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Journal articles on the topic 'History of Education (0520)'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Marcus, Anthony. "Imaginary worlds. The last years of Eric Wolf Pathways of power. Building an anthropology of the modern world. By Eric Wolf. Edited by Sydel Silverman. Berkeley: University of California Press. 2001. 488 pp. $60.00. ISBN 0520 223330. Envisioning power. Ideologies of dominance and crisis. By Eric Wolf. Berkeley: University of California Press. 1999. 352 pp. $50.00. ISBN 0520 215362. Europe and the people without history. By Eric Wolf. Berkeley: University of California Press. 1992. 525 pp. $21.95. Pb.: ISBN 0520 048989." Social Anthropology 11, no. 1 (February 2003): 113–27. http://dx.doi.org/10.1017/s0964028203000089.

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2

Lakoza, N. V. "THE FORMATION OF BASICS HEALTH AND SAFETY LIFE COMPETENCIES FROM GENERAL EDUCATION SCHOOLSTUDENTS." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 3(19) (2020): 20–28. http://dx.doi.org/10.51707/2618-0529-2020-19-03.

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The article is devoted to the problems of formulating health care and safety of life competence. The article presents the history of the formation and development of health care in pedagogy. The article identifies the main competencies of the 8th-grade courses “Fundamentals of Health” and “Human Biology”. Ascertaining experiment, which was conducted among 8‑form students indicates that the majority consider the course “Fundamentals of Health” — 57.2% necessary to study, but 34.5% of students want a more practical orientation of learning. The formation of students’ competencies of the basics of health and safety of life is considered in the article as a step-by-step process based on the theory of knowledge and should take place in the following stages: empirical, conceptual, and creative, corresponding to the levels of basic concepts: initial, medium, high. In the formative experiment the study of these natural disciplines is carried out using modular learning, which involves the transition of the student to the position of a real subject of educational activity, the basic concepts are highlighted. The use of the educational module involves the structuring of the material, the organization of independent work of students and the implementation of educational tasks, practical work with the application of active teaching methods (problem situations, business games). The structuring of educational material involves its division into blocks: information, practical, integration, control, and testing of knowledge. The humanistic approach is carried out by supplementing the course programs with topics of International Humanitarian Law. The content and activity component of the process, as well as the pedagogical conditions for the formation of students’ competencies in the basics of health and safety of life, have been developed. The methods which it is expedient to use in the course of formation of the given competence at students of comprehensive schools are defined.

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Kantor-Kozdrowicki, Piotr, Małgorzata Materniak-Pawłowska, and Jacek Przygodzki. "Przedmioty historycznoprawne na polskich wydziałach prawa." Prawo 330 (November 9, 2020): 149–86. http://dx.doi.org/10.19195/0524-4544.330.9.

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Subjects relating to the history of law at Polish law faculties The article is devoted to subjects relating to the history of law taught at Polish law faculties. It is divided into two parts. The fi rst encompasses an analysis of subjects relating to the history of law, the second — to subjects associated with political and legal doctrines. The author analyses the teaching at public and private higher education institutions. The HEIs have been classifi ed on the basis of the 2018 faculties of law ranking of the Rzeczpospolita daily. The authors sought to examine, on the basis of the curricula published on the faculties’ websites, the teaching in not just law programmes, but also other programmes run by the faculties of law, e.g. undergraduate and graduate administration programmes or security undergraduate and graduate programmes. When it comes to non-public HEIs, the article focuses on the best four faculties of law in the Rzeczpospolita ranking. Die rechtsgeschichtlichen Fächer an den polnischen rechtswissenschaftlichen Fakultäten Der Beitrag ist der rechtsgeschichtlichen Didaktik an den polnischen rechtswissenschaftlichen Fakultäten gewidmet. Er besteht aus zwei Teilen. In dem ersten wurden die rechtsgeschichtlichen Fächer analysiert und der zweite ist den Fächern aus dem Bereich der politischen und rechtlichen Lehre gewidmet. Im Text wurde die Didaktik an öff entlichen und nicht öff entlichen Hochschulen geschildert. Die Reihenfolge der einzelnen Zentren ergibt sich aus ihrer Position in dem Ranking der Rechtsfakultäten der Zeitung „Rzeczpospolita” aus dem Jahre 2018. Die Autoren versuchten, anhand der Lehrprogramme, die auf den Internetseiten der Fakultäten veröff entlicht werden, die Didaktik nicht nur an der Fachrichtung Recht darzustellen, sondern auch an anderen Fachrichtungen, die durch die juristischen Fakultäten geführt werden, wie z.B. an der Fachrichtung Verwaltung (Bachelor- und Masterstudiengang) oder Sicherheit (Bachelor- und Masterstudiengang). Hinsichtlich der nicht öff entlichen Schulen, so wurden die nach der Rangliste der „Rzeczpospolita“ vier besten rechtswissenschaftlichen Fakultäten analysiert.

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4

Akhter, Waheed, Vasileios Pappas, and Saad Ullah Khan. "Insurance demand in emerging Asian and OECD countries: a comparative perspective." International Journal of Social Economics 47, no. 3 (February 14, 2020): 350–64. http://dx.doi.org/10.1108/ijse-08-2019-0523.

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PurposeIn this paper, we aim to assess insurance demand across selected Asian and OECD countries during the period of the global financial crisis.Design/methodology/approachWe collected data from 55 emerging Asian and OECD countries during the period of the global financial crisis. Our methodology relies on panel regressions. Separate models are run for the Asia/OECD economies and a follow-up distinction between high/low-income regions is also made.FindingsWe find that global financial crisis affects negatively the general insurance demand particularly in high-income region. Higher dependency ratio in Asia tends to decrease insurance demand, whereas education in case of Asia positively influences insurance demand indicating that higher literacy rate can be helpful to capture the potential customers. Our results further reveal that life insurance is an important driver for insurance demand in OECD countries, whereas general insurance demand is higher in the Asian economies.Research limitations/implicationsA limitation of this study is that data sets employed do not differentiate between different life and general insurance products.Practical implicationsThis study is helpful for regulators, policymakers and insurance providers to evaluate, assess and monitor insurance demand in relevant countries.Originality/valueThis is one of the pioneering studies that have assessed insurance demand among emerging Asian and OECD countries during the period of the global financial crisis.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2019-0523

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5

Fakhry, Carole, Qiang Zhang, Phuc Felix Nguyen-Tân, David I. Rosenthal, Randal S. Weber, Louise Lambert, Andy M. Trotti, et al. "Development and Validation of Nomograms Predictive of Overall and Progression-Free Survival in Patients With Oropharyngeal Cancer." Journal of Clinical Oncology 35, no. 36 (December 20, 2017): 4057–65. http://dx.doi.org/10.1200/jco.2016.72.0748.

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Purpose Treatment of oropharyngeal squamous cell carcinoma (OPSCC) is evolving toward risk-based modification of therapeutic intensity, which requires patient-specific estimates of overall survival (OS) and progression-free survival (PFS). Methods To develop and validate nomograms for OS and PFS, we used a derivation cohort of 493 patients with OPSCC with known p16 tumor status (surrogate of human papillomavirus) and cigarette smoking history (pack-years) randomly assigned to clinical trials using platinum-based chemoradiotherapy (NRG Oncology Radiation Therapy Oncology Group [RTOG] 0129 and 0522). Nomograms were created from Cox models and internally validated by use of bootstrap and cross-validation. Model discrimination was measured by calibration plots and the concordance index. Nomograms were externally validated in a cohort of 153 patients with OPSCC randomly assigned to a third trial, NRG Oncology RTOG 9003. Results Both models included age, Zubrod performance status, pack-years, education, p16 status, and T and N stage; the OS model also included anemia and age × pack-years interaction; and the PFS model also included marital status, weight loss, and p16 × Zubrod interaction. Predictions correlated well with observed 2-year and 5-year outcomes. The uncorrected concordance index was 0.76 (95% CI, 0.72 to 0.80) for OS and 0.70 (95% CI, 0.66 to 0.74) for PFS, and bias-corrected indices were similar. In the validation set, OS and PFS models were well calibrated, and OS and PFS were significantly different across tertiles of nomogram scores (log-rank P = .003;< .001). Conclusion The validated nomograms provided useful prediction of OS and PFS for patients with OPSCC treated with primary radiation-based therapy.

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6

Trovato, James A., Nina M. Trocky, Julianne S. Oktay, Deborah McGuire, Kathleen A. Griffith, and Sandra W. McLeskey. "An Interprofessional Web-Based Approach to Providing Breast Cancer Education." Journal of Cancer Education 28, no. 4 (July 16, 2013): 639–46. http://dx.doi.org/10.1007/s13187-013-0520-y.

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7

Nespor, Jan. "Schooling for the long-term: elite education and temporal accumulation." Zeitschrift für Erziehungswissenschaft 17, S3 (June 27, 2014): 27–42. http://dx.doi.org/10.1007/s11618-014-0520-7.

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8

Giles, David, and Russell Yates. "Enabling educational leaders: qualitatively surveying an organization's culture." International Journal of Organizational Analysis 22, no. 1 (March 4, 2014): 94–106. http://dx.doi.org/10.1108/ijoa-11-2011-0526.

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Purpose – This article aims to consider the construction and use of a qualitative survey in opening relational aspects of the organisational culture within an educational institution. Rather than a numeric set of metrics, the researcher's intent was to use a survey as a vehicle for thematic and hermeneutic constructions of the data that might show emergent themes that are ontological in nature. The open-ended questions in this survey were constructed in four sections: general practice and comparison, history, relational experiences, and leadership practices. Design/methodology/approach – The context for this research was a department within a faculty of education. In addition to the process of collecting and analysing the survey data, the chairperson of the department was interviewed in terms of the quality of the data and the usefulness of the data. The quality of the data was considered in terms of the insights that might be gained from the participants' data. Findings – The findings of the qualitative survey showed the relational nature of the department in terms of the collegiality and reciprocity of care between those in leadership and amongst the staff in general. While staff referred to the strengths of the relational culture, the growth in student numbers and staff leave staff wondering about the sustainability of a rich collegial culture. In addition, the chairperson appreciated understandings from the participants in terms of the future growth and culture of the department. Originality/value – All too often, educational leaders are busy with data associated with the future directions of an educational enterprise. Educational leaders can make assumptions from their interactions with staff in the busyness of leadership and management tasks. This survey has opened themes that were new to the chairperson, or validated some of their hunches and assumptions. The success of the experience, findings and learning on the part of the educational leader has led to the trialling of this organisational tool in the context of an elementary primary school.

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9

Lerchenfeldt, Sarah, and Levi M. Hall. "Pharm.D.s in the Midst of M.D.s and Ph.D.s: the Importance of Pharmacists in Medical Education." Medical Science Educator 28, no. 1 (January 3, 2018): 259–61. http://dx.doi.org/10.1007/s40670-017-0520-3.

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10

Nóvoa, António. "On History, History of Education, and History of Colonial Education." Paedagogica Historica 31, sup1 (January 1995): 23–64. http://dx.doi.org/10.1080/00309230.1995.11434837.

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11

Byung-Chul Lim. "History Education without History?" Studies on History Education ll, no. 31 (July 2018): 401–34. http://dx.doi.org/10.16976/kahe.2018..31.401.

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12

Ghazi, Sam, Ulrik Lindforss, Greger Lindberg, Elisabeth Berg, Annika Lindblom, and Nikos Papadogiannakis. "Analysis of colorectal cancer morphology in relation to sex, age, location, and family history." Journal of Gastroenterology 47, no. 6 (January 18, 2012): 619–34. http://dx.doi.org/10.1007/s00535-011-0520-9.

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13

Temperley, Nicholas, and Bernarr Rainbow. "Education History." Musical Times 129, no. 1740 (February 1988): 83. http://dx.doi.org/10.2307/964427.

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14

Daeyong Kim. "narrative, Identity of teacher, history of education, teacher education, history education." History of Korean Education 36, no. 1 (March 2014): 183–210. http://dx.doi.org/10.15704/kjhe.36.1.201403.183.

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15

Perkins, Ross A. "ICT International." TechTrends 55, no. 5 (August 11, 2011): 11–12. http://dx.doi.org/10.1007/s11528-011-0520-x.

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16

Harlan, L. R. "History Education Reform and the National History Education Network." OAH Magazine of History 10, no. 1 (September 1, 1995): 15–16. http://dx.doi.org/10.1093/maghis/10.1.15.

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17

Na, Inho. "History Education beyond National History." DAEGU HISTORICAL REVIEW 124 (August 31, 2016): 243–70. http://dx.doi.org/10.17751/dhr.124.243.

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Breiter, Karel. "Comments to the article by Verner et al.: Magmatic history and geophysical signature of a post-collisional intrusive center." International Journal of Earth Sciences 100, no. 4 (February 9, 2010): 889–91. http://dx.doi.org/10.1007/s00531-010-0520-7.

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19

Aldrich, Richard. "History in education." Paedagogica Historica 32, sup1 (January 1996): 47–64. http://dx.doi.org/10.1080/00309230.1996.11434857.

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20

Altschuler, G. C. "History of Education." Journal of Social History 24, no. 4 (June 1, 1991): 835–41. http://dx.doi.org/10.1353/jsh/24.4.835.

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Kim, Gi Bong. "History Education for Reunification VS. Education for Reunification through History." Journal of the Humanities for Unification 60 (December 31, 2014): 279. http://dx.doi.org/10.21185/jhu.2014.12.60.279.

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22

Fujiwara, Masami, and Can Zhou. "Population dynamics of stage-structured sequential hermaphrodites." Canadian Journal of Fisheries and Aquatic Sciences 70, no. 9 (September 2013): 1296–305. http://dx.doi.org/10.1139/cjfas-2012-0520.

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The population dynamics of sequential hermaphrodites were investigated using three-stage matrix population models. A simple hermaphrodite model with density-dependent reproduction exhibited monotonic asymptotic growth or decline depending on parameter values. After incorporating density-dependent survival and sex change, the model was parameterized for red grouper (Epinephelus morio), which exhibit protogynous life history, and the model was used to investigate the effects of fishing mortality on offspring production and population density. The sensitivity of offspring production to fishing mortality was less when sex change depended on the relative density of female to male (ratio-dependent sex change) or male density alone compared with either female density alone or no density dependence. Although strong ratio-dependent sex change also resulted in less sensitivity of equilibrium abundance to fishing mortality, it caused the population to fluctuate chaotically. This suggests that the strength and type of density dependence on sex change affect reproductive output, equilibrium abundance, and the types of dynamics exhibited.

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23

Hahn, Yong-Jin. "The Comparative Education and History of Education: An Introductory Approach to Comparative Education History." Korean Comparative Education Society 28, no. 3 (June 30, 2018): 243–63. http://dx.doi.org/10.20306/kces.2018.28.3.243.

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Jayanthi, Ramkumar, Sundaralingam Paramasivam Girijasivam, and Archana Gaur. "Association of blood pressure and BMI to corrected QT interval in young adults." Canadian Journal of Physiology and Pharmacology 99, no. 9 (September 2021): 894–99. http://dx.doi.org/10.1139/cjpp-2020-0520.

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Hypertension is often associated with obesity. Uncontrolled hypertension can lead to uncorrected cardiac dysautonomia that makes cardiac repolarization abnormally prolonged. Modern dietary habits, stress, and bad lifestyle habits make young adults vulnerable to hazards of health. We planned to study the association of body mass index (BMI) and blood pressure (BP) with corrected QT (QTc) intervals in young adults. After obtaining the written informed consent, 171 subjects were randomly selected in the age group of 18–35 years. A general history and physical examination were done before recording the BMI and BP. A 12-lead electrocardiogram was recorded and QTc calculated using Bazett’s formula. The values obtained were compared and statistical analysis done. Of the 171 subjects 14.03% were hypertensive. The QTc interval was found to be prolonged in females and it is prolonged with age, BMI, and BP. QTc was significantly increased among the prehypertensive and hypertensive group and with the overweight and (or) obese BMI group compared with the normotensives and normal BMI group suggesting an altered autonomic homeostasis. This warrants lifestyle modification at a younger age to reduce the cardiovascular risk.

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Sato, Tomohiko, Yukio Isozaki, Katsumi Shozugawa, Kimiko Seimiya, and Motoyuki Matsuo. "57Fe Mössbauer analysis of the Upper Triassic-Lower Jurassic deep-sea chert: Paleo-redox history across the Triassic-Jurassic boundary and the Toarcian oceanic anoxic event." Hyperfine Interactions 208, no. 1-3 (December 14, 2011): 95–98. http://dx.doi.org/10.1007/s10751-011-0520-4.

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Okumuş, Osman. "History Courses and Values Education: History Teachers' Evaluation of History Education Processes in Turkey in Terms of Values Education." Educational Policy Analysis and Strategic Research 16, no. 1 (March 24, 2021): 172–93. http://dx.doi.org/10.29329/epasr.2020.334.10.

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Addiss, Stephen, and Mary Erickson. "Art History and Education." Journal of Aesthetics and Art Criticism 52, no. 4 (1994): 486. http://dx.doi.org/10.2307/432044.

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28

Ko, Yookyong. "History Education Trough VR." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 487–500. http://dx.doi.org/10.22143/hss21.9.6.34.

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29

Hokazono, Toyochika. "Symposium on History Education." TRENDS IN THE SCIENCES 7, no. 10 (2002): 78–80. http://dx.doi.org/10.5363/tits.7.10_78.

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30

Akinoglu, Orhan. "History Education and Identity." History Education Research Journal 5, no. 1 (January 1, 2005): 71–81. http://dx.doi.org/10.18546/herj.05.1.01.

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31

MacMullen, Edith Nye, Wayne J. Urban, and Jennings L. Wagoner. "American Education: A History." History of Education Quarterly 37, no. 1 (1997): 78. http://dx.doi.org/10.2307/369916.

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32

Jonker, Ed. "Reflections on History Education." Journal of Educational Media, Memory, and Society 4, no. 1 (March 1, 2012): 95–110. http://dx.doi.org/10.3167/jemms.2012.040107.

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History education inevitably is a thing of the present. During the nineteenth and twentieth centuries it has always answered to problems that were urgent at the time of discussion. This has mostly taken the form of explaining and thus smoothing over painful ruptures in the past. Although nowadays we generally acknowledge this contemporary character of history education, the professional ideal of doing proper, authentic history remains—a desire that is understandable, but compatible neither with epistemological standards nor with public expectations. While teaching instrumental history is not an option, history education cannot live on criticism and deconstruction alone, we need a reflexive presentism that self-consciously confronts the present day—“difficult“ rather than “easy“ histories.

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Aldrich, Richard, and Robert R. Sherman. "Understanding History of Education." British Journal of Educational Studies 34, no. 1 (February 1986): 114. http://dx.doi.org/10.2307/3120976.

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34

Greco, Peter M. "History of orthodontic education." American Journal of Orthodontics and Dentofacial Orthopedics 148, no. 5 (November 2015): 713. http://dx.doi.org/10.1016/j.ajodo.2015.09.003.

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김석완. "Isocrates’ education of history." History of Korean Education 32, no. 1 (April 2010): 53–75. http://dx.doi.org/10.15704/kjhe.32.1.201004.53.

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36

Folkerts, Jean. "History of Journalism Education." Journalism & Communication Monographs 16, no. 4 (July 22, 2014): 227–99. http://dx.doi.org/10.1177/1522637914541379.

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From its beginning, American journalism has been anchored in both the printing trades and the world of intellectuals who recognized the value of newspapers in shaping public opinion. These dual origins influenced the debate over journalism education from the mid-nineteenth century. News professionals and university educators pondered whether journalists needed to be college-educated, whether they needed a liberal arts degree, or whether they needed professional education that combined liberal arts and practical training. These debates were complex and political, representing issues of localism versus nationalism, the role of professional schools within the American university, and the rise of social science. The tension between educating reporters and editors to improve the quality of journalism or contribute to a democracy versus training them to function efficiently in a newspaper office—or any media environment—continues today.

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Kliebard, Herbert M. "Why History of Education?" Journal of Educational Research 88, no. 4 (March 1995): 194–99. http://dx.doi.org/10.1080/00220671.1995.9941300.

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Sobe, Noah W., and Corinne Ness. "Comparative History of Education." European Education 42, no. 2 (July 2010): 57–66. http://dx.doi.org/10.2753/eue1056-4934420207.

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Greenberg, D. "Reform of History Education." OAH Magazine of History 6, no. 1 (June 1, 1991): 3–4. http://dx.doi.org/10.1093/maghis/6.1.3.

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Gardner, J. "National History Education Network." OAH Magazine of History 6, no. 1 (June 1, 1991): 44–45. http://dx.doi.org/10.1093/maghis/6.1.44.

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41

Rury, John L. "History, Theory, and Education." History of Education Quarterly 51, no. 2 (May 2011): 218–28. http://dx.doi.org/10.1111/j.1748-5959.2011.00331.x.

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The distinguished Africanist Robert Harms once observed that “we historians are a practical people who pride ourselves on our attention to facts and our painstaking attention to detail.” If this is the case in other parts of the world, it is certainly true of American historians, who have been periodically admonished for their disinterest in questions of theory and purpose related to their craft. In this issue we have an opportunity to discuss the question of theory as it may pertain to the history of education, with particular attention to the United States. Regardless of whether one believes that historians should be ardent students of social theory, after all, there is little question about whether they should be cognizant of it. Indeed, there is danger in ignoring it. Quoting John Maynard Keynes, Harms suggested that practical people who feel “exempt from any intellectual influences” run the risk of “becoming slaves to some defunct economist.”

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Hyun-Sook Park. "A History of History Education in Korea." Studies on History Education ll, no. 22 (July 2015): 363–75. http://dx.doi.org/10.16976/kahe.2015..22.363.

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McCulloch, Gary. "Virtual history and the history of education." History of Education 32, no. 2 (March 2003): 145–56. http://dx.doi.org/10.1080/00467600304161.

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44

Duncanson, Ian. "Peter Goodrich, Oedipus Lex: Psychoanalysis, History, Law, Berkeley and Los Angeles: University of California Press, 1995. Pp xii + 279. $35.00 (ISBN 0520 08990 1)." Law and History Review 15, no. 2 (1997): 434–35. http://dx.doi.org/10.2307/827699.

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45

Ku, Kyeong Nam. "Implication of Global Citizenship Education in History Education." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 23 (December 15, 2018): 501–18. http://dx.doi.org/10.22251/jlcci.2018.18.23.501.

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46

Davies, Ian. "Education for European Citizenship: Issues in History Education." Evaluation & Research in Education 11, no. 3 (October 1997): 119–28. http://dx.doi.org/10.1080/09500799708666922.

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47

McCulloch, Gary. "The history of secondary education inHistory of Education." History of Education 41, no. 1 (January 2012): 25–39. http://dx.doi.org/10.1080/0046760x.2011.644884.

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48

Nieuwenhuyse, Karel Van, and Kaat Wils. "Remembrance education between history teaching and citizenship education." Citizenship Teaching and Learning 7, no. 2 (April 25, 2012): 157–71. http://dx.doi.org/10.1386/ctl.7.2.157_1.

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49

Na, In-ho. "German public history as history education for citizen." Society of History Education 69 (November 30, 2018): 73–100. http://dx.doi.org/10.17999/sohe.2018.69.03.

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Irina, Kutykova. "Transformation of national history education: lessons of history." Ideas and Ideals 2, no. 3 (September 15, 2016): 112–26. http://dx.doi.org/10.17212/2075-0862-2016-3.2-112-126.

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