Las fundaciones son uno de los actores que actualmente participan junto al Estado en la educación pública de diferentes países. En este artículo se estudia la participación de tres fundaciones en la ...educación media pública de Uruguay, un país con alta presencia estatal en la educación formal. Se propone un marco conceptual que articula aproximaciones a las privatizaciones educativas (Ball & Junemann, 2012; Ball & Youdell, 2007; Bellei & Orellana, 2014; Verger & Bonal, 2012) y a los regímenes de bienestar (Adelantado, 1999; Esping Andersen, 1998; Razavi, 2007) del que se desprenden tres dimensiones analíticas: estratégica, espacial y relacional. A partir de entrevistas a sus directores, de la lectura de diversos documentos y de algunas observaciones participantes se examinan las principales características de estas fundaciones y de su trabajo en la educación secundaria del país, las relaciones que establecen con las empresas, con las organizaciones sociales y con el Estado y el tipo de vínculo que promueven con los estudiantes y los docentes, así como las consecuencias de todo lo anterior para el sentido de lo público en la educación. Los resultados muestran diversidad en la dependencia empresarial así como en su integración a la educación pública de Uruguay. Advierten también sobre algunas tensiones que el Estado debe resolver para que la participación de las fundaciones amplíe y no obstaculice la construcción de los valores asociados a lo común y lo colectivo en la integración de todos los estudiantes a la educación media.
In the United States the policy making process claims to be a cyclical process which drives politicians, dictates policies drafted, and legislation ultimately passed. The process begins with the ...people bringing issues, ideas, and concerns to the attention of the news media, advocacy groups, grassroots organizations, or interest groups. Ideally these groups connect the concerns of the people to elected officials and/ or courts who respond by creating policies which address these concerns. This is an over-simplified ideal. The reality of policymaking is messy, partisan, and the results frequently fail to address the concerns of the public, or create more unintended consequences than solve problems. Public education is an area of concern most familiar with unintended consequences.
More than 1000 public educational institutions maintained by the church work in Hungary currently, therefore recently the denominational public education has turned into a current question again. The ...expansion can be originated for several reasons, to which as a starting point the law of 1990 may be considered which takes action on the freedom of conscience and religion. As a result of this since the change of the regime, the church has become a school maintainer, too, which means new challenges and continuously sets new expectations for it. Denominational schools as publicly financed institutions have to meet their educational mission with the states and the school selectors’expectations. Several researchers have examined the determinants of school selection on both international and national levels (Bell 2009, Denig et al. 2009, Dronkers 1995, Ferenc-Séra 2001, Kertesi 2014, Korzenszky 1997). We may presuppose that the school - as the device of social mobility - shows the opportunity for the child's prosperity in the parents' eye. The determinants of selecting a school may be changing in each country and age, yet there are factors that can be considered relatively constant like the residential area, the parents’ social status and educational level, their piety and cultural capital, their faith in the school as the device of social mobility, their image of the future and their knowledge on the opportunities of selecting a school. Furthermore, the content and coherence of the family may also be determined. We may assume that the motivation of the school users selecting either a denominational or a state or a foundation school can be different. Also, it can be probable that the school level –primary or secondary– influences the attitudes of school selectors. The aim of the present study is both to show the results of a questionnaire empirical research conducted among students choosing schools maintained by the church, and by putting the results in an extended conceptional framework to find such social correlations that may help to recognise the expectations and scruples drawn to the churches as school maintainers.
In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern ...nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today.
Como refleja una creciente cantidad de investigaciones científicas, el proceso de plataformización educativa ha generado una serie de inquietudes respecto al uso educativo de las plataformas ...digitales, pero pocos estudios se han interesado por el esencial rol de las familias en este nuevo escenario. El propósito de este artículo es proporcionar evidencia sobre la percepción de las familias respecto a la confianza que depositan en las escuelas en el cuidado de sus hijos/as o tutelados/as al utilizar este tipo de recursos o medios digitales, y las posibles implicaciones de ello para los derechos de la infancia. Basándonos en una metodología cuantitativa que incluyó la aplicación de un cuestionario a familias con hijos/as matriculados en una escuela pública en Cataluña (n=1.639), se arroja luz sobre una amplia gama de percepciones en torno al uso de plataformas digitales. Mientras que algunos participantes valoran la utilidad de estas plataformas durante la pandemia, otros expresan preocupaciones relacionadas con la privacidad de los datos y la posibilidad de discriminación y ciberacoso. Se concluye la necesidad de estimular más investigaciones centradas en el rol clave de las familias a la hora de abordar las cuestiones éticas y sociales derivadas de la digitalización en la educación.
Background
The internet is a widely used source for obtaining medical information both by patients and physicians. YouTube® is a valuable information resource which can improve the learning ...experience of both public and medical professionals if appropriately used. In this study, we want to evaluate quality and accuracy of videos about sleeve gastrectomy procedure.
Methods
We included the first 100 videos returned by YouTube® search engine in response to “sleeve gastrectomy” keyword query to the study. The popularity of the videos was evaluated with an index called the video power index (VPI). Educational quality of videos was measured using the DISCERN score (DISCERN), Journal of American Medical Association (JAMAS) benchmark criteria, and Global Quality Scores (GQS). The technical quality was measured by Sleeve Gastrectomy Scoring System (SGSS) which was utilized by three bariatric surgeons.
Results
The source in 31% of the videos was a patient. The content in 53% of the videos was surgical technique. According to sources, videos uploaded by a university-affiliated physician had significantly higher DISCERN, JAMAS, GQS, and SGSS scores. Videos uploaded by a university-affiliated physician also had lower video power index than videos uploaded by patients. Surgical technique videos had significantly higher DISCERN, JAMAS, GQS, and SGSS scores. Patient experiences and advertisement videos had higher VPI scores. Also, negative correlations were found between video power index and JAMAS, GQS, and SGSS scores.
Conclusions
Online information on sleeve gastrectomy is of low quality, and its contents are of unknown source and accuracy. However, educational potential of YouTube® cannot be ignored.
Growth of the aesthetic surgery marketplace has increased patient choice in provider selection. This study aimed to characterize how patients choose an aesthetic surgeon, identify knowledge gaps in ...this decision-making process, and understand why patients select academic aesthetic surgeons.
A qualitative interview study of aesthetic surgery patients from an academic center was conducted. Purposive sampling maximized representation regarding surgeon, surgery type, and patient demographics. An interview guide was developed in collaboration with content and methodology experts, then refined through pilot testing. Emergent themes were identified using a codebook constructed by grounded theory.
Thematic saturation was achieved with 24 patients. When selecting a surgeon, participants valued bedside manner (24 of 24) and past patients' satisfaction (18 of 24). Most participants (16 of 24) ascribed low importance to board certification. Reasons given for choosing an academic practice included the institution's reputation (13 of 24) and the availability of medical records and other specialties if complications arise (8 of 24). Participants demonstrated knowledge gaps regarding medical training and licensure. No participant (0 of 24) was aware that any licensed physician can offer aesthetic surgery, and nearly all participants (23 of 24) expressed discomfort with this.
Patients prioritize subjective elements when selecting an aesthetic surgeon, relying less on objective and meaningful qualifications like board certification and training background. Academic aesthetic practice is valued because of reputation and ability to function as a medical home. Given the lack of public understanding regarding physician training, initiatives promoting transparency are needed to ensure that patients can make safe, informed decisions.
Racial inequality in public education is not inevitable, it is constructed. The law has been elemental in crafting racial inequality in public education. In this Article, I posit that lawmakers ...seeking to entrench racial inequality in and through public education do so by enacting laws designed to deny Black children access to education, defund public schools disproportionately attended by Black children, and divert many Black educators away from the public education system. This Article draws a through-line between laws enacted to prevent desegregation in the aftermath of the 'Brown v. Board of Education' ruling-an era known as massive resistance-and recently introduced laws that seek to exclude the nation's history of racial inequality and its enduring effects from curriculum. While contemporary laws are cloaked in colorblind language that makes them appear racially neutral, at bottom, they are predicated on the same anti-Black sentiment and white supremacy of Slave Codes, Black Codes, and Jim Crow laws.
This Article builds upon the critical race theory concept of race, reform, and retrenchment by asserting that education retrenchment laws enacted following periods of racial progress can be characterized by the deny, defund, and divert framework. This framework helps us to understand how lawmakers impose racial inequality in and through education, and it can also inform strategies to thwart such laws.
Racial inequality in education is not intractable. Deny, defund, and divert laws can be thwarted by race-conscious laws that seek to promote culturally inclusive education, to strategically fund under-resourced schools, and to rebuild the pipeline of Black educators. Racial inequality cannot be cured solely through reliance on formal equality; instead, laws entrenching racial inequality and white supremacy must be affirmatively dismantled.
The article analyses the process of formation and functioning of zemstvo institutions in Podillia from the perspective of cultural and educational space. The political and socio-economic specificity ...of Podillia province in particular and Right-Bank Ukraine in general largely determined the correction of the zemstvo reform in the region. Zemstvos were forbidden to interfere in the pedagogical process of schools. The state did not assign them the role of rebuilding primary education, but it turned out that as local governments, zemstvos independently expanded their powers. Thanks to the active work of these institutions, primary education became universal. The main achievement of zemstvos in the field of education in Podillia province was the opening and constant financial support of primary schools, the publication of educational literature, and the arrangement of libraries.
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