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2. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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3. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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4. Collaborative Teaching Practice: Thematic Peer Group Report. Learning & Teaching Paper #18
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European University Association (EUA) (Belgium)
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This report summarises the findings of the 2022 EUA Thematic Peer Group which explored collaborative teaching practice (CTP) in higher education in detail. Based on a shared understanding of the theme agreed on by the group members, it outlines the key opportunities and potential challenges higher education institutions face in embedding CTP and provides examples of practice from the group members. Given the many inter-institutional, national and international collaborations developed during the pandemic, the group regarded the use of digital technologies as a key feature of collaborative teaching, and it therefore became a key focus of their discussions. The report identifies the various ways in which the group's members collaborate as part of their learning and teaching activities, highlights the key challenges that higher education institutions face in implementing collaborative teaching and suggests a set of recommendations for individuals, institutions and national and European-level bodies to overcome those challenges identified. The group was organised in the context of the "Supporting European universities in their strategic approaches to digital learning" (DIGI-HE) project and EUA's Learning & Teaching activities.
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- 2023
5. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
6. When Practice Meets Policy in Mathematics Education: A 19 Country/Jurisdiction Case Study. OECD Education Working Papers. No. 268
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Schmidt, William H., Houang, Richard T., Sullivan, William F., and Cogan, Leland S.
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The OECD Future of Education and Skills 2030 (E2030) project's overall goal is that of looking to the future in terms of how school curricula should evolve given the technological advances and other changes that societies are now facing. Towards that end, the E2030 project centres on the idea that education needs to equip students with the knowledge, skills, attitudes and values they need to become active, responsible and engaged citizens. Mathematics is considered a highly relevant subject for achieving the above stated goals, as such it requires further and more detailed analysis. As a result, it has been chosen as one of the E2030 project's subject-specific analyses. The project has been named the Mathematics Curriculum Document Analysis (MCDA) study as per the request of participating countries. This working paper presents the findings of the MCDA study, which involves participants from 19 countries and jurisdictions.
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- 2022
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7. Coordinating Guidance and Validation. Cedefop Research Paper. No 75
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Cedefop - European Centre for the Development of Vocational Training
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Validation and guidance help individuals, organisations and Member States adapt to career challenges and create successful lifelong learning systems. However, little is known about how they are linked in practice and how this connection can be made more efficient. Building on Cedefop's expertise in the two areas, this study -- based on analysis of 13 practices from 12 countries -- explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors: (a) comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it; (b) coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills; and (c) quality of staff, resources, competences, and tools used. The study concludes with policy recommendations on how to improve the link between guidance and validation.
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- 2019
8. Developing Indicators to Support the Implementation of Education Policies. OECD Education Working Papers. No. 255
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Organisation for Economic Cooperation and Development (OECD) (France) and Gouëdard, Pierre
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Across OECD countries, the increasing demand for evidence-based policy making has further led governments to design policies jointly with clear measurable objectives, and to define relevant indicators to monitor their achievement. This paper discusses the importance of such indicators in supporting the implementation of education policies. Building on the OECD education policy implementation framework, the paper reviews the role of indicators along each of the dimensions of the framework, namely smart policy design, inclusive stakeholder engagement, and conducive environment. It draws some lessons to improve the contribution of indicators to the implementation of education policies, while taking into account some of their perennial challenges pertaining to the unintended effects of accountability. This paper aims to provide insights to policy makers and various education stakeholders, to initiate a discussion on the use and misuse of indicators in education, and to guide future actions towards a better contribution of indicators to education policy implementation.
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- 2021
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9. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2018
10. Curriculum Reform: A Literature Review to Support Effective Implementation. OECD Education Working Papers, No. 239
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Organisation for Economic Cooperation and Development (OECD) (France), Gouëdard, Pierre, Pont, Beatriz, Hyttinen, Susan, and Huang, Pinhsuan
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Countries consider curriculum reform as an important and necessary measure to make schools enter the 21st century and respond to a fast-changing world. In recent years, many OECD countries have engaged in curriculum reform as a way to equip children with the knowledge, skills and competences needed for tomorrow. However, how to initiate such change in the most suitable and effective way remains somewhat challenging. In other words, there is a missing step between the intention, and the realisation of this curriculum renewal, crystallising what has been coined in the literature "the implementation gap". This paper analyses the curriculum reform literature through the lens of the OECD proposed implementation framework that promotes, among others, inclusive stakeholder engagement. Curriculum reform has indeed long been considered from a "top-down" perspective, but has progressively shifted towards a more "bottom-up" approach, emphasising the central role of teachers in the process. The analysis is enriched with successful practices and examples from different countries, and concludes with a specific resource for countries to make the lessons learned actionable through the planning of a coherent curriculum implementation strategy.
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- 2020
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11. Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality
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Gomes, José Duarte Cardoso, Figueiredo, Mauro Jorge Guerreiro, Amante, Lúcia da Graça Cruz Domingues, and Gomes, Cristina Maria Cardoso
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Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge mobile computing devices and Augmented Reality, as a means to engage student in collaborative learning towards the Aesthetical Periods of Music History. The Musical Peddy-paper proposes student to use their mobile computing devices (smartphones/ tablets) to find eight stations scattered in a set location, and then use their music literacy skills to find the correct answer in each station. Collaborative work is required to find the stations and the answers to the clues. The musical Peddy-paper was developed mixing Geo-location and Augmented Reality concepts. Geo-location Points of Interest (POI's) where set through Hoppala platform. Augmented Reality browsing and QRCode reading is supported by the LAYAR platform. In this paper, we introduce the concept of game-based activities as a tool to promote motivation and engagement towards learning, and fully explain the development process of the activity. We conclude this paper presenting the conclusions contemplating the use of this activity among a group of children from the 2nd Cycle of Basic Education in Basic School Maria Manuela de Sá, Matosinhos-Portugal. [For the complete proceedings, see ED557311.]
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- 2014
12. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
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Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
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- 2020
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13. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
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14. Assessing Students' Social and Emotional Skills through Triangulation of Assessment Methods. OECD Education Working Papers, No. 208
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Organisation for Economic Cooperation and Development (OECD) (France), Kankaraš, Miloš, Feron, Eva, and Renbarger, Rachel
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Triangulation -- a combined use of different assessment methods or sources to evaluate psychological constructs -- is still a rarely used assessment approach in spite of its potential in overcoming inherent constraints of individual assessment methods. This paper uses field test data from a new OECD Study on Social and Emotional Skills to examine the triangulated assessment of 19 social and emotional skills of 10- and 15-year-old students across 11 cities and countries. This study assesses students' social and emotional skills combining three sources of information: students' self-reports and reports by parents and teachers. We examine convergent and divergent validities of the assessment scales and the analytical value of combining information from multiple informants. Findings show that students', parents' and teachers' reports on students' skills overlap to a substantial degree. In addition, a strong 'common rater' effect is identified for all three informants and seems to be reduced when we use the triangulation approach. Finally, triangulation provides skill estimates with stronger relations to various life outcomes compared with individual student, parent or teacher reports.
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- 2019
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15. Assessment Framework of the OECD Study on Social and Emotional Skills. OECD Education Working Papers, No. 207
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Organisation for Economic Cooperation and Development (OECD) (France), Kankaraš, Miloš, and Suarez-Alvarez, Javier
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The OECD's new Study on Social and Emotional Skills aims to provide policy makers, educators, families and communities with a comprehensive set of tools to foster students' social and emotional learning. The Study's assessment framework -- presented in this paper -- is a result of an extensive literature review of previous research, existing frameworks and assessment approaches in the area of social and emotional skills. The framework, developed by a team of experts in various domains, incorporates evidence from psychology, education, organisational sciences, sociology, economy, and public policy. This framework describes the objectives, characteristics and expected outcomes of the Study. It presents the conceptual model of social and emotional skills assessed in the Study, their development, malleability and predictive value. The framework also discusses how factors in students' family, school and peer environment influence their social and emotional skills' development along with the contextual questionnaires designed to gather this information. The framework also presents the Study's design, assessment approach, instrument development process, sampling procedures and data collection methods.
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- 2019
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16. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
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Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
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- 2020
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17. Interventional cardiology in cancer patients: A position paper from the Portuguese Cardiovascular Intervention Association and the Portuguese Cardio-Oncology Study Group of the Portuguese Society of Cardiology.
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Nobre Menezes M, Tavares da Silva M, Magalhães A, Melica B, Toste JC, Calé R, Almeida M, Fiuza M, and Infante de Oliveira E
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- Humans, Cardio-Oncology, Portugal, Cardiotoxicity, Heart Diseases, Cardiology, Percutaneous Coronary Intervention, Neoplasms complications, Neoplasms therapy
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The field of Cardio-Oncology has grown significantly, especially during the last decade. While awareness of cardiotoxicity due to cancer disease and/or therapies has greatly increased, much of the attention has focused on myocardial systolic disfunction and heart failure. However, coronary and structural heart disease are also a common issue in cancer patients and encompass the full spectrum of cardiotoxicity. While invasive percutaneous or surgical intervention, either is often needed or considered in cancer patients, limited evidence or guidelines are available for dealing with coronary or structural heart disease. The Society for Cardiovascular Angiography and Interventions consensus document published in 2016 is the most comprehensive document regarding this particular issue, but relevant evidence has emerged since, which render some of its considerations outdated. In addition to that, the recent 2022 ESC Guidelines on Cardio-Oncology only briefly discuss this topic. As a result, the Portuguese Association of Cardiovascular Intervention and the Cardio-Oncology Study Group of the Portuguese Society of Cardiology have partnered to produce a position paper to address the issue of cardiac intervention in cancer patients, focusing on percutaneous techniques. A brief review of available evidence is provided, followed by practical considerations. These are based both on the literature as well as accumulated experience with these types of patients, as the authors are either interventional cardiologists, cardiologists with experience in the field of Cardio-Oncology, or both., (Copyright © 2023 Sociedade Portuguesa de Cardiologia. Publicado por Elsevier España, S.L.U. All rights reserved.)
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- 2024
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18. Global warming and heat wave risks for cardiovascular diseases: A position paper from the Portuguese Society of Cardiology.
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Caldeira D, Dores H, Franco F, Bravo Baptista S, Cabral S, Cachulo MDC, Peixeiro A, Rodrigues R, Santos M, Timóteo AT, Campos L, Vasconcelos J, Nogueira PJ, and Gonçalves L
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- Humans, Portugal, Cardiology, Cardiovascular Diseases epidemiology, Cardiovascular Diseases etiology, Global Warming, Extreme Heat adverse effects
- Abstract
Global warming is a result of the increased emission of greenhouse gases. The consequences of this climate change threaten society, biodiversity, food and resource availability. The consequences include an increased risk of cardiovascular (CV) disease and cardiovascular mortality. In this position paper, we summarize the data from the main studies that assess the risks of a temperature increase or heat waves in CV events (CV mortality, myocardial infarction, heart failure, stroke, and CV hospitalizations), as well as the data concerning air pollution as an enhancer of temperature-related CV risks. The data currently support global warming/heat waves (extreme temperatures) as cardiovascular threats. Achieving neutrality in emissions to prevent global warming is essential and it is likely to have an effect in the global health, including the cardiovascular health. Simultaneously, urgent steps are required to adapt the society and individuals to this new climatic context that is potentially harmful for cardiovascular health. Multidisciplinary teams should plan and intervene healthcare related to temperature changes and heat waves and advocate for a change in environmental health policy., (Copyright © 2023 Sociedade Portuguesa de Cardiologia. Publicado por Elsevier España, S.L.U. All rights reserved.)
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- 2023
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19. Evolution and characterization of health sciences paper retractions in Brazil and Portugal.
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Candal-Pedreira C, Ruano-Ravina A, Rey-Brandariz J, Mourino N, Ravara S, Aguiar P, and Pérez-Ríos M
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- Humans, Brazil, Portugal, Cross-Sectional Studies, Plagiarism, Scientific Misconduct, Biomedical Research
- Abstract
The retraction of health sciences publications is a growing concern. To understand the patterns in a particular country-context and design specific measures to address the problem, it is important to describe and characterize retractions. We aimed to assess the evolution of health science retractions in Brazil and Portugal and to describe their features. We conducted a cross-sectional study including all health sciences retracted articles with at least one author affiliated to a Portuguese or Brazilian institution identified through Retraction Watch database. A total of 182 retracted articles were identified. The number of retractions increased over time, but the proportion related to the whole of publications remained stable. A total of 50.0% and 60.8% of the Portuguese and Brazilian retracted articles, respectively, were published in first and second quartile journals. Scientific misconduct accounted for 60.1% and 55.9% of retractions in Brazil and Portugal. In both countries, the most frequent cause of misconduct was plagiarism. The time from publication to retraction decreases as the journal quartile increases. The retraction of health sciences articles did not decrease over time in Brazil and Portugal. There is a need to develop strategies aimed at preventing, monitoring and managing scientific misconduct according to the country context.
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- 2023
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20. Refugee Education: Integration Models and Practices in OECD Countries. OECD Education Working Papers, No. 203
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Organisation for Economic Cooperation and Development (OECD) (France) and Cerna, Lucie
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The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.
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- 2019
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21. Making Skills Transparent: Recognising Vocational Skills Acquired through Workbased Learning. OECD Education Working Papers, No. 180
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Organisation for Economic Cooperation and Development (OECD) (France), Kis, Viktoria, and Windisch, Hendrickje Catriona
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This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed. It describes how skill recognition can benefit individuals, employers and society as a whole, and identifies in which contexts skill recognition has the highest potential to bring benefits. The focus is on three tools that are commonly used to shorten the path to a formal qualification: admission into a programme, reduced programme duration and qualification without a mandatory programme. For each of these tools, this paper sets out country approaches, discusses common challenges that arise in their implementation and advances policy messages to support policy design and implementation.
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- 2018
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22. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
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This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
- Published
- 2014
23. Academic Resilience: What Schools and Countries Do to Help Disadvantaged Students Succeed in PISA. OECD Education Working Papers, No. 167
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Organisation for Economic Cooperation and Development (OECD) (France), Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, and Longobardi, Sergio
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Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate. [This work was supported by a contribution to the PISA programme of work from Vodafone Germany Foundation.]
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- 2018
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24. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168
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Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit
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In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.
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- 2018
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25. The role of opioid analgesics in rheumatic disorders: a position paper from the Portuguese Rheumatology Society.
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Azevedo S, Guimarães F, Leite Silva J, Barros R, Capela S, Abreu P, Cunha Miranda L, Dourado E, Faustino A, Ferreira J, Las V, Martins F, Martins Rocha T, Meirinhos T, Salvador MJ, Santos-Faria D, Soares Rodrigues M, Teixeira F, and Cunha I
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- Analgesics, Opioid administration & dosage, Analgesics, Opioid adverse effects, Anti-Inflammatory Agents, Non-Steroidal therapeutic use, Chronic Pain diagnosis, Drug Administration Schedule, Drug Tapering methods, Fibromyalgia drug therapy, Humans, Low Back Pain drug therapy, Musculoskeletal Pain diagnosis, Osteoarthritis drug therapy, Osteoporotic Fractures drug therapy, Patient Selection, Portugal, Rheumatology, Societies, Medical, Analgesics, Opioid therapeutic use, Chronic Pain drug therapy, Musculoskeletal Pain drug therapy, Pain Measurement methods, Rheumatic Diseases drug therapy
- Abstract
Pain is a common feature of most rheumatic diseases and it is often the main reason for the patient to seek for a clinical appointment. Chronic pain has a major impact on patient's quality of life, being frequently associated with functional incapacity, sleep and mood disorders. This leads to absenteeism and heavy consumption of health resources, both representing huge burdens on national economy. Managing musculoskeletal pain is pivotal but can be challenging. The use of the available pharmaceutical armamentarium should be parsimonious. Opioids are strong analgesic drugs that mostly act through their agonist action on µ-receptors in the central nervous system. Opioid-related side effects are not negligible and are mediated through both central and peripheral opioid receptors. The use of opioids is well established in the treatment of oncologic pain but their role in the management of musculoskeletal pain is still controversial. Inflammatory rheumatic diseases, osteoarthritis, osteoporotic fractures, chronic low back pain and fibromyalgia represent diverse major rheumatic conditions that frequently lead to chronic pain. In order to standardize and optimize management of musculoskeletal chronic pain in these prevalent diseases, the Portuguese Rheumatology Society elaborated this position paper. The objectives were: a) to define the importance of pain assessment and classification; b) to guide patient selection, appropriate choice of opioids, their management, and raise awareness of their adverse effects; c) to review the existent data on possible indications of opioid therapy on rheumatic diseases.
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- 2020
26. Employment Patterns in OECD Countries: Reassessing the Role of Policies and Institutions. OECD Economics Department Working Papers No. 486
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Organisation for Economic Cooperation and Development, Bassanini, Andrea, and Duval, Romain
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This paper explores the impact of policies and institutions on employment and unemployment of OECD countries in the past decades. Reduced-form unemployment equations, consistent with standard wage setting/price-setting models, are estimated using cross-country/time-series data from 21 OECD countries over the period 1982-2003. In the "average" OECD country, high and long-lasting unemployment benefits, high tax wedges and stringent anticompetitive product market regulation are found to increase aggregate unemployment. By contrast, highly centralised and/or coordinated wage bargaining systems are estimated to reduce unemployment. These findings are robust across specifications, datasets and econometric methods. As policies and institutions affect employment not only via their impact on aggregate unemployment but also through their effects on labour market participation -- particularly for those groups "at the margin" of the labour market, group-specific employment rate equations are also estimated. In the "average" OECD country, high unemployment benefits and high tax wedges are found to be associated with lower employment prospects for all groups studied, namely prime-age males, females, older workers and youths. There is also evidence that group-specific policy determinants matter, such as targeted fiscal incentives. The paper also finds significant evidence of interactions across policies and institutions, as well as between institutions and macroeconomic conditions. Consistent with theory, structural reforms appear to have mutually reinforcing effects: the impact of a given policy reform is greater the more employment-friendly the overall policy and institutional framework. Certain more specific interactions across policies and institutions are found to be particularly robust, notably between unemployment benefits and public spending on active labour market programmes as well as between statutory minimum wages and the tax wedge. Finally, it is shown that macroeconomic conditions also matter for unemployment patterns, with their impact being shaped by policies. (A bibliography is included. Contains 144 footnotes, 9 figures, 3 boxes and 27 tables.)
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- 2006
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27. MoLeNET Mobile Learning Conference 2009: Research Papers
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Learning and Skills Network and Guy Parker
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The Mobile Learning Network (MoLeNET) is a unique collaborative approach to encouraging, supporting, expanding and promoting mobile learning, primarily in English post-14 education and training, via supported shared cost mobile learning projects. Collaboration at national level involves participating institutions and the Learning and Skills Council (now the Skills Funding Agency, http://www.skillsfundingagency.com) sharing the cost of projects introducing or expanding mobile learning and the LSN (http://www.lsnlearning.org.uk) providing a support and evaluation programme. The LSC and institutions have invested over 16 million British pounds in MoLeNET during the period 2007-2010. The MoLeNET support and evaluation programme includes technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitation of peer-to-peer support, networking and resource sharing, research and evaluation. MoLeNET's 2009 mobile learning conference took place on 1st December at The Grange St. Pauls hotel in central London. The aims of the conference were: (1) to share the good practice, lessons learned and research findings arising from MoLeNET phase 2; (2) to demonstrate technologies, systems, learning materials and techniques; (3) to provide an opportunity for networking and knowledge sharing; and (4) to encourage debate and inform strategic thinking about the future of technology enhanced teaching and learning. Presentations delivered at the conference included: (1) Covering the angles--a multi-pronged approach to staff development (Julia Duggleby and Dave Pickersgill); (2) Mobile Phone Appropriation and Pedagogical Mediation by Students in Educational Contexts (Adelina Moura and Ana Amelia Carvalho); (3) Location and Context Sensitive Mobile Learning: The Evaluation of an Urban Education Tour (Claire Bradley, Carl Smith, John Cook and Simon Pratt-Adams); (4) Teachers' Motivation Factors in the Success of Mobile Learning: What We Learnt (Davide Taibi, Manuel Gentile, Luciano Seta, Giovanni Fulantelli, Marco Arrigo and Onofrio Di Giuseppe); and (5) "Mylearningtube": The Use of User Generated Video Content in an FE College (Peter Kilcoyne). Individual papers contain footnotes, tables, figures, and references.
- Published
- 2010
28. Quality Assurance of Higher Education in Portugal: An Assessment of the Existing System and Recommendations for a Future System. ENQA Occasional Papers 10
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European Association for Quality Assurance in Higher Education (ENQA)
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The purpose of this report is to review the past and present external quality assurance for higher education in Portugal and to recommend a future quality assurance and accreditation system that meets the standards for quality assurance in the European Higher Education Area. The review was carried out on the initiative of the Portuguese Ministry of Science, Technology and Higher Education (MCTES) which requested ENQA (European Association for Quality Assurance in Higher Education) to appoint an international panel to conduct the review. During the review process, the Portuguese government announced that the present evaluation system will be dismantled by the end of 2006 and replaced by a new system for accreditation by the beginning of 2007. This initiative parallels activities in a growing number of European countries that are applying quality assurance systems for higher education that are based on an accreditation approach. The panel is, however, convinced that the new system would benefit from a broader quality assurance approach than one based exclusively on accreditation. The panel has completed a review of the past and present system in accordance with the agreement with MCTES, and the European standards for the review of external quality assurance agencies have formed the basis for the review process. Considering the fact that the European standards were only recently adopted by the relevant ministers of the Bologna signatory countries, the current quality assurance agency, the National Council for Evaluation of Higher Education (CNAVES), cannot in all fairness be expected to have developed its organisation and processes according to those standards. However, it has been the conclusion of the panel that the review would suffer from a serious lack of transparency and comparability if the standards were not applied as the frame of reference for the review. Appended are: (1) Terms of reference; (2) ENQA panel; (3) Professional associations; (4) Site visit programme; (5) Summary list of European standards for quality assurance; (6) Overview of recommendations; (7) Budget for the quality assurance agency; and (8) Criteria for accreditation of university study programmes and polytechnic study programmes. (Contains 7 footnotes and 28 notes.)
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- 2006
29. Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD Education Working Papers, No. 9
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Organisation for Economic Cooperation and Development, Arbo, Peter, and Benneworth, Paul
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The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)
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- 2007
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30. Can bats help paper industry? An evaluation of eucalypt insect-related predation by bats.
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da Silva, Luis P., Oliveira, Daniela, and Mata, Vanessa A.
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- *
BATS , *BIOLOGICAL pest control agents , *EUCALYPTUS , *BAT conservation , *PAPER industry , *SUSTAINABLE forestry , *SUSTAINABILITY - Abstract
Bats have long been recognized as important pest controllers. However, there are no studies evaluating the potential of bats in predating insect pests of Eucalyptus trees, one of the most planted trees worldwide. We evaluated the predation of 3 worldwide spread Eucalyptus pest, Ctenarytaina spatulata, C. eucalypti and Gonipterus platensis, in Portugal, and also the former main pest biological control agent, the parasitoid Anaphes nitens. We used molecular methods to identify 10 bat species from 356 droppings and used a specific PCR assay to detect the 4 target insects. We detected C. eucalypti in 3 droppings, C. spatulata in 4, G. platensis in 1, and none with A. nitens. Our results indicate that bats can potentially act as suppressing agents of the novel exotic prey in eucalypt plantations, but their importance seems low, likely as a result of their low use of eucalypt plantations as foraging grounds. Managing plantations to attract bats, would not only help in bat conservation, but could also increase natural pest control of eucalypt pests, leading to more sustainable forestry practices. [ABSTRACT FROM AUTHOR]
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- 2023
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31. Teleconsultation in respiratory medicine - A position paper of the Portuguese Pulmonology Society.
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Morais A, Bugalho A, Drummond M, Ferreira AJ, Oliveira AS, Sousa S, Winck JC, and Cardoso J
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- Humans, Pandemics, Portugal epidemiology, Remote Consultation, COVID-19 epidemiology, Pulmonary Medicine
- Abstract
The COVID-19 pandemic crisis, among so many social, economic and health problems, also brought new opportunities. The potential of telemedicine to improve health outcomes had already been recognised in the last decades, but the pandemic crisis has accelerated the digital revolution. In 2020, a rapid increase in the use of remote consultations occurred due to the need to reduce attendance and overcrowding in outpatient clinics. However, the benefit of their use extends beyond the pandemic crisis, as an important tool to improve both the efficiency and capacity of future healthcare systems. This article reviews the literature regarding telemedicine and teleconsultation standards and recommendations, collects opinions of Portuguese experts in respiratory medicine and provides guidance in teleconsultation practices for Pulmonologists., (Copyright © 2022 Sociedade Portuguesa de Pneumologia. Published by Elsevier España, S.L.U. All rights reserved.)
- Published
- 2023
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32. Bringing about Curriculum Innovations. OECD Education Working Papers, No. 82
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Organisation for Economic Cooperation and Development and Karkkainen, Kiira
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Innovation is essential for the education sector. The ways in which curriculum decision making is organised reflects different implicit approaches on how educational systems pertain to promote innovation in education. Curriculum holds an outstanding place when seeking to promote innovation in education, as it reflects the vision for education by indicating knowledge, skills and values to be taught to students. It may express not only "what" should be taught to students, but also "how" the students should be taught. Curriculum innovations can include new subjects, combinations of old subjects or cross-cutting learning objectives. They may also take a form of new content, concepts, sequencing, time allocation or pedagogy. This paper characterises two contrasted approaches to curriculum decision making and bringing about innovations in education. At one extreme, a prescriptive central curriculum implicitly places the initiative for educational innovations at the level of the central administration. This approach provides strong incentives for schools and teachers to adapt innovations that would not otherwise take place. Innovations, supported by policy measures and informed by research, are brought within the reach of all schools and teachers in an equitable manner. The challenge is then to accommodate local needs and ensure the commitment to and implementation of innovations by schools and teachers. At the other extreme, decentralised curriculum decision making provides schools--and perhaps even teachers--with room to create their own educational innovations. This approach allows for experimentation relevant to individual students and local communities. Innovations are meant to spread through horizontal networks of schools and teachers. The challenge is then to provide incentives for individual schools and teachers to innovate or adapt innovations and ensure that they have equal capacity to do so. The paper provides an overview of various possible approaches linking curriculum policy to educational innovation, it shows that OECD countries can mix these approaches and it discusses elements that can affect those innovations in reality. Focusing on public lower-secondary education, it draws on various OECD and UNESCO data. First, the paper suggests that OECD education systems differ clearly when looking at formal curriculum decision making, although no system relies on a purely central or school-based approach to curriculum innovations. Second, several elements can reduce the "innovation power" of the central curriculum and the "innovation flexibility" of the decentralised curriculum. Third, stakeholders--such as experts, teachers and parents--are able to influence curriculum innovations differently at central and school levels. Innovations in central-level curriculum appear to have widespread possibilities to rely on expert knowledge with consultation with practitioners, parents and the wider public. School level curriculum innovations appear to build mainly on principals and teachers' knowledge with an indirect influence from experts and parents. Annexed are: (1) Emerging Curriculum Themes in OECD Countries; (2) Approaches to Bringing About Competence-Based Curriculum; (3) Central Level Curriculum in OECD Countries; (4) Details on the Implicit Approaches to Curriculum Innovations; and (5) Roles of Parents in Decision Making on Education Policy. (Contains 13 tables, 4 charts, 5 boxes and 20 notes.)
- Published
- 2012
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33. Integration of Immigrants in OECD Countries: Do Policies Matter? OECD Economics Department Working Papers, No. 564
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Organisation for Economic Cooperation and Development, Causa, Orsetta, and Jean, Sebastien
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This working paper assesses the ease of immigrants' integration in OECD labour markets by estimating how an immigration background influences the probability of being active or employed and the expected hourly earnings, for given individual characteristics. Applying the same methodology to comparable data across twelve OECD countries, immigrants are shown to significantly lag behind natives in terms of employment and/or wages. The differences narrow as years since settlement elapse, especially as regards wages, reflecting progressive assimilation. Strong differences in immigrant-to-native gaps are also observed across countries, and the paper shows that they may, to a significant extent, be explained by differences in labour market policies, in particular unemployment benefits, the tax wedge and the minimum wage. In addition, immigrants are shown to be overrepresented among outsiders in the labour market and, as such, highly sensitive to the difference in employment protection legislation between temporary and permanent contracts. (Contains 36 footnotes, 1 figure and 10 tables.)
- Published
- 2007
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34. Labour Market Characteristics and International Mobility of Doctorate Holders: Results for Seven Countries. OECD Science, Technology and Industry Working Papers, 2007/2
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Organisation for Economic Cooperation and Development and Auriol, Laudeline
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This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)
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- 2007
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35. 'American by Paper': Assimilation and Documentation in a Biliterate, Bi-Ethnic Immigrant Community
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Vieira, Kate Elizabeth
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Calls from policymakers to assimilate immigrants through English literacy have grown urgent. Yet the 2007 U.S. Census has reported that one in five U.S. residents speaks a language other than English at home. What's more, new immigrants often settle in long-standing immigrant communities in which these non-English languages are the lingua franca. These demographic trends call for a reconceptualization of the problematic relationship of literacy to immigrant assimilation. To whom, precisely, are immigrants assimilating, especially in multi-ethnic communities? And how exactly does literacy, especially biliteracy, shape this process? Through an ethnographic investigation of how two different immigrant groups form biliterate partnerships in the quest for legal immigration papers, this essay examines how literacy and assimilation function in light of the changing writing demands of contemporary immigrant life. (Contains 8 notes.)
- Published
- 2010
36. Teacher Evaluation: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 23
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Organisation for Economic Cooperation and Development and Isore, Marlene
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This paper discusses the most relevant issues concerning teacher evaluation in primary and secondary education by reviewing the recent literature and analysing current practices within the OECD countries. First, it provides a conceptual framework highlighting key features of teacher evaluation schemes. In particular, it emphasises the importance of clarifying the purposes of teacher appraisal, whether summative when designed to assure that the practices enhancing student learning are undertaken or formative when conducted for further professional development objectives. It also encompasses the diverse criteria and instruments commonly used to assess teachers as well as the actors generally involved in the process and potential consequences for teachers' professional life. Second, it deals with a number of contentious points, including the question of the use of student outcomes to measure teaching performance, the advantages and drawbacks of different approaches given the purpose emphasised and resource restrictions, the implementation difficulties resulting from different stakeholders' interests and possible ways to overcome these obstacles. Finally, it provides an account of current empirical evidence, pointing out mixed results stemming from difficulties in assessing the effects of such evaluation schemes on teaching quality, teachers' motivation and student learning. It concludes by considering the circumstances under which teacher evaluation systems seem to be more effective, fair and reliable. Developing a comprehensive approach to evaluate teachers is critical to make demands for educational best practice compatible with teachers' appropriation of the process as well as to enhance the decisive attractiveness and recognition of the teaching profession. (Contains 1 table.)
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- 2009
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37. Life Cycle Assessment of Printing and Writing Paper Produced in Portugal.
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Dias, Ana Cláudia, Arroja, Luis, and Capela, Isabel
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ENVIRONMENTAL impact analysis ,ENVIRONMENTAL protection ,PAPER industry ,PULP mills ,ENERGY policy ,RENEWABLE energy sources ,PRINTING industry ,POLLUTION prevention - Abstract
Goal, Scope and Background. The environmental sustainability is one of the current priorities of the Portuguese pulp and paper industry. Life Cycle Assessment (LCA) was the methodology chosen to evaluate the sustainability of the printing and writing paper production activity. This paper grade represents about 60% of the total production of paper in Portugal and its production is expected to increase in the near future. The main goal of this study was to assess the potential environmental impacts associated with the entire life cycle of the printing and writing paper produced in Portugal from Eucalyptus globulus pulp and consumed in Germany, in order to identify the processes with the largest environmental impacts. Another goal of this study was to evaluate the effect on the potential environmental impacts of changing the market where the Portuguese printing and writing paper is consumed: German market vs. Portuguese market. Methods. The main stages considered in this study were: forestry, pulp production, paper production, paper distribution, and paper final disposal. Transports and production of chemicals, fuels and energy in the grid were also included in these stages. Whenever possible and feasible, average or typical data from industry were collected. The remaining data were obtained from the literature and specialised databases. A quantitative impact assessment was performed for five impact categories: global warming over 100 years, acidification, eutrophication, non-renewable resource depletion and photochemical oxidant formation. Results. In the German market scenario, the paper production stage was a remarkable hot spot for air emissions (non-renewable CO
2 , NOx and SO2 ) and for non-renewable energy consumption, and, consequently, for the impact categories that consider these parameters: global warming, acidification and non-renewable resource depletion. These important environmental impacts are due to the energy requirements in the printing and writing paper production process, which are fulfilled by on-site fuel oil burning and consumption of electricity from the national grid, which is mostly based on the use of fossil fuels. The pulp production stage was identified as the largest contributor to water emissions (COD and AOX) and to eutrophication. Considering that energy consumed by the pulp production processes comes from renewable fuels, this stage was also the most contributing to renewable energy consumption. Discussion. The paper distribution stage showed an important contribution to NOx emissions, which, however, did not result in a major contribution to acidification or eutrophication. The final disposal stage was the main contributor to the photochemical oxidant formation potential due to CH4 emissions from wastepaper landfilling. On the other hand, paper consumption in Portugal was environmentally more favourable than in Germany for the parameters/impact categories where the paper distribution stage has a significant contribution (non-renewable CO2 , NOx , non-renewable energy consumption, acidification, eutrophication and non-renewable resource depletion) due to shorter distances needed to deliver paper to the consumers. For the remaining parameters/impact categories, the increase observed in the final disposal stage in the Portuguese market was preponderant, and resulted from the existence of significant differences in the final disposal alternatives in the analysed markets (recycling dominates in Germany, whereas landfilling dominates in Portugal). Conclusions. The pulp and paper production stages were found to be of significance for almost all of the inventory parameters as well as for the impact assessment categories. The paper distribution and the final disposal stages were only of importance for some of the inventory parameters and some of the impact categories.… [ABSTRACT FROM AUTHOR]- Published
- 2007
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38. What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, No. 22
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Organisation for Economic Cooperation and Development and Nusche, Deborah
- Abstract
Education plays an essential role in preparing the children of immigrants for participation in the labour market and society. Giving these children opportunities to fully develop their potential is vital for future economic growth and social cohesion in OECD countries. But migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and individual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which "education policies" can influence these factors to help provide better educational opportunities for migrant students. (Contains 7 footnotes.) [This review was prepared for the OECD Thematic Review on Migrant Education. It was presented and discussed at the Second Meeting of the Group of National Experts on the Education of Migrants in Paris on 13-14 October 2008.]
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- 2009
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39. Measuring User-Created Content: Implications for the ICT Access and Use by Households and Individuals Surveys. OECD Digital Economy Papers, No. 139
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Organisation for Economic Cooperation and Development and van Beuzekom, Brigitte
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This paper reviews recent measurement work on User-Created Content (UCC) undertaken in OECD countries. It shows that UCC is emerging as a significant area of economic and social activity worthy of consideration for official measurement and discusses the implications for the OECD Model Survey on ICT Access and Use by Households and Individuals. (Study summary and questionnaires are annexed. Contains 10 footnotes, 6 figures and 1 table.)
- Published
- 2008
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40. The Wage Premium on Tertiary Education: New Estimates for 21 OECD Countries Countries. OECD Economics Department Working Papers, No. 589
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Organisation for Economic Cooperation and Development, Strauss, Hubert, and de la Maisonneuve, Christine
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This paper presents cross-section estimates of gross hourly wage premia on tertiary education. They are based on a unified framework for 21 OECD countries from the 1990s to the early 2000s and use international household surveys to maximise international comparability. The results of the "augmented" Mincerian wage equations point to an average hourly gross wage premium on completed tertiary education of 55% in 2001 (country-gender average), translating into a premium of close to 11% per annum of tertiary education. Wage premia display little variation over time but huge cross-country variation: at 6% they are lowest in Greece and Spain (men and women) as well as in Austria and Italy (women) while reaching 14%-18% in Hungary, Portugal, and in most Anglo-Saxon countries. Given that the wage premium is the single most important driver of private returns to education, the results presented here have potentially important implications for policies that aim at increasing investment in human capital. Appended are: (1) Correlation pattern among right-hand variables; and (2) Assessment of the potential employement selection bias in the Mincerian Wage Regressions. (Contains 17 tables and 13 figures.)
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- 2007
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41. School Choice and Equity: Current Policies in OECD Countries and a Literature Review. OECD Education Working Papers, No. 66
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Organisation for Economic Cooperation and Development and Musset, Pauline
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This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)
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- 2012
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42. Enhancing Portugal's Human Capital. OECD Economics Department Working Papers, No. 505
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Organisation for Economic Cooperation and Development, Guichard, Stephanie, and Larre, Benedicte
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The lack of human capital in Portugal has become a key obstacle to higher growth. This paper discusses the performance of education and training services in Portugal and shows that improvements are needed to narrow the significant human capital gap with other OECD countries. Despite progress in the past decades, Portuguese children spend comparatively few years in formal education, and they do not perform as well as children from other OECD countries. Adults, especially the least educated, do not participate enough in lifelong learning and training programmes. This situation does not stem from a lack of resources devoted to education and training but from inefficiencies and misallocation of spending, and weaknesses in the quality of the services that compound the low starting point of Portugal regarding education. Modernizing the Portuguese economy therefore requires a broad reform which increases human capital at all levels. The ongoing efforts of the authorities in the three areas -- basic and upper secondary education, tertiary education and adult training -- go in the right direction but implementation remains a challenge. (A bibliography is included. Diagrammed synopsis and comparative information with other European countries are annexed. Contains 66 footnotes, 14 figures and 4 boxes.)
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- 2006
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43. ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38
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Organisation for Economic Cooperation and Development, Enochsson, Ann-Britt, and Rizza, Caroline
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This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during the years 2002-2009. The research is unanimous, even if it is not comprehensive, and it shows that ICT is not used regularly or systematically in the countries reviewed. There are good examples, carried out by enthusiastic teacher trainers, but only a minority of the student teachers benefit from this. Very few articles report innovative use of recent technology. Most of the research reports on the use of computers and traditional computer software. Overall, student teachers do not integrate technology into their teaching. A number of reasons for this are identified. The overall picture is that implementation is necessary at all levels (macro, meso, micro) for a successful outcome, but research also gives examples of how problems can be overcome at a micro-level, which is the level of the actors' pedagogical practice. Enthusiasts do seem to have room for maneuver, but the lack of incentives makes it difficult to involve everyone. (Contains 2 figures and 24 footnotes.)
- Published
- 2009
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44. Assessment and Innovation in Education. OECD Education Working Papers, No. 24
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Organisation for Economic Cooperation and Development and Looney, Janet W.
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Do some forms of student (and school) assessment hinder the introduction of innovative educational practices and the development of innovation skills in education systems? This report focuses on the impact of high-stake summative assessment on innovation and argues that it is possible to reconcile high-stakes assessments and examinations through innovative approaches to testing. While necessary, assessment based on high-stake examinations often acts as an incentive to teach or study "to the test". It may thus limit risk-taking by teachers, students and parents, for instance. The problem may be amplified if a system of accountability and incentives uses the results of these examinations and tests to assess teachers and schools. What should be done to ensure that the systems used to assess education systems do not stifle the risk-taking inherent to innovation--and that they foster innovation skills in students? This study proposes three main ways of combining assessment and innovation: 1) developing a wide range of performance measurements for both students and schools; 2) rethinking the alignment of standards and assessment; 3) measuring the impact of assessments on teaching and learning. One way of influencing teaching and learning might be to modify high-stake testing. Systems will adapt to this, and both teaching and learning will focus on acquiring the right skills. Rather than testing the content of learning, standards could relate to cognitive skills such as problem-solving, communicating and reasoning--with test/examination developers adapting those skills to subjects such as mathematics, science or literary analysis. Similarly, more use might be made of innovative assessment methods based on information and communication technologies, inasmuch as these may feature simulation or interactivity, for instance, at a reasonable cost. Focusing the assessment on cognitive processes rather than content would leave more scope for teachers to put in place innovative teaching/learning strategies. This does, however, assume a high standard of professionalism in teachers and an adequate system of continuing training and knowledge management. As a single type of assessment cannot fully capture student learning, one effective strategy might also be to multiply the number of measurements and thus relieve the pressure on students and teachers to perform well in a single, high-visibility, high-stake test. At the same time, this larger number of measurements could provide the necessary input for systems based on accountability, diagnosis and assessment of the effectiveness of innovative practice. Finally, assessing the technical standard of tests and examinations is an integral part of their development, but it is less common to address the impact they have on teaching/learning or the validity of how their results are used. Since assessment is an integral part of the education process, it is just as important to assess tests and examinations as it is other educational practices in order to achieve improvements and innovation in educational assessment, but also in educational practice. (Contains 12 notes.)
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- 2009
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45. Consumer exposure to phthalates from paper packaging: an integrated approach.
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Poças MF, Oliveira JC, Pereira JR, and Hogg T
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- Environmental Exposure analysis, Humans, Monte Carlo Method, Portugal, Reproducibility of Results, Food Contamination analysis, Food Packaging instrumentation, Paper, Phthalic Acids adverse effects, Phthalic Acids analysis
- Abstract
This paper presents an integrated approach to estimate the exposure of the Portuguese population to phthalates as a contaminant originating from paperboard packaging. The approach combined data of migrant concentration in the foods resulting from a stochastic simulation with consumption data of food packaged in paperboard. The results from the exposure model were validated with experimental values actually found in the food. A short surveillance exercise was conducted with samples collection from market shelves to identify and quantify the phthalates present in both the packages and the food. The distribution of values for the di-butyl phthalate concentration in the packages was used as the input of the initial concentration in the Weibull model to estimate the concentration of this phthalate in the foods. This distribution of occurrence data was then combined with the packaging usage data in a probabilistic simulation with a Monte Carlo sampling method. Exposure values ranged between zero and 8.95 microg day(-1) kg(bw), a value close to the tolerable daily intake established by the European Food Safety Authority (EFSA)--10 microg day(-1) kg(bw). However, the 97.5th percentile and the average were 1.82 and 0.44 day(-1) kg(bw), respectively, indicating that further refinement of the estimates is not necessary. Other phthalates were also detected in the packaging samples: di-isobutyl phthalate and di-ethylhexyl phthalate. The latter was present in all packaging samples collected and was detected in a few food samples at values requiring further investigation.
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- 2010
- Full Text
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46. School Accountability, Autonomy, Choice, and the Equity of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 14
- Author
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Organisation for Economic Cooperation and Development, Schutz, Gabriela, West, Martin R., and Wobmann, Ludger
- Abstract
School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages. (Contains 19 footnotes, 6 figures and 9 tables.)
- Published
- 2007
- Full Text
- View/download PDF
47. Funding Systems and their Effects on Higher Education Systems. OECD Education Working Papers, No. 6
- Author
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Organisation for Economic Cooperation and Development, Strehl, Franz, Reisinger, Sabine, and Kalatschan, Michael
- Abstract
This international study focuses on the funding systems in the area of higher education in the following countries: Austria, Czech Republic, Denmark, Germany, Ireland, Latvia, Norway, Portugal and Slovak Republic. Each individual country study was designed and conducted within an overall common framework by a project partner from the respective country. By using the stakeholder approach, this study addresses and analyses the effects of funding systems on the higher education system and its institutions. In order to present a comprehensive overview, the study explicitly takes into account the stakeholders' diversity and explores the effects of how funding systems are perceived and assessed differently. The overall results, as well as a summary report of each country, are presented in this publication. Information regarding the main features of higher education funding systems, the formal, explicitly stated interrelationships between the funding system and national higher education policies is provided. Furthermore, the intended and unintended effects of funding systems on higher education in general and on the basic core tasks teaching and research are described and discussed. Institutional strategic responses to the respective funding systems are outlined. The various stakeholders' points of view concerning strengths and weaknesses of funding systems are explored by the researchers. This comprehensive report presents an overview of the most important results and conclusions thus far, but cannot presently provide details. The detailed results and stakeholder views have been focused on in each country's individual report. In addition, the main theoretical foundations related to the study results have been briefly described. The full documentation of this study--including all country reports--is available at the Programme on Institutional Management in Higher Education (IMHE) of the OECD: http://www.oecd.org/edu/higher. (Contains 2 notes, 1 figures and 19 tables.)
- Published
- 2007
- Full Text
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48. Scandinavian Conference of Linguistics, Volumes I [and] II (17th, Nyborg, Denmark, August 20-22, 1998). Odense Working Papers in Language and Communication.
- Author
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Odense Univ. (Denmark). Inst. of Language and Communication., Lindberg, Carl-Erik, and Lund, Steffen Nordahl
- Abstract
The two volumes of these working papers include articles by linguists from Scandinavia and other parts of the world. Under the heading, "The Use of IT in Grammatical Analysis/Parsing" are five articles: "Creating Inflecting Electronic Thesauri"; "Tagging Speech Data--Constraint Grammar Analysis of Spoken Portuguese"; "A Constraint-Based Tagger for Norwegian"; "Swedish Constraint Grammar"; and "Two Two-Level Models of Norwegian." Under the heading "Functional/Cognitive Linguistics" are 12 articles: "The Subject is Nominative! On Obsolete Axioms and Their Deep Rootedness"; "Negation: A Cognitive Hurdle in Interpreting"; "Inflection Classes, Norwegian Verbs, and Cognitive Grammar"; "Conditionals in Institutional Settings"; "Different Competencies? A Comparison of the Productive and Receptive Languages of a Danish Agrammatic Patient"; "Some Reflections on Syntactic Structure and the Acquisition Process"; "Placement and Scope of Mainland Scandinavian Modal Adverbs"; "On Grammaticalization of Body-Part Nouns: 'Hand' in Finnish and Estonian"; "Some Pragmatic Properties of French Cleft Constructions"; "The Construal of the Scene: Selected Existential Constructions"; and one article each in German and Danish. Under the heading "Language in Interaction" are eight articles: "Overlap Management and Interactional Competence"; "Stereotypes in Action"; "Danish in Greenland -- a new Dialect? Preliminary Results From a Pilot Project"; "Meanings of the Word 'Work' in a Danish Unemployment Office"; "Codeswitching between Persian and Swedish"; and three articles in Danish. Under the heading "Endangered languages" are four articles: "How Fast Will a Language Die When It Is Officially No Longer Spoken?"; "Komi, an Endangered Language?"; "Phonetic Salience and Language Change: Verb Paradigms in Inari Sami"; and "Linguistic and Political Aspects of Alphabet-Making for a Threatened Language." All articles include a brief abstract in English. References appear throughout the articles. (KFT)
- Published
- 2000
49. Social life cycle assessment based on input-output analysis of the Portuguese pulp and paper sector.
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Costa, Daniele, Quinteiro, Paula, Pereira, Valdecy, and Dias, Ana Cláudia
- Subjects
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PRODUCT life cycle assessment , *PAPER pulp , *INPUT-output analysis , *SCIENTIFIC literature , *EMPLOYMENT statistics , *SOCIAL impact - Abstract
Social life cycle assessment (S-LCA) is a tool to address social impacts from a life cycle perspective. This work presents the first S-LCA of the Portuguese pulp and paper sector. It presents the social risks and the positive social impacts of the sector, which have not been extensively covered in the scientific literature. Two different approaches were used to compile the social life cycle inventory based on input-output analysis. Approach 1 was based on impact analysis of changes in added value. Approach 2 was based on structural path analysis, supporting the disaggregation by production levels (or tiers). The functional unit was the production of 1 United States Dollar in the Portuguese pulp and paper sector. In the social life cycle impact assessment, the social risk assessment was conducted using the Social Hotspots Database. The positive impacts were addressed considering indicators of employment and remuneration, namely total employment, number of employees, labor compensation, and compensation of employees. Based on Approach 1, the results of the social risks showed the Portuguese pulp and paper industry, commerce and forestry sectors, and the Spanish forestry sector as the critical sectors. Based on Approach 2, Portugal and Spain continued to be the countries having the greatest social risks. Other contributions of countries were identified at different production levels, particularly China in tier 3. In both approaches, the stakeholder category 'worker' was the most critical. Regarding the positive social impacts, Approach 1 showed that Portugal and Spain contribute to the highest employment level linked to the pulp and paper, commerce, and forestry sectors. Approach 2 supported the differentiation of employment and remuneration at different production levels. Tier 2 (direct suppliers) presented the highest employment level and persons engaged and the lowest remuneration level. The results showed that Approach 1 provides a faster and more aggregated assessment of social risks and positive social impacts. Furthermore, Approach 2 allowed a more detailed evaluation, providing a better understanding of the social risks and positive social impacts on the supply chain. Thus, Approach 2 is encouraged for different applications since it produces a better understanding of where social risks and positive social impacts occur, providing better guidance for corrective measures and decision-making. [ABSTRACT FROM AUTHOR]
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- 2022
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50. Great tits breeding performance and mercury contamination from the paper and pulp industry in the west coast of Portugal.
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Costa, R.A., Eeva, T., Eira, C., Vaqueiro, J., Medina, P., and Vingada, J.V.
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PAPER industry , *MERCURY , *PAPER mills , *PULP mills - Abstract
Passerine species have been increasingly used as monitors of metal pollution, especially by making use of non-destructive indicators of bird exposure, such as collecting feathers, faeces or blood. During this study, mercury concentrations were determined in feathers, faeces and blood of nestling great tits (Parus major) in industrial (a paper mill) and rural sites on the west coast of Portugal. The aim of this study was to compare the level of mercury in both areas over the study period, as indicated by nestlings’ mercury levels, while assessing possible contamination effects on the breeding performance and health status of great tits. Over the years, feathers showed a significant annual decrease in mercury contamination in the study area. Blood analyses also revealed a significant annual decrease in mercury concentrations, but no significant differences were detected between areas. Faeces data showed no significant difference between years or areas. We found no direct influence of mercury levels on nestling health status or great tit breeding performance. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
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