrutura gramatical da língua. Uma justificativa para isso talvez seja o fato de esses alunos precisarem prestar exames de vestibular e, na maioria deles, são essas as competências exigidas. No entanto, os professores de Língua Inglesa precisam destinar também atenção à produção oral do aluno. Para isso, há a necessidade de se realizar um trabalho com a fonética e com textos orais, a fim de que os estudantes aperfeiçoem a oralidade. Dessa forma, o presente estudo apresenta resultados de uma proposta metodológica com trabalho sobre aspectos de fonética e texto oral, aplicada a três turmas do Ensino Médio de uma escola da rede particular de ensino da cidade de Londrina-PR. Os objetivos desse trabalho foram: levar o aluno a preparar um texto sobre astronomia em Inglês; desenvolver um Podcast sobre o tema; avaliar e comentar de forma escrita o Podcast do colega. Os tipos de pesquisa selecionados para o estudo foram a bibliográfica, a de campo e a analítica. O aporte teórico versou sobre os estudos realizados por Prensky (2001) e Carvalho e Aguiar (2010). Os resultados dessa ferramenta tecnológica aplicada ao ensino de Língua Inglesa permitiram o desenvolvimento da prática oral, além da auditiva, da leitura e da escrita dos alunos; propiciou ainda a participação, a autonomia e a mobilidade na aprendizagem. Palavras-chave: Ensino de Língua Inglesa. Produção Oral. Podcast. AbstractThe English teaching, in the most of the regular high schools, has its focus on writing, reading comprehension and grammar. One reason for this may be the fact that these students need to apply for college entrance examinations exams, and in the most of the examinationsthese are the required skills. However, English teachers must also pay attention to the students’ oral production. It is necessary to work with phonetics and oral texts, so that students can improve their oral skills. Thus, this study presents the results of a methodological approach on phonetics and oral texts, applied to three high school classes froma private school in Londrina city. The objectives of this study were to encourage the students to prepare a text in English on astronomy; develop a Podcast on this topic; watch and write a comment about a classmate’s Podcast in a blog. This paper was developed by means of the literature, the field and the analytical researches types. The theoretical concepts were based on the studies made by Prensky (2001) and Carvalho and Aguiar (2010). The results of this technological tool, which was applied to the English language teaching, have allowed the oral practice development, in addition to listening, reading and writing skills of the students; it also encouraged the participation, autonomy and mobility in learning. Keywords: English teaching. Oral Production. Podcast

NOTICIAS / NEWS (“Transfer”, 2015) 1) CONGRESOS / CONFERENCES: 1. First Forlì International Workshop – Corpus-based Interpreting Studies: The State of the Art University of Bologna at Forlì, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1/<file:///owa/redir.aspx 2. 5th IATIS Conference – Innovation Paths in Translation and Intercultural Studies, Belo Horizonte, Brazil, 7-10 July 2015. www.iatis.org/index.php/iatis-belo-horizonte-conference/itemlist/category/168-call-for-communication-proposals-within-the-general-conference 3. POETRY/TRANSLATION/FILM – POÉSIE/TRADUCTION/FILM PoeTransFi, Paul Valéry University, Montpellier, France, 18-19 June 2015. http://pays-anglophones.upv.univ-montp3.fr/?page_id=1795 4. 6th International Maastricht-Lodz Duo Colloquium on “Translation and Meaning”, Maastricht School of Translation & Interpre-ting, Zuyd University of Applied Sciences, Maastricht, Netherlands 21-22 May 2015. www.translation-and-meaning.nl 5. MiddleWOmen. Networking and cultural mediation with and between women (1850-1950). Centre for Reception Studies (CERES), HERA Travelling TexTs project and Huygens ING KU Leuven campus Brussels 7-8 May 2015. www.receptionstudies.be 6. 5th International Symposium: Respeaking, Live Subtitling and Accessibility, Università degli Studi Internazionali di Roma, Italy, 12 June 2015. www.unint.eu/it/component/content/article/8-pagina/494-respeaking-live-subtitling-and-accessibility.html 7. Conference on Law, Translation and Culture (LTC5) and Legal and Institutional Translation Seminar, University of Geneva, Switzerland 24-26 June 2015. www.unige.ch/traduction-interpretation/recherches/groupes/transius/conference2015_en.html 8. 6th International Conference Media for All – Audiovisual Translation and Media Accessibility: Global Challenges, University of Western Sydney, Australia, 16-18 September 2015. http://uws.edu.au/mediaforall 9. Translation in Exile, Vrije Universiteit Brussel, 10-11 December 2015. www.cliv.be 10. Literary Translation as Creation, Université d’Avignon et des Pays de Vaucluse, 20-21 May 2015. laurence.belingard@univ-avignon.fr marie-francoise.sanconie@univ-avignon.fr 11. 4th International Conference on Language, Medias and Culture (ICLMC 2015) 9-10 April 2015. Kyoto, Japan, www.iclmc.org 12. 9th International Colloquium on Translation Studies in Portugal – Translation & Revolution, Universidade Católica Portuguesa, Lisbon, 22-23 October 2015. ix.translation.revolution@gmail.com 13. Translation as Collaboration: Translaboration?, University of Westminster, London, 18 June 2015 Contact: Alexa Alfer (A.Alfer01@westminster.ac.uk), Steven Cranfield (S.Cranfield@westminster.ac.uk), Paresh Kathrani (P.Kathrani@westminster.ac.uk) 14. Translation/Interpreting Teaching and the Bologna Process: Pathways between Unity and Diversity, FTSK Germersheim, Germany 27–29 November 2015. www.fb06.uni-mainz.de/did2015/index_ENG.php 15. Atlantic Communities: Translation, Mobility, Hospitality, University of Vigo, Spain, 17-18 September 2015. http://translating.hypotheses.org/551 16. Exploring the Literary World III: Transgression and Translation in Literature Chulalongkorn University, Bangkok, Thailand 23-24 April 2015. www.arts.chula.ac.th/~complit/complite/?q=conference 17. Authenticity and Imitation in Translation and Culture, University of Social Sciences and Humanities, Warsaw, Poland, 7 – 9 May 2015. www.swps.pl/english-version/news/conferences/12164-authenticity-and-imitation-in-translation-and-culture 18. Translation in Transition, Barnard College, New York City, USA 1-2 May 2015. barnard.edu/translation/translation-in-transition 19. First Forlì International Workshop – Corpus-based Interpreting Studies: The state of the art, University of Bologna at Forlì, Italy, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1 20. Translation and Meaning. The Lodz Session of the 6th International Maastricht-Lodz Duo Colloquium, University of Lodz, Poland, 18-19 September 2015. http://duo.uni.lodz.pl 21. TAO-CAT-2015, Université Catholique de l’Ouest, Angers, France 28-30 May 2015. www.tao2015.org/home-new 22. English Language and Literary Studies (ELLS 2015), Chulalongkorn University, Bangkok, Thailand, 3-4 August 2015. http://ells2015.com 23. Talking to the World 2: The Relevance of Translation and Interpreting – Past, Present and Future, Newcastle University, UK, 10-11 September 2015. www.ncl.ac.uk/sml/study/postgraduate/T&I/2015conference/main.htm 24. 6th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies Universitat Autònoma de Barcelona, Spain, 3 July 2015. www.fti.uab.es/departament/simposi-2015/en/index.htm 25. Portsmouth Translation Conference: Border Crossing or Border Creation?, University of Portsmouth, UK, 14 November 2015. www.port.ac.uk/translation/events/conference 26. New Perspectives in Assessment in Translation Training: Bridging the Gap between Academic and Professional Assessment, University of Westminster, London, UK, 4 September 2015. www.westminster.ac.uk/news-and-events/events/humanities/archive/2014/mlc/new-perspectives-in-assessment-in-translation-training-bridging-the-gap-between-academic-and-professional-assessment 27. III Congreso Internacional de Neología en las Lenguas Románicas University of Salamanca, 22-24 October 2015. http://diarium.usal.es/cineo2015 28. Some Holmes and Popovič in all of us? The Low Countries and the Nitra Schools in the 21st century, Constantine the Philosopher University, Nitra, Slovakia, 8-10 October 2015. Contact: igor.tyss@gmail.com 29. The Cultural Politics of Translation, Cairo, Egypt, 27-29 October 2015. https://culturalpoliticstranslation2015.wordpress.com 30. Journée d’étude « le(s) figure(s) du traducteur », Mount Royal University, Calgary, Canada, 30 April 2015. http://mrujs.mtroyal.ca/index.php/cf/index 31. Mediterranean Editors and Translators Annual Meeting —Versatility and readiness for new challenges, University of Coimbra, Portugal, 29-31 October 2015. www.metmeetings.org/en/preliminary-program:722 32. Lengua, Literatura y Traducción “liLETRAd”, University of Seville, Spain, 7-8 July 2015. http://congreso.us.es/liletrad. 33. Meta: Translators' Journal is celebrating its 60th anniversary in 2015! For the occasion, an anniversary colloquium will be held on August 19th to 21st, 2015 at the Université de Montréal (Montréal, Canada). Colloquium for the 60th Anniversary of META – 1955-2015: Les horizons de la traduction: retour vers le futur. Translation’s horizons: back to the future. Los horizontes de la traducción: regreso al futuro, August 19-21, 2015 – Université de Montréal. Please send your proposal to this address: meta60e@gmail.com, to the attention of Georges L. Bastin or Eve-Marie Gendron-Pontbrian 2) CURSOS DE POSGRADO / MASTERS: 1. Legal Translation, Master universitario di II livello in Traduzione Giuridica University of Trieste, Italy. http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS/Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web&lingua=15 2. Traducción Especializada, Universitat Oberta de Catalunya (UOC), Spain. http://estudios.uoc.edu/es/masters-posgrados-especializaciones/master/artes-humanidades/traduccion-especializada/presentacion 3. Online course: La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras, Universidad Nacional de Educación a Distancia, Madrid, 1st December 2014 to 31st May 2015. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 https://canal.uned.es/mmobj/index/id/21174 Contact: Noa Talaván (ntalavan@flog.uned.es), José Javier Ávila (javila@flog.uned.es) 4. Online course: Audio Description and Its Use in the Foreign Language Classroom, UNED, Madrid, Spain http://formacionpermanente.uned.es/tp_actividad/idactividad/7492 5. Online course: Curso de Formación de Profesorado, La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras UNED, Madrid, Spain. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 6. EST Training Seminar for Translation Teachers, Kraków, Poland 29 June – 3 July 2015. www.est-translationstudies.org/events/2015_seminar_teachers/index.html 7. Train the Trainer -Teaching MT: EAMT-funded Workshop, Dublin City University, 30 April- 1 May 2015. https://cttsdcu.wordpress.com/eamt-workshop-on-teaching-mt-to-translator-trainers-30-april-1-may 3) CURSOS DE VERANO / SUMMER COURSES: 1. 2015 Nida School of Translation Studies, Leading Edges in Translation: World Literature and Performativity, San Pellegrino University Foundation campus, Misano Adriatico, Italy, 18-29 may 2015. http://nsts.fusp.it/Nida-Schools/NSTS-2015 2. EMUNI Translation Studies Doctoral and Teacher Training Summer School, University of Turku, Finland, 1-12 June 2015. www.utu.fi/en/units/hum/units/languages/EASS/Pages/home.aspx 3. Chinese-English Translation and Interpretation, School of Translation and Interpretation, University of Ottawa, Canada, 13th July – 7th August 7 2015. http://arts.uottawa.ca/translation/summer-programs 4. Summer Program in Translation Pedagogy, University of Ottawa 13 July – 7 August 2015. http://arts.uottawa.ca/translation/summer-programs 4) LIBROS / BOOKS: 1. Audio Description: New Perspectives Illustrated, Edited by Anna Maszerowska, Anna Matamala and Pilar Orero, John Benjamins, 2014. https://benjamins.com/#catalog/books/btl.112/main 2. Call for papers: Translation Studies in Africa and beyond: Reconsidering the Postcolony, Editors: J Marais & AE Feinauer Contacts: Kobus Marais (jmarais@ufs.ac.za) or Ilse Feinauer (aef@sun.ac.za). 4. Measuring live subtitling quality: Results from the second sampling exercise, Ofcom, UK. http://stakeholders.ofcom.org.uk/consultations/subtitling/sampling-results-2 5. A Training Handbook for Legal and Court Interpreters in Australia by Mary Vasilakakos, ISBN 978-0-9925873-0-7, Publisher: Language Experts Pty Ltd. www.interpreterrevalidationtraining.com www.languageexperts.com.au 6. Call for papers: Opera and Translation: Eastern and Western Perspectives, Edited by Adriana Serban and Kelly Kar Yue Chan http://pays-anglophones.upv.univ-montp3.fr/?page_id=1908 7. The Known Unknowns of Translation Studies, Edited by Elke Brems, Reine Meylaerts and Luc van Doorslaer, Amsterdam/Philadelphia: John Benjamins, 2014. https://benjamins.com/#catalog/books/bct.69/main 8. Translating the Voices of Theory/ La traduction des voi de la théorie Edited by Isabelle Génin and Ida Klitgård, 2014. www.hf.uio.no/ilos/english/research/groups/Voice-in-Translation/ 9. Authorial and Editorial Voices in Translation 1 - Collaborative Relationships between Authors, Translators, and Performers, Eds. Hanne Jansen and Anna Wegener, 2014. http://editionsquebecoisesdeloeuvre.ca/data/documents/AEVA-Flyer-1-190895-Vita-Traductiva-Vol-2-Flyer-EN-100413.pdf 10. Authorial and Editorial Voices in Translation 2 - Editorial and Publishing Practices, Eds. Hanne Jansen and Anna Wegener, 2014. www.editionsquebecoisesdeloeuvre.ca/accueil 11. Call for papers: Achieving Consilience. Translation Theories and Practice. https://cfpachievingconsilience.wordpress.com 12. Framing the Interpreter. Towards a visual perspective. Anxo Fernández-Ocampo & Michaela Wolf (eds.), 2014, London: Routledge. http://routledge-ny.com/books/details/9780415712743 13. Multilingual Information Management: Information, Technology and Translators, Ximo Granell, 2014. http://store.elsevier.com/Multilingual-Information-Management/Ximo-Granell-/isbn-9781843347712/ 14. Writing and Translating Francophone Discourse: Africa, The Caribbean, Diaspora, Paul F. Bandia (ed.), 2014, Amsterdam, Rodopi www.brill.com/products/book/writing-and-translating-francophone-discourse 15. Call for papers (collective volumen): Translation studies in Africa and beyond: Reconsidering the postcolony www.facebook.com/notes/mona-baker/translation-studies-in-africa-and-beyond-reconsidering-the-postcolony/743564399051495 16. Audiovisual Translation in the Digital Age - The Italian Fansubbing Phenomenon, By Serenella Massidda, Palgrave Connect, 2015. www.palgrave.com/page/detail/audiovisual-translation-in-the-digital-age-serenella-massidda/?k=9781137470362 17. Video: First International SOS-VICS Conference - Building communication bridges in gender violence, University of Vigo, Spain 25-26 September 2014. http://cuautla.uvigo.es/CONSOS/ 18. Camps, Assumpta. Traducción y recepción de la literatura italiana, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3776-1. 19. Camps, Assumpta. Italia en la prensa periódica durante el franquismo, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3753-2. 5) REVISTAS / JOURNALS: Call for papers: “Altre Modernità – Rivista di studi letterarie e culturali” Special Issue: Ideological Manipulation in Audiovisual Translation, Contact: irene.ranzato@uniroma.it. http://riviste.unimi.it/index.php/AMonline/announcement/view/381 2. Call for papers: “Between, Journal of the Italian Association of Comparative Literature”. Special issue on censorship and self-censorship. http://ojs.unica.it/index.php/between/pages/view/CFP9_censura_auto-censura 3. Open access journal, “Hieronymus, A Journal of Translation Studies and Terminology”, Croatia. www.ffzg.unizg.hr/hieronymus 4. “DIE SCHNAKE. Zeitschrift für Sprachkritik, Satire, Literatur”, Number 39+40, Kleines ABC des Literaturübersetzens. www.rainer-kohlmayer.de 5. Call for papers: “MonTI” 8 (2016) - Economic, Financial and Business Translation: from Theory to Training and Professional Practice. http://dti.ua.es/es/monti-english/monti-authors.html daniel.gallego@ua.es 6. Call for papers: “LINGUISTICA ANTVERPIENSIA”, NEW SERIES -Themes in Translation Studies (15/2016). Interpreting in Conflict Situations and in Conflict Zones throughout History. https://lans.ua.ac.be/index.php/LANS-TTS/announcement 7. Call for papers: “CULTUS: The Journal of Intercultural Mediation and Communication” (8/2016). The Intercultural Question and the Interpreting Professions. www.cultusjournal.com 8. Call for papers: “The Journal of Specialised Translation” Non-thematic issue, Issue 26, July 2016. www.jostrans.org 9. “TranscUlturAl: A journal of Translation and Culture Studies”, Special issue Translating Street Art. http://ejournals.library.ualberta.ca/index.php/TC/issue/view/1634 10. “Przekładaniec 28: Audiodeskrypcja [Audio Description]”, edited by Anna Jankowska and Agnieszka Szarkowska. All papers are published in Polish, with English abstracts. www.ejournals.eu/Przekladaniec/zakladka/66/ 11. Call for papers: “Lingvisticæ Investigationes”, Special issue on Spanish Phraseology: Varieties and Variations. http://dti.ua.es/es/documentos/li-call-for-papers-spanish-phraseology-varieties-and-variations.pdf Further details: Pedro.mogorron@ua.es; xblancoe@gmail.com 13. Call for papers: “Revista de Lenguas para Fines Específicos”, Special issue on The Translation of Advertising. Contact: Laura Cruz (lcruz@dis.ulpgc.es). Deadline: 20th July 2015. www.webs.ulpgc.es/lfe 14. “The AALITRA Review”. www.nla.gov.au/openpublish/index.php/ALLITRA 15. “Current Trends in Translation Teaching and Learning E” www.cttl.org/cttl-e-2014.html 16. Call for papers: “Current Trends in Translation Teaching and Learning E”. www.cttl.org 18. Call for papers: “Translation and Translanguaging in Multilingual Contexts”, Volume 1, Number 2, 2015 Deadline: 10-Jan-2015. https://benjamins.com/#catalog/journals/ttmc/main 19. Call for book reviews: “TRANS. Revista de Traductología,” vol.19, 2015. Deadline: Friday, 30th January 2015. www.trans.uma.es trans@uma.es 20. Call for papers: “a journal of literature, culture and literary Translation”. Special volume – Utopia and Political Theology Today Deadline: 15th January 2015. Contact: sic.journal.contact@gmail.com https://owl.english.purdue.edu/owl/resource/747/01 21. “trans-kom”. www.trans-kom.eu 22. “Linguistica Antverpiensia” NS-TTS 13/2014: Multilingualism at the cinema and on stage: A translation perspective, Edited by Reine Meylaerts and Adriana Şerban. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/current 23. Call for papers: 5th issue (2015) of “Estudios de Traducción”, Deadline: 20 February 2015. www.ucm.es/iulmyt/revista 24. Call for papers: “Journal of Translation Studies” - special issue on Translator & Interpreter Education in East Asia. KATS (Korean Association of Translation Studies), www.kats.or.kr (Go to 'English' page). Contact: Won Jun Nam (wonjun_nam@daum.net, wjnam@hufs.ac.kr). 25. “The Journal of Specialised Translation”, 23, January 2015. www.jostrans.org 26. Call for papers: “TranscUlturAl: A Journal of Translation and Cultural Studies”. Deadline: 15 March 2015. http://ejournals.library.ualberta.ca/index.php/TC/announcement 27. “New Voices in Translation Studies”, Issue 11 (Fall 2014). www.iatis.org/index.php/publications/new-voices-in-translation-studies/item/1034-issue11-2014 28. “The Interpreter and Translator Trainer”, 8:3 (2014). Special issue: Dialogue Interpreting in practice: bridging the gap between empirical research and interpreter education E. Davitti and S. Pasquandrea (eds.) www.tandfonline.com/toc/ritt20/current#.VLQHuyvF-So 6) WEBS DE INTERÉS / WEBSITES OF INTEREST: 1. Support Spanish interpreters to secure the right to translation and interpreting in criminal proceedings: www.change.org/p/pablo-casado-retiren-el-proyecto-de-ley-org%C3%A1nica-que-modifica-la-lecrim

At a recent conference I attended, a colleague stated that there was no education abroad research being conducted. In effect, he argued, we were a field without a research base to guide our program design and management. I heartily disagreed, countering that the field is producing an unprecedented amount of research of various types representing a wide range of disciplinary perspectives. The challenge, I said, was to expand our view of what we consider study abroad “research” to be. We work in a complex field that encompasses a tremendous range of issues and topics that invite analyses from multiple disciplines. Our challenge is more one of keeping up with reviewing all of this research and finding the time to analyze it and use it to improve programming.
 This present volume of Frontiers, the nineteenth since the journal’s first volume was published in 1995, contains research that education abroad professionals can use to consider how best to inform decisions about program administration, pedagogies, and curricula. For example, in the lead article by Vande Berg, Paige, and Connor-Linton, the results of one of the most comprehensive projects ever to assess study abroad learning outcomes, “The Georgetown Consortium Project,” the authors suggest that the results point education abroad in the direction of designing and managing “structured interventions” that promote intercultural and target language learning in study abroad. The results from this landmark study will be cited for many years to come.
 In keeping with the interdisciplinary nature of Frontiers, Stephanie Evan’s provides another perspective on education abroad through a scholarly review of African American women who have been influenced by study abroad. Her article, “African American Women Scholars and International Research: Dr. Anna Julia Cooper’s Legacy of Study Abroad,” details how Dr. Anna Julia Cooper, as well as other prominent women, were both impacted by study abroad and how they, in turn, impacted others. This historical research not only gives greater meaning and significance to the work of education abroad professionals by documenting these compelling stories, but also inspire the field to seek to expand access to study abroad for underrepresented students. Moreover, Evans presents practical ways in which she has designed and led her own study abroad programs utilizing her research, and in doing so helps us to think about how we might conduct similar kind of research that can inform our programming.
 Other articles in this volume serve the same purpose of providing research that informs education abroad programming. Five articles present research studies that examine study abroad outcomes, a fast-growing area of education abroad research. These include two studies that use a new instrument for assessing global learning called the Global Perspectives Inventory, or GPI 
 (Braskamp, Braskamp and Merrill; and Doyle); a study of intercultural knowledge and competence in science students who study abroad (Bender, Wright and Lopatto); research on the influence that language courses taken prior to short-term study abroad (Duperron and Overstreet); and a study by Purdue University faculty and graduate students (Phillion, Malewski, Sharma, and Wang) of how preservice teachers participating in study abroad experience and interpret race, ethnicity, class and gender issues.
 Frontiers has always encouraged research into the nature and purposes of study abroad, and in this volume a number of authors present theoretical perspectives to advance our thinking about and practice of study abroad. Fred Dervin’s provocative analysis of how we conceive of study abroad is based on his research on European (especially Finnish) student mobility. Readers will find that his “proteophilic model” of intercultural competencies covers familiar ground but in ways that push us to examine our practices anew. Martha Johnson conducts a “post” analysis of study abroad and in doing so reminds us that the world is a complex place that challenges both study abroad students and those who develop and manage programs. She helps us to identify our inherent biases so that we may redefine the ways we design and deliver our study abroad programs. Tracy Williams presents the reflective model of intercultural competency in her article, which offers a qualitative approach to assessment that is built into several structures of the three stages (pre-departure, abroad, returned) of the study abroad experience. Pagano and Roselle describe their experiential education model as a means to improve study abroad learning, one that views student intellectual development as a process that ideally moves from reflection to critical thinking to a final stage of what they describe as “refraction.” Another theoretical approach to study abroad is provided by Reilly and Senders in their proposal of what they call “critical study abroad.” They argue that study abroad as a field needs to reevaluate its assumptions in light of the global challenges that we face, and they propose several reference points for doing so. Finally, Soneson and Cordano use universal design theory to encourage the re-design of study abroad programs in order to provide more effective access to a greater number of students.
 Yet another form of research that has frequently appeared in Frontiers is represented in articles by John Lucas and William Moseley: perspectives from resident directors and faculty. Formerly resident director of the IES Abroad Barcelona Program, Lucas presents and analyzes case studies that together explore important topics and issues related to the mental health of students who study abroad. Both on-site and campus-based staff alike will appreciate the insights offered in this article. A faculty member at Macalester College, Moseley draws on his experience leading a study abroad program as a pre-tenured faculty member to present a case study of how study abroad opportunities may be leveraged to support the research goals of junior faculty. Faculty with an interest in study abroad, deans and provosts, and study abroad directors will find Moseley’s article useful for considering how pre-tenured faculty may become involved in study abroad programming and at the same time meet the demands of institutional research requirements.
 Fourteen years ago, in my introduction to the first Frontiers volume, I wrote: “As we set out across the frontiers that have defined study abroad we cross into uncharted territory, but with a purpose that defines our path… the journey of encountering the frontiers of our field.” Since its founding Frontiers has remained true to this original purpose of seeking to expand our research approaches to and perspectives on study abroad. This current volume represents well how far the field of study abroad has come, and future volumes will no doubt take us further. 
 Brian Whalen, Editor
 Dickinson College
 The Forum on Education Abroad

Richard Steckel of Ohio State University reviews “Economic Evolution and Revolution in Historical Time” by Paul W. Rhode, Joshua L. Rosenbloom and David F. Weiman. The EconLit Abstract of the reviewed work begins: Sixteen papers, originally presented at a conference sponsored by Stanford University's Institute for Economic Policy Research in September 2008, address evolutionary economic change, regional development, and revolutions in labor markets. Papers discuss the Stanford tradition in economic history; natural resources and economic outcomes; the institutionalization of science in Europe, 1650–1850; the fundamental impact of the slave trade on African economies; the U.S. Indian policy in light of Australian policy toward Aboriginal peoples; financial market and industry structure--a comparison of the banking and textile industries in Boston and Philadelphia in the early nineteenth century; railroads and the rise of the factory--evidence for the United States, 1850–70; productivity growth and the regional dynamics of Antebellum Southern development; banking on the periphery--the cotton South, systemic seasonality, and the limits of national banking reform; rural credit and mobility in India; labor-market regimes in U.S. economic history; the political economy of progress--lessons from the causes and consequences of the New Deal; teachers and tipping points--historical origins of the teacher quality crisis; inequality and institutions in twentieth-century America; the unexpected long-run impact of the minimum wage--an educational cascade; and America's first culinary revolution. Rhode is Professor of Economics at the University of Michigan. Rosenbloom is Professor of Economics and Associate Vice Provost for Research and Graduate Studies at the University of Kansas. Weiman is Alena Wels Hirschorn '58 Professor of Economics at Barnard College and an affiliated member of Columbia University's History Department. Index.

Abstract This article argues that educational institutions can transmit cultural capital in the form of help-seeking dispositions (feeling empowered to ask for and receive help) and specialized knowledge (information about how to gain access to resources) that can positively impact students’ academic outcomes. Additionally, this article questions the perception that educational institutions function primarily as agents of social reproduction, by showing that institutional agents such as high school teachers and administrators can function as “cultural guides” to bolster students’ opportunities for social mobility. Drawing on interviews with graduates of King and Chavez, two early college high schools which target low-income, first-generation college students, I find that King graduates were more strategic help-seekers and were more likely to use campus-based resources than their counterparts at Chavez, in part because their school’s curriculum explicitly and systematically taught this skill. This article challenges the perception that teachers and administrators function exclusively as gatekeepers in educational institutions. Instead, the data presented show that these institutional agents can also function as “cultural guides” who transmit cultural capital in the form of help-seeking values and behaviors to students from economically marginalized communities; promoting their upward mobility.

I sat alone on the beach under the shade of a big umbrella. My husband, Bill, and our three children were in the condo taking a break from the Florida sunshine. Dreamily, I gazed at the vast Gulf of Mexico, the brilliant blue sky stretching endlessly above. I was sitting about 50 feet from the surf, but I couldn't actually see the waves hitting the beach; I was almost blind. It was a windy day in late May and I loved feeling the ocean breeze sweeping over me. I imagined I could hear the waves crashing onto the surf, but the sound was only a memory. I was totally deaf. Although I had a cochlear implant and could hear the waves, the cry of sea gulls, and many other sounds with the technology, I wasn't wearing it at the moment and everything I heard was in my mind. As a child, my understanding of speech was better and my vision was clearer. My diagnosis was optic atrophy at age 5 and my vision gradually degenerated over the years. For unknown reasons, nerve damage caused hearing loss and during my teens, my hearing grew worse and worse until by the time I was ready for college, I was profoundly deaf. I chose to attend Gallaudet University because my high school teachers and my parents felt I would receive better services as a deaf and blind student. I feel it was a very good decision; when I entered Gallaudet, it was like entering a new and exhilarating world. Before attending Gallaudet, while I struggled to cope with hearing loss combined with severely low vision, my world grew smaller and smaller, not being able to communicate efficiently with others. At Gallaudet, I suddenly found I could communicate with almost anybody I met on campus using sign language. Thus, my self-confidence and independence grew as I proceeded to get a college education.It wasn't an easy route to follow. I didn't know Braille at the time and depended on using a CCTV (closed captioned television) electronic aid which magnified text, enabling me to read all my college books. I also relied on the assistance of a class aid who interpreted all my teachers' lectures and class discussions because I was unable to see people's signing unless they signed right in front of my face. It was slow going and often frustrating, trying to keep involved socially and keeping up with my coursework but when I was 13 years old, my vision specialist teacher who had worked with me from 5th grade until I graduated from high school, wrote a note for me saying, "Anything worthwhile seldom comes easy." The phrase stuck in my mind and I tried to follow this philosophy. In 1989 after 7 years of persistence, I graduated with a Bachelor's of Arts degree in psychology. With the B.A. in hand and having developed good communication skills with deaf and deaf-blind people using sign language and ASL (American Sign Language), I was ready to face the world. But I wasn't exactly ready; I knew I wanted a professional job working with deaf-blind people and the way to get there was to earn a master's degree. I applied for admission into Gallaudet's graduate school and was accepted into the vocational rehabilitation counselling program. While I thoroughly enjoyed graduate school experience, I got to work with my class mates one-on-one more often and there were a lot more hands-on activities, it became obvious to me that I wasn't prepared for graduate school. I needed to learn Braille and how to use Braille technology; my vision had worsened a lot since starting college. In addition, I needed a break from school and needed to gain experience in the working world. After completing one and a half years and earning 15 credit hours in the master's program, I left Gallaudet and found a job in Baltimore, Maryland.The job was with a new program for adults who were visually and hearing impaired and mentally disabled. My job was assisting the clients with independent living and work related skills. Most of the other staff were deaf, communicating via ASL. By then, I was skilled using tactile signing, putting my hand on the back of the signer's hand to follow movements by touch, and I made friends with co-workers. I felt grown up and independent working full-time, living in my own apartment, using the subway train and bus to travel to and from work. I didn't have any serious problems living on my own. There was a supermarket up the road to which I could walk or ride a bus. But I needed a taxi ride back to the apartment when I had more groceries than I could carry. I would leave a sign I made out of cardboard and wrote my address in big black numbers, on my apartment door to help the driver find my place. I used a white cane and upon moving to Baltimore, an Orientation and Mobility (O and M) teacher who worked with blind people, showing them how to travel in the city, taught me the route to my work place using the subway and bus. Thus, I was independent and knew my way to work as well as to a nearby shopping mall. One day as I stood on the subway station platform holding my white cane, waiting for my train, the opposite train pulled in. As I stood watching passengers hurrying to board, knowing my train would arrive soon on the other side, a woman ran up to me and started pulling my arm. I handed her my notebook and black marker I used for communicating with people in the public, telling her I couldn't hear and would she please write in large print? She frantically scribbled something, but I couldn't read the note. She then gave me back the pen and pad, grabbed my arm again and started pulling me towards the train. I refused to budge, gesturing towards the opposite tracks, clearly indicating I was waiting for the other train. Finally, she let go, dashed into the train before the doors closed. I watched the train pull away, sadly reflecting that some people who wanted to help, just didn't understand how to approach disabled people. As a deaf-blind traveller, it was my duty to help educate the general public how to assist disabled persons in a humane way. After I established my new life for a few months, Bill was offered a position in the same program and moved to Baltimore to join me. He had worked at the Helen Keller National Centre in New York where I met him while doing a summer internship there three years before. I was thrilled when he got the job working beside me and we got to know each other on a daily basis. We had been dating since we met although I was in college and he was working and living in New York and then Cleveland, Ohio. Bill being hearing and sighted, was skilled in sign language and communication techniques with deaf-blind people. He had a wonderful attitude towards disabled people and made me feel like a normal person who was capable of doing things. We shared a lot and were very comfortable with each other. After nearly six months together in Baltimore, we married in May 1992, several weeks before my 28th birthday.After our first year of marriage living in Maryland, Bill and I moved to Little Rock, Arkansas. We wanted to live closer to my family and parents, Ron and Judy Cummings, who lived in Poplar Bluff, Missouri, 176 miles north of Little Rock. I wanted to go back to school and entered the deaf education program at the University of Arkansas at Little Rock with the goal of becoming a teacher for deaf-blind students. I never dreamed I would have a deaf-blind child of my own one day. My vision and hearing loss were caused by nerve damage and no one else in my family nor Bill's had a similar disability.I was pregnant with our first child when I entered UALR. In spite of my growing belly, I enjoyed the teacher training experience. I worked with a deaf-blind 12-year-old student and her teacher at the Arkansas School for the Deaf; observed two energetic four-year-olds in the pre-school program. But when my son, Joe was born in June 1994, my world changed once again. School became less important and motherhood became the ultimate. As a deaf-blind person, I wanted to be the best mom within my abilities.I decided that establishing good communication with my child was an important aspect of being a deaf-blind mom. Bill was in full agreement and we would set Joe on the kitchen table in his infant carrier, reciting together in sign language, "The three Bears". I could see Joe's tiny fists and feet wave excitedly in the air as he watched us signing children's stories. I would encourage Joe to hold my fingers while I signed to him, trying to establish a tactile signing relationship. But he was almost two years old when he finally understood that he needed to sign into my hands. We were sitting at the table and I had a bag of cookies. I refused to give him one until he made the sign for "cookie" in my hand. I quickly rewarded him with a cookie and he got three or four each time he made the sign in my hand. Today at 16, Joe is an expert finger speller and can effectively communicate with me and his younger deaf-blind brother, Ben.When Joe was two and a half, I decided to explore a cochlear implant. It was 1996 and we were living in Poplar Bluff by then. My cousin, who was studying audiology, told me that people using cochlear implants were able to understand sound so well they didn't need good vision. I made an appointment with the St. Louis cochlear implant program and after being evaluated, I decided to go ahead. I am glad I have a cochlear implant. After months of practice I learned to use the new sound and was eventually able to understand many environmental sounds. I never regained the ability of understanding speech, though, but I could hear people's voices very clearly, the sound of laughter, birds singing, and many more. Being able to hear my children's voices is especially wonderful, even when they get noisy and I get a headache. That fall I went to Leader Dogs School for the Blind (LDSB) where I met Milo, a large yellow Labrador retriever. At LDSB I learned how to care for and work with a dog guide. Having Milo as my companion and guide was like stepping into another new and wonderful world of independence. With Milo, I could walk briskly and feel secure. Milo was a big help as a deaf-blind mom, too. With Milo's guiding help, it was wonderful following my children while they rode tricycles or bikes and the whole family enjoyed going out for walks together. Our second son, Ben, was born in February 1999. He was a perfectly healthy little boy and Bill and I were looking forward to raising two sons. Joe was four and a half years old when Ben was born and was fascinated in his new brother. But when Ben was 5 months old, he was diagnosed with Langerhans Cell Histiocytosis (LCH), a rare childhood disease and in some cases, fatal. It was a long, scary road we followed as Ben received treatment at the children's hospital in St. Louis which involved making the 150 mile trip almost weekly for chemotherapy and doctor check-ups. Through it all, Ben was a happy little boy, in spite of the terrible rash that affected his scalp and diaper area, a symptom of LCH. Bill and I knew that we had to do everything possible to help Ben. When he was a year old, his condition seemed stable enough for me to feel comfortable leaving my family for two months to study Braille and learn new technology skills at a program in Kansas City. My vision had deteriorated to a point where I could no longer use a CCTV.Bill's mom, Marie Reid, who lived in Cleveland, Ohio, made a special trip to stay at our home in Poplar Bluff to help Bill with the boys while I was gone. I was successful at the program, learning Braille, making a change from magnification to Braille technology. Upon returning home, I began looking for a job and found employment as a deaf-blind specialist in a new project in Mississippi. The job was in Tupelo and we moved to northern Mississippi, settling into a new life. We transferred Ben's treatment to St. Judes Children's hospital located in Memphis, 94 miles west of Tupelo. I went to work and Bill stayed home with the boys, which worked well. When Ben had to go to St. Judes every three weeks for chemotherapy, Bill was able to drive him. The treatment was successful, the rash had disappeared and there were no traces of LCH in Ben's blood tests. But when he was almost 3 years old, he was diagnosed with optic atrophy, the same eye disease I suffered from and an audiologist detected signs of inner ear hearing loss.Shocked at the news that our little son would grow up legally blind and perhaps become deaf, Bill and I had to rethink our future. We knew we wanted Ben to have a good life and as a deaf-blind child, he needed quality services. We chose to move to Pittsburgh, Pennsylvania because I knew there were good services for deaf-blind people and I could function independently as a stay-home mom. In addition, Cleveland, Ohio, where Marie Reid and several of Bill's siblings lived, was a two hour's drive from Pittsburgh and living near family was important to us. With regret, I left my job opportunity and new friends and we re-located to Pittsburgh. We lived on a quiet street near Squirrel Hill and enrolled Joe into a near-by Catholic school. Ben received excellent early intervention services through the Pittsburgh public school, beginning Braille, using a white cane and tactile signing. The Pennsylvania services for the blind generously purchased a wonderful computer system and Braille display for me to use at home. I was able to communicate with Joe's and Ben's teachers and other contacts using e-mail. Ben's Braille teacher provided us with several print/Braille books which I read to the boys while Ben touched the tactile pictures. I made friends in the deaf and deaf-blind community and our family attended social events. Besides the social benefits of a deaf community, Pittsburgh offered a wonderful interpreting service and I was able to take Ben to doctor appointments knowing an interpreter would meet me at the hospital to assist with communication. I also found people who were willing to help me as volunteer SSPs (support Service Providers), persons whose role is to assist a deaf-blind person in any way, such as shopping, going to the bank, etc. Thus, I was able to function quite independently while Bill worked. Perhaps Bill and I were a bit crazy; after all, we had enough on our plate with a deaf-blind son and a deaf-blind mom, but love is a mysterious thing. In October 2003, Tim was born and our family was complete. Having two school-aged children and a baby on my hands was too much for me to handle alone. Bill was working and busy with culinary arts school. We realized we needed more help with the children, plus the high cost of living in the city was a struggle for us. We decided for the family's best interest, it would be better to move back to Poplar Bluff. After Joe and Ben were out of school in June, my mom flew out to Pittsburgh to escort them back to her home while Bill finished his externship for his culinary arts degree and in the late summer of 2004, we packed up our apartment, said good-bye to Pittsburgh, and drove to Missouri. The move was a good decision in many ways. Poplar Bluff, a rural town in south-eastern Missouri, has been my hometown since I was 10 years old. My extended family live there and the boys are thriving growing up among their cousins. Ben is receiving Braille and sign language services at public school and reads Braille faster than me!While both Bill and I are deeply satisfied knowing our children are happy, we have made personal sacrifices. Bill has given up his career satisfaction as a professional cook, needing to help look after the children and house. I have given up the benefits of city life such as interpreting and SSP services, not to mention the social benefits of a deaf community. But the children's well-being comes first, and I have found ways to fulfil my needs by getting involved with on-line groups for deaf-blind people, including writers and poets. I have taken a great interest in writing, especially children's stories and hope to establish a career as a writer. While I work on my computer, Bill keeps busy engaging the boys in various projects. They have built a screened-in tree house in the backyard where Ben and Tim like to sleep during warm summer nights.“It's almost 5 o'clock," Bill signed into my hand, rousing me from my thoughts. Time to prepare for our homeward journey the next day to Poplar Bluff, Missouri.Christy and Family

AbstractIn England, students apply to universities using teacher-predicted grades instead of their final end-of-school A-level examination results. Predicted rather than achieved grades therefore determine how ambitiously students apply to and receive offers from the most selective courses. The Universities and Colleges Admissions Service (UCAS) encourages teachers to make optimistic predictions to motivate students to apply ambitiously and achieve higher grades. However, little is known about variations in optimism across students and schools, as well as the mechanisms behind such variations. If certain groups of students or schools are predicted more optimistically than others, this may distort application, offer, and acceptance rates between these groups. Such distortions have the potential to impact efforts to promote wider participation and enhance social mobility. In this study, we use newly linked administrative education data to show predicted grades are differentially optimistic by student sociodemographic and school characteristics. These variations are often substantial and can only be partially explained by differences in students’ prior achievements, the subjects they studied at A-level, the degree subjects they pursue, and their choices of university and courses. We find less educationally advantaged students are in general more rather than less optimistically predicted, although there are two important exceptions to this trend. Once we control for GCSE score and A-level subject, greater optimism is observed in independent schools and among Oxbridge applications. Thus, differential optimism is positively impacting some of the most educationally advantaged students in the country. Our findings contribute to the growing consensus advocating for reforms to the admissions system, including whereby students can continue to revise their course choices until they receive their achieved grades, and universities only make offers after that date.

The article highlights the problems of education during the period of war in Ukraine. The idea of the grant project ERASMUS+ Call [ERASMUS-EDU-2022-VIRT-EXCH] – Virtual Exchanges in Higher Education and Youth – “International Network of Virtual Youth Business Hubs” (VEHUB4YOU) is presented. The VEHUB4YOU project focuses on the transfer of business knowledge from the EU to young people in Eastern partner countries through virtual exchange technologies as a means of improving and strengthening the educational process for Ukrainian children who are internally or externally displaced as a result of Russia’s military aggression in Ukraine. The article presents the results of a survey of young people, namely: students and teachers of schools, universities and colleges from Ukraine and Azerbaijan. The survey is dedicated to the determination of the need and interest of students in the creation of an international network of virtual youth business hubs with the aim of improving the quality of education by providing access to modern European education, transfer of business knowledge from the EU to the youth of Eastern partner countries using virtual exchange technologies, etc. The authors of the article summarized the most popular international virtual mobility courses for young people as a result of a survey.