Social Influences

60% to 70% of adolescent students are bored in school; 30% to 40% are totally disengaged in class.
Most teenagers degrade academically and increase apathetically around the time they enter middle/high school: rigid schedules, teachers who lecture while students sit and absorb nothing, chronic sleep deprivation, and coursework that feels completely disconnected from anything they actually care about or has a relation with what the real world requires, all contribute to academic apathy.
Many, if not most, secondary schools have the singular mindset of preparing their students for  university or college admission exams; they retain a 19th Century protocol based upon teacher centredness, rote learning and memory-based examinations.  This 18th Century school paradigm must be rapidly (now) replaced with a 21sr century inspired curricula and pedagogy, and not just because of ‘AI’!

In the international context of concerns about standards in writing, this article addresses the role of grammar in the teaching of writing. It considers both current and historical perspectives on the teaching of grammar and offers a critique of research which attempts to determine the impact of grammar teaching on writing, but which does not investigate how the grammar teaching was pedagogically linked to teaching writing. The article argues that there has never been a critical theorisation of how grammar might support the development of writing, and thus there has been very limited research which has explored this relationship. Drawing on the findings of a current research enquiry, the article offers a possible theorisation for a pedagogically robust role for grammar in the teaching of writing.

The Kingdom of Bahrain is an island situated in the middle of the Gulf. The discovery of oil has led to the rapid modernization of the country and its prosperity. Such factors also affected the lifestyle of the population and the traditional societal role with the transformation from the large extended families to a nuclear one. One of many consequences of these changes was the increase prevalence of juvenile delinquency. In this study, there was a trial to study this phenomenon and find out the most risk factors that may help in its occurrence. The Parental Acceptance/Rejection Questionnaire, which has been translated into Arabic and was used previously with other Arab populations, was administered to a group of 30 jailed juvenile offenders and compared to a similar cohort and number of high school students with no record of delinquency. The variables, including areas related to the family conditions, were studied by comparing the two groups (the delinquent vs. non-delinquent). The results indicate that there are relationships between juvenile delinquency and the parental demographic characteristics. More delinquent subjects had illiterate fathers (47%) (p<0.05) and mothers (67%), (p<0 .001) than the non-delinquent. Fifty percent (n=15) of the non-delinquents reported that their fathers were professional versus 21% of the delinquents (p<0.05). The familial relationships, conflicts, and practices were also related to the presence of delinquency. There was a less favorable interpersonal relationship between delinquents and their parents. With regard to family practices, the delinquents scored higher (1.932) than non-delinquents (1.69), indicating that the parents of delinquents were less involved in their children's lives. Concerning emotional conflict, it was found that the delinquents scored higher (M=2.18) than non-delinquents (M=1.68); indicating more conflict was happening between their parents. In conclusion, the risks of developing delinquency in juveniles were found to be very much related to the parental interpersonal relationships, their demographic characteristics, and the socioeconomic status of the family.

Research on persuasive writing by elementary children posits primarily a developmental perspective, claiming that elementary-age children can effectively argue through talk but not through writing. While this view is commonly held, this article presents counterevidence. Drawing on two cases of third and fourth grade children writing persuasive letters gathered during six-month naturalistic studies of literacy practices and social identities in contrastive communities (one urban, one suburban), these data challenge the developmental generalization by showing that children in these settings can write persuasively. Further, this work complicates understandings of children's persuasive writing by showing how assignments and local cultures shape children's writing. Evidence is developed through rich description of the case study settings and instructional tasks, a typology of the children's persuasive strategies, and a critical discourse analysis of the children's persuasive letters. This study suggests that children in both communities are capable of persuasive writing, although they enact different patterns of response, drawing on locally learned discourses. The settings, the hybridity of the persuasive Jetter as both argument and letter, and the children's habitus may account for some of the differences in how the children address the tasks through ranges of centeredness and agentive strategies. Differing patterns of response suggest new frames for viewing and fostering children's argumentative competence in a range of settings. including understandings of agency. The author encourages a research agenda that accounts for sodally situated classroom and community practices, and argues for ongoing research and critique of the power and place of persuasive writing for children in a range of schools.

Increasing numbers of women have pursued college education and work over the last 15 to 20 years in Japan. The rate of women attending a four-year university has risen from 23% in 1995 to 47% in 2015. About twenty years ago, more women chose to attend junior college rather than university: the rate of junior college attendance among female students was about 25% in 1995, but it has decreased to 10% in 2015 (Gender Equality Bureau Cabinet Office, 2015). The percentage of working women aged 15 to 64 has also increased from 57% in 2000 to 65% in 2015. However, gender gaps are still persistent in Japan. Unlike many other developed countries, Japan's university attendance rate for female students is still much lower than that of male students: 56% in 2015 (Gender Equality Bureau Cabinet Office, 2015; National Center for Education Statistics, 2016). A gender gap in employment rate is also significant, as 82% of men aged 15 to 64 compared to 65% of women worked in 2015. Moreover, 37% of female workers were employed part-time compared to 12% of male workers (OECD, 2015). Are these phenomena in women's education and work affecting the ways in which girls and boys are raised? In other words, have mothers' expectations of, and attitudes toward, their daughters' and sons' education and future changed over the last decade?

This research paper describes the benefits of using an activity-based rhetorical perspective to develop English for specific purposes (ESP) test specifications. This approach expands the potential of ESP test specifications to analyze and describe target language use (TLU) situations, TLU tasks, and ESP test tasks. Multiple activity systems are found to affect ESP test takers and test developers as they act within their own activity systems. Preliminary observations are made about how the differences between the objectives of an English for academic purposes (EAP) test and a freshman composition course affect test takers' responses to test tasks. The implications of the different objectives on EAP test and task authenticity are also discussed. Finally, this paper shows how Rhetorical Genre Studies and Activity Theory can be used to inform test specifications development by capturing the complex interactions between test takers, test tasks, genres, and context.

Abstract: This research paper describes the benefits of using an activity-based rhetorical perspective to develop English for specific purposes (ESP) test specifications. This approach expands the potential of ESP test specifications to analyze and describe target language ...

L'objet de cet article est d'examiner la dimension du processus de construction identitaire qui concerne l'identification à autrui. L'analyse des récits de vie d'enseignantes d'expérience permet de mettre en évidence des aspects de la structure sociale qui façonnent le devenir des enseignants dans leur appropriation professionnelle, personnelle, singulière et existentielle de leur identité professionnelle. 1 This study examines the dimension of the identity construction process relating to identification with others. Our analysis of experienced teachers' life stories reveals aspects of the social structure that shape teachers' evolution in their personal, professional, particular and existential appropriation of a professional identity.

Adopting the viewpoint of the women students involved, this paper examines the first two decades of academic journalism . Pointing out that women students were a sizeable element in journalism schools from their beginning in 1908, the paper calls attention to the fact that women and men students were prepared for quite different lives, with mon trained to be influential reporters and editors and women to be society reporters or women's page editors, or to work only briefly in the field before marriage. The paper discusses the key question of the degree to which journalism education reinforced social stereotypes regarding the role of women or broadened oppportunities for them. It then suggests that the aspirations of women often were raised by their education, but their ability to make use of it was curtailed by prejudice against them, both within schools of ? ournalism and in the employment market. The paper poses a final question: Are women students today, who constitute nearly two-thirds of all journalism students, also unable to make full use of their education because of social pressures restricting women's full participation in the field? (HOD)

Three articles on the history of higher education are presented: (1) "Teaching the History of Universities," by Jurgen Herbst, concerns the need for teaching the history of higher education and suggests the broadening of efforts to introduce the history of higher education to different populations. ( ) "On Writing 'To Advance Knowledge'," by Roger L. Geiger, concerns the background and rationale for the book "To Advance Knowledge," particularly the importance as a contemporary issue of the history of American research universities and the process of developing the scope of the work and researching the institutions. v-; A review of published research in the history of higher education from 1986 to 1988 consists of' 91 books and 91 articles classified into five divisions--general and topical issues; biography; institutional history; curriculum; and miscellaneous. (KM)

The importance of school counselor site supervisor training has gained considerable attention in the past couple of years; however, despite these efforts, little progress seems to have been made. This study explores school counselor site supervisors' perceptions of preparedness, training needs, and preferred methods of future training. Results of the study revealed that most participants did not receive supervision training during their graduate program preparation. Implications for training site supervisors and future research are discussed.

In a digital world commanded by social media, consumers and creators alike have gained a shared space of marketing triumph with the advent of trends. 'Trends' on social media refer to topics, hashtags, or discussions that gain significant attention and become popular among users within a specific period. These trends often reflect the current interests, events, or cultural phenomena capturing the rising attention of the online community. With the rise of certain algorithms and such trends taking over how social media is perceived, it has a direct implication on how a consumer as well as a customer engages with it. Using social media, individuals have the opportunity to communicate directly with a brand representative or share company-related details with their friends. The main question that arises is: What strategies do people employ to distinguish their brand and make it more prominent? What is the time frame that is required? Are the trends different for different social media platforms? What is the impact of auditory and visual aesthetics on trends? This research seeks to provide an answer to many such queries using quantitative methods, surveys, FGD's, content and data analysis. The response to the same can throw light on the future of marketing and how brands could be able to create a pedestal of their own in the upcoming data oriented world.

It is the position of the National Association of School Nurses (NASN) that age-appropriate health education about human sexuality should be included as part of a comprehensive school health education program and be accessible to all students in schools. NASN recognizes the role of parents and families as the primary source of education about sexual health. The registered professional school nurse (hereinafter referred to as school nurse) plays a vital role in the development and implementation of instructional programs that utilize evidence-based strategies to prevent unintended pregnancies and sexually transmitted infections including HIV.

Autobiographical reasoning has been found to be a critical process in identity development; however, the authors suggest that existing research shows that such reasoning may not always be critical to another important outcome: wellbeing. The authors describe characteristics of people such as personality and age, contexts such as conversations, and experiences such as transgressions, which may hinder adaptive reasoning. They also propose alternatives to autobiographical reasoning for managing challenging events and constructing the life story, which include different kinds of meaning-making than those primarily focused on in the current literature.

Universal access to education is widely recognized as a cornerstone of sustainable development. This paper examines the potential global outcomes of equitable educational access across economic, health, political, and innovation domains. Drawing from existing literature, cross-national data, and case studies, the paper argues that universal education would significantly reduce poverty, improve public health, strengthen democratic institutions, and accelerate innovation. However, structural inequalities and quality disparities remain critical challenges. The findings suggest that while education is not a singular solution, it is a high-leverage intervention with compounding benefits.

The decontextualized nature of literacy has been a recurrent issue in discussions of the consequences of literacy over the last twenty years. The central thesis of these discussions is that th-e" nature of written djscourse itself leads directly or .

Daily advances in technology are restructuring the way we live, work, learn and interact. The rapid development of synchronous online venues available to distance education has lead to a heightened need for theory & practice in the effective use of these collaborative learning live venues. This paper is directed to faculty members who are already teaching synchronously online or who would like to start teaching synchronously online. It provides best practices, ideas, tips and tricks, and insights to foster successful learning experiences online and ways to think about online synchronous teaching differently than as a mere replicate of traditional campus-based instructional activities.

Professionalism and the Future of Librarianship* ANDREW ABBOTT THEGREATARGENTINIAN (1964)wrote a story called WRITER JORGE LLXBORGES "The Library of Babel" describing a magnificent, endless library: [I]ts shelves register all the possible combinations of the twenty-odd orthographical symbols. . . . In other words, all that it is given to express, in all languages. Everything: the minutely detailed history of the future, the archangels' autobiographies, the faithful catalogue of the library, thousands and thousands of false catalogues, the demonstration of the fallacy of those catalogues, the demonstration of the fallacy of the true catalogue, the Gnostic gospel of Basilides, the commentary on that gospel, the commentary on the commentary on that gospel, the true story of your death, the translation of every book in all languages, the interpolations of every book in all books. (p. 54) *A slightly different version of this article was delivered in a Plenary Lecture o n the President's Program at the American Library Association meeting in New Orleans, June 27, 1993. 1 thank Marilyn Miller for the invitation to speak there.

This paper is a critical assessment of the theory and evidence on three general issues in comparative education. It assesses the factors affecting the origins and expansion of national educational systems: the factors influencing the organizational structure and ideologies of systems of mass schooling and higher education; and the effects of expanded educational systems for individuals, groups, and societies. It finds that the institutionalization of mass schooling is associated with ration-building processes in the eighteenth century, while universities originated in medieval Europe under papal sponsorship. In the post-World War II era, educational expansion is weakly influenced by national structural characteristics and seems to have its impetus in the rise of a transnational world culture. Participation in this wider civilizational network may explain the increasing convergence (especially at the lower levels) of educational organization and ideology. Education positively affects individuals, low status groups (women, for instance), and societal development. These effects may reflect the world-wide rise of educational credentialism, The paper concludes by advocating more explicitly comparative research that directly tests institutional-level explanations. A bibliography is included. (Author/MT)

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The possibilities for comparative research on educational systems have been enhanced by the development of cross-national data bases. Most of these cover national educational systems (UNESCO 1950-1971; UNESCO World Survey of Education 1955-1971; OECD 1972-73), but a few contain information on individuals or schools (Husen 1967; Passow et al 1976). The need for such materials is widely recognized (Merritt & Coombs 1977). For the most part, however, research in &quot;comparative education&quot; consists in studies of education in individual countries, with few direct comparisons. The case-study approach, whether with quantitative or qualitative data, still governs the literature (see Comparative Educational Review 1977; Havighurst 1968; but also see Eckstein & Noah 1969). By definition, such case studies contain little variance at the system or societal level, so theoretical and empirical foci tend to shift downward

The prevalence of mass education is a striking feature of the modern world. Education has spread rapidly in the last 2 centuries, becoming a compulsory, essentially universal institution. It has even expanded greatly in the poorest countries. Unesco estimates that about 75 percent of the children of primary school age in the world are enrolled in something called a school (1980 data).&#39; For the developing countries, the mean figure reported is 68 percent. Although the richer countries have long since reached virtually universal enrollment, the fervor for education in the poor countries may be even stronger.2 Mass education is clearly no longer the prerogative of boys: the World Bank reports that elementary enrollment ratios for girls are as high as those for boys in developed countries, and they are only slightly lower than the ratios for boys in developing countries.3 In both rich and poor countries, secondary education has expanded to the point where it is obviously to be consi...

This paper is a critical assessment of the theory and evidence on three general issues in comparative education. It assesses the factors affecting the origins and expansion of national educational systems: the factors influencing the organizational structure and ideologies of systems of mass schooling and higher education; and the effects of expanded educational systems for individuals, groups, and societies. It finds that the institutionalization of mass schooling is associated with ration-building processes in the eighteenth century, while universities originated in medieval Europe under papal sponsorship. In the post-World War II era, educational expansion is weakly influenced by national structural characteristics and seems to have its impetus in the rise of a transnational world culture. Participation in this wider civilizational network may explain the increasing convergence (especially at the lower levels) of educational organization and ideology. Education positively affects individuals, low status groups (women, for instance), and societal development. These effects may reflect the world-wide rise of educational credentialism, The paper concludes by advocating more explicitly comparative research that directly tests institutional-level explanations. A bibliography is included. (Author/MT)

ir;bis study examined children's views of the world ajier they personally eqerienced a natural disaster-specifically, Hurricane Andrew in South Florida during the summer of 1992. i%e study addressed three issues: (a) children's knowledge of the hurricane; (6) children's views of the world, especially the causality of the hurricane; and (c) children's sources of information in social and cultural contexts. 7he study was conducted in the early spring of 1994. It involved 127 fourth andfiph grade students in two elementary schools located in areas that were particularly hard hit by the hurricane. 7%e student sample was representative of various ethnic, socioeconomic, and gender backgrounds. Both quantitative and qualitative research methods were used for data collection and analysis. Results indicate significant differences as well as similarities in children's knowledge, world views, and information sources by ethnicity, socioeconomic status, and gender. Implications for promoting scientific literacy for all students, including socially and culturally diverse students, are discussed.

Third World countries to appreciate the importance of sociopolitical factors to course design. Materials design projects in certain Third World countries should be seen as educational-language-policy solutions to educational-language-policy problems. More specifically, the task of the materials writer is to produce materials that can work within the system for which they are designed. Although an institution may officially be English-medium, the students' competence in English may preclude its exclusive use as the medium of instruction. Thus, course designers must know how the institution is supposed to operate (the formal system) and how it actually operates (the informal system) in order to write appropriate materials. Furthermore, given that educational institutions in developing countries are often undergoing rapid structural change, materials writers must evaluate what change is likely in the foreseeable future. In this way, they can build an element of survivabiity into their courses, which ensures that the materials will not become obsolete when the projected changes are implemented.

Drawing on concepts within developmental psychopathology on risk and protective factors, this study examined the moderating role of religious and ethnic socialization in associations between paternal depressive symptoms and engagement with preschool-aged children in Jamaica. One hundred fifty-two fathers reported on their depressive symptoms, religious and ethnic socialization, and engagement in childcare, play, and literacy-based activities. Religious socialization moderated associations between depressive symptoms and engagement in childcare, play, and literacy-based activities. Ethnic socialization moderated associations between depressive symptoms and engagement in childcare and play. Findings are interpreted in terms of the potential role of religious and ethnic socialization in moderating the negative effects of paternal depressive symptoms on engagement with preschoolers.

A broad range of British Columbia’s educators and administrators convened recently to re-discover PLAR with a new energy, a new focus, and a new urgency. “This is not your grandmother’s PLAR” became the battle cry of the British Columbia Prior Learning Action Network (BCPLAN) Summit gathering at which the BCPLAN was declared as a not-for- profit society. This paper describes and situates BCPLAN as an emergent PLAR entity and considers its potential success against a historical background and a range of current issues.

In this study of mutual gaze (MG) and emotion, using multiple groups of chimpanzee infants to compare with multiple groups of human infants, we provide a methodology to assess two deeply rooted assumptions: 1. Psychological outcomes in chimpanzees are uninfluenced by socio-ecological conditions; and 2. Samples from humans living in Western, middle-class families settings are adequate representatives of humankind. Even though MG is widely viewed as foundational for social cognition, and gaze becomes coordinated with emotion around 1-yr of age, these topics have rarely been studied in 1-yr-old chimpanzees. We studied four diverse chimpanzee groups, i.e., 1-yr-old infants living at Chester Zoo (n=4); in Gombe National Park (n=12); at Primate Research Institute (PRI, n=3); and in a human home (n=2), compared to three diverse groups of human 1-yr-olds: urban-UK (n=8); subsistence farming-Nso (n=12); and foraging-Aka (n=10). MG occurred 22% of the time and did not differ across groups or species. We found no species differences in any infant Emotion or in any MG-Emotion co-occurrence pattern. In three of five types of MG-Emotion co-occurrence, the PRI chimpanzee infants differed from at least one of the other chimpanzee groups (we reject assumption #1) and the UK infants differed from at least one of the other human groups (we reject assumption #2). We conclude there are meaningful influences of socio-ecology on the functions of some social cognition outcomes, and, thus, it is necessary to sample multiple diverse groups to detect true species differences.

The prestige of teaching in religious education is multifaceted and influenced by cultural, legal, and educational factors. Understanding the unique challenges and opportunities within specific contexts is essential for promoting effective and meaningful education. In many societies, religious teachers hold significant importance as they play a crucial role in transmitting cultural values, moral teachings, and spiritual guidance. The status of teachers in religious education is often tied to the perceived value of such education within a given community. This study seeks to give voice to the teachers in Israel's ultra-Orthodox (Haredi) community to understand their perception of teaching prestige and their professional identity. The research was conducted using a qualitative approach, and data was collected through 25 in-depth interviews and focus groups among female teachers, school principals, and educational consultants. The findings reveal that the Haredi community faces challenges in preserving the dignity of the field of teaching and show how the teaching profession is perceived in traditional and conservative communities. One must consider cultural and social solutions in developing a religious teacher's professional identity.

Using an asset-based, mixed-methodology my research highlights the strategies of resistance, negotiation, and assertion employed by Tribal students, faculty, and administrators across curricular, pedagogical, research, and outreach practices. My research argues for the reconfiguration of higher education through enabling curricula, community-engaged research, and inclusive governance models that foreground Indigenous epistemologies and political agency. Anchored in oral history and categorical content analysis, the study draws on theoretical frameworks such as Evans' bounded agency and Emirbayer and Mische's chordal triad of agency, to examine how identity, aspiration, culture, economy, language, and politics intersect with institutional spaces. M.Phil in Educational Planning and Administration at National Institute of Educational Planning and Administration (NIEPA), New Delhi (2015-2017) Dissertation: Understanding Enablers and Barriers to Employment Amongst Higher Educated Tribal Youth of Jharkhand I explore how educational policies addressing the economic development of tribes have transformed their livelihoods to some extent, but more significant are the changes in their aspirations. The research addresses the enablers and barriers to salaried employment amongst higher educated tribal youth and finds a growing contradiction in their self-identity. The modern world is diffidently approving the tremendous potential in their unique heritage and indigenous knowledge, yet Tribal recourse into the modern higher education system is perceived as the only means to fight their way up the dominant culture. Amongst these paradoxes, tribal youth who become higher educated emulate the modern educated lifestyle. But changes are not uniform across states, clans, regions and areas leading to the formation of their differential world views. My research employs in-depth interviews, observation and FGDs with tribal higher educated youth in the left-wing extremism affected areas and uses Albert Hirschman's theory of exit, voice and loyalty to understand three distinct means of trade-off with the modern education system and tribal lives. The conclusion is that higher education should be targeting to enhance representation of the tribes instead of merely providing education.

This paper attempts primarily to establish the guidelines of a reference framework for studying educational inequality as it relates to ethnic, religious, and socioeconomic divisions within society. In his analysis, the author focuses mainly on inequality between different socio-occupatiopal categories. The discussion is organized in two major sections. Section 1 is a study "of the mechanism of inequality, based mainly on French statistical data, and section 2 is an analysis of explanatory factors that create and maintain educational inequalities. Because the analysis model is based mainly on research in western countries, it''Ls pointed out that the model may be of limited value in studying educational inequality in other societies with different social systems. (3G)

Bullying in schools is a pervasive issue that transcends individual misbehavior, reflecting deeper social dynamics, institutional shortcomings, and cultural attitudes. This study investigates how these factors intersect to perpetuate bullying among secondary school students in Vietnam. A mixed-methods design was employed, involving 450 student participants across three urban schools in Ho Chi Minh City, alongside 45 teachers and 15 administrators. Quantitative data were collected through structured surveys measuring prevalence, peer dynamics, and institutional responses, while qualitative insights were obtained from semi-structured interviews with teachers, administrators, and parents. Findings are expected to reveal how peer hierarchies, teacher interventions, and policy enforcement interact with cultural values such as collectivism and respect for authority to either perpetuate or mitigate bullying. The study contributes to the global discourse on bullying prevention by proposing a multi-layered framework that integrates teacher training, peer advocacy, and culturally sensitive policy development. Implications extend to educators, policymakers, and communities seeking to foster inclusive and safe learning environments, with comparative relevance for international contexts.

Entrepreneurship is growing as a cross-and interdisciplinary area of focus for higher education. From patent and tech transfer offices to business, science, and engineering programs, the demand for entrepreneurship resources and support delivered via libraries is booming. Building library collections to help patrons design, launch, and run successful businesses is challenging: Market research and private equity/venture capital resources arrive at premium prices. Increasingly, these resources must interoperate with software used to clean, analyze, and visualize data. This data is often difficult to find and deploy. Restrictive, corporate-style licenses reflect that new vendors are not yet acclimated to the academic market's access requirements and licensing constraints. This paper will share a framework for how to understand entrepreneurship in higher education and explain the types of information commonly requested by users. Such information often exists in disciplinary silos, emphasizing the importance of collaborative collection development across subject lines. The authors will explore the unique challenges to building collections that serve patrons developing new ventures. This includes collaborating with external stakeholders to fund resources that have not been traditionally purchased by libraries. Strategies for licensing data and other e-resources in this space will be discussed, including the central complications arising from universities as incubators for for-profit startups. The authors will suggest best practices for building relationships with stakeholders, developing relevant collections and services, and marketing these resources to support communities.

PurposeThe purpose of this paper is to explore Chinese adolescents&#39; perceptions of healthy eating, their perceptions of various socializing agents shaping their eating habits, and their opinions about various regulatory measures which might be imposed to encourage healthy eating.Design/methodology/approachFour focus group interview sessions were conducted with 22 eighth and ninth grade adolescents (aged 13 to 15) in Hong Kong.FindingsThe participants perceived a balanced diet and regular meal times as the most important attributes of healthy eating. Participants were most likely to eat unhealthy food at parties, during festivals, and when socializing. They reported that mothers and teachers often advise them to eat healthy foods. They felt that banning the sale of soft drinks in schools and at sports centers and/or increasing the price of soft drinks might discourage their consumption, but felt that banning soft drink advertisements and/or making free drinking water more availab...

This paper investigates the usefulness of the labels &quot;native speaker&quot; (NS) and &quot;non-native speaker&quot; (NNS) in the field of Teaching English to Speakers of Other Languages (TESOL). The researcher&#39;s anecdotal experience is that NNSs bring under-appreciated strengths to teaching English to Speakers of Other Languages (ESOL). The recent research in this field is reviewed and the issues are raised when speakers of a language are divided into the NS and NNS categories. Excerpts from discussions and interviews with TESOL students, graduates, and professors are included to show the range of opinion on this subject. It is concluded that attitudes in the TESOL field are shifting, and NNSs are seen in a more positive light as their contributions to the teaching of ESOL are increasingly recognized and appreciated. This is especially true when NNS teachers teach students who share their first language and culture. It is suggested that greater openness and wider discussion ...

This study involved approximately 1,000 girls and 300 boys from the seventh; eighth, and ninth gradeb, of five Michigan j4n3or*high:schools. The girls were randomly dixidedinto five groups. Group A received live presentations by women engineers; Group B participated in, four, engineering projects;,. Group C received only printed materials; Group D received no special instruction, but their parents received printed materials, as did the parents of students in Groups A, B, and C; and Group E was the control group. A test instrument designed to measure awareness and attitudes toward engineering was administered before and after the study to all girl participants,'coritrols, parents and faculty. The analysis portion of the study hal not been completed at the time of this report. (MLH)

This study involved approximately 1,000 girls and 300 boys from the seventh; eighth, and ninth gradeb, of five Michigan j4n3or*high:schools. The girls were randomly dixidedinto five groups. Group A received live presentations by women engineers; Group B participated in, four, engineering projects;,. Group C received only printed materials; Group D received no special instruction, but their parents received printed materials, as did the parents of students in Groups A, B, and C; and Group E was the control group. A test instrument designed to measure awareness and attitudes toward engineering was administered before and after the study to all girl participants,'coritrols, parents and faculty. The analysis portion of the study hal not been completed at the time of this report. (MLH)

Consumer buying behavior has always been a complex subject to comprehend, constantly evolving with the emergence of new elements and trends. The rise of social media has reshaped consumer behavior by introducing new interactive and persuasive elements that stimulate unplanned purchasing decisions. One of the most prominent shifts observed in recent times is the increase in online shopping. This transformation has not only altered traditional business models but has also introduced entirely new phenomena in consumer behavior research. This study examined the influence of midroll advertisements, influencer endorsements, and user comments and reviews on impulsive buying behavior. Using responses from 500 randomly selected social media users, this study employed quantitative analysis and chi-square tests to evaluate the strength of the association between these digital stimuli and impulsive consumer actions. The findings revealed that all three factors significantly influenced impulsive buying, with user reviews emerging as the strongest predictor, followed by mid-roll advertisements and influencer endorsements. This study contributes to a deeper understanding of digital consumer psychology and offers practical implications for marketers, policymakers, and researchers studying online purchasing behavior. This study contributes to the understanding of the psychological and social mechanisms of digital consumerism and offers actionable implications for marketers, policymakers, and digital strategists.

The results of this study showed the parents' perceptions of early childhood education and care centers both American and Korean parents thought that the most important aspects were 'Children's health and safety' and 'Teacher's educational competence.' Using a t-test, there were a number of significant differences based on nationality (American and Korean) regarding demographic characteristics, general evaluation of the child care center, center characteristics, curriculum, teacher characteristics, director characteristics, school events, health and safety, and parent communications and involvement opportunities. ACKNOWLEDGMENTS I would like to record my gratitude to a number of individuals who have given me help and encouragement over the period in which this thesis was written. Most of all, sincere gratitude goes to my research advisor, Dr. Karen Zimmerman, whose perceptive criticism, kind encouragement, and willing assistance helped bring this work to a successful conclusion. A heartfelt thank you to Dr. Judy Herr who has enlightened and delighted me and been a ray of light for me, and to Dr. Amy Gillett, for her willingness to give advice and for giving me a wonderful start on my graduate coursework at UW-Stout. Invaluable help was furnished by Dr. Young Hee Oh who rekindled my interest in early childhood education, without her, I would not be where I am today. I would also like to give a huge thank you to Dr. Dae Kyun Lee, who fiom the onset, encouraged me in my work and provided me with many details and suggestions. Much sincere gratitude is extended to the Kanmann, Lightfield, and Utphall family for all of their help, hospitality, and encouragement. Special thanks to Ms. Heidi who has patiently read and commented on my work. Also, thank you to all the parents who participated in the parent survey. Their time and efforts were greatly appreciated. Lastly, I would like to dedicate this work to my beloved family. As always, the person I most admire, my father, Kye Seung Lee, has been there, providing all sorts of tangible and intangible support, and my mother, Hee Sook Choi, as a colleague in the area of early childhood education, along with my aunt, Mee Sook Choi, who both always were there for me, no matter what. This study never would have been produced without their labors and support. Also, my cherished brother, Chae Jin, who is a critical supporter as well as a best friend and especially, to my grandmother, Gwan Yeop Gang, and the memory of my late grandfather, Moon Kyung Choi, with deep reverence and affection.

Because violence in public schools is seen by many as a growing problem, several studies have been conducted to look at the impact of nonfatal teacher victimization. However, a large number of these studies have focused exclusively on students as victims and failed to investigate the impact that schoolrelated crime has on school personnel. The review of the literature indicated that (a) the lack of a definition for violence can be problematic, (b) school violence is either steady or declining, (c) urban areas are more profoundly affected than suburban or rural areas, (d) perceptions and acts of violence are two different constructs that both evoke strong reactions, and (e) efforts to determine students' potentiality for violence against faculty is in its early stages.

As our societies transform into knowledge societies, skills are playing an ever-increasing role in life. Despite recent efforts to consistently measure adult skills across countries, a challenge remains to understand how skills evolve over time and what the main drivers behind these changes are. By applying demographic methods to estimate the development of skills over the life course, this paper presents the reconstruction of empirical adult literacy test results along cohort lines by age, sex, and educational attainment for 44 countries for the period 1970-2015. Results suggest significant heterogeneity in the pattern of changes in skills with age, reflecting the differential exposure to cognitive stimulation over the life course and suggesting that the development of skills in a country is also the consequence of a changing composition of its population. Gender, however, was found to have hardly any effect on how literacy skills evolve between the age of 15 and 65. On the aggregate level, findings reveal considerable differences between countries -both regarding the level of skills and their development over time. Overall, it was found that massive educational expansions happening globally in the recent past only partly resulted in a corresponding rise in skills.

In a coastal community, four social groups were chosen to participate in various educational programs designed to promote their desire to take environmental action. At the end of these educational programs, conducted by a scientist and an environmental educator, the participants were invited to get involved in the resolution of an environmental problem: that of the lack of vegetation in the village or that of a damaged stream. Following the positive response of all four groups, researchers employed narrative inquiry and semi-structured interview techniques in order to identify the educational and sociocultural factors motivating the desire for action. Three judges analyzed the data using a priori categories, with openness towards emerging categories. The principal motivational factors identified were the visual observation of the problem, the reception of information, the impression that the task could be accomplished, the sense of solidarity, and the expectation of personal rewards following the action. (Contains 30 references.) (Author/ASK) Reproductions supplied by EDRS are the best that can be made from the original document.