DOCSLIB.ORG

Intellectual Disciplines and Sciences Section Reproduced From

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Intellectual Disciplines and Sciences Section Reproduced From Intellectual Disciplines and Sciences section reproduced from Yearbook of World Problems and Human Potential (1976) as published by Mankind 2000 and Union of International Associations (see http://www.un-intelligible.org/docs/initiate.php) The section is described in the following pages, followed by an index of disciplines (14 p.), and entries (68 p.) The whole PDF document has been rendered searchable. Note however that using the index to search for references to entries, it is preferable to use the number portion of the reference (rather than include the preceding letter) since the letter and spacing has not been recognized as consistent Example: D0021 Aeronomy, search for 0021 not D0021, or simply search for Aeronomy or aeronomy. However the number portion may also be common to that of other entities cross-referenced, and “D” may be recognized as “0”. Discipline entries have codes indicating cross-references to: Hierarchical relationships from a discipline: • 50: to others of which it is a component part. Total 1417. • 51: to others which are component parts of it. Total 1417. Inter-disciplinary relationships between discipline:s • 56: (other than discipline/subdiscipline relationships). Total 983. Inter-series networks: relating the discipline entries to entries in other sections • 30: to world problems (P Series) Total 1282 • 31: to international periodicals (S Series) Total 1440 • 70: to international organizations (A Series).Total 481 . • 71: to occupations (J-Series) Total 572. • 78: to human development concepts (H-Series). Total 22. • 79: to integrative concepts (K-Series). Total 54. Totals: • Discipline entries: 1845 • Intra-series relationships: 2400 • Inter-series relationships: 3851 Intellectual Disciplines and Sciences D Contents Introduction Intent Significance Definition Identification procedure Preliminary results Possible future improvements Previous, parallel or related initiatives References Entry content and organization Numbered entries (Pages with alphabetical margin mark) Index Discipline name index See also Subject/Keyword Index (at end of publication) H INTERRELATIONSHIPS OF INFORMATION SERIES INCLUDED Cross-references : Cross-references : Yearbook of International Organizations HUMAN HUMAN VALUES DEVELOPMENT United Nations Treaty Series Annuaire des Organisations lnternationales League of Nations Treaty Series Annual International Congress Calendar CONCEPTS A 704 228 w European Treaty Series INTEGRATIVE INTELLECTUAL TRANSDISCIPLINARY DISCIPLINES CONCEPTS ~ AND SCIENCES 421 w 1845 a INTERNATIONAL MULTILATERAL AGENCIES TREATIES ANO ASSOCIATIONS 0 AGREEMENTS 3300 931 0 MULTINATIONAL INTERNATIONAL CORPORATIONS PERIODICALS SERIALS 606 • 1197 e ECONOMIC OCCUPATIONS INDUSTRIAL JOBS SECTORS PROFESSIONS 132 428 ( +311 *) • I I I I I I I I I I I Cross-references : TRADED HUMAN DISEASES Cross-references : International Standard COMMODITIES International Standard Industrial Classification (U.N.) PRODUCTS Classification of 241 Occupations O.L.OJ WORLD 77 (+698*) 0 I I I PROBLEMS I I I I I Cross-references : 2553 ( +4791 ·i G Cross-references : Standard International International Standard Trade Classification (U.NJ Classification of Diseases (W.H.0.) Explanatory notes: 1. Each rectangle corresponds to one information series in this publication. 2. The letter in each rectangle is the same as that in the margin of the sequence of numbered entries of the corres­ ponding series. It may be used to locate the series since the margin marks are in alphabetical order. 3. The number in each rectangle is the total number of entries in the series in question. (Where there is a number asterisked within brackets, this indicates the number of additional entries cross-referenced within the same series, but which have not yet been allocated their own reference number). 4. The relationships indicated between series are not all present in this edition. 5. This diagram appears at the end of the Introduction to each section, facing the explanation of the contents and organization of the entries in that section. ENTRY CONTENT AND ORGANIZATION Entry content and organizationThe entries are divided into the following parts: 1 Entry number (and order): This number (and the order of the entries) has no special significance. The number has been allocated arbitrarily as a ·convenient method of identifying the discipline (particularly for indexing purposes), of filing information on it. and as an identifier to which cross-references from other entries (possibly in other sections) can refer. 2. Discipline name: This is a name associated with the discipline and which is commonly used to identify it. 3. Alternative discipline names: These are listed, if known, in parenthesis following the first discipline name. · · 4 . Description: This is obtained by selecting, restructuring and rewording existing definitions, usually from dictionaries (and mainly from Webster's Third New International Dictionary). It is not a formal definition. Where very different ways of describing or defining the discipline exist, these are included as separate points. 5: Relationships to numbered entries in each series: The cross­ references may be (1) toother organizations entries in this 0-Series, or (2) to entries in other series in this publication. 5. 1 To other discipline entries (in D-Series) 5. 1 . 1 Hierarchical relationships Code 50: a discipline, whose name and entry number (e.g. 01 234) in this 0-Series are given, of which this discipline is a part. Code 51 : a discipline, whose name and entry number (e. g. 04567) in this 0-Series are given, which is a part of this discipline. 5. 1 . 2 Inter-disciplinary relationships Code 56: a discipline, whose name and entry number (e .g. 01 299) in this 0-Series are given, to which this discipline is rel ated 5 . 2 To entries in other series Code 70: an international organization, whose name and entry number (e.g. A2 121 ) in the A-Series are given, which is ex'plicitly concerned with this discipline (possibly as an academ ic society) · Code 71 · an occupation or profession, whose name and entry number (e.g. J 1233) in the J-Series are given, which is the major user of this discipline Code 78: a human development concept. whose name and entry number (e.g. H01 45) in the H-Series are given, which is a concern of this discipline Code 79: an integrative concept, whose name and entry number (e .g. K032 1) in the K-Series are given, which is a concern of this discipline. INTRODUCTION lntent1. Identify the complete range of bodies of principles and - E-Series (economic and industrial sectors): where the discipline has an theories which may be termed intellectual disciplines or sciences as a economic sector as its main subject matter. preliminary to determining their relationship to one another, to entries in - H-Series (human development concepts): where the discipline is other sections of this publication, but specially to the world problems for closely associatec with some pa rticular concept of human development which thosespecific intellectual skills may be required. - J-Series (jobs and occupations): where the discipline, through 2. Provide sufficient description of each discipline to give some indication institutionalization, has given rise to a distinct profession of its nature and scope. - K-Series (integrative and transdisciplinary concepts): where the 3. Provide a context for information on intellectual disciplines which are discipline is closely associated with some particular integrative concept or used in essentially different and frequently non-interacting sectors of is integrated by some inter-discipline. society, without excluding those bodies of principles and theories (as - P-Series (world problems): where, as indicated above, the discipline is recognized by their proponents) which are not recognized (and possibly of central importance to the application of intellectual resources to the rejected) by the proponents of the disciplines conventionally practised in solution of the problem. In some cases, misapplication of a discipline universities. may itself constitute a problem. 4. Clarify the distinction between an intellectual discipline (as a body of - Q-Series (human diseases): where the discipline is primarily theories and principles) and a subject area or area of study, given that a concerned with the study or prevention of a particular disease. discipline is always a subject area, but that as an area of study it does not - S-Series (international periodicals and serials): whereby a vehicle is necessarily constitute a discipline. - provided fo.r information on the discipline and its development 5. Identify relationships between the disciplines included as a basis for - T-Series (multilateral treaties): where the practice of the discipline is further work on the nature of interdisciplinarity. regulated by a multilateral treaty (e.g. genetic engineering, biomedicine) 6. Identify specific world problems with which the disciplines included - V-Series (human values): where the discipline is concerned with the are in some way concerned as a preliminary (a) to obtaining some study of a particular value-related topic (e.g. peace research) understanding of the · degree of mismatch between the network of In addition to the relationships described above, each discipline is disciplines and the network of problems and (b) to predicting the effectively embedded in a network of relationships amongst disciplines as emergence of problem-related disciplines. described by C.F.A. Pantin (2): 'When considering the relationship
Load more

Recommended publications
  • The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law Roger J.R
    Annual Survey of International & Comparative Law Volume 4 | Issue 1 Article 10 1997 The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law Roger J.R. Levesque Follow this and additional works at: http://digitalcommons.law.ggu.edu/annlsurvey Part of the Other Law Commons Recommended Citation Levesque, Roger J.R. (1997) "The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law," Annual Survey of International & Comparative Law: Vol. 4: Iss. 1, Article 10. Available at: http://digitalcommons.law.ggu.edu/annlsurvey/vol4/iss1/10 This Article is brought to you for free and open access by the Academic Journals at GGU Law Digital Commons. It has been accepted for inclusion in Annual Survey of International & Comparative Law by an authorized administrator of GGU Law Digital Commons. For more information, please contact [email protected]. Levesque: The Right to Education THE RIGHT TO EDUCATION IN THE UNITED STATES: BEYOND THE LIMITS OF THE LORE AND LURE OF LAW ROGER J.R. LEVESQUE· The author argues that U.S. as well as international law on educational rights needs to incorporate an important, but heretofore neglected, dimension. U.S. legislation and court decisions, as well as existing international instruments on educational rights focus chiefly on educational access and assign responsibility and authority over educational content and methods almost exclusively to the state and parents. The ideas, concerns and wishes of the young people being educated remain largely unacknowledged and disregarded. The author maintains that only to the extent our understanding of educational rights is rethought to include "youth's self­ determination of education for citizenship" can we expect to improve academic performance, overcome negative attitudes toward school, and adequately prepare children and youth for life in a democratic, pluralistic society and an increasingly interdependent world.
    [Show full text]
  • Index to the NLM Classification 2011
    National Library of Medicine Classification 2011 Index Disease see Tyrosinemias 1-8 5,12-diHETE see Leukotriene B4 1,2-Benzopyrones see Coumarins 5,12-HETE see Leukotriene B4 1,2-Dibromoethane see Ethylene Dibromide 5-HT see Serotonin 1,8-Dihydroxy-9-anthrone see Anthralin 5-HT Antagonists see Serotonin Antagonists 1-Oxacephalosporin see Moxalactam 5-Hydroxytryptamine see Serotonin 1-Propanol 5-Hydroxytryptamine Antagonists see Serotonin Organic chemistry QD 305.A4 Antagonists Pharmacology QV 82 6-Mercaptopurine QV 269 1-Sar-8-Ala Angiotensin II see Saralasin 7S RNA see RNA, Small Nuclear 1-Sarcosine-8-Alanine Angiotensin II see Saralasin 8-Hydroxyquinoline see Oxyquinoline 13-cis-Retinoic Acid see Isotretinoin 8-Methoxypsoralen see Methoxsalen 15th Century History see History, 15th Century 8-Quinolinol see Oxyquinoline 16th Century History see History, 16th Century 17 beta-Estradiol see Estradiol 17-Ketosteroids WK 755 A 17-Oxosteroids see 17-Ketosteroids A Fibers see Nerve Fibers, Myelinated 17th Century History see History, 17th Century Aardvarks see Xenarthra 18th Century History see History, 18th Century Abate see Temefos 19th Century History see History, 19th Century Abattoirs WA 707 2',3'-Cyclic-Nucleotide Phosphodiesterases QU 136 Abbreviations 2,4-D see 2,4-Dichlorophenoxyacetic Acid Chemistry QD 7 2,4-Dichlorophenoxyacetic Acid General P 365-365.5 Organic chemistry QD 341.A2 Library symbols (U.S.) Z 881 2',5'-Oligoadenylate Polymerase see Medical W 13 2',5'-Oligoadenylate Synthetase By specialties (Form number 13 in any NLM
    [Show full text]
  • The Need for Early Childhood Remedies in School Finance Litigation, 70 Ark
    University of Richmond UR Scholarship Repository Law Faculty Publications School of Law 2017 Why Kindergarten is Too Late: The eedN for Early Childhood Remedies in School Finance Litigation Kevin Woodson University of Richmond, [email protected] Follow this and additional works at: https://scholarship.richmond.edu/law-faculty-publications Part of the Education Law Commons Recommended Citation Kevin Woodson, Why Kindergarten is Too Late: The Need for Early Childhood Remedies in School Finance Litigation, 70 Ark. L. Rev. 87 (2017). This Article is brought to you for free and open access by the School of Law at UR Scholarship Repository. It has been accepted for inclusion in Law Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Why Kindergarten Is Too Late: The Need for Early Childhood Remedies in School Finance Litigation Kevin Woodson- I. INTRODUCTION In 2006, Jim Ryan, then a law professor, now dean of Harvard University's School of Education, published A ConstitutionalRight to Preschool,' a seminal article that argued that courts should require states to fund public preschools as a means of abiding by their constitutional obligations to provide all children adequate educational opportunities.2 Though very few courts have ever imposed such a requirement,3 and all but one of these rulings have been eliminated on appeal,' Ryan noted the political popularity of universal preschool and a growing trend among states to provide free pre-kindergarten as grounds for optimism that courts might be more open to ordering preschool remedies in future litigation.' . Associate Professor, Drexel University, Thomas R.
    [Show full text]
  • Remembering Wellness
    REMEMBERING WELLNESS IN TOUCH FOR HEALTH/KINESIOLOGY A History, Context And Vision For Touch For Health, the First 25 Years And The Next Millennium By JOHN F THIE D.C. We are celebrating the 25th anniversary of the publication of the Touch for Health manual and over 30 years of growth, transition, branching out, and reintegration. We have seen immense benefits in our own lives and in the lives of the people we have touched. And we are now poised for and exponential increase in the growth and untold influence and benefit in health care and human development. Touch for Health Kinesiology is now a global phenomenon and part of the "global village". As we look at our history, our current phase of transition, and our vision of Wellness for the future, we must literally contemplate our most sacred heritage, our most profound beliefs and our highest hopes for the future of all humanity and life on earth. As we look forward to the next 25 years for Touch for Health Kinesiology, and the next millennium for all mankind, we see an unprecedented need for change in the way that we live and care for ourselves, and an unprecedented opportunity for those of us in TFH/K to take a leadership role in fulfilling human needs and effecting change in our lives. Now that people from all walks of life --business, arts, science, religion, etc.-- and among all the healing disciplines-- medicine, chiropractic, faith healing, massage, psychology, etc.-- we are uniquely positioned to contribute in all of these areas. With the current zeitgeist, or spirit of the time, we are uniquely prepared to fulfill the desperately needed role of interface between the health-care practitioner (whether reductionist, disease centered, or holistic, wellness oriented), and personal responsibility, self awareness, and self-care.
    [Show full text]
  • India's Agendas on Women's Education
    University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 8-2016 The olitP icized Indian Woman: India’s Agendas on Women’s Education Sabeena Mathayas University of St. Thomas, Minnesota, [email protected] Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Recommended Citation Mathayas, Sabeena, "The oP liticized Indian Woman: India’s Agendas on Women’s Education" (2016). Education Doctoral Dissertations in Leadership. 81. https://ir.stthomas.edu/caps_ed_lead_docdiss/81 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Leadership by an authorized administrator of UST Research Online. For more information, please contact [email protected]. The Politicized Indian Woman: India’s Agendas on Women’s Education A DISSERTATION SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP, AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS by Sabeena Mathayas IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Minneapolis, Minnesota August 2016 UNIVERSITY OF ST. THOMAS The Politicized Indian Woman: India’s Agendas on Women’s Education We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee i The word ‘invasion’ worries the nation. The 106-year-old freedom fighter Gopikrishna-babu says, Eh, is the English coming to take India again by invading it, eh? – Now from the entire country, Indian intellectuals not knowing a single Indian language meet in a closed seminar in the capital city and make the following wise decision known.
    [Show full text]
  • Critical Multiculturalism in the Classroom: from Theory to Practice
    UNLV Retrospective Theses & Dissertations 1-1-1998 Critical multiculturalism in the classroom: From theory to practice Denise Michelle Dalaimo University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Dalaimo, Denise Michelle, "Critical multiculturalism in the classroom: From theory to practice" (1998). UNLV Retrospective Theses & Dissertations. 3065. http://dx.doi.org/10.25669/puxi-p9md This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1996 Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983 Andrea Marie Macaluso Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Leadership Commons Recommended Citation Macaluso, Andrea Marie, "Allison Davis and the Historical Development of His Sociological Concepts: "Cultural Deprivation" and Compensatory Education", 1925-1983" (1996). Dissertations. 3610. https://ecommons.luc.edu/luc_diss/3610 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1996 Andrea Marie Macaluso LOYOLA UNIVERSITY CHICAGO ALLISON DAVIS AND THE HISTORICAL DEVELOPMENT OF HIS SOCIOLOGICAL CONCEPTS: "CULTURAL DEPRIVATION" AND COMPENSATORY EDUCATION", 1925-1983 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ANDREA MARIE MACALUSO CHICAGO, ILLINOIS MAY 1996 Copyright by Andrea Marie Macaluso, 1996 All rights reserved. ii ACKNOWLEDGEMENTS It is with sincere appreciation and gratitude that I acknowledge the efforts of the members of this dissertation committee. Their instruction and guidance lent insight to my research and writing. Their own accomplishments lent inspiration to my studies. Co-Directors Dr. Gerald L. Gutek, Dr. Steven I. Miller both contributed greatly to this dissertation.
    [Show full text]
  • The Myth of Cultural Deprivation, Or a Case for Cultural Pluralism
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 The ym th of cultural deprivation, or a case for cultural pluralism. Barbara Lazarus Wilson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Wilson, Barbara Lazarus, "The ym th of cultural deprivation, or a case for cultural pluralism." (1973). Doctoral Dissertations 1896 - February 2014. 2751. https://scholarworks.umass.edu/dissertations_1/2751 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE MYTH OP CULTURAL DEPRIVATION OR, A CASE FOR CULTURAL PLURALISM A Dissertation Presented By BARBARA LAZARUS WILSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Major Subject Education (c) Barbara Lazarus Wilson 1973 All Rights Reserved THE MYTH OF CULTURAL DEPRIVATION, OR, A CASE FOR CULTURAL PLURALISM A Dissertation By BARBARA LAZARUS WILSON Approved as to style and content by: Dr, Emma CappellUzzo^ Chairman of Committee C/V . , / ft- Dr. Glenn Hawke s. Member / f /) ' ( t -• iU. iX / May, 1973 iii ACKNOWLEDGMENTS With the hope that an "acknowledgement” is foremost an expression of gratitude, I would like to acknowledge in chronological order those people who have helped me with the ideas expressed here, and have given me the insight and confidence to write my dissertation: Thomas Wilson, J.
    [Show full text]
  • Perceptions of Prospective Pre-School Teachers Regarding Children’S Right to Participate in Classroom Activities*
    KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE Received: October 20, 2015 Revision received: August 3, 2016 Copyright © 2017 EDAM Accepted: January 17, 2017 www.estp.com.tr OnlineFirst: April 25, 2017 DOI 10.12738/estp.2017.3.0325 June 2017 17(3) 1035–1059 Research Article Perceptions of Prospective Pre-school Teachers Regarding Children’s Right to Participate in Classroom Activities* Nihan Koran1 Neslihan Avcı2 Cyprus International University Gazi University Abstract This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher’s negative or positive applications regarding children’s participation rights were revealed. Furthermore, pre- school teachers’ aplications were evaluated with regard to requirements of participation. The data of 15 pre-school teachers observed in the ‘school experience’ course were obtained from the files of prospective teachers. Further, 64 hours of observations for each teacher were recorded by two prospective teachers during eight weeks. The data reflecting teachers’ behaviours in the educational environment were analysed using descriptive analysis techniques. Results of the research suggested 144 positive and 505 negative cases for 15 teachers in terms of these requirements. It was observed that some teachers consider child-centered and democratic behaviours and children’s wishes and opinions and take decisions accordingly. Furthermore, teachers showed negative behaviours predominantly in terms of requirements for participation. Keywords Child participation in education • Participation rights of the child • Requirement of participation • Pre-school teachers * This study is derived from the master’s thesis conducted by Nihan Koran at the Department of Educational Sciences of Girne American University under the supervision of Assoc.
    [Show full text]
  • The Implication of Cultural Diversity in American Schools
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Professional and Organizational Development To Improve the Academy Network in Higher Education 1994 The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Follow this and additional works at: https://digitalcommons.unl.edu/podimproveacad Part of the Higher Education Administration Commons Afolayan, Johnson A., "The Implication of Cultural Diversity in American Schools" (1994). To Improve the Academy. 299. https://digitalcommons.unl.edu/podimproveacad/299 This Article is brought to you for free and open access by the Professional and Organizational Development Network in Higher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in To Improve the Academy by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Implication of Cultural Diversity in American Schools Johnson A. Afolayan Moorhead State University The purpose ofthis article is to analyze the major factors respon­ sible for the cultural diversity in America and their implications for professional educators. These factors include immigration, communi­ cation, linguistic diversity, cultural values, and desegregation. While some educators look to the demographics of the new student popula­ tion, others consider historical clues as a method of understanding American diversity. Statistics about school achievement and dropout and graduation rates show the disparity among the ethnic groups. The new immigrants and ethnic groups may experience conflict as a result of cultural attitudes of teachers and peers. Individuals cannot be understood unless they are seen against the cultural history from which they have come and in terms of the situation in which they currently live. Because of the diversity in the American population, educators need to be sensitive to the cultural elements that may affect students' performance and self-esteem.
    [Show full text]
  • The Myth of Right to Education
    IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 19, Issue 12, Ver. I (Dec. 2014), PP 37-41 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org The Myth of Right to Education Dr. Pranita Choudhury Asstt. Prof, University Law College Gauhati University, Guwahati 781014 I. Introduction Education is a fundamental human right which is essential for the empowerment and development of an individual and the society as a whole. It is important for the exercise of all other human rights. It strengthens personal integrity and shapes the society in which we live. Education makes man civilized by making mankind literate in ethics and moral values. If we have a well nurtured and balanced education system, then half the task of the country‟s development is done. It promotes individual freedom and empowerment and yields important development and progress in the society. It is also an important instrument to reduce poverty. Education supports a person‟s ability to access important information. But when there is no freedom of information regarding educational opportunities, the entire project of obtaining information is jeopardized. Lack of information can bar the economically disadvantaged from opportunities including educational facilities like various types of educational facilities, reservations- disabled quota and others. Many a times we see university seats go empty. This is not because of lack of opportunities but due to lack of awareness among the people and lack of transparency. Children‟s education in the middle and lower sections of society are discontinued due to inaccessible information. India despite being a signatory to numerous conventions and international declarations involving children‟s rights, funds obtained are not utilized mainly due to lack of awareness and lack of transparency.
    [Show full text]
  • Teachers and Multiculturalism in Turkey
    Teachers and Multiculturalism in Turkey: An Evaluation of the Competency Perceptions of Teachers Regarding Multiculturalism and their Reflection of These Perceptions to the Classroomi Gülay Aslan Gaziosmanpaşa University, Tokat, Turkey Abstract This study, aiming to determine the competency perceptions of teachers regarding multiculturalism of teachers working at the secondary schools in Tokat province, Turkey, employed a descriptive survey model. The study population was 341 teachers working at secondary education institutions in Tokat province in the 2014-2015 school year. Data was collected using a questionnaire consisting of seven questions to collect personal information, the “Multicultural Competency Perceptions Scale” developed by Başkaya & Kağnıcı (2011), and an open-ended question. Quantitative data was analyzed using SPSS 20 program, and qualitative data was analyzed using content analysis technique. From the analyses, the scores regarding the multiculturalism competency perceptions of teachers were found to be positive and above the mean score. While the multiculturalism competency perceptions of teachers did not differentiate according to gender, workplace, faculty of graduation, age, or seniority, they differed according to the residential area, and subject. The findings obtained through the qualitative data showed that although teachers had positive perception of their competency regarding multiculturalism, this was not reflected to any great extent in the classroom. Keywords: multiculturalism, multicultural education, teacher education, Turkey 361 | P a g e Teachers and Multiculturalism in Turkey 1. Introduction Culture can be defined as the sum of organized customs, ideas, and beliefs that forms the roles determining the expected behaviors of a society (Duverger, 2004), or the traditional values and beliefs that ethnic, religious, and social groups transmit without any change through one generation to the next (Guiso, Sapienza & Zingales, 2006).
    [Show full text]