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2. Trends and Issues in the Technical and Vocational Education in 10 Indo-Pacific Countries
- Author
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Lee, Lung-Sheng
- Abstract
Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.
- Published
- 2021
3. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
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- 2022
4. A Review of Research on the Use of Social Media in Language Teaching and Learning
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Istifci, Ilknur and Dogan Ucar, Asiye
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The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.
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- 2021
5. Curricular Treatment of Fractions in Japan, Korea, Taiwan, and the United States
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Son, Ji-Won, Lo, Jane-Jane, and Watanabe, Tad
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This paper investigates how the selected three East Asian countries--Japan, Korea, and Taiwan-- introduce and develop ideas related to fractions and fraction addition and subtraction compared to the Common Core State Standards of Mathematics and EngageNY. Looking at curricular approaches used across countries can provide a better picture of what is of importance in instruction aimed at developing students' mathematical proficiency. Understanding how the aforementioned three Eastern Asian materials treat fractions will offer both mathematics teachers and teacher educators some concrete images of the visions of the Common Core State Standards of Mathematics and specific ideas on teaching and learning of fractions. [For the complete proceedings, see ED583989.]
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- 2015
6. Expanded Learning: A Thought Piece about Terminology, Typology, and Transformation
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Noam, Gil G. and Triggs, Bailey B.
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What is it about afterschool that gives it so much potential to powerfully influence educational best practices around the world? This paper will explore what truly defines "afterschool" beyond the time- and location-based pedagogy of the term and will make the case for the use of "expanded learning" or "expanded opportunities" as the terms that most clearly describe this critical time of youth learning and development. This paper will explore the cultural and bureaucratic differences countries have that influence how young people spend their time and what those differences say about a country's views on child development and its aspirations for its youth. Beyond an exploration of cultural differences, this paper will also discuss the trends that are influencing our international efforts to shift the view of expanded learning programs beyond a safe place to keep children occupied while their parents work, toward a fundamental space for child development and educational innovation.
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- 2018
7. The Impact of Confucianism on Organizational Communication.
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Chen, Guo-Ming and Chung, Jensen
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Confucianism has been identified as the major cultural factor that explains the economic success of the Asian Five Dragons (Hong Kong, Japan, Singapore, South Korea, and Taiwan). This paper explores the impact of Confucianism on the organizational communication in these nations, based on the four key principles of confucian teaching: the hierarchical relationship, the family system, "Jen" (benevolence), and the emphasis on education. The paper notes that the confucian emphasis on education at all levels has become one of the most important characteristics of Chinese culture, and the tradition is carried over to every Asian nation, especially the Asian Five Dragons. The paper further discusses the influence of these four principles of Confucianism on management behaviors and communication in the organization. The paper also explains the implication of Confucianism's influence on organizational communication. Three tables presenting Confucian principles and their relation to interpersonal communication, management, and organizational communication are included. (Contains 42 references.) (Author/RS)
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- 1993
8. Lessons Learned from the Advanced Developing Countries. GENESYS Special Studies No. 3.
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Agency for International Development (IDCA), Washington, DC. and Joekes, Susan P.
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This paper examines the experience of development in the advanced developing countries in Asia from a gender perspective and draws some lessons for women in development policy in middle income countries in the Asian and Near East regions. The nature of the paper is exploratory, asking many questions on which further research and information are needed. The policy recommendations also are tentative. The data analysis is primarily from the four counties of Hong Kong, Singapore, South Korea, and Taiwan. All are in the middle or upper national income level category, in world terms. Some data also are presented for Thailand, the Philippines, Egypt, and Jordan to indicate certain inter-country differences in women's economic status. The pattern of rapid economic growth in the four most advanced developing countries (4MADC) has been linked causally to a greater extent than usually is acknowledged with women's economic participation. These economies studied have a very high proportion of women in the formal labor force in general and in the industrial work force in particular. Work force participation by women in these countries reflects the export intensity of production in the industrial sector, and the fact that worldwide, expansion of export manufacturing by developing countries has demanded and created a female workforce. This paper includes an executive summary, seven chapters, and a bibliography. (EH)
- Published
- 1991
9. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
- Abstract
Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
- Published
- 2021
10. What Role Should Education Play in the Aftermath of September 11, 2001: Perspectives from Kenya, South Korea, Taiwan, and the United States.
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Cheng, Sheng Yao, Jacob, W. James, Kim, Hyo-Jung, Mukudi, Edith, Portnoi, Laura, and Yoo, Sung Sang
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The terrible disaster on September 11, 2001 is a poignant event people from all over the globe will discuss for years to come. The impact of the terrorist attacks on the World Trade Center (New York) and the Pentagon (Washington, DC) not only hindered an ailing U.S. economy, but also rocked the global market system. In 2002, there surfaced more terrorist activities throughout the world, thus amplifying the mission education should play on an international scale. Within this global context, this paper reflects on what role education can play in the aftermath of September 11th, through the analyses of key issues, including terrorism, peace education, moral education, curriculum, religion, media literacy, and cultural imperialism. The paper probes this topic from different country perspectives: Kenya reflects on a foreshadowing experience to September 11th when the United States embassy was bombed in Nairobi in 1998; South Korea considers its crucial yet delicate relationship with neighboring North Korea and Japan; and Taiwan examines its constant awareness of the reality of war as was reflected in the military displays from mainland China in 1996. The paper also analyzes these key issues from a U.S. perspective. It concludes by addressing some latent efforts that education can undertake for each country in the aftermath of September 11th. (Contains 1 table, 2 notes, and 51 references.) (Author/BT)
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- 2002
11. Asian Women in Transitions: How Modernization Affects Their Lives.
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Chiang, Linda H.
- Abstract
East Asia is the region which has experienced unprecedented growth in the past few decades. This growth resulted in the increase in education opportunities and the empowerment of women. Modernization and globalization provided opportunities for many women in China, Hong Kong, Korea, Singapore, Taiwan, and Japan. Modern Asian women can obtain higher education and gain status in their careers; they are at the crossroads between tradition and modernity. This paper provides information about the women's movements in China, Hong Kong, Japan, Korea, Singapore, and Taiwan. Readers obtain an understanding of globalization and its impact on women's lives in these societies. It concludes that the status of women has improved dramatically over the last 30 years; but there are still obstacles that prevent women from achieving equity in political participation, equal pay, and equal share of household responsibilities. Contains a 13-item bibliography. (Author/BT)
- Published
- 2002
12. END 2014: International Conference on Education and New Developments. Conference Proceedings (Madrid, Spain, June 28-30, 2014)
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World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2014
13. Assessing the Intended Participation of Young Adolescents as Future Citizens: Comparing Results from Five East Asian Countries
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Australian Association for Research in Education (AARE), Schulz, Wolfram, Ainley, John, and Fraillon, Julian
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Based on student survey data from five East Asian countries, the paper contains an analysis of attitudes towards the use of personal connections in politics and towards personal morality among politicians. The first part of the analysis describes the extent and variations of these attitudes, which are viewed as of particular relevance within the East Asian context. The second part of the analysis investigates the relationship of these attitudes with student background and school-related variables such as civic knowledge as well as uncovering the extent to which these attitudes are related to indicators of future civic engagement among students. (Contains 1 figure and 7 tables.)
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- 2012
14. Proceedings of the CIAE Pre-Conference (61st, Las Vegas, Nevada, November 4-6, 2012)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
- Abstract
The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those served. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers are presented at the 2012 CIAE Pre-Conference: (1) Religious Rites and Celebrations As Frameworks for Lifelong Learning in Traditional Africa (Mejai B.M. Avoseh); (2) A Confucian Model for Scholarly Development (Elizabeth Anne Erichsen and Qi Sun); (3) The Use of Learning the Contract Within a University Setting in an Italian University (Monica Fedeli, Ettore Felisatti, and Mario Giampaolo); (4) The Cross-Culture Readiness Exposure Scale (CRES) (Emmanuel Jean Francois); (5) International History and Philosophy of Andragogy: Abbreviated for 2012 with Newer Perspective and Insights (John A. Henschke); (6) Exploring Cross-Cultural Learning Styles Differences of African and American Adult Learners (Alex Kumi-Yeboah and Waynne James); (7) An Educational Preparatory Program for Active Aging: Preliminary Results Based on Proactive Coping Theory (Ya-Hui Lee, Hui-Chuan Wei, Yu Fen Hsiao, Liang-Yi Chang, and Chen-Yi Yu); (8) Global Work Competencies and the Identification and Selection of Candidates for Expatriate Assignments (Arthur Ray McCrory); (9) Adult Education/Learning in South Africa: Promises and Challenges (Matata Johannes Mokoele); (10) Cross-Cultural Use of Surveys and Instruments in International Research: Lessons Learned From A Study in Turkey and the United States (Claudette M. Peterson, Anita Welch, Mustafa Cakir, and Chris M. Ray); (11) English Only? English-Only Policies, Multilingual Education and its Ramifications on Global Workforce Productivity (Orlando A. Pizana and Alex Kumi-Yeboah); (12) Reflections On A Research Experience at an International Treasure: The Alexander N. Charters Library of Resources for Educators of Adults (Lori Risley); (13) Bridging Adult Education Between East and West: Critical Reflection and Examination of Western Perspectives on Eastern Reality (Qi Sun and Elizabeth Anne Erichsen); (14) The Challenges and Prospects of Adult Education Programmes in Nigerian Universities (Nneka A. Umezulike); (15) The Perceived Impact of Women for Women International (WFWI) Non-formal Learning Programmes for Rural Women in Nigeria (Loretta C. Ukwuaba and Nneka A. Umezulike); (16) Perceptions of Needed Attitudinal Competencies Compared by Geographical Region (Helena Wallenberg-Lerner and Waynne B. James); (17) Identifying Intercultural Sensitivity Competencies Through Focus Group Research (Melanie L. Wicinski and Arthur Ray McCrory); and (18) Measuring Intercultural Sensitivity at the Army Medical Department Center and School: The IRB Process--Challenges and Lessons Learned (Roberta E. Worsham and Melanie L. Wicinski). Individual papers contain figures, tables, references and footnotes.
- Published
- 2012
15. The Changing Academic Profession in Asia: Contexts, Realities and Trends. Report of the International Conference on the Changing Academic Profession Project, 2011. RIHE International Seminar Reports. No. 17
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Research Institute for Higher Education, Hiroshima University
- Abstract
The Research Institute for Higher Education (RIHE) at Hiroshima University established a program of research on the Changing Academic Profession (CAP) in 2005. The first conference of this new project was held in Hiroshima in February 2011. This conference was organized by the Research Institute for Higher Education, Hiroshima University, Japan in cooperation with Hijiyama University, Japan. The following papers are presented at the conference: (1) Universities Reforms in Japan (Tsuyoshi Enomoto); (2) International Trends in the Academic Profession from a Japanese Perspective (Akira Arimoto); (3) The Rise of Asian Research Universities: Focus on the Context (William K. Cummings); (4) Is There an Asian Academic Profession? Common and Diverse Features in Comparative Perspective (Ester Ava Hohle and Ulrich Teichler); (5) The Same Term but Different Connotations: Cultural and Historical Perspectives on Studying the Academic Profession in Asia (Fengqiao Yan); (6) The Academic Profession in East Asia: Change and Realities (Futao Huang); (7) The Academic Profession in Japan: Work, Careers and Scholarship (Hideto Fukudome); (8) The Academic Profession in Malaysia 2010: A Proposed Study (Vincent Pang, Morshidi Sirat, Aida Suraya Md Yunus, Ambigapathy Pandian, Fauziah Mohd. Taib; Munir Shuib, Norzaini Azman, Koo Yew Lie, Shukran Abdul Rahman, Rosni Bakar, Lay Yooh Fah, Ramayah Thurasamy, Worran Kabul, Roszehan Md. Idrus, Lai Yew Meng, and Mohd. Rahimie Abd. Rahim); (9) The Korean Academic Profession Revisited: Academic Activity, Performance and Governance (Jung Cheol Shin); (10) The Internationalization of Universities in South Korea: Networking Strategies and Research Performance (Soo Jeung Lee and Yangson Kim); (11) The Changing Taiwanese Academic Profession: From Regulation to Supervision (Hsiou-Hsia Tai and Chia-Yu Chen); (12) Connect ASEAN: Promoting Regional Integration in Higher Education in Southeast Asia (Supachai Yavaprabhas); (13) The U.S. as a Prototype for an Asian Academic Profession: What Does That Prototype Really Look Like? (Martin J. Finkelstein); and (14) Changes in and Issues of Academic Profession in Asia (Futao Huang). Appended are: (1) Conference Program; and (2) List of Participants. Individual papers contain figures, tables, references and footnotes.
- Published
- 2011
16. Proceedings of the 2010 CIAE Pre-Conference (59th, Clearwater Beach, Florida, October 24-26, 2010)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
- Abstract
The 2010 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 24-26, at the Hilton Clearwater Beach Resort, Clearwater Beach, Florida. This publication includes the papers presented during the conference. These are: (1) Challenges for Community Workers' Training and Professional Development: The Nigerian Case (Joshua Olusola Akande); (2) Adult Education and Moral Powers of Women in Indigenous Africa (Mejai B. M. Avoseh); (3) World Affairs Outreach Education: One Piece of the Knowledge Construction Process (Susan Yelich Biniecki); (4) Planning Programs for the Elderly: Examples from the Active Aging Centers (Guan Liang Chen, Peggy Hui-Chuan Wei, and Chin-Yun Huang); (5) Reflexive Design for International Cross-Cultural/Adult and Higher Education: The Case of Short-Term Study Abroad (Joellen E. Coryell); (6) Development of the Motivation for Internationalizing Curriculum Scale (MICS) (Emmanuel Jean Francois); (7) A Capsule of the History and Philosophy of Andragogy to 2010 (John A. Henschke); (8) Toward an Active Aging Society: Value Reconstruction and Performance Evaluation of Professional Workers (Meng-Ching Hu, Chia-Ming Yen, and Chun-Huang Chan); (9) Korean Lifelong Education Research: A Content and Authorship Analysis (Jihyun Kim); (10) Factors that Promote Transformative Learning Experiences Among International Adult Learners from Sub-Saharan Africa (Alex Kumi-Yeboah); (11) A Leadership Development Program for Emerging Social Innovators (Penina Mungania Lam); (12) The Middle and Old-Aged People's Learning Participation in Taiwan: The Results of a National Household Survey (Iris Ai-Tzu Li, Ming-Lieh Wu and Horng-Ji Lai); (13) Transcending the Local: Identifying Effective Technical Executives' Leadership Behaviors and Attributes for the Global Knowledge Era (Linda E. Morris); (14) Who Can Help Us? Challenges of Rural Women Non-Farm Entrepreneurs in Nigeria (Fayomi Abimbola Olugbenga); (15) The Brown Concrete Ceiling: A Literature Review on the Status of Latina Leadership in US Universities and Community Colleges (Tammy L. Rivera); (16) Jamaica's Bleaching Story: Learning to Negotiate Social Capital as an Adult (Petra A. Robinson and Mary V. Alfred); (17) Socio-Cultural Practices and Non-Formal Training of Young Women Towards Entrepreneurship Among the Yoruba of Southwest Nigeria (Simeon-Fayomi Bolanle Clara); and (18) What They Worried About? Voices from Adults at Their Later Life (Peggy Hui-Chuan Wei and Chin-Yun Huang). Individual papers contain tables, figures, footnotes, references and appendices.
- Published
- 2010
17. International Academic Success: Institutional Planning & Analysis
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Association for Institutional Research, Hamilton, Kristen, Kennedy, Matthew, and Crespin-Mueller, Dorys
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This study was requested by the Senate International Affairs Committee. The research questions included: (1) What factors affect the cumulative GPA (CGPA) of International students at TRU?; (2) What factors affect the retention of International students at TRU?; and (3) Are Student Success Courses among the significant factors for GPA and retention? The study included 6,051 International students who were enrolled at TRU from 1999/00 to 2009/10 (117 of whom took Student Success Courses). Participation in the Student Success Courses was not found to have a significant effect on either cumulative GPA or retention. The most significant factor affecting cumulative GPA was first term GPA; the most significant factor affecting student retention was cumulative GPA. Appended are: (1) Research Plan; and (2) Variables Included in the Analysis. (Contains 10 tables, 4 figures and 7 footnotes.) [This paper was prepared for the Senate International Affairs Committee.]
- Published
- 2010
18. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1
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International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
- Abstract
The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.)
- Published
- 2007
19. Business with Words: Language Programs That Generate Revenue and Impact Communities
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Eaton, Sarah Elaine
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This paper examines the "business" of language programs. In particular, it focuses on the economic impact of English as a Second language programs physically located in Calgary, Alberta, Canada which draw and serve foreign students. The impact such programs have on the wider community will also be explored. A bibliography is included. (Contains 3 tables.)
- Published
- 2006
20. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (30th, Prague, Czech Republic, July 16-21, 2006). Volume 1
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International Group for the Psychology of Mathematics Education., Novotna, Jarmila, Moraova, Hana, Kratka, Magdalena, and Stehlikova, Nad'a
- Abstract
This volume of the 30th annual proceedings of the International Group for the Psychology of Mathematics Education conference presents: plenary panel papers; research forum papers; short oral communication papers; and poster presentation papers from the meeting. Information relating to discussion groups and working sessions is also provided. Plenary lecture papers include: (1) Mathematics, didactical engineering and observation (G. Brousseau); (2) A Semiotic View of the Role of Imagery and Inscriptions in Mathematics Teaching and Learning (N. Presmeg); (3) School Mathematics as a Developmental Activity (S. Stech); and (4) PME 1 to 30--Summing Up And Looking Ahead (P. Tsamir and D. Tirosh). Plenary panel papers include: (1) The Necessity of Collaborations between Mathematicians and Mathematics Educators (Z. Gooya); (2) Generic versus Subject Specific Pedagogy (S. Groves); (3) How Can Schools Put Mathematics in Their Centre? (K. Krainer); and (4) Mathematics in the Centre (T. Rojano). The first research forum (RF01) includes: (1) Seeing More and Differently (L. Brown and A. Coles); (2) Joint Reflection as a Way to Cooperation between Researchers and Teachers (A. Hospesova, J. Machackova, and M. Ticha); (3) Opening the Space of Possibilities (A. Lebethe, N. Eddy, and K. Bennie); (4) Diverse Roles, Shared Responsibility (J. Novotna and A. Pelantova); (5) Research with Teachers (L. Poirier); (6) Developing a Voice (G. Rosen); and (7) Learning about Mathematics and about Mathematics Learning through and in Collaboration (V. Zack and D. Reid). The second research forum (RF02) includes: Exemplification in Mathematics Education (L. Bills, T. Dreyfus, J. Mason, P. Tsamir, A. Watson, and O. Zaslavsky). The third research forum (RF03) includes: (1) Conceptual Change in Mathematics Learning (D. Tirosh and P. Tsamir); (2) Aspects of Students' Understanding of Rational Numbers (X. Vamvakoussi and S. Vosniadou); (3) Conceptual Change in the Number Concept (K. Merenluoto and E. Lehtinen); (4) The Linear Imperative (W. Van Dooren, D. De Bock, and L. Verschaffel); (5) Conceptual Change in Advanced Mathematical Thinking (I. Biza and T. Zachariades); (6) Students' Interpretation of the Use of Literal Symbols in Algebra (K. P. Christou and S. Vosniadou); (7) The Dilemma of Mathematical Intuition in Learning (L. B. Resnick); and (8) Designing for Conceptual Change (B. Greer). Short oral communications papers include: (1) The Mathematics Teachers' Conceptions about the Possible Uses of Learning Objects from RIVED-Brazil Project (C. A. A. P. Abar and L. S. de Assis); (2) On the Way to Understanding Integration (S. Abdul-Rahman); (3) The Impact of Graphic-Calculator Use on Bedouin Students' Learning Functions (M. Abu-Naja and M. Amit); (4) How to Put It All Together? (M. Alagic); (5) Reading Mathematics Textbook as a Storybook (S. E. Anku); (6) Naming and Referring to Quantities When Solving Word Problems in a Spreadsheet Environment (D. Arnau and L. Puig); (7) If It Divides by 4, It Must Divide by 8 (J. Back); (8) Universal and Existential Mathematical Statements (R. Barkai, T. Dreyfus, D. Tirosh, and P. Tsamir); (9) Situtations, Linear Functions and the "Real World" (G. Benke); (10) The Relationship between High School Mathematics and Career Choices among High Achieving Young Women (S. B. Berenson, J. J. Michael, and M. Vouk); (11) Students' Understanding of Ambiguity in Symbols (K. P. Blair); (12) Reform-Oriented Teaching Practices and the Influence of School Context (J. Bobis and J. Anderson); (13) Approaching Linear (In)Dependence with Example-Generation (M. Bogomolny); (14) Metaphors in Teacher's Discourse (J. Bolite Frant, V. Font, and J. Acevedo); (15) Designing Instructional Programs that Facilitate Increased Reflection (J. Bowers and S. Nickerson); (16) Conformism in Teaching Mathematics (A. Braverman, P. Samovol, and M. Applebaum); (17) Constructing Multiplication (J. Brocardo, L. Serrazina, and I. Rocha); (18) The Trigonometric Connection (S. A. Brown); (19) Student Beliefs and Attitudes from Poetry Writing in Statistics (M. Bulmer, B. Lea, and K. Rolka); (20) The Teaching of Proof in Textbooks (R. Cabassut); (21) Classroom: A Learning Context for Teachers (A. P. Canavarro); (22) An Investigation of Differences in Performance in Mathematics between Parallel Students and Normal Entry Students at the Polytechnic--University of Malawi (P. C. Chamdimba); (23) A Study on Eliciting the Formula for the Area of Triangle from Students' Structuring of Tile Arrays and Figure Reconstructions (J.-H. Chen and S.-K. S. Leung); (24) Decision Making at Uncertainty (E. Chernoff and R. Zazkis); (25) A Study on Implementating Inquiry-Based Teaching to Facilitate Secondary School Students' Learning in the Retaking Mathematics Course (E.-T. Chin, C.-Y. Chen, C.-Y. Liu, and C.-P. Lin); (26) Girls Excelled Boys in Learning Geometric Transformation Using Tessellations (S. Choi-Koh and H. Ko); (27) A National Survey of Young Children's Understanding of Basic Time Concepts (J. Chung and C.-C. Yang); (28) An Exploration of the Mathematical Literacy of Irish Student Primary School Teachers (D. Corcoran); (29) Mathematics Teachers' Knowledge and Practice (J. P. da Ponte and O. Chapman); (30) Psychological Aspects of Students Thinking at the Stage of Graphical Representation in the Process of Investigation of Functions (M. Dagan); (31) Formative Feedback and Mindful Teaching of Undergraduate Mathematics (G. E. Davis and M. A. McGowen); (32) Mathematics Education in the South and Western Pacific (A. J. Dawson); (33) Teacher Meditation of Technology-Supported Graphing Activity (R. Deaney, S. Hennessy, and K. Ruthven); (34) A Categorization of Difficulties Encountered by 13-to-15-Year-Olds while Selecting Inverse Algebraic Operation (A. Demby); (35) "It's Infinity" (T. Dooley); (36) What Is to Be Known? (J.-P. Drouhard); (37) "The Most Normal Path" (M. Droujkova, S. Berenson, G. Mojica, K. Slaten, and H. Wilson); (38) Exploratory Mathematics Talk in Friendship Groups (J.-A. Edwards); (39) Conceptual Basis of Proof (L. D. Edwards); (40) In-Service Education under Market Conditions (L. R. Ejersbo); (41) Statements of Problems and Students' Choices between Linear or Non-Linear Models (C. Esteley, M. Villarreal, and H. Alagia); (42) Equity and Quality Mathematics Education (G. Frempong); (43) Is Sensitivity for the Complexity of Mathematics Teaching Measurable? (T. Fritzlar); (44) By Using the Outcome-Based Approach to Strengthen Students' Learning Capabilities (A. T.-F. Fung and K.-M. Leung); (45) Patterns of Students' Interactions while Doing Geometric Proofs in Groups (F. L. Gallos); (46) Dialogue: A Tool for Creating Mathematical Proof (S. Gholamazad); (47) Beginning Teachers in Mathematical Inquiry (B. Graves and C. Suurtamm); (48) Learning Trajectory of Fraction in Elementary Education Mathematics (S. Hadi); (49) Elementary Education Students' Affect towards and Advancement in Mathematics (M. S. Hannula, R. Kaasila, E. Pehkonen, and A. Laine); (50) Pre-Service Mathematics Teachers (B. Hartter and J. Olson); (51) Effectiveness of Video-Case Based Elementary Mathematics Teacher Training (R. Huang and J. Bao); (52) Improving Students' Level of Geometrical Thinking through Teacher's Regulating Roles (M. Imprasitha); (53) What's the Connection between Ears and Dice (I. Jan and M. Amit); (54) Tactile Perception in 3D Geometry (D. Jirotkova and G. Littler); (55) High Achieving Students' Conceptions of Limits (K. Juter); (56) Reading Visual Representations of Data with Kindergarten Children (S. Kafoussi); (57) Students' Use of Gestures to Support Mathematical Understandings in Geometry (L. H. Kahn); (58) Mathematical Abilities for Developing Understanding of Formal Proof (E. Kapetanas and T. Zachariades); (59) An Analysis of Connections between Errors and Prior Knowledge in Decimal Calculation (J. Kim, J. Pang, and K. Song); (60) Insights into Primary Teachers' Interpretations of Students' Written Answers in Mathematics (A. Klothou and H. Sakonidis); (61) The Role of Proof (S. Kmetic); (62) A Comparison of Mathematically Gifted and Non-Gifted Students in Intuitively Based, Probabilistic Misconception (E. S. Ko, B. H. Choi, and E. H. Lee); (63) Exploring Teaching and Learning of Letters in Algebra (A. Kullberg and U. Runesson); (64) Teaching Mathematics to Indigenous Students and Pupils from Multicultural Backgrounds (E. K. Lam); (65) Limitations of a Partitive Fraction Scheme in Developing Multiplicative Reasoning about Fractions (H. S. Lee); (66) Teachers' Reflection and Self-Assessment through the Use of a Videotape of Their Own Mathematics Instruction (S. Lee and J. Pang); (67) A Case Study on the Introducing Methods of the Irrational Numbers Based on the Freudenthal's Mathematising Instruction (Y. R. Lee); (68) A Case Study of an Elementary School Teacher's Professional Development on Mathematics Teaching in Context (Y.-C. Leu, C.-H. Hsu, and W.-L. Huang); (69) "But after All, We'll Need This for School" (N. Leufer and S. Prediger); (70) Developing Primary Students' Cognitive Skills through Interactive Mathematics Lessons (K.-M. Leung); (71) A Study on the Effects of Multiple Representation Curriculum on Fraction Number Learning Schemes for Fourth Grade Children (S.-K. S. Leung and I.-J. Wang); (72) Teachers' Knowledge about Definitions (E. Levenson and T. Dreyfus); (73) Supporting Teachers on Maintaining High-Level Instructional Tasks in Classroom by Using Research-Based Cases (P.-J. Lin); (74) Towards an Anti-Essentialist View of Technology in Mathematics Education (B. Lins and C. H. de Jesus Costa); (75) Comparing Teaching of Common Mathematical Tasks in Different Countries (G. Littler and M. Tzekaki); (76) New Approach of Neurocognition in Mathematical Education Research and further Implications (C. Liu, F.-L. Lin, and C.-N. Dai); (77) Reasoning and Generalizing about Functional Relationship in a Grade 2 Classroom (S. London McNab); (78) The MathematicalPerformances in Solving the Norming Problem (H.-L. Ma); (79) The Education of Reasoning (E. Macmillan); (80) The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics (A. Mahajne and M. Amit); (81) An Approach to Eary Algebra Using Technology as an Enhancement (C. A. Maher and G. Gjone); (82) Teachers' Beliefs and Competencies of Creative Mathematical Activities (B. Maj); (83) Manipulative Representation (N. Mark-Zigdon and D. Tirosh); (84) Language, Power and Mathematics Learning (M. Mathye and M. Setati); (85) Children Learning as Participation in Web-Based Communities of Practice (J. F. Matos and M. Santos); (86) Recognizing Mathematical Competences (J. F. Matos, M. Santos, and M. Mesquita); (87) Mathematics Teachers' Preparation Program (A. S. Md. Yunus, R. Hamzah, H. Ismail, S. K. S. Hussain, and M. R. Ismail); (88) Mathematics Register Acquisition (T. Meaney); (89) Development of Spatial Abilities (H. Meissner); (90) An Encounter between Queer Theory and Mathematics Education (H. Mendick); (91) Establishing a Mathematics Learning Community in the Study of Mathematics for Teaching (J. Mgombelo and C. Buteau); (92) Talking Mathematics in a Second Language (H. Miranda); (93) Objects in Motion (I. Miranda, L. Radford, and J. G. Hernandez); (94) Researching the Appearance of Mathematical Argumentation (C. Misailidou); (95) Teachers' Pedagogical Content Knowledge in the Teaching of Quadrilaterals (I. A. C. Mok and M. Y. H. Park); (96) Out-of-School Experts in Mathematics Classes (J. Monaghan); (97) A Sequel to Trends in International Mathematics and Science Study (TIMSS), 2003, in Botswana (S. M. Montsho); (98) The Pattern and Structure Mathematics Awareness Project (PASMAP) (J. Mulligan and M. Mitchelmore); (99) Primary Pupils' Mathematics Achievement (C. Opolot-Okurut); (100) Images of Functions Defined in Pieces (R. Ovodenko and P. Tsamir); (101) A Comparative Analysis of Elementary Mathematics Textbooks of Korea and Singapore (J. Pang and H. Hwang); (102) Substitutions on Algebraic Statements, Based on Associations in Natural Reasoning (M. Panizza); (103) Virtual Learning Environments and Primary Teachers' Professional Development (M. C. Penalva-Martinez and C. Rey-Mas); (104) Cypriot Preservice Primary School Teachers' Subject-Matter Knowledge of Mathematics (M. Petrou); (105) Phenomenological Mathematics Teaching (P. Portaankorva-Koivisto); (106) Using the Debate to Educate Future Teachers of Mathematics (J. Proulx); (107) Surprise on the Way from Change of Length to Change of Area (N. Prusak, N. Hada, and R. Hershkowitz); (108) Discovering of Regularity (by 11-Years-Old Children) (M. Pytlak); (109) Using Manipulatives to Teach Students in College Developmental Math Classes about Fractions (S. L. Reynolds and E. B. Uptegrove); (110) Sixth Graders' Ability to Generalize Patterns in Algebra (F. Rivera and J. Rossi Becker); (111) Variety of Representational Environments in Early Geometry (F. Roubicek); (112) From Research on Using Problems Related to Functional Equations as Multifunctional Tools for Revealing Subject Mater Knowledge of Functions in Future Mathematics Teachers (M. Sajka); (113) Expert and Novice Primary Teachers' Intervening in Students' Mathematical Activity (H. Sakonidis, M. Kaldrimidou, and M. Tzekaki); (114) Examining Teachers' Reflections about Mathematics Teaching, Learning, and Assessment (V. M. Santos-Wagner); (115) Analyzing Students' Thought Process in Revealing Correspondence between Formulas and Geometrical Objects (P. Satianov and M. Dagan); (116) "No Need to Explain, We Had the Same" (K. Schreiber); (117) Characteristics of Malaysian Students' Understanding about Functions (S. A. Sh. Abdullah); (118) Mathematical Induction via Conceptual Representation (A. Sharif-Rasslan); (119) Exploring the Meanings of Events in Mathematics Classroom from Learners' Perspective (Y. Shimizu); (120) A Study on the Law of Large Numbers Instruction through Computer Simulation (B.-M. Shin and K.-H. Lee); (121) Mathematics Learning Quality for Gifted Junior High School Students in Taiwan (H.-Y. Shy, C.-H. Liang, and W.-M. Liang); (122) A Preservice Teacher's Growth in Subject Matter Knowledge while Planning a Trigonometry Lesson (K. M. Slaten); (123) Comparing Numbers: Counting-Based and Unit-Based Approaches (H. Slovin); (124) Mathematically Gifted 6th Grade Korean Students' Proof Level for a Geometric Problem (S Song, Y. Chong, J. Yim, and H. Chang); (125) Probability Reasoning Level of Gifted Students in Mathematics (S. Song, K. Lee, G. Na, and D. Han); (126) Analysis of Mathematically Gifted 5th and 6th Grade Students' Process of Solving "Straight Line Peg Puzzle" (S. Song, J. Yim, Y. Chong, and J. Kim); (127) Standard Mathematics Discourses of Developmental Algebra Undergraduates (S. K. Staats); (128) Novice Students, Experienced Mathematicians, and Advanced Mathematical Thinking Processes (E. Stadler); (129) The "Soil" of Extended Problems: The Cultural Background of the Chinese Mathematics Teaching Practice (X. Sun and N.-Y. Wong); (130) Immersion in Mathematical Inquiry: The Experiences of Beginning Teachers (C. Suurtamm and B. Graves); (131) The Whole Idea (S. Tobias); (132) The Teaching Modes (R. A. Tomas Ferreira); (133) Didactic Decisions (J. Trgalova and I. Lima); (134) Evaluating a Large-Scale National Program for Incorporating Computational Technologies to Mathematics Classrooms (M. Trigueros and A. I. Sacristan); (135) Symmetry: Equality or a Dynamic Transformation? (K. Tselepidis and C. Markopoulos); (136) Teaching Children to Count (F. Turner); (137) Student Conceptions and Textbook Messages (B. Ubuz); (138) Students' Errors in Transforming Terms and Equations (A. Ulovec and A. Tollay); (139) Mathematics with Technology (S. Ursini, G. Sanchez, and D. Santos); (140) Francisca Uses Decimal Numbers (M. E. Valedmoros Alvarez and E. F. Ledesma Ruiz); (141) Development of Numerical Estimation in Grade 1 to 3 (M. van Galen and P. Reitsma); (142) Mathematics Education and Neurosciences (MENS) (F. van Nex and T. Gebuis); (143) Symbolizing and Modeling to Promote a Flexible Use of the Minus Sign in Algebraic Operations (J. Vlassis); (144) An Analysis of Preservice Teachers' Estimation Strategies within the Context of Whole Numbers, Fractions, Decimals, and Percents (T. N. Volkova); (145) What Does It Mean to Interpret Students' Talk and Actions? (T. Wallach and R. Even); (146) The Research of Co-Teaching Math between Experienced and Preservice Teachers in Elementary School (J.-H. Wang); (147) The Influence of Teaching on Transforming Math Thinking (T.-Y. Wang and F.-J. Hsieh); (148) Searching for Common Ground (J. Watson, L. Webb, L. King, and P. Webb); (149) Are Beliefs and Practices Congruent or Disjoint? (L. Webb and P. Webb); (150) Working Memory and Children's Mathematics (M. Witt and S. Pickering); (151) Mathematics Education Reform in the United States (T. Wood); (152) A Modeling Perspective on Problem Solving in Students' Mathematics Project (F.-M. Yen and C.-K. Chang); and (153) Development of a Questionnaire to Measure Teachers' Mathematics-Related Beliefs (S.-Y. Yu and C.-K. Chang). Poster presentations include: (1) A Comparative Analysis of Mathematics Achievement and Attitudes of Male and Female Students in Botswana Secondary Schools (A. A. Adeyinka); (2) Logical-Mathematical Learning for Student with Down's Syndrome (R. M. Aguilar, A. Bruno, C. S. Gonzalez, V. Munoz, A. Noda, and L. Moreno); (3) The Math Fair as a Bridge between Mathematics and Mathematics Education, the University and Elementary or Junior High School (M. Beisiegel); (4) One Teaching Episode from a Learner's, an Observer's and a Teacher's Point of View (H. Binterova and J. Novotna); (5) A Framework for Studying Curricular Effects on Students' Learning (J. Cai and J. C. Moyer); (6) Preservice Elementary Teachers' Conceptual Understanding of Word Problems (O. Chapman); (7) Mathematics Education and School Failure (P.Chaviaris and S. Kafoussi); (8) Enhancing the Seventh Graders' Learning on Equality Axiom and Linear Equation through Inquiry-Oriented Teaching and Integrated Mathematics and Science Curriculum (K.-J. Chen, S.-Y. Yu, E.-T. Chin, and H.-L. Tuan); (9) To Conjecture the Staff Development Model of Mathematical Teacher According to Spark's Theory (Y.-T. Chen and S. Leou); (10) Discovery of Implementing Teaching by Discussion in Mathematics Classrooms (J. Chung); (11) Modeling Teachers' Questions in High School Mathematics Classes (S. Dalton, G. Davis, and S. Hegedus); (12) My Assistant, a Didactic Tool of Mathematics for Primary School Teachers (N. de Bengoechea-Olguin); (13) A Model to Interpret Teacher's Practices in Technology-Based Environment (N. C. Dedeoglu); (14) The Gnomon (P. Delikanlis); (15) The Teacher's Proactive Role in the Context of Word Problem Solving by Young Beginners in Algebra (I. Demonty); (16) Students' Geometrical Thinking Development at Grade 8 in Shanghai (L. Ding and K. Jones); (17) An Interdisciplinary Perspective on Learning to Teach Mathematical Writing (H. M. Doerr, K. Chandler-Olcott, and J. O. Masingila); (18) Multiplication Models (D. Droujkov and M. Droujkova); (19) Quantitative Grids and Cyclic Patterns (D. Droujkov and M. Droujkova); (20) Learners' Influence in Computer Environments (M. Droujkova nd D. Droujkov); (21) Alleviating Obstructions to Learning (D. Easdown); (22) Knowledge and Interpretation of Teachers to the School Content of Proportionality (H. Enriquez Ramirez and E. Jimenez de la Rosa Barrios); (23) Mathematical Flexibility in the Domain of School Trigonometry (C. Fi); (24) "Moving Fluidly among Worlds" (S. Gerofsky); (25) Making Practice Studyable (H. Ghousseini and L. Sleep); (26) Cognitive Roots for the Concept of Asymptote (V. Giraldo, M. Chaves, and E. Belfort); (27) Flemish and Spanish High School Students' Mathematics-Related Beliefs Systems (I. M. Gomez-Chacon, P. Op't Eynde, and E. De Corte); (28) Cube Nets (M.Hejny and D. Jirotkova); (29) From Word Notation of Relations between Constants and Unknown to Algebraic Notation (Pretest) (J. Herman); (30) Mathematics and Community Capacity Building (P. Howard and B. Perry); (31) A Study on the Mathematical Thinking in Learning Process (C.J.-Hsieh and F.-J. Hsieh); (32) A Case Study on Pre-Service Teachers Making Mathematical Model of Voronoi-Diagram (C.-T. Hu and T.-Y. Tso); (33) A Fast-Track Approach to Algebra for Adults (R. Hubbard); (34) The Validity of On-Screen Assessment of Mathematics (S. Hughes); (35) After Using Computer Algebra System, Change of Students' Rationales and Writing (I. K. Kim); (36) Using a Socrates' Method in a Course of Mathematics Education for Future Mathematics Teachers (N. H. Kim); (37) Beyond Visual Level (G. Kospentaris and T. Spirou); (38) Videopapers and Professional Development (T. Lima Costa and H. Nascentes Coelho); (39) Concurrent Calibration Design for Mathematics Learning Progress Investigation (C.-J. Lin, P.-H. Hung, and S. Lin); (40) Further Insights into the Proportion Reasoning and the Ratio Concept (C. Liu, F.-L. Lin, W. Kuo, and I.-L. Hou); (41) Coursework Patterns between Mathematics and Science among Secondary Students (X. Ma); (42) Beginning the Lesson (C. Mesiti and D. Clarke); (43) Development of Web Environment for Lower Secondary School Mathematics Teachers with 3D Dynamic Geometry Software (M. Miyazaki, H. Arai, K. Chino, F. Ogihara, Y. Oguchi, and T. Morozumi); (44) The Effect of the Teacher's Mode of Instruction inside Math Classrooms with a Computer (S. Mochon and M. E. F. Olvera); (45) Mathematics Education in Rural Schools (J. Mousley and G. Marks); (46) Mathematically Gifted Students' Conception of Infinity (G. Na and E. Lee); (47) A Good Moment in Time to Stop "Shying Away from the Nature of Our Subject"? (E. Nardi); (48) Toward Real Change through Virtual Communities (K. T. Nolan); (49) Powerful Ideas, Learning Stories and Early Childhood Mathematics (B. Perry, E.Harley, and S. Dockett); (50) Tracing the Development of Knowledge about Mathematics Teaching (C. Rey-Mas and C. Penalva-Martinez); (51) Preschool Children's Number Sense (L. de C. Ribeiro and A. G. Spinillo); (52) A First Approach to Students' Learning of Mathematical Contents (G. Sanchez-Matamoros and I. Escudero); (53) Young Children's Mathematics Education within a Philosophical Community of Inquiry (A. Sawyer); (54) Learning Mathematics in Austria (H. Schwetz and G. Benke); (55) The Influence of a Mathematician on His Students' Perceptions (A. Sharif-Rasslan); (56) Analysis on the Algebraic Generalization of Some Korean Mathematically Promising Elementary Students (S. Song, J. Yim, Y. Chong, and E. Park); (57) Students' Linguistic Strategies for Shared Authority in Undergraduate Algebra Discussions (S. Staats); (58) Contrasting Decimal Conceptions of Adult and School Students (K. Stacey and V. Steinle); (59) Mathematical Writing and the Development of Understanding (N. Stehlikova); (60) Enhancing Teachers' Professional Development through Developing Teaching Norms Based on Developing Classroom Learning Norms (W.-H. Tsai); (61) The Features in the Process of Mathematical Modeling with Dynamic Geometric Software (T.-Y. Tso); (62) Finding Instructive Characteristics of Picture Books that Support the Learning of Mathematics (S. van den Boogaard and M. van den Heuvel-Panhuizen); (63) High School Course Pathways of High Achieving Girls (P. H. Wilson, G. F. Mojica, K. M. Slaten, and S. B. Berenson); (64) The Developmental Stages of Representations of Simple Regular Space Figures of Elementary School Students (D.-B. Wu, J.-L. Ma, and D.-C. Chen); (65) How to Assess Mathematical Thinking? (S. Yesildere and E. B. Turnuklu); and (66) Lasting Effects of a Professional Development Initiative (S. Zehetmeier). (Individual papers contain references.)
- Published
- 2006
21. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1
- Author
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
- Abstract
The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.)
- Published
- 2005
22. Fitts' Law as an Education Resource for Human-Computer Interaction in Computer Science Curricula
- Author
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Kapros, Evangelos
- Abstract
Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.
- Published
- 2018
23. Development of Online Database Services in Japan and Perspectives on Asia.
- Author
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Miyakawa, Takayasu
- Abstract
This paper outlines the market developments, governmental promotion policies, and efforts by private industries for online database services in Japan since the late 1970s. The combination of these efforts over the years has resulted in an online database service market of US$20 billion annually, of which approximately one third is Western online services. Growth in the conventional database service market leveled off in the early 1990s, partly because of the general economic stagnation and partly because of rapid and profound change in the environment for information usage. New opportunities have been provided by the changes in computer usage as a result of corporate downsizing trends, rapid progress in multimedia and digital technology, wide-spread information networks--especially the Internet, and a steadily emerging personal and home market. Experimental programs for digital libraries have already started. The idea of end-user searches of digital libraries through a network is exciting but threatening for everyone in the online services industry. In addition to Japan, online database producers and vendors are now emerging in newly industrializing countries and areas in Asia such as Korea, Taiwan, Singapore, Thailand, and Malaysia. The market has started to grow, and within a decade the fourth largest market for online services will be in Asia, after the American, European, and Japanese markets. (Author/SWC)
- Published
- 1996
24. Social Services and Aging Policies in the U.S. and Asia. Presentations. Asia-U.S. Conference on Social Services and Aging Policies (Pensacola, Florida, August 8-11, 1988).
- Author
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International Exchange Center on Gerontology, Tampa, FL. and Sheppard, Harold L.
- Abstract
These proceedings contain an introduction and 26 papers arranged in five sections: (1) People's Republic of China and Taiwan (Republic of China); (2) Hong Kong, Singapore, and Thailand; (3) Korea; (4) Japan and the Western Pacific; and (5) United States. Paper titles and authors are as follows: "Recent Social Security Policies and Developments in the People's Republic of China (PRC)" (Liu); "Long-Term Care for the Elderly in China" (Liang, Gu); "Retirement Policy, Health and Social Services for the Elderly in Shanghai" (Wong); "Informal Social Support Systems in China" (Liu); "Cognitive Impairment among the Elderly in Shanghai, China" (Yu et al.); "Intergenerational Relations in Contemporary China--Descriptive Findings from Shanghai" (Barusch et al.); "Family Structure and Elderly Problems in Taiwan" (Shu); "Taipei Municipal Government Budgetary Issues for Elderly Services" (Bai); "The Family as a Social Welfare Support System for the Elderly in Taipei, Taiwan, Republic of China" (Yang); "Need of the Elderly for Home Care Services in a Changing Society--The Case of Taipei Metropolitan City" (Chan); "Survey of an Interdisciplinary Study on Aging in Taipei--Sample, Instrument and Interview" (Hsieh); "Welfare Policies for the Aged on Both Sides of the Taiwan Strait--A Comparison" (Tsai); "The Coping Behavior of Caregivers in Hong Kong" (Kwan); "Segregated Housing and Residential Services for the Chinese Elderly in Hong Kong" (Ngan); "Social Support Networks for the Elderly in a High Rise Public Housing Estate in Singapore" (Cheung); "The Impact of Living Arrangements of the Elderly on Government Programs in Thailand" (Wongsith); "Operation and Development of Programs for Community Care for the Low Income Elderly in Seoul" (Cho); "Indicators of Health Status of Older People in Korea" (Koh); "The Korean-American Urban Elderly" (Kim, Kim); "The Roles of Government, Family, and the Elderly Individual Caring for Older Persons in Japan" (Maeda); "An Overview of Aging in the Western Pacific" (Andrews); "Gerontology in Higher Education in the United States" (Rich); "A Theoretical Overview of Ageism in the United States: Criticisms and Proposals toward a New Outlook" (Jan, Thacker); "Direct Care Personnel Shortages in Long-Term Care: Global Implications" (Cowart); "Quality of Care in Sheltered Housing--Regulation or Education?" (Streib); and"Financial Models for Long-Term Care: USA" (Sutton-Bell). (NLA)
- Published
- 1991
25. The Application of Augmented Reality in Online Education: A Review of Studies Published in Selected Journals from 2003 to 2012
- Author
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Tsai, Chia-Wen, Shen, Pei-Di, and Fan, Ya-Ting
- Abstract
In this paper, the authors reviewed the empirical augmented reality (AR) and online education studies, and those focused on designing or development of AR to help students learn, published in SSCI, SCI-EXPANDED, and A&HCI journals from 2003 to 2012. The authors in this study found that the number of AR and online education studies has significantly increased since 2009. Based on this review, it is found that contributors from Spain, Romania, Taiwan, and Germany had the most publications on AR and online education during 2003 to 2012. Moreover, the analysis of these selected papers reveals that most empirical AR and online education studies were conducted at universities, as well as in computer science courses. Furthermore, the quantitative research method was used more in the reviewed papers. The findings and analysis from this review may provide potential directions and insights for future AR and online education research.
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- 2014
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26. The Representation of Professionalism in Native English-Speaking Teachers Recruitment Policies: A Comparative Study of Hong Kong, Japan, Korea and Taiwan
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Wang, Li-Yi and Lin, Tzu-Bin
- Abstract
The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper focuses on the NESTs recruitment policies in Japan, Korea, Hong Kong and Taiwan with the aim of examining how teacher professionalism is represented in these policy discourses and how this conceived teacher professionalism impacts on English teaching and learning in these countries. Through the analysis of policy texts and documents, we argue that teacher professionalism has been assigned a different agenda by the governments who subscribe to "native speaker norms" and legitimise unqualified and inexperienced NESTs in the profession of English language teaching (ELT). These anti-professionalism policies have not achieved the intended consequence of improving students' English proficiency, but have instead resulted in the unintended consequences of damaging the quality of English instruction and jeopardising the professional identity of local non-native English-speaking teachers (NNESTs) in these countries. The results reveal an urgent need to evaluate the effectiveness of these NEST recruitment programmes.
- Published
- 2013
27. Authentic Learning: The Gift Project
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Bohemia, Erik and Davison, Gillian
- Abstract
Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as "enabling participation in knowing". We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students' interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy.
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- 2012
28. Secondary STEM Education: 'Designed by Apple in California, Assembled in China'. The Progress of Education Reform. Volume 9, Number 4
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Education Commission of the States and Zinth, Kyle
- Abstract
America's advantage has historically been its people's creativity, flexibility and entrepreneurship. But just as painters need to be proficient in technique and theory to produce great masterpieces, the next generation of Americans will likely require a solid grounding in mathematics and science for their creativity to be maximized in a world increasingly dependent on technological advances for prosperity and security. The challenge is not to simply increase the number of students graduating with college degrees in the STEM fields; it is to lift the overall understanding of science, technology, engineering and mathematics among the rest of the population as well. As the majority of Americans do not earn a postsecondary degree, it is essential that students be given this solid grounding during the elementary and secondary years. While establishing the expectation that all students complete challenging mathematics and science coursework is a good step, it cannot be the only step. This issue offers suggestions for policymakers. This issue also features two papers: (1) What Policymakers Need to Know About the Cost of Implementing Lab-Based Science Course Requirements (Mike Griffith); and (2) The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries (William Schmidt, Maria Teresa Tatto, Kiril Bankov, Sigrid Blomeke, Tenoch Cedillo, Leland Cogan, Shin Il Han, Richard Houang, Feng Jui Hsieh, Lynn Paine, Marcella Santillan and John Schwille). A list of resources is included. (Contains 6 endnotes.)
- Published
- 2008
29. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 2
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International Group for the Psychology of Mathematics Education., Woo, Jeong-Ho, Lew, Hee-Chan, Park, Kyo-Sik Park, and Seo, Dong-Yeop
- Abstract
This second volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents research reports for author surnames beginning Alc- through Hal-. Reports include: (1) How Do Your Students Think about Proof? A DVD Resource for Mathematicians (Lara Alcock); (2) Teachers' Conceptions of Mathematical Challenge in School Mathematics (Mark Applebaum and Roza Leikin); (3) Semiotic Games: The Role of the Teacher (Ferdinando Arzarello and Domingo Paola); (4) Examples, a Missing Link (Amir H. Asghari); (5) Scaffolding Revisited: From Tool for Result to Tool-and-Result (Mike Askew); (6) How Can We Assess Mathematical Understanding? (Patrick Barmby, Tony Harries, Steve Higgins, and Jennifer Suggate); (7) The Discursive Construction of Mathematical Thinking: The Role of Researchers' Descriptions (Richard Barwell); (8) Authority and Esteem Effects of Enhancing Remote Indigenous Teacher-Assistants' Mathematics-Education Knowledge and Skills (Annette R. Baturo, Tom J. Cooper, and Katherine Doyle); (9) Raising Students' Understanding: Linear Algebra (Marianna Bogomolny); (10) Informal Conceptions of Distribution Held by Elementary Preservice Teachers (Daniel L. Canada); (11) First Graders' Strategies for Numerical Notation, Number Reading and the Number Concept (Gabrielle A. Cayton and Barbara M. Brizuela); (12) An Exploratory Study of Elementary Beginning Mathematics Teacher Efficacy (Y. L. Chang and S. C. Wu); (13) Preservice Secondary Mathematics Teachers' Knowledge and Inquiry Teaching Approaches (Olive Chapman); (14) Developing and Testing a Scale for Measuring Students' Understanding of Fractions (Charalambos Y. Charalambous); (15) The Effectiveness and Limitation of Reading and Coloring Strategy in Learning Geometry Proof (Ying-Hao Cheng and Fou-Lai Lin); (16) Grade 5/6 Teachers' Perceptions of Algebra in the Primary School Curriculum (Helen L. Chick and Kiri Harris); (17) The Influence of Inquiry-Based MathematicsTeaching on 11th Grade High Achievers: Focusing on Metacognition (Erh-Tsung Chin, Yung-Chi Lin, Chih-Wei Chuang, and Hsiao-Lin Tuan); (18) The Effects of "Spatial Geometry Curriculum with 3D DGS" in Lower Secondary School Mathematics (Kimiho Chino, Tatsuo Morozumi, Hitoshi Arai, Fumihiro Ogihara, Yuichi Oguchi, and Mikio Miyazaki); (19) Mathematics as Mother/Basis of Science in Affect: Analysis of TIMSS 2003 Data (Mei-Shiu Chiu); (20) Mediating Model between Logo and DGS for Planar Curves (Han Hyuk Cho, Min Ho Song, and Hwa Kyung Kim); (21) Comparing Korean and U.S. Third Grade Elementary Student Conceptual Understanding of Basic Multiplication Facts (Insook Chung and Hee-Chan Lew); (22) Self-Monitoring by Lesson Reports from Teachers in Problem-Solving Maths Lessons (Christina Collet, Regina Bruder, and Evelyn Komorek); (23) Mathematics Education and Torres Strait Islander Blocklaying Students: The Power of Vocational Context and Structural Understanding (Tom J. Cooper, Annette R. Baturo, Bronwyn Ewing, Elizabeth Duus, and Kaitlin Moore); (24) Interdisciplinary Learning and Perceptions of Interconnectedness of Mathematics (Ng Kit Ee Dawn, Gloria Stillman, and Kaye Stacey); (25) The Treatment of Addition and Subtraction of Fractions in Cypriot, Irish, and Taiwanese Textbooks (Sean Delaney, Charalambos Y. Charalambous, Hui-Yu Hsu, and Vilma Mesa); (26) The Development of Primary Students' Knowledge of the Structured Number Line (Carmel Diezmann and Tom Lowrie); (27) Reasoning with Metaphors and Constructing an Understanding of the Mathematical Function Concept (Hamide Dogan-Dunlap); (28) Exploring the English Proficiency-Mathematical Proficiency Relationship in Learners: An Investigation Using Instructional English Computer Software (Anthony Essien and Mamokgethi Setati); (29) Vet in the Middle: Catering for Motivational Differences in Vocational Access Courses in Numeracy (Bronwyn Ewing, Annette Baturo, Tom Cooper, Elizabeth Duus, and Kaitlin Moore); (30) The Gendering of Mathematics in Israel and Australia (Helen J. Forgasz and David Mittelberg); (31) 21st Century Children, Numeracy and Technology: An Analysis of Peer-Reviewed Literature (Jillian L. Fox); (32) Teaching and Teacher's Competence with ICT in Mathematics in a Community of Inquiry (Anne Berit Fuglestad); (33) Statistical Inference in Textbooks: Mathematical and Everyday Contexts (Israel Garcia-Alonso and Juan Antonio Garcia-Cruz); (34) Pre-Service Elementary School Teachers' Experiences with the Process of Creating Proofs (Soheila Gholamazad); (35) International Survey of High School Students' Understanding of Key Concepts of Linearity (Carole Greenes, Kyung Yoon Chang, and David Ben-Chaim); and (36) Mathematical Beliefs in Pictures and Words Seen through "Multiple Eyes" (Stefan Halverscheid and Katrin Rolka). (Individual papers contain references.) [For other volumes in the series, see ED499416, ED499418, and ED499419.]
- Published
- 2007
30. The Need of Safety-Net Programme for a Mass Education System
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Wong, Edwin K. P., Ngai, Sze Wan Emily, and Lo, King Shuen
- Abstract
Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the challenges of the 21st century and the demands of the rapidly developing knowledge-based society. The new system, together with substantial modified curricula including the newly developed applied learning courses (ApL), is supposed to be able to look after all secondary students. Aims and focus of discussion: This paper aims to argue the necessity of launching a new version of Project Yi Jin (nPYJ) concurrently together with the new 3+3+4 academic system. In light of the contemporary global educational systems as compared to that of Hong Kong, it is postulated that the launching of nPYJ as a continuation of the successful PYJ is both legitimate and indispensable with regard to the carefully observed current global fashion of lifelong learning and continuing education in which diversity, equity, and flexibility are highly valued. Method: A comprehensive comparative review was carried out on eleven selected oriental and occidental countries and regions, namely, Australia, Canada, Germany, Japan, South Korea, United Kingdom, United States, China, Taiwan, Singapore and Macao, focusing on the worldwide trend of constant high school drop-out rate as well as the mentioned countries' respective senior secondary schooling articulation policy leading to higher education, in particular shedding light on the establishment of alternative pathways towards tertiary education alongside the conventional educational track. Conclusion: With the literature backdrop and empirical support, it is shown that high school drop-outs are inevitable no matter how well-defined an education system may be. Thus this is where the "safety-net" contingency plan is found essential. A new version of Project Yi Jin (nPYJ), to be offered in parallel with the Hong Kong's new 3+3+4 secondary academic curricula, is indispensable to the new educational structure in the territory which fundamentally helps transform the conventionally somewhat segregated and elite educational system into a mass one. Regarding the curricular design, both PYJ and nPYJ will focus on generic skills and a wide range of electives will be offered as well to arouse students' interest of study. (Contains 1 figure, 1 table and 5 footnotes.)
- Published
- 2006
31. A Multi-Cultural Comparison of the Factor Structure of the MIDAS for Adults/College Students.
- Author
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Jones, James A.
- Abstract
The Multiple Intelligences Developmental Assessment Scales (MIDAS) instrument was developed to measure eight constructs of intelligence. The 119-item MIDAS provides scores for 26 subscales in addition to the 8 major scales. Using the 26 subscales, a factor structure was developed on half of a U.S. sample of college students (n=834), while the second half was compared to six samples of college students and young adults from Canada (n=203), Chile (n=202), Korea (South Korea; n=200)), Singapore (n=284), Taiwan (n=203), and the United Kingdom (n=190). Multi-sample confirmatory factor analysis was used to investigate the fit of the imposed model as parameters were progressively relaxed. The seven groups were found to differ little even when the factor structure constraints were fully relaxed. A pairwise comparison between the U.S. sample and each of the remaining six groups found that the factor structure was common in the most relevant aspects for the Canadian and United Kingdom samples, but some differences were found for the remaining groups. The group showing the least in common with the U.S. factor structure was Korea. The overall results are supportive of multiple intelligences being viewed as abilities that are influenced by cultural content. (Contains 1 figure, 8 tables, and 20 references.) (Author/SLD)
- Published
- 2003
32. Teaching Asian American Students: Classroom Implications.
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Chiang, Linda H.
- Abstract
This study examined the unique learning styles of Asian-American students, noting different Asian immigrants' backgrounds and relating Asian cultures to children's learning. Data came from a literature review; interviews with 19 families from China, Hong Kong, Japan, Korea, and Taiwan who had a total of 33 children ages 6-21 years; and home and community observations conducted during spring 1998-spring 2000. Results indicated that all students came from nuclear intact families of foreign-born parents who were active in their children's academic lives. Students reported that structural teaching and clear expectations helped them focus on content being taught. Half of high school and college students preferred self-directed learning and individual projects. Teachers' approval and encouragement were important reinforcers. Parental supervision and support played an important role in children's learning. Parents provided a safe, supportive environment for their children and usually involved their children in extracurricular activities. They also pressured their children to be not only successful, but also outstanding. These children of East Asian parents adjusted well academically to American schools. They may need teacher and administrator psychological support and understanding to reduce pressure from the home and community. (Contains 12 references.) (SM)
- Published
- 2000
33. Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (82nd, New Orleans, Louisiana, August 3-8, 1999). Advertising, Part 2.
- Author
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Association for Education in Journalism and Mass Communication.
- Abstract
The Advertising, Part 2 section of the Proceedings contains the following 8 papers: "Made in Taiwan and the U.S.A.: A Study of Gender Roles in Two Nations' Magazine Advertisements" (Kim E. Karloff and Yi-ching Lee); "The Impact of Culture on Political Advertising: A Comparison between the U.S. and Korean Newspaper Ads" (Chun-Sik Kim and Yoo-Kyoung Kim); "A Content Analysis of Internet Banner Advertising: Focusing on Korean and U.S. Cultural Differences" (Hwi-Man Chung and Euijin Ahn); "Sneak Attack: Exploring the Effects of Nike and Reebok Sponsorship on Two College Athletic Programs" (Jan S. Slater and Carla V. Lloyd); "Qualitative Evaluation of Print Ads by Assessors Using the Creative Product Semantic Scale" (Alisa White Coleman and Bruce L. Smith); "A Study of the Facets of the 'Country-of-Origin' Image and Its Comparison among Different Countries" (Jang-Sun Hwang); "International Advertising Strategies in China--A Worldwide Survey of Foreign Advertisers" (Jiafei Yin); and "Does Reputation Management Reap Rewards? A Path Analysis of Corporate Reputation Advertising's Impacts on Brand Attitudes and Purchase Decisions" (Jongmin Park, Lisa Lyon, and Glen T. Cameron). (RS)
- Published
- 1999
34. Professionals' Perception of Quality Physical Education Learning in Selected Asian Cities
- Author
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Ho, Walter King Yan, Ahmed, Md. Dilsad, Keh, Nyit Chin, Khoo, Selina, Tan, Cheehian, Dehkordi, Mitra Rouhi, Gallardo, Mila, Lee, Kicheon, Yamaguchi, Yasuo, Wang, Jian, Liu, Min, and Huang, Fan
- Abstract
Numerous studies have been published heralding the benefits of physical education in school education. Sport and physical activities form the major content in learning and the arrangement serves as the major source of development in students. This paper identifies "quality" as an internationally concerned issue and within the concept, the perceptual framework in learning is then placed with focus. To conduct this study, a sample of N = 799 ("11 Asian cities") physical education professionals working in different levels were invited to participate in a questionnaire survey with 37 items designed to forge the conceptualization of quality learning in physical education. Results from statistical analysis showed 24 items grouped in 3 subfactors being retained after EFA, of 37 items that were framed through content analysis to assess the quality physical education learning among the PE professionals. The retained three factors from the EFA were further assessed with robust confirmatory factor analysis (CFA). The 3-factor model demonstrated a good fit with the data (CMIN/DF = 7.367, NFI = 0.888, CFI = 0.901, PCFI = 0.748, RMSEA = 0.089). In this sample, the QPEL demonstrated an acceptable three-factor structure, internal consistency and inter-factor correlation. These items were appropriate to provide the necessary understanding of the diversified practice in the learning of quality physical education.
- Published
- 2017
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35. Four Little Dragons' Technology Education.
- Author
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Lee, Lung-Sheng
- Abstract
Secondary-level technology programs in Hong Kong, Singapore, South Korea, and Taiwan (also known as the "Four Little Dragons") were compared by using a methodology incorporating four stages: description, interpretation, juxtaposition, and comparison. It was discovered that, in all four countries, technology education is required for all students in the lower secondary grades (grades 7-9) and offered on an elective basis to students in the upper secondary grades (grades 10-12). A trend toward increasing incorporation of information technology into technology education was noted in all four countries. Emphasis on higher-order thinking skills and the role of problem solving in the design process also appeared to be increasing in all four countries. Among the common problems faced by all four countries in the implementation of technology education were the following: lack of qualified teachers and adequate equipment; insufficient financial support and teaching hours; and out-of-date curricula. More dialogue among technology educators from Hong Kong, Singapore, South Korea, and Taiwan is necessary. All four countries' chances of fostering technology education are good provided they engage in ongoing and systematic curriculum development and effective professional supervision. (MN)
- Published
- 1998
36. Generalized Trust and Trust in Institutions in Confucian Asia
- Author
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Tan, Soo Jiuan and Tambyah, Siok Kuan
- Abstract
This study examines generalized trust and trust in institutions in Confucian Asia, covering six countries namely, China, Japan, Singapore, South Korea, Taiwan and Vietnam, and one dependent region, Hong Kong. Using data from the 2006 AsiaBarometer Survey, our study affirms the reliability and validity of using a two-item scale to measure generalized trust. Our analysis suggests that due to demographic differences, there are variations in the level of generalized trust of countries in Confucian Asia, despite the fact that these societies share a similar background in Confucian philosophy. The relationships between generalized trust and political trust, and between generalized trust and trust in public institutions, are weak but positive. The positive relationship between generalized trust and trust in economic institutions is only significant for some of the economies, while trust in international institutions has the weakest relationship with generalized trust for all societies. We conclude the paper with research implications.
- Published
- 2011
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37. Higher Education in East Asia and Singapore: Rise of the Confucian Model
- Author
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Marginson, Simon
- Abstract
The paper reviews Asia-Pacific higher education and university research, focusing principally on the "Confucian" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism--still playing out everywhere except Japan--and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) "one chance" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and "world-class" universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality.
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- 2011
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38. Weird Science: Further Thoughts on the STEM Educational Challenge
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Halfond, Jay A.
- Abstract
The author notes that the sciences are now something one must latch onto early and successfully as a teenager, and endure against all odds. This pivotal point requires maturity and even myopia--delayed gratification and voluntary dorkiness--traits not common in the young. As a nation, Americans are losing their hegemony in the sciences. In just the past decade, China quintupled its number of doctorates in engineering and the sciences, Korea and Taiwan doubled theirs, but the U.S. stayed stable. As individuals, Americans operate more and more contraptions, but understand them less and less. While there is no single solution to the problems of the STEM pipeline--where scientific interest is squelched over time and newcomers are barred from entry--the author offers a few thoughts.
- Published
- 2010
39. From a paternalistic model towards what? HRM trends in Korea and Taiwan.
- Author
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Bae, Johngseok, Chen, Shyh-Jer, and Rowley, Chris
- Subjects
PERSONNEL management ,GLOBALIZATION ,INVESTMENTS ,INTERNATIONAL business enterprises - Abstract
Purpose – Human resource management (HRM) practices have been re-evaluated under the pressures and constraints of factors such as globalization, inward and outward investment patterns, multinational companies (MNCs), indigenous cultures and institutions. This paper aims to compare changes and continuities in key aspects of HRM in South Korea and Taiwan. It examines the impacts on HRM policies - particularly employment security, extensive training, performance based pay and employee influence - and the role of a core-periphery model. Time effects, country effects and the interaction between them are explored. Design/methodology/approach – The research was undertaken across a decade at three time periods between 1996 and 2005 and in both locally-owned firms and MNC subsidiaries using questionnaires. Findings – The authors find, first, recognizable general patterns over time; second, significant interaction effects of country and time; third, some HRM practices more culturally bounded than others. Practical implications – These include issues relating to companies using more core-periphery and performance based employment. Originality/value – The paper makes use of an under-used perspective, both comparative and longitudinal, at three time periods in two under-researched contexts of South Korea and Taiwan. [ABSTRACT FROM AUTHOR]
- Published
- 2011
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40. Contrasting phylogeographical patterns of two closely related species, Machilus thunbergii and Machilus kusanoi (Lauraceae), in Taiwan.
- Author
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Su-Hwa Wu, Ching-Yuan Hwang, Tsan-Piao Lin, Jeng-Der Chung, Yu-Pin Cheng, and Shih-Ying Hwang
- Subjects
HUMAN genetic variation ,SPECIES ,PHYLOGEOGRAPHY ,CHLOROPLAST DNA ,HABITATS ,LAURACEAE ,PLEISTOCENE stratigraphic geology - Abstract
Aim The purpose of this paper was to study the patterns of genetic variation, demographic history, haplotype relationships and potential location of diversity centres of two closely related species, Machilus thunbergii and Machilus kusanoi. Location The phylogeography of M. thunbergii and M. kusanoi was examined by sampling 110 and 106 individuals from 25 and 16 sampling sites, respectively, across their distributional range in Taiwan. Machilus thunbergii is distributed on the Asian mainland, South Korea, southern Japan, the Ryukyus, Taiwan and the Philippines, whereas M. kusanoi is endemic to Taiwan. These two species are closely related, and both are widely distributed in Taiwan but occupy different altitudinal zones and habitats. Methods The range-wide variation of M. thunbergii and M. kusanoi in Taiwan was studied using chloroplast DNA (cpDNA) variations. A haplotype network was constructed with the computer programtcs. Nested clade analysis was conducted with the computer programceodis, and various parameters of genetic diversity were calculated and neutrality tested by the computer program DnaSP. Population differentiation was estimated using the programsarlequin andhapstep. The contribution of the populations to gene diversity and to allelic richness was calculated using the softwarecontrib. The level of divergence for each population from the remaining populations was calculated as the mean value of pairwise F
ST for each population against the rest of the populations. Results Extremely low levels of genetic differentiation were found for both species. This result suggested that these two species probably survived in multiple relict refugia with different population sizes throughout the island during low-temperature periods of the Pleistocene. In addition, nested clade analysis (NCA) of cpDNA haplotypes indicated that restricted gene flow with isolation-by-distance characterized the recolonization after the Pleistocene by Tashueshan and Shiouhluan populations of M. thunbergii in the north-central area west of the Central Mountain Range (CMR). In contrast, NCA analysis indicated that a major diversity centre on the southern tip of the island (Kending population) and contiguous range expansion characterized the recolonization by M. kusanoi of northern areas along the east side of the CMR. The major diversity centres found for the two species examined were further supported by the results of the mean FST for individual populations in comparison with other populations, and of the contribution of the divergence component to the total diversity. Main conclusions This research supports the multiple relict refugia hypothesis for both species investigated. Populations of M. thunbergii at Shiouhluan and Tashueshan in the north-central area west of the CMR represent a diversity centre currently expanding its size. A diversity centre at the southern-edge population of M. kusanoi, and a contiguous range expansion from Kending, were found. These results indicate that the M. thunbergii populations at Tashueshan and Shiouhluan and the M. kusanoi population at Kending, and even Soukar, are evolutionarily significant units for conservation programmes. [ABSTRACT FROM AUTHOR]- Published
- 2006
- Full Text
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41. Impact of Female Stress Urinary Incontinence on Quality of Life, Mental Health, Work Limitation, and Healthcare Seeking in China, Taiwan, and South Korea (LUTS Asia): Results from a Cross-Sectional, Population-Based Study.
- Author
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Chow, Po-Ming, Chuang, Yao-Chi, Hsu, Karina Chin Po, Shen, Yuan-Chi, and Liu, Shih-Ping
- Subjects
URINARY stress incontinence ,QUALITY of life ,MENTAL health ,WELL-being ,MEDICAL care - Abstract
Background: Stress urinary incontinence (SUI) is common among adult women with negative effects on psychosocial well-being, mental health, and health-related quality of life. The purpose of the research is to determine if SUI in women is a factor implicated in changes in health-related quality of life (HRQoL) in both physical and mental health domains and in work difficulties. Methods: Data of women 40 years or older from a cross-sectional, population-based, internet survey were examined post-hoc. The effect of SUI frequency on HRQoL (SF12 score), in physical and mental health domains, was assessed. In addition, multivariate and univariate analyses were used to show the influence of SUI on HADS (Hospital Anxiety and Depression Scale) depression score and HADS anxiety score. The effects of demographic factors and physical ailments and SUI on work difficulties were similarly analyzed using multivariate logistic regression. Results: A total of 4208 women with mean age of 60 were included in the analysis. The more frequent SUI episodes were associated with a greater reduction of HRQoL in both physical and mental health domains. In addition, both multivariate and univariate analyses showed that SUI could be correlated with a negative effect on HADS anxiety score (OR 1.617, CI 1.335– 1.958, p=0.000) and HADS depression score (OR 1.263, CI 1.044– 1.527, p=0.016). Univariate analyses suggested that work difficulties were correlated with SUI. Available data revealed that many sufferers, including up to 40% of individuals with SUI frequency rating 1 (less than once a month) to 3 (a few times a week), failed to seek treatment. Conclusion: SUI, common in women ≥ 40 years of age, impairs quality of life in both physical and mental health domains. SUI is an independent risk factor for anxiety and depression and has been linked to significant work dysfunctions. Trial Registration: This study is registered at ClinicalTrials.gov: NCT02618421 (Date of registration: December 1, 2015). [ABSTRACT FROM AUTHOR]
- Published
- 2022
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42. Unequal New Democracies in East Asia. Rising Inequality and Government Responses in South Korea and Taiwan.
- Author
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EUNJU CHI and HYEOK YONG KWON
- Subjects
INCOME inequality ,DEMOCRACY ,CROSS-cultural differences ,WAGE differentials ,LABOR ,ECONOMIC development ,LABOR market - Abstract
The article discusses East Asian democracies and a reported increase in income inequality in South Korea and Taiwan as of September 2012, focusing on an analysis of the cross-national differences between the inequality issue in both countries since the 1990s. The impact of income distribution on a country's economic development is addressed, along with an analysis of reported increase in wage inequality in most of the Organization for Economic Cooperation and Development (OECD) countries. Labor power and market inequality are also mentioned.
- Published
- 2012
- Full Text
- View/download PDF
43. A Tale of Two Social Insurance Systems in South Korea and Taiwan: A Financial Risk Protection Perspective.
- Author
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Lu, Jui-fen Rachel, Sheu, Ji-Tian, and Lee, Tae-Jin
- Subjects
FINANCIAL risk ,SOCIAL security ,SOCIAL systems ,NATIONAL health insurance ,COST shifting - Abstract
Universal Health Coverage (UHC) is a widespread policy goal in the 21st century. The aim is to protect people from financial risk while promoting their access to good-quality care. This study examined the social insurance systems of South Korea and Taiwan to explore the critical challenges of achieving effective UHC. By assessing the impact of UHC on financial risk protection (measured by out-of-pocket payment share and catastrophic payment headcount), we found that when South Korea inaugurated its National Health Insurance (NHI) program with a limited benefits package and high cost sharing, it did not reduce the financial burden. Meanwhile, we observed a drop of 5 to 6 percentage points in the catastrophic payment headcount in Taiwan, which offered a universal and rather comprehensive benefits package with a modest cost-sharing design under its single-payer NHI system. The political-economic context of the UHC policy evolution was further explored through an in-depth discussion. We conclude that to provide sufficient financial risk protection against unexpected medical expenses, the design of the insurance scheme, in particular the risk-sharing mechanism, not only matters but is also the key to success. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
44. Comparison of legislative management for new psychoactive substances control among Taiwan, South Korea, and Japan.
- Author
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Feng, Ling‐Yi, Wada, Kiyoshi, Chung, Heesun, Han, Eunyoung, and Li, Jih‐Heng
- Subjects
PHARMACEUTICAL policy ,DRUG control ,INTERNATIONAL obligations ,INTERNATIONAL cooperation ,CHEMICAL structure - Abstract
For decades, the three United Nations drug conventions have served as the basis for member states' obligations and international cooperation on drug control. However, the emergence of new psychoactive substances (NPSs) poses a new risk to public health and a challenge to drug policy because of their unknown toxicological effects and easy modification of chemical structures to shun legal control. So far, there is no international consensus on legislative control of NPSs. Therefore, we compared the legislative management on NPS control among Taiwan, South Korea, and Japan. Drug‐related information was obtained from the authorities of these three countries. The results indicate that despite geographic proximity and similar legal attitudes toward illegal drug use, the legislative criteria, and responses for NPS control in these three countries were quite different. Ketamine has been the major used NPS in Taiwan but seldom found in South Korea and Japan. The difference in the number of controlled NPSs in Taiwan (91) and South Korea (245) might be due to the implementation of temporary designation systems and analog controls in South Korea. The recent surge of newly controlled NPSs in Japan was because of the promulgation of designated drug regulation and subsequent control of "dangerous drugs." Although NPS use has become a potential social and medical problem among these three countries, the outcomes of NPS legislation control remain to be scrutinized. To minimize harm from NPS use, development of legislative mechanism(s) on NPS scheduling is the first step for early identification and control of NPS problems. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
45. SEZ-led Growth in Taiwan, Korea, and India. Implementing a Successful Strategy.
- Author
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AGGARWAL, ARADHNA
- Subjects
FOREIGN trade promotion ,ECONOMIC expansion ,SOUTH Korean economic policy ,FREE ports & zones ,TAIWANESE economic policy, 1975- ,INDIAN economic policy ,GOVERNMENT policy ,TWENTY-first century - Abstract
The article provides a comparative analysis of the state intervention strategies regarding the growth initiated by special economic zones (SEZs) in countries such as Taiwan, Indian, and South Korea as of September 2012, focusing on an examination of the free trade zones and policies of various SEZs. The relationship between export-promotion-based national policies and the use of SEZs to expand economies are also addressed, as well as an analysis of the reported industrial growth in the nation of India.
- Published
- 2012
- Full Text
- View/download PDF
46. Challenging New Conservative Regimes in South Korea and Taiwan: Comparison of the Anti-American Beef Protests.
- Author
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Ming-Sho Ho and Chen-Shuo Hong
- Subjects
BEEF exports & imports ,SOCIAL movements ,SOUTH Korean politics & government, 2002- ,TAIWANESE politics & government, 2000- ,CONSERVATISM - Abstract
The article discusses anti-American beef movements in South Korea and Taiwan, their conservative regimes and varying outcomes, and how cultural factors in South Korea produced strong anti-government sentiments. Topics include how South Korean activists opposed the importation of American beef because of health concerns and how contamination fears grew into a nationalistic movement. Additional information is presented on the South Korean and Taiwanese presidents' conservative policies and desire to open free trade with the U.S.
- Published
- 2012
- Full Text
- View/download PDF
47. Transnational capital, the state and foreign economic policy: Singapore, South Korea and Taiwan.
- Author
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Dent, Christopher
- Subjects
CAPITAL ,INTERNATIONAL economic relations - Abstract
Various discourses and debates on the state - transnational capital relationship have emerged within the international political economy literature. The particular contribution offered here focuses on this relationship in three East Asian developmental states (Singapore, South Korea and Taiwan - the NIE-3) through the lens of foreign economic policy (FEP) analysis. In different ways their respective state governments have all worked closely alongside various forms of transnational capital in sustained yet evolving 'adaptive partnerships', and in accordance to largely state-determined FEP objectives. Moreover, these objectives broadly relate to the pursuit of economic security in the international system. While each of the NIE-3's own path of economic development has differed significantly, there nevertheless exist important similarities. This not just relates to being constituent to the East Asian regional economic dynamic but also their shared developmental state tradition. The relationship between the state and transnational capital is also key to understanding the NIE-3's foreign economic policy formation, although this has differed significantly across the group. In sum, this study analyses just one of many contemporary examples where both the state and transnational capital are working to congruent ends in their respective adaptations to the challenges posed by globalization. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
48. Forgoing life-sustaining treatment - a comparative analysis of regulations in Japan, Korea, Taiwan, and England.
- Author
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Tanaka, Miho, Kodama, Satoshi, Lee, Ilhak, Huxtable, Richard, and Chung, Yicheng
- Subjects
FAMILY roles ,TERMINAL care ,COMPARATIVE studies ,LITERATURE reviews ,COMMUNICATION barriers ,HOSPITAL statistics - Abstract
Background: Regulations on forgoing life-sustaining treatment (LST) have developed in Asian countries including Japan, Korea and Taiwan. However, other countries are relatively unaware of these due to the language barrier. This article aims to describe and compare the relevant regulatory frameworks, using the (more familiar) situation in England as a point of reference. We undertook literature reviews to ascertain the legal and regulatory positions on forgoing LST in Japan, Korea, Taiwan, and England.Main Text: Findings from a literature review are first presented to describe the development of the regulatory frameworks surrounding the option of forgoing LST in each country. Based on the findings from the four countries, we suggest five ethically important points, reflection on which should help to inform the further development of regulatory frameworks concerning end-of-life care in these countries and beyond. There should be reflection on: (1) the definition of - and reasons for defining - the 'terminal stage' and associated criteria for making such judgements; Korea and Taiwan limit forgoing LST to patients in this stage, but there are risks associated with defining this too narrowly or broadly; (2) foregoing LST for patients who are not in this stage, as is allowed in Japan and England, because here too there are areas of controversy, including (in England) whether the law in this area does enough to respect the autonomy of (now) incapacitated patients; (3) whether 'foregoing' LST should encompass withholding and withdrawing treatment; this is also an ethically disputed area, particularly in the Asian countries we examine; (4) the family's role in end-of-life decision-making, particularly as, compared with England, the three Asian countries traditionally place a greater emphasis on families and communities than on individuals; and (5) decision-making with and for those incapacitated patients who lack families, surrogate decision-makers or ADs.Conclusion: Comparison of, and reflection on, the different legal positions that obtain in Japan, Korea, Taiwan, and England should prove informative and we particularly invite reflection on five areas, in the hope the ensuing discussions will help to establish better end-of-life regulatory frameworks in these countries and elsewhere. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
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