Aslan, Dolgun; Aydin, Hasan; Tonbuloglu, Betul (2016). Teachers' Awareness of Multicultural Education and Diversity in School Settings. Eurasian Journal of Educational Research, n64 p1-28. Problem Statement: The concept of multiculturalism was in general perceived in terms of ethnic background or difference in race and so brought forth negative viewpoints and apprehensions with regard to the issue. It is undoubtedly of great importance to provide comprehensive educational systems in which individuals in multicultural societies can live together in peace. Therefore the attempt to determine the perceptions of the teachers towards multiculturalism is essential as they are responsible for the organization of class learning environments. Likewise it is important to analyze the degree to which educational programs actually carry or incorporate these multicultural principles with view to ensuring an education that will include all students and ensure they are raised in a way that embraces peace. Nevertheless, the number of studies conducted in Turkey on this topic to date remains very small. Purpose of Study: The purpose of this study is to investigate the perceptions of… [PDF]

Taber, Nancy (2014). Generals, Colonels, and Captains: Discourses of Militarism, Education, and Learning in the Canadian University Context. Canadian Journal of Higher Education, v44 n2 p105-117. This article discusses a feminist discourse analysis that explores the ways in which discourses of learning interact with discourses of militarism at four Canadian civilian universities named for military leaders. I discuss how this particular research topic became apparent to me and explore the current national context where it can be argued that Canada is exchanging an identity of a peace-making country for one of war-making. I examine literature that connects education with militarism, taking a feminist anti-militarist approach, and discuss issues relating to academic freedom in critiquing one's own institution. I explain my methodology and detail my findings, concluding that educators should continue to contest gendered militarism in higher education and society…. [PDF]

Krizay, Erin (2015). Youth Development through English Practice Activities. Peace Corps Publication No. M0109. Peace Corps English practice activities can be a great medium for positive youth development. Worldwide, young people are aware of the increased opportunities available to those with English language skills, creating a high demand for quality English education. As a result, Youth in Development Peace Corps Volunteers (PCVs) are often asked to teach English. The purpose of this Idea Book is to support PCVs with limited teaching experience to meet the expressed needs of the young people in their communities by offering youth nonformal English practice. This Idea Book offers strategies PCVs can use to create and facilitate their own English practice youth group, as well as practical activities that can be used in an extracurricular setting. The book also provides advice and real-world examples contributed by committed Volunteers…. [PDF]

Chou, Pei-I; Ting, Hsiu-Jung (2016). How Closely Related Are the National Curriculum and the Global Dimension? A Content Analysis of the Global Dimension in Elementary School Textbooks in Taiwan. Asia Pacific Education Review, v17 n3 p533-543 Sep. Over the past few decades, researchers, educators, and policymakers have become increasingly concerned about preparing future generations for life in the rapidly changing global society; thus, interest in the global dimension of school curricula has been growing. However, as tension often exists between this global dimension and national education, infusing the former into the latter is not an easy task. Although some countries claim their national curriculum has a global dimension, and many global educators emphasize the relevance of global education in all curriculum areas, little empirical evidence supports such claims. To bridge this gap, the extent to which school textbooks reflect a global dimension must be explored. Therefore, this study conducted a content analysis of 84 elementary school textbooks in Taiwan to examine the scope of their global dimension. We found that around 10% of the textbooks' content was related to the global dimension, the majority of which was in the… [Direct]

Lindroos, Paula; Malotidi, Vicky; Scoullos, Michael; Suomalainen, Sinikka (2017). Learning for and about Sustainability in Higher Education–A Regional Perspective Based on Experiences from the Baltic and the Mediterranean. International Journal of Sustainability in Higher Education, v18 n6 p877-893. Purpose: The purpose of the paper is to present and compare collective efforts of higher education institutions working through regional networks in introducing and promoting education for sustainable development (ESD) and environmental education (EE) in two most significant EU boarder regions. Efforts to support EE/ESD in higher education are usually undertaken at individual universities and, in some cases, at national level, still remaining very fragmented; therefore, the examples of University networks in the Baltic and the Mediterranean regions are of particular interest and importance. Both regions have regional conventions, protocols and strategies for the relevant seas, bringing EU and neighbouring countries of the regions together for the protection of the environment and the promotion of sustainable development (SD) within which EE and ESD are embedded. Design/methodology/approach: This paper presents the driving forces for the establishment, evolution and design of relevant… [Direct]

Nolan, Paul. (2007). Difference, Diversity and Difficulty: Problems in Adult Peace Education in Northern Ireland. International Journal of Educational Development, v27 n3 p282-291 May. The peace process in Northern Ireland has been hailed, variously, as the successful resolution to one of the world's most intractable conflicts, and as a failed attempt to reconcile the conflicting claims of the two main ethnonationalist communities. At both these points, and at every other point along the continuum, recognition is given to the centrality of education. This article looks at the role played by adult learning, and contrasts two fundamentally different approaches. In one, enlightenment assumptions about the power of knowledge to dispel prejudice have run alongside attempts to create a world of shared values; in the other, a postmodern acceptance of different cultures has accompanied a peace process that builds upon ethnic distinctions. As with the Dayton Accord and with other peace agreements brokered with international assistance, the consociational model of governance has been chosen for Northern Ireland in order to create a political equilibrium between the unionists… [Direct]

Delaney, Douglas E., Ed.; Engen, Robert C., Ed.; Fitzpatrick, Meghan, Ed. (2018). Military Education and the British Empire, 1815-1949. University of British Columbia Press Common military education was the lifeblood of the armies, navies, and air forces of the British Empire. It permeated every aspect of the profession of arms and was an essential ingredient for success in both war and peace. Yet much military history overlooks external factors and influences such as education, which shape armed forces. "Military Education and the British Empire" is the first major scholarly work to address the role of military education in maintaining the empire throughout the nineteenth and twentieth centuries. Bringing together the world's top scholars on the subject, this book places distinct national narratives — Canadian, Australian, South African, British, and Indian — within a comparative context. The contributors examine military education within the British Empire as a generator of institutional knowledge, as a socializing agent, and as an enhancer of interoperability. Moreover, this volume explores the importance of professional military… [Direct]

Robert Sambrano (2021). Veterans' Perceptions of Mattering and Marginalization on Community College Campuses. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. With troop withdrawals in Iraq and the recent U.S. peace treaty with the Taliban in Afghanistan, community colleges can expect more veterans on their campuses in the near future. Many institutions are eager to serve these students but are not certain how to meet their needs. Veteran students contend with a range of issues, from the bureaucracy of veterans' benefits to physical and emotional disabilities. The goal of this study was to understand the experiences and needs of student-veterans as they transition from military service to postsecondary education. The findings are derived from structured interviews with 20 student-veterans attending an urban, mid-sized, California community college. Questions explored how well the school's veterans resource center (VRC) was meeting the needs of the student-veteran participants, what gaps existed between these needs and what the VRC (and campus) offered, what would increase their sense of mattering, and what factors contributed to their… [Direct]

Sandell, Marie (2015). Learning in and from the West: International Students and International Women's Organisations in the Interwar Period. History of Education, v44 n1 p5-24. This article explores the importance of higher education to international women's organisations such as the International Federation of University Women, the International Council of Women, the International Alliance of Women and Women's International League for Peace and Freedom, and asks how studying abroad contributed to the international cooperation and understanding promoted by these organisations in the interwar period. In particular, it assesses how the movement of "Eastern" women, especially East Asian, to the West for educational purposes at the beginning of the twentieth century benefited the expansion of these organisations beyond Europe, North America and white settler countries such as Australia and New Zealand between the world wars, and to what extent the experiences of international students in the "West" influenced their political activities back home and their involvement in international women's organisations…. [Direct]

Franco, Amanda (2016). What Do "Ode to Joy," the Nobel Peace Prize, Umbrellas and Cartoons Have in Common? Why Critical Thinking Matters and How Higher Education Moulds. Higher Education for the Future, v3 n1 p108-124 Jan. Critical thinking is the kind of 'good' thinking used in everyday life to increase the chances of success. A critical thinker combines skill and will when working the odds in one's advantage. Nevertheless, thinking is very often far from rational. Since people are built to believe, since living is all about choosing and since education liberates, critical thinking is essential: in higher education, in the job market and in everyday life. Yet, it needs explicit instruction and inclusion in the curriculum. This article, grounded on current literature and oriented towards the future, addresses the higher mission of higher education. Higher education must aim to prepare individuals to become active citizens, who address life as a process of meaningful lifelong learning and who are devoted to non-stop regulation of thinking and behaviour, which are guided by ethics and evidence for personal and common prosperity and, more important, freedom…. [Direct]

(1972). Desirability of Adopting an International Instrument on Education for International Understanding, Co-operation and Peace. Having examined the preliminary study of the legal and technical aspects of International regulations in education for international understanding, cooperation, and peace, the Executive Board of Unesco decided to include this question in the Provisional Agenda of the seventeenth session of the General Conference, Paris, 1972. The text of that decision is found in this document. Annex One gives a summary of the relevant discussions and Annex Two reproduces the study. Examined were: 1) the historical background of international education efforts; 2) definitions and content of education for international understanding, cooperation and peace; 3) the present position of education in member states; and 4) the feasibility and advisability of formulating new standards. Attached as Appendix I is a recommendation concerning the direction of school programs towards international peace and security (drafted in 1949 and submitted to the General Conference at its sixth session, in 1951). Appendix… [PDF]

Sweeney, Duane, Ed. (1984). The Peace Catalog: A Guidebook to a Positive Future. This guidebook to a positive future provides (1) articles and essays covering all aspects of peace by leading experts on peace and nuclear war education, (2) a directory and detailed information on over 1,000 peace organizations, (3) a guide to socially responsible investing, and (4) a list of related reference books, publications, and films. The first of 14 sections focuses on nuclear winter, the evolution and effects of nuclear weaponry, the arms race, and space-based missile defense. Section 2, \Empowerment,\ contains poetry, a personal account of a despair and empowerment workshop, a description of a network called \Interhelp,\ and articles about relating nuclear war to children and \Despair and Personal Power in the Nuclear Age.\ The next two sections contain articles on\How You Personally Can Prevent Nuclear War\ and \How the United States Can Prevent Nuclear War.\ Sections 5 and 6 examine alternatives to war and parenting for peace and justice. Sections 7, 8, and 9 deal with…

Sahin, Yusuf (2011). The Importance of the Foreign Language Learning Contributing to World Peace. Online Submission, US-China Education Review v8 n5 p580-588 May. The aim of this paper is to determine the elements which hinder peace, and emphasize the importance of the contribution of foreign language learning to international peace. Language affects the thought and behavior of human beings. The attitude of a person knowing more than one language of a position is not the same as a person not knowing a foreign language because of that the first person can comment about the position in different standpoints. He can see and evaluate the events in a much broader perspective. As knowledge gives comfort, peace and confidence to the human beings, ignorance causes repulse and revulsion. Knowing a foreign language means entering a world of human beings thinking and believing differently, accepting different life-styles, illuminating, clarifying the obscurities which cause prejudice and revealing human behaviors which seem not comprehensible whereas they are actually very easy to understand. A theory can be developed from all explanations emphasizing… [PDF]

Daniels, Bonnie; Fauth, Gloria (2001). Youth Reintegration Training and Education for Peace (YRTEP) Program: Sierra Leone, 2000-2001. Impact Evaluation. Management Systems International (MSI), with funding from United States Agency for International Development Office of Transition Initiatives (USAID/OTI) and in coordination with other partners, is implementing a program in Sierra Leone entitled "Youth Reintegration Training and Education for Peace" (YRTEP). The object is to provide non-formal education activities to ex-combatant and other war-affected youth. The program is designed to include 40,000 participants, roughly 50% ex-combatants and 50% non-combatants. The training provides a series of non-formal education modules for youth/young adults in areas such as reintegration and sensitization for ex-combatants; vocational and life skills counseling; livelihood skills development in agriculture and other labor-intensive areas; protecting the environment; health issues; civic education; and functional literacy and numeracy. Modules are delivered to the target population by teams of two trainers per group of 20… [PDF]

Spronk, Tanya (2014). Addressing the Challenges of Language Choice in the Implementation of Mother-Tongue Based Bilingual Education in South Sudan. Multilingual Education, v4 Article 16. Since the signing of the Comprehensive Peace Agreement (CPA) in 2005, the Ministry of Education, Science and Technology (South Sudan) has been working towards the implementation of a Language and Education Policy in which the mother tongue of the learner is to be used as a medium of instruction for the first three years of primary education. However, with over 63 Southern Sudanese indigenous communities listed in the Interim Constitution, over 50 living languages listed in the Ethnologue and with no recent language survey or assessment done, there are many challenges in terms of language choices for education. The Department of National Languages within the Ministry of Education, Science and Technology has addressed some of these challenges through the running of a series of workshops entitled, "Principles, Practice and Planning for Multilingual Education". This article presents a participatory planning process as well as some of the resulting principles of language choice… [Direct]

Muthoni, Murage Lucy; Njagi, Njoka Johannes; Wambugu, Gachahi Michael (2018). Assessment of Student Leaders' Skills Critical in Managing Student Affairs in Public Universities in Kenya. International Journal of Education and Literacy Studies, v6 n4 p107-113 Oct. The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students' riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students' affairs in universities in Kenya. Despite the involvement of student leaders in the management of students' affairs in public universities, students' protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders' skills that are critical in managing student affairs in selected… [PDF]

Belyaeva, Ekaterina (2019). Axiological Aspects of the Socio-Cultural Interaction of Russian and Chinese Students in the Educational Space of the Russian Universities. NORDSCI, Paper presented at the NORDSCI International Conference (Athens, Greece, Aug 19, 2019). The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. General purpose of the study was identifying the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study / live with Chinese (500 people), 10 Chinese… [PDF]

Murray, Jeffrey W. (2016). Peace Talks: A "Dialogical Ethics" Model of Faculty-Student Collaboration in the Undergraduate Classroom. Cogent Education, v3 n1 Article 1163764. At the 2015 CIDER conference on Higher Education Pedagogy, professors Abelson and Nelson discussed their intense and inspiring level of instructor-student collaboration, describing how they collaborate with their first-year students in the design of particular assignments and even overall course design at the unit level. This essay seeks to contribute to both our understanding and appreciation of such collaborative learning-centered strategies by applying a "dialogical ethics" model. The essay begins with an extended investigation of the ways in which the dramatistic philosophy of Kenneth Burke illuminates the grammatical, rhetorical, and dialogical mechanisms by which instructor-student collaboration fosters enhanced levels of student engagement in the process of education–including investment, ownership, and empowerment. In doing so, this essay explores how the notions of (i) disparate grammars and recalcitrance, (ii) consubstantiality and irony, and (iii) dialogue of… [Direct]

McGreal, Rory (2017). Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities. International Review of Research in Open and Distributed Learning, v18 n7 p292-305 Nov. Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the "Sustainable Development Goal 4: Quality Education" ("SDG4"). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad. OER can be a significant aid in ensuring inclusive and equitable quality education and can promote lifelong learning opportunities for all. OER, by their very nature as freely available and usable learning resources, can be considered important, if not essential, for supporting the expressed goals in all areas of education. From pre-kindergarten to lifelong learning, including… [PDF]

Bromley, Patricia; Jimenez, Jeremy David; Lerch, Julia (2017). Education for Global Citizenship and Sustainable Development in Social Science Textbooks. European Journal of Education, v52 n4 p460-476 Dec. This article reviews the state of research and data on relevant content, broadly understood as sustainable development, in social science textbooks worldwide. Specifically, it examines the extent to which these textbooks could help learners to acquire the knowledge, skills and values that are needed to meet goal 4.7 of the United Nation's Sustainable Development Goals: "By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development." It reviews relevant literature and analyses three cross-national, longitudinal databases containing information that is coded from textbook content to assess the current state of knowledge. In addition to… [Direct]

(1998). Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. This sourcebook is the outgrowth of a July, 1996 meeting held in Malacca, Malaysia, where the Asia Pacific Network for International Education and Values Education (APNIEVE) experts group articulated the Asia-Pacific longing for peace and harmony. The sourcebook is based on international education and values education, with emphasis on peace, harmony, human rights, democracy, and sustainable development in the region. Major emphases are placed on the meaning of Learning to Live Together, the core and related values needed to live together successfully and peacefully, and the development of learning experiences that will help teacher trainees and students actualize such values. Following an introduction, the sourcebook is divided into these chapters: (1) "The APNIEVE Philosophy"; (2) "The Asia-Pacific: Context and Conceptual Framework"; (3) "Education for Learning to Live Together"; (4) Guidelines for Teaching-Learning Materials and Sample Lesson Plans;… [PDF]

Kennedy, Rozelia Maria (2018). A Biographical Study of Bernard Lafayette, Jr. as an Adult Educator Including the Teaching of Nonviolence Conflict Reconciliation. ProQuest LLC, Ph.D. Dissertation, University of South Florida. The purpose of this study was to explore the life and work of LaFayette, nonviolence and conflict reconciliation from an adult education perspective. This study explores LaFayette's life from an early age through his involvement in the Civil Rights Movement, his contributions to adult education, and his current views on social change. The nonviolence conflict reconciliation LaFayette teaches is based on the philosophy and strategies of Martin Luther King, Jr. During the last 50 years, LaFayette has been kidnapped, threatened, and survived ventures into hostile environments in his effort to teach nonviolence philosophy, strategies, and methods. This historical/biographical study used semi-structured interviews to obtain information from LaFayette directly and from a plethora of media, books, and articles about him. Semi-structured interviews were also used to interview his family members and colleagues. Despite the numerous awards and recognitions LaFayette has received, he had not… [Direct]

(2018). Charting a Course for Success: America's Strategy for STEM Education. A Report by the Committee on STEM Education of the National Science & Technology Council. Executive Office of the President Since the founding of the Nation, science, technology, engineering, and mathematics (STEM) have been a source of inspirational discoveries and transformative technological advances, helping the United States develop the world's most competitive economy and preserving peace through strength. The pace of innovation is accelerating globally, and with it the competition for scientific and technical talent. Now more than ever the innovation capacity of the United States–and its prosperity and security–depends on an effective and inclusive STEM education ecosystem. Individual success in the 21st century economy is also increasingly dependent on STEM literacy; simply to function as an informed consumer and citizen in a world of increasingly sophisticated technology requires the ability to use digital devices and STEM skills such as evidence-based reasoning. The character of STEM education itself has been evolving from a set of overlapping disciplines into a more integrated and… [PDF]

(1912). List of Publications of the United States Bureau of Education Available for Free Distribution, September, 1912. Bulletin, 1912, No. 25. Whole Number 497. United States Bureau of Education, Department of the Interior This bulletin names and describes the publications of the Bureau of Education which, at the time of its compilation (September, 1912), are available for free distribution by this office. Many of these publications are of great value to teachers, students of education, librarians, and people having a general interest in education and the improvement of public and private schools. This bulletin lists publications on the following subjects: (1) Agricultural and mechanical colleges; (2) Agricultural education; (3) Alaska school and reindeer service; (4) American educational history; (5) Associations and congresses; (6) Barnard's American journal of education; (7) Bibliography of education; (8) Bureau of Education: Publications and work; (9) Education and crime; (10) Educational methods; (11) Educational values; (12) Foreign school systems; (13) Higher education; (14) Industrial and technical education; (15) Libraries; (16) Mathematics teaching; (17) Peace movement; (18) Professional… [PDF]

Yablon, Yaacov Boaz (2007). Cognitive Rather than Emotional Modification in Peace Education Programs: Advantages and Limitations. Journal of Moral Education, v36 n1 p51-65 Mar. Contact intervention programs are being used as the main vehicle to enhance positive relationships between conflict groups. Current research seeks to reveal the force driving processes that lead to positive contact between conflict groups, and points to the importance of emotional modification. Acknowledging the centrality of emotional modification, the present study points to the importance of defining the desired goals of contact interventions. It aimed to reveal which of the emotional, cognitive, motivational or behavioural components of intergroup relations were most enhanced in peace intervention programs for Israeli Jewish and Bedouin Arab high-school students in Israel. The findings indicate the cognitive realm as the most enhanced. These findings raise the question of the relevance of emotional modification in regions of persistent conflict, and suggest that intervention methods and desired outcomes must be closely linked. Finally, implications for moral education are… [Direct]

(2015). What Relief Agencies Should Know about the Educational Rights of Children and Youth Displaced by Disaster. Connecting Schools and Displaced Students Brief Series. National Center for Homeless Education at SERVE After disasters, displaced families long to return to a sense of normalcy. As such, reconnecting children and youth to school is especially important during this time. By providing the structure of the educational setting, schools can help children and youth overcome the trauma of a disaster and regain their academic and social stability. Once children and youth are in school safely, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. This brief is directed towards relief agencies. Relief agencies play a critical role in connecting families, children, and youth who have been displaced by disasters to needed services, including enabling children and youth to continue their education. By understanding the educational services and supports that are available to homeless children and youth under federal law, relief agencies will be able to coordinate more effectively with schools and school districts (know as local… [PDF]

Osler, Audrey (2015). The Stories We Tell: Exploring Narrative in Education for Justice and Equality in Multicultural Contexts. Multicultural Education Review, v7 n1-2 p12-25. This paper focuses on the role of narrative in enabling educational processes to support justice and equality in multicultural societies. It draws on Bhabha's (2003) concept "the right to narrate", arguing that conceptions of multicultural education which focus exclusively on the nation are insufficient in a globalized and interdependent world. National narratives, promoted through history and citizenship education, not only deny minorities' perspectives but also encourage exclusive visions of the nation, maintaining the hegemony of the nation-state. Neighboring nations tell alternative, often contradictory, stories through their school curricula. Processes are closer to propaganda than the educational goal of critical thinking and contribute little to the realisation of justice and peace at home or the wider world. Promoting nationalism and a sense of national superiority may weaken the position of migrants and undermine regional and global cooperation. The paper argues we… [Direct]

Baldwin, Julie A.; Buhi, Eric R.; Daley, Ellen M.; Giuliano, Anna R.; Nyitray, Alan G.; Wheldon, Christopher W. (2017). HPV Vaccine Decision-Making among Young Men Who Have Sex with Men. Health Education Journal, v76 n1 p52-65 Feb. Objective: Human papilloma virus (HPV) vaccination is recommended for all men who have sex with men (MSM) in the USA until the age of 26 years. Despite this recommendation, vaccine uptake remains low. The purpose of this study was to (1) describe salient beliefs related to HPV vaccination among young MSM; (2) determine factors that underlie these beliefs; and (3) describe a model for HPV vaccine decision-making. Design: Qualitative descriptive study. Setting: Central Florida, USA. Methods: Semi-structured interviews (N = 22). Results: The majority of respondents had heard of the HPV vaccine, but generally perceived HPV as a women's health issue. Salient behavioural beliefs about HPV vaccination described physical (such as lowering risk and promoting overall health) and psychological benefits (such as protecting sex partners and providing peace of mind). There was some concern regarding the risks of vaccination including contracting HPV from the vaccine, not knowing if it would be… [Direct]

Kizil√ßelik, Sezgin (2015). An Evaluation of the Turkish Education System outside the Conflict between Old and New. Eurasian Journal of Educational Research, n59 p149-163. Basis of the Study: Education is considered to be a system that provides solutions to communal problems, developing individual skills, bringing enlightenment and peace to people. However, the situation is somewhat different in Turkey, for education, which is regarded as a problem-solving activity, has itself become a problem. The Turkish education system has become one of our most serious social problems. This problem essentially stems from discussions over which civilization Turkey belongs to: the Eastern or the Western. The conflict between old and new in the Turkish education system is essentially a struggle between those who claim that "Turkish society is an Eastern society" (anti-Westerners) and those who claim that "It is a Western society" (pro-Westerners). This dispute is directly related to the ongoing process of Westernization that started in the 19th century. The Turkish education system is suffering from the conflict between old and new. The article is… [PDF]

Aydin, Hasan; Tonbuloglu, Bet√ºl (2014). Graduate Students Perceptions' on Multicultural Education: A Qualitative Case Study. Eurasian Journal of Educational Research, n57 p29-50. Problem statement: The main responsibility in the implementation of multicultural education, which includes notions like equality, respect, and peace, as well as an equal opportunity for success for all students, belongs to teachers. The teachers' perception of and attitude towards multicultural education are directly related to how they will implement multicultural education. Some past studies indicate that there is an undeniable effect of culture on education, yet teaching candidates and managers often don't have sufficient knowledge of multicultural education. Data gathered from this study is expected to contribute to the literature on multicultural education practices expected to be included in Turkey's educational programs. Purpose of Study: The purpose of this study is to find out the perception of and the evaluation of multicultural education by participants who work as primary and secondary education teachers who are continuing their doctorate level education in curriculum… [PDF]