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Epidural catheterization has become an indispensable part of modern pain therapy, for example, in obstetrics. Learning how to master this skill is an important competency. Videos are among the information sources with the highest information content for learning such skills. The present study aims to analyze videos regarding epidural catheter placement provided on the YouTube platform based on a validated checklist. An expert workshop selected crucial items for learning epidural catheterization in obstetrics. Items were identified and optimized in a five-step testing process. Using this checklist, videos from YouTube were evaluated by eleven health care professionals. Sixteen videos were identified and analyzed. Concerning the catheterization-specific part of the checklist, only two videos showed satisfactory quality. In the didactic part, eleven out of 21 items reached a mean score >50% of the points. Regarding interrater reliability, the catheterization-specific checklist was shown to be substantial (Fleiss’ kappa = 0.610), and the didactic part was shown to be fair (Fleiss’ kappa = 0.401). Overall, standard monitoring and appropriate aseptic technique were followed in only 42% and 49% for the procedure. There was a significant correlation between the runtime and the content quality (p < 0.001). No correlation could be found in terms of platform rating parameters. The video quality varied highly in terms of the requirements of this practical skill. The majority appear unsuitable for self-study due to serious errors and deficiencies regarding patient safety. However, there is no quality control on free platforms. Accordingly, it is difficult to identify suitable videos for educational purposes.
The debate on effects of globalization on welfare states is extensive. Often couched in terms of a battle between the compensation and the efficiency thesis, the scholarly literature has provided contradictory arguments and findings. This article contributes to the scholarly debate by exploring in greater detail the micro-level foundations of compensation theory. More specifically, we distinguish between individual policy preferences for compensatory social policies (unemployment insurance) and human capital-focused social investment policies (education) and expect globalization to mainly affect demand for educational investment. A multi-level analysis of ISSP survey data provides empirical support for this hypothesis. This finding provides an important revision and extension of the classical analytical perspective of compensation theory, because it shows that citizens value the social investment function of the welfare state above and beyond simple compensation via social transfers. This might be particularly relevant in today's skill-centered knowledge economies.
With the ratification of the European Charter for Regional or Minority Languages (ECRM) the Romanian state guarantees all members of national minorities the right to preserve, develop and express their ethnic, cultural, linguistic and religious identity.
The charter offers a catalogue of more than 100 activities; at least 35 should be chosen and put into practice by the member states, as is stated in the Declaration of Commitment.
The article analyses, using the example of “education”, which activities Romania has chosen in its first report on the implementation of ECRM (2010) and how the international commission of experts evaluate the application of the Charter in Romania in their inspection report (2012).
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conclude our systematic review by pointing to three main research challenges: 1) Aligning chatbot evaluations with implementation objectives, 2) Exploring the potential of chatbots for mentoring students, and 3) Exploring and leveraging adaptation capabilities of chatbots. For all three challenges, we discuss opportunities for future research.
The authors present evidence of a new propagation mechanism for wealth inequality, based on differential responses, by education, to greater inequality at the start of economic life. The paper is motivated by a novel positive cross-country relationship between wealth inequality and perceptions of opportunity and fairness, which holds only for the more educated. Using unique administrative micro data and a quasi-field experiment of exogenous allocation of households, the authors find that exposure to a greater top 10% wealth share at the start of economic life in the country leads only the more educated placed in locations with above-median wealth mobility to attain higher wealth levels and position in the cohort-specific wealth distribution later on. Underlying this effect is greater participation in risky financial and real assets and in self-employment, with no evidence for a labor income, unemployment risk, or human capital investment channel. This differential response is robust to controlling for initial exposure to fixed or other time-varying local features, including income inequality, and consistent with self-fulfilling responses of the more educated to perceived opportunities, without evidence of imitation or learning from those at the top.
As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educational
needs – which are widely employed to guide national policy decisions on educational content and the distribution of educational resources. I then discuss a number of problems that students living abroad face which, I argue, policies devised on the basis of these principles either systematically overlook or, in some cases, exacerbate. Finally, I offer two alternative principles – a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility – designed to promote education policies better suited to a globalized world which might help to alleviate the barriers to success commonly encountered by children learning abroad.
The Methodological seminar was conducted by the scientific journal “Philosophy of Education” (Institute of Higher Education, National Academy of Educational Sciences of Ukraine). The participants of the seminar were Prof. Panos Eliopoulos (University of Peloponnese, Greece), Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education.
Ця розмова соціяльного філософа Теодора Адорно, представника критичної теорії суспільства, з Гельмутом Бекером, політичним публіцистом і теоретиком освіти, відбулася 1966 року й була опублікована у збірці філософського-освітніх робіт Теодора Адорно, що мала назву «Виховання до повноліття». У цій розмові Адорно та Бекер критично розглянули множину аспектів тодішньої західнонімецької освіти, яка, на їхнє переконання, не виконувала власне основне завдання – своєю роботою вона не сприяла представникам західнонімецького юнацтва стати соціяльно активними людьми. За Адорно та Бекером, тодішня освіта не виховувала їх як членів демократичного суспільства, як людей, котрі мусять самостійно застосовувати власний розум у суспільстві, демократичні зміни в якому повинні мати сталий характер. Розмірковуючи про мету правильного виховання, ці німецькі інтелектуали визначили суть демократії втіленням такого політичного врядування, котре вимагає активного застосування свого розуму будь-яким членом суспільства. Таким чином, свідомість окремої людини, активізована виховним впливом на себе освіти, що розуміє правильну мету своєї роботи, здатна протистояти впливу на себе соціяльної ідеології конформістського суспільства, реальність якого має виразні ознаки культурної стаґнації. Таку людину Адорно та Бекер погодилися називали повнолітньою людиною. Однак, на їхню думку, освіта, що тримається традиційних засад виховання зумовлює формування такої раціональної адаптації людини до соціяльного світу, що лише збільшує міру її конформізму. Також вони назвали наслідком впливу цієї соціяльної ідеології на свідомість людини її нездатність триматися досвіду, отриманого нею в суспільстві, що її уречевлює. Тому ці німецькі інтелектуали звернули свою увагу на явище первинного, дошкільного виховання дитини, зауважили також й особливости періоду статевого дозрівання, запропонувавши розуміти їх можливими чинниками успішного подолання засобів традиційного виховання. Адорно та Бекер вважали, що нова освіта, здійснюючи оновлене виховання, мусить дієво застосовувати у своєму процесі спонтанність особистого мислення людини. Водночас ця єдність освіти та виховання, дієво уможливлюючи процес індивідуації окремої людини, руйнуватиме ідеологічну тенденцію збереження у вихованні принципу антиіндивідуалізму. Останнє відбуватиметься завдяки активній участи нового індивідуума, людини, яка здатна чинити свідомий опір будь-яким ідеологічним впливам на колективну свідомість суспільства.
A sociedade como um todo vivencia uma crise de ordem ética, mas de uma ética, sobretudo, coletiva. As “pequenas” barbáries instalam-se silenciosamente na sociedade, fomentadas por um sistema econômico que, na sua raiz, é excludente e implacável com aqueles que não se enquadram de alguma forma nele. As pequenas banalizações das injustiças criam elementos que alertam para a possibilidade de que Auschwitz se repita, medo presente e evidenciado por Adorno nas suas obras mais importantes. Os objetivos deste trabalho são responder aos seguintes questionamentos: 1) como traduzir para o dia-a-dia da educação a desconstrução da cultura de violência e preconceito que avança em todo o mundo? 2) Como trabalhar uma pedagogia da imaginação, que seja, antes de mais nada, a condição de imaginar o outro, de imaginar-se no lugar do outro? 3) Quais as bases epistemológicas norteadoras de tal objetivo? Para tanto, verificar-se-á que, por meio da pedagogia do antipreconceito, fundamentada sobretudo no pensamento de Adorno, de Horkheimer e de Marcuse, é possível promover a interdisciplinaridade que aproxime razão de afeto e que denuncie a negação do preconceito, esclarecendo, ainda, que para se fazer uma sociedade mais humanizada torna-se impositivo passar pela desconstrução, pela compreensão e pela reconstrução da educação. Entender e esclarecer como o homem médio viabiliza as posturas excludentes e preconceituosas, impostas tanto pela condição humana quanto pelo capitalismo contemporâneo, no cotidiano da educação constitui uma de suas metas. Enfim, o trabalho propõe-se afirmar a possibilidade de uma ética para a sociedade tecnológica e de semiformação, fundamentada na pedagogia do antipreconceito, cuja finalidade seja a formação de sujeitos conscientes das limitações da ciência e do uso da tecnologia para impedir a barbárie, cuja bandeira seja a do combate à intolerância e às violências e o instrumento principal seja a imaginação.
Objective: Although meaning making and specifically autobiographical reasoning are expected to relate to well‐being, findings tend to be mixed. Attempts at meaning making do not always lead to meaning made. We aimed to disentangle these complex relationships and also explore the role of level of education.
Method: Ninety participants (mean age 36.73 years, SD = 7.27; 74.4% women, 25.6% men) who had experienced the loss of a parent through death, going missing, or Alzheimer's disease narrated this loss, a sad, a turning point, and a self‐defining memory, and completed questionnaires assessing depression, trauma symptoms, and protracted grief. Three aspects of autobiographical reasoning (quantity, valence, and change‐relatedness of self‐event connections) were related to meaning made (sophistication of meaning making) and symptom level.
Results: Years of education correlated both with positive implications of autobiographical reasoning and with meaning made. The quantity, positivity, and change‐relatedness of attempts at meaning making (self‐event connections) predicted accomplished meaning made, and positivity alone predicted less prolonged grief.
Conclusions: Adapting the life story after a loss such that change of the self is acknowledged and positive change can be constructed helps finding meaning and lowering protracted grief. These changes in narrative identity are supported by more years of education.