Adults education

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

Este trabalho é resultado do estágio curricular obrigatório em Psicologia da Educação do curso de Psicologia das Faculdades Anhanguera Campinas. A pergunta de pesquisa que o norteou foi “Qual o papel do Psicólogo Educacional na inclusão de alunos com Altas Habilidades/Superdotação no ensino superior?”. Altas Habilidades ou Superdotação (AH/SD) é a denominação da característica neurológica de uma pessoa que tem habilidades ou inteligência acima da média para sua idade em relação às pessoas de sua região geográfica em dada época. A incidência de AH/SD na população é de 3 a 5%, o que justifica atenção especializada. O método foi exploratório utilizando bibliografia científica de artigos, dissertações e teses, livros e cartilhas. Alguns blogs, sites e grupos em redes sociais foram considerados por sua relevância para os sujeitos e por sua qualidade técnica. As informações colhidas resultaram na apresentação das principais variáveis que circundam a problemática da atuação do Psicólogo na inclusão das pessoas com AH/SD no ensino regular, desde a Educação Infantil até a Pós-Graduação, que são: o currículo das faculdades de Psicologia, o papel atribuído ao Psicólogo Escolar, as políticas públicas da Educação Inclusiva, a invisibilidade das pessoas com AH/SD, o posicionamento do Conselho Federal de Psicologia (CFP), a capacitação de todos os professores e demais profissionais da escola, família e sociedade para a Educação Inclusiva. A partir disso, foi proposto um modelo objetivo de intervenção pelo Psicólogo no ensino superior, considerando a forma como adultos aprendem e considerando que as responsabilidades da instituição de ensino vão muito além de disponibilizar salas e professores. Com base nessas reflexões, é necessária análise individualizada das necessidades de cada estudante com AH/SD, da inclinação de cada um aos estudos, do sentido que cada um atribui aos estudos e da carga de trabalho, em quantidade e qualidade, ofertada pela instituição de ensino por meio das particularidades de cada professor. Dotando-se de uma visão holística e integrativa, o Psicólogo pode assumir o papel de regente, orquestrando a atuação de outros profissionais dentro e fora da escola, somando saberes e multiplicando-os em forma de ampliação de consciência na transdisciplinariedade.
PALAVRAS CHAVES: Inclusão, Altas habilidades, Superdotação, Psicologia.

Politics in Adult Education involves ways in which knowledge is acquired, the dispensing of the knowledge and how to make use of it under different situations. Oni (2017} acknowledged the centrality of knowledge to education. Besides the sponsorship of diverse information, knowledge helps to check wastages, conservativeness in one hand, and on the other hand, promotes the ability to function better. As a field of education concerned with serving the populace with education this paper considers politics in Adult Education in the light of the potentials of positive transformational ability of education. This is exemplified under different sub-headings like, the historical and contemporary adult education, political aspects of adult education, suitable adult education programmes for a community what could promote political stability, and the place of distance learning.

Colloque international Héloïse, IEC, Barcelone, 7-9, II, 2019 « Pédagogies de la démocratie et de la résistance en Europe au XXème siècle et aujourd'hui » Une école sans société ? Ivan Illich, Danilo Dolci et nous, ici, quelque part en Europe du Sud par Antonio Fiscarelli Docteur en philosophie et sciences de l'éducation 1 Résumé Le point de départ de cette étude est le même que celui assumé par Ivan Illich dans l'essai Deschooling society. On discutera de quelques « perplexités » auxquelles on ne peut se soustraire lorsqu'on prend au sérieux « l'hypothèse » que la société puisse être déscolarisée. On interroge aussi l'oeuvre de Danilo Dolci car ce dernier, dans les mêmes années du discours d'Illich sur la déscolarisation, commença lui-même un discours analogue, dans la perspective de construire, en Sicile, un nouveau modèle d'école. Mais notre recherche ne se place pas du côté de l'utopie, n'aspire pas à comprendre si un certain jour nous pourrons « célébrer », comme l'espérait Illich, l'entrée dans ce qu'il nomme « the Age of Leisure ». Elle regarde en deçà de cet espoir car elle n'interroge pas l'avenir mais le présent, une situation déterminée du présent, étant une réflexion sur une expérience empirique se déroulant dans la province de Foggia, en Italie du Sud, depuis une dizaine d'années (ou bien une quinzaine, si nous tenons compte de ses préalables historiques). Il s'agit d'un projet conçu par un groupe d'enfants, destiné à la population d'un bourg paysan qui, dans les derniers trente ans, a vécu tous les conflits sociaux et institutionnels liés au phénomène de l'immigration. On cherchera, donc, à comprendre pourquoi ce projet, qui est né de l'intelligence créative et collaborative de plusieurs enfants et qui paraîtrait se diriger vers l'horizon ouvert par Illich et Dolci, n'arrive pas à s'épanouir. Cela implique une comparaison entre cette expérience et le paradigme constitué par la double expérience de Dolci et Illich. Il s'agit de trouver un sens de ces liens extra-temporels et de vérifier si, en effet, cette approche peut nous dévoiler une perspective significative à l'égard des finalités de l'éducation dans la société actuelle. Résumé en italien Il punto di inizio di questo studio è lo stesso assunto da Ivan Illich nel saggio Deschooling Society. Discuteremo di « alcune perplessità » alle quali non ci si può sottrarre quando si prende seriamente "l'ipotesi" che la società possa essere descolarizzata. Interroghiamo anche l'opera di Danilo Dolci perché quest'ultimo, negli stessi anni del discorso di Illich sulla descolarizzazione, cominciò lui stesso un discorso analogo, nella prospettiva di costruire, in Sicilia, un nuovo modello di scuola. La nostra ricerca non si svolge sul piano dell'utopia, non aspira a comprendere se un certo giorno arriveremo a "celebrare", come voleva Illich, l'entrata in ciò che egli definisce "the Age of Leasure". Essa guarda, per così dire, al di qua di questa speranza, poiché non interroga l'avvenire ma il presente, una determinata situazione del presente, essendo una riflessione su un'esperienza empirica che prosegue nella provincia di Foggia da circa dieci anni (quindici, se teniamo conto dei suoi preliminari storici). Si tratta di un progetto concepito da un gruppo di bambini e destinato alla popolazione di un borgo rurale che, negli ultimi trent'anni, ha vissuto tutti i conflitti sociali e istituzionali legati alla questione dell'immigrazione. Cercheremo quindi di comprendere perché questo progetto, che è nato dalla dall'intelligenza creativa e collaborativa di alcuni bambini e che sembrerebbe dirigersi verso l''orizzonte aperto da Illich e Dolci, sorto, non riesce a decollare. Ciò implica una comparazione fra questa esperienza e il paradigma costituito dalla doppia esperienza i Dolci e Illich. Si tratta di trovare un senso di questi legami extra-temporali e di verificare se, in effetti, questo approccio può svelarci una prospettiva significativa circa le finalità dell'educazione nella società attuale.

Digital media play an increasingly important role in all areas of society. As a result, media literacy is one of the key qualifications for our information society. It enables social participation and opens up opportunities for professional development. Media literacy is not a static construct though – due to technological progress it must be continually developed. For this reason, adult education has a central function in promoting media literacy. At the same time, for education too new opportunities for promoting learning are constantly opening up via digital media. The media education competencies of adult educators are therefore of central significance for assessing and utilising the opportunities and risks of current developments. In light of this, this article discusses the current situation with regards to standards and pathways of professionalization of adult educators in terms of media pedagogic competences in Europe.

Στην εκπαίδευση ενηλίκων είναι μείζονος σημασίας να ληφθεί υπόψη η
ενηλικιότητα των εκπαιδευόμενων και τα ιδιαίτερα χαρακτηριστικά αυτών.
Σημαντικό είναι πριν την δημιουργία ενός εκπαιδευτικού προγράμματος να γίνει
διερεύνηση των επιμορφωτικών αναγκών του πληθυσμού στόχου ώστε το πρόγραμμα
να είναι αποτελεσματικό. Στο τέλος κάθε προγράμματος οφείλεται να γίνει
αξιολόγηση αυτού για διαπιστωθεί αν επιτεύχθηκε ο σκοπός και οι επιμέρους στόχοι
του. Ο ρόλος του εκπαιδευτή είναι καταλυτικός εφόσον είναι σύμβουλος και
καθοδηγητής σε μία πορεία μάθησης που πρωτεύουσα σημασία έχει η ενεργητική
συμμετοχή του ενήλικα εκπαιδευόμενου αλλά και η εμπειρία αυτού.
Στο παρόν σε θεωρητικό επίπεδο γίνεται αναφορά στα καθήκοντα και έργο
των αστυνομικών καθώς και στις σχολές επιμόρφωσης, μετεκπαίδευσης και στα
επιμορφωτικά προγράμματα. Γίνεται μνεία στη σημασία και στην μεθοδολογία της
διερεύνηση των εκπαιδευτικών αναγκών. Σκοπός είναι η διερεύνηση των
εκπαιδευτικών αναγκών των αστυνομικών και η μελέτη περίπτωσης ενός
αστυνομικού τμήματος τάξεως. Προς την επίτευξη αυτού του σκοπού και των
επιμέρους στόχων χρησιμοποιήθηκε η ποιοτική μέθοδος και η χρήση της
ημιδομημένης συνέντευξης κατόπιν σχετικών αδειών από το Αρχηγείο της
Ελληνικής Αστυνομίας, αλλά και κατόπιν της συγκατάθεσης του κάθε αστυνομικού
ξεχωριστά διαφυλάσσοντας την ανωνυμία. Η επεξεργασία των δεδομένων έγινε με
ανάλυση περιεχομένου και τα κύρια αποτελέσματα, τα οποία δεν είναι γενικεύσιμα,
είναι η διαπίστωση ότι δεν γίνεται διερεύνηση των εκπαιδευτικών αναγκών αλλά ούτε
και αξιολόγηση των επιμορφωτικών προγραμμάτων. Το σύνολο των αστυνομικών
εκτελούντων εσωτερική υπηρεσία δεν έχει παρακολουθήσει επιμορφωτικό
πρόγραμμα σχετικό με τα καθήκοντα που αναλαμβάνει. Σύμφωνα με τους
ερωτηθέντες αστυνομικούς οι εκπαιδευτές λαμβάνουν υπόψη την ενηλικιότητα και
κάνουν χρήση συμμετοχικών τεχνικών εκμάθησης. Ο χώρος εκπαίδευσης όμως
φαίνεται να παρουσιάζει προβλήματα. Θεμιτή είναι η διαμόρφωση προγραμμάτων με
νέες θεματικές ενότητες πιο στοχευμένες. Από τα κύρια ευρήματα είναι ότι
καθοριστικός παράγοντας επιμόρφωσης είναι οι πιο έμπειροι συνάδερφοι.
Τα αποτελέσματα της έρευνας μπορούν να χρησιμοποιηθούν από το
Αρχηγείο της Ελληνικής Αστυνομίας ώστε να διαμορφώσει και οργανώσει
επιμορφωτικά προγράμματα σύμφωνα με τις ανάγκες των αστυνομικών και κατά
επέκταση να καταστήσουν και το έργο αυτών πιο αποτελεσματικό προς φύλαξη της
έννομης τάξης και ασφάλειας

School Counseling, one of the counseling Psychology departments, is concerned with the children’s and teenagers’ adjustment to school in order to ameliorate students’ disposition. This project makes mention of the Person-centered or Client-centered theory of Counseling by C.R. Rogers (1902-1987). This theory had a great impact on the educational system and nourished a scientific allure of investigation about the “teacher-student” relation in school life’s issues. Adolescence effects change and problems in every teenager’s life and that’s why psychological support is required at school. In this paper are presented the results from the survey: “The enforcement of Counseling in Secondary Educational System: concepts and opinions of teachers”. The purpose of the research is to investigate the counseling skills of teachers in secondary education about the psycho-emotional-social situations that students are experiencing. The main topics of the research are: i) the development of the relation and cooperation between students and teachers compared to the past, ii) the methods which are used by teachers to connect with students and iii) the type of rogerian counseling that they encountered during of their work experience.


Η Σχολική Συμβουλευτική, ένας από τους κλάδους της Συμβουλευτικής Ψυχολογίας, ασχολείται με την προσαρμογή των παιδιών και των εφήβων στο σχολείο βελτιώνοντας την προσωπική κατάσταση του/της μαθητή/μαθήτριας. Η παρούσα εργασία αναφέρεται στην Προσωποκεντρική ή Ανθρωποκεντρική θεωρία Συμβουλευτικής, με ιδρυτή τον Carl R. Rogers (1902-1987), μια προσέγγιση που άσκησε σημαντική επιρροή στον εκπαιδευτικό χώρο για την καλλιέργεια ενός επιστημονικού ρεύματος διερεύνησης της σχέσης μαθητών και εκπαιδευτικών σε θέματα σχολικής ζωής. Η εφηβική ζωή (12-19 ετών) επιφέρει αλλαγές και προβλήματα στη ζωή του ατόμου καθιστώντας αναγκαία την προσφορά υποστήριξης εντός του σχολικού περιβάλλοντος. Εξετάζοντας τη Συμβουλευτική διαδικασία της β’ βαθμίδας εκπαίδευσης στο ελληνικό εκπαιδευτικό σύστημα, εξελίχθηκε η έρευνα με τίτλο: «Η εφαρμογή της Συμβουλευτικής στο σχολικό περιβάλλον της Δευτεροβάθμιας εκπαίδευσης: αντιλήψεις και απόψεις εκπαιδευτικών». Σκοπός της έρευνας είναι η διερεύνηση των συμβουλευτικών ικανοτήτων των εκπαιδευτικών της Δευτεροβάθμιας εκπαίδευσης σχετικά με τις ψυχοσυναισθηματικές – κοινωνικές καταστάσεις που βιώνουν οι μαθητές. Ως κεντρικά θέματα της έρευνας αναδεικνύονται η εξέλιξη της σχέσης που αναπτύσσεται μεταξύ των εκπαιδευτικών και των μαθητών/μαθητριών συγκριτικά με το παρελθόν, οι τρόποι και τα μέσα που χρησιμοποιούν οι εκπαιδευτικοί για να προσεγγίσουν και να επικοινωνήσουν με τους/τις μαθητές/μαθήτριες και η μορφή που έχει λάβει η συμβουλευτική διαδικασία στην εκπαιδευτική τους εμπειρία αναλογικά με το ροτζεριανό μοντέλο.

As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.

The democratic election of city councils in Spain in 1979 resulted in a revival of Folk High Schools as centers founded for lifelong learning, cultural activities and promotion of artistic and craft creativity among adults. These emerging centers owed little to the Spanish tradition of Folk High Schools developed between 1901 and 1939. Inpiration for the new Spanish Folk High Schools came instead from the German Volkshochschule that flourished in the 1960s and 1970s, as well as from other European models experienced first-hand by Spanish union activists and budding politicians through emigration in Germany and other countries. This paper reconstructs the role that some of these activists, placed in key positions of political parties and trade unions, played in the transfer to Spain of a European and German model of Folk High School that they deemed essential in the modernization and democratization of access to education and culture.

This study aims to articulate the students' perception about cyber bullying, particularly on social media. Even though ICT technology provides a large number of benefits, particularly those who are young, as Campbell (2005) has pointed out that it has also a "dark side" (p. 68). Particularly after the intensive and extensive use of the social media, the impact of the cyberbullying has dramatically increased, but it is rarely discussed and prevented. Hence, in this study, the forty-five participants were selected from two different universities and by using phenomenological analysis (Moustakas, 1994), eight research questions were answered in the semi-structured interviews, which were approximately 45 minutes in length. By gathering theoriginal data were gathered from 'naive' descriptions the experiences related to cyber bullying were taken into account based on reflection and interpretation of the participant's different stories. The collected data were analyzed in Atlas.ti 6 in order to make depth study. Additionally, there were limitations in terms of selecting the participants since a few students wanted to share their personal experiences. As a result, the data showed that the students had inevitably affected by the cyber bullying in the social media in many ways. Among ali these students, the female students had been influenced to a greater degree comparing to male students. Most (96%) of the participants agreed that social relations had changed a lot and they had to have connections with their friends through the social media. The students— particularly females—viewed cyber bullying as a problem, but no one rarely discussed at the university. More importantly a large number (89%) felt loneliness and they did not know how to behave properly. Most (91%) students did not see any helpful resources when dealing with cyber bullying. Students (82%) were currently experiencing the majority of cyber bullying instances outside of the school day, but they had direct relationship with the events at the university. Students (84%) were not able to suggest some basic strategies in order to deal with cyber bullying. They (79%) agreed that they did not know how to respond to cyberbullying. Additionally, a large number of the (94%) participants agreed that the effects would be different on the elite environments comparing to the socially disadvantaged environments. They (96%) pointed out that the future of social media had been changing in terms of education and learning so that they did not have any chance to ignore the social media. Most (85%) of the participants clarified that the university social environment, centres and counselling offices would develop a better network and understanding in order to decrease cyber bullying. Most (88%) participants articulated that cyber bullying on the socail media would develop particuiar problems and would change the culture of social life. Most (81%) claim that social media are important not only for their social life but also for their Professional life so that they did not want to see their private photographs on the walls of their friends. These (61%) participants strongly pointed out that
privacy was remarkably important for the individuals but it was not controlled. Furthermore, most (92%) participants mentioned that the autonomy in the social media would make the individulas aggressive due to the fact that there was not any law and regulations to.

Background: Smoking is considered a risk factor for non-communicable diseases such as lung cancer2, chronic obstructive pulmonary diseases (COPD) 3 and cardiovascular diseases4.  This has resulted in the equivalent of USD 0.9 billion being spent by the country in treating COPD, IHD and lung cancer.5  The government has formulated many policies and enacted laws, amongst others the Control of Tobacco Products Regulation 1993 (CTPR 1993), to decrease the consumption of tobacco products among Malaysians. 
Aim & Objectives: To assess the perceived effectiveness of tobacco control policies and legislation among adults in Malaysia.
Methods/Study Design: A cross-sectional survey was carried out wherein a self-administered questionnaire was distributed to consenting participants.
Results/Findings: A total of 183 people aged between 22-87 years participated in the survey, of whom 9.8% (n=18) were smokers and the rest non-smokers.  The responses on their perceptions of the effectiveness of various tobacco control measures and policies in Malaysia ranged from about 60% to more than 90% depending on the area in question.
Conclusion: There is a general perception there are effective and comprehensive tobacco control measures and policies in place. However, there is a need for more effective implementation and enforcement of these regulations to stop the increasing smoking prevalence in Malaysia.

This article discusses learners' views on Second Chance Schools (S.C.S.) regarding their program, Lifelong Learning and the implementation of participatory educational techniques. Incentives and obstacles to participation on S.C.S. program are examined as well. The conducted approach of the research was quantitive with the use of questionnaires in person regarding the trainees of SCS. The trainees of SCS believe in the value of lifelong education and its multiple benefits strengthen their participation in the program. Therefore, the professional and family obligations as well as the long distance of the schools from their residence, which demands private transportation, make courses participation difficult. The participatory educational techniques use contributes to high degree in active courses participation, increase of interest and effective learning and guarantee its success. On the other hand, it is influenced mostly by the trainer's lack of familiarity and training on this subject as well as the unwillingness of the trainees to collaborate.

In this paper I share the results of a further survey to investigate whether there are any patterns in confidence levels around age, gender, or nationality, and whether learners identify any key moments or events that shaped their opinions. It seems, in this action research study, that GB educated females have a proportionally higher rate of anxiety about maths and exams, than their non-GB educated or male peers. Age does not seem to be a significant factor for anxiety levels.
Most comments centred round feeling stupid or humiliated in class, being unable to ask questions, and needing more explanation or time, thus there is some agreement between the literature and learners on factors that have caused their maths anxiety, namely lack of time, lack of trust, and perceived teacher attitudes. Maths and exam anxiety were linked for only 3 learners, and there was little difference between the comments on exam anxiety of the maths anxious and non-maths anxious groups, with most comments identifying pressure, tension and fear.
Learners’ views are changing as a result of their experience in an adult classroom, becoming more positive, and less fearful.

For several decades now, the problem of empowering the Nigerian youths for self-reliance to checkmate unemployment has been a great concern to the nation. The poverty level and the inability of most parents to sponsor their wards in school have greatly contributed to youths drop out of school. Many of such youths are used as ad-hoc workers. In order to supplement and assist their parents’ efforts, some joined peers who were thugs, hawkers and sometimes criminals who pick pockets, and commit other crimes. Youths have also become tools in the hands of politicians for purposes of political campaigns and perpetration of heinous vices.

This is a pedagogical action research, within the framework of digital literacy with young people in the Adult Education, “Educación de Personas Jóvenes y Adultas”, developed and studied an introductory experience of coding, using Scratch for autonomous learning. It was carried out in Instrumental Training, in the subject of Information Technology and Telecommunications (ICT) of the Center for Integrated Education of Youth and Adults (CEIA) Selva Saavedra of Temuco. We worked with students at risk of social exclusion. The strategies and methods used in the classroom were evaluated with the Scratch environment –from a critical approach– and the potential of this educational technology for the promotion of autonomy in learning in students who cross the digital divide.

Background: Diabetes Mellitus is one of the diseases which can be considered as a slow poison. The World will have more than 300 million diabetics by 2025. India alone accounts for more than 50 million patients which is the highest in the world. Very limited studies have been conducted before, which assessed the awareness  of diabetes  mellitus  in  slum dwellers  especially  in  Mumbai. The  aim and  objective  of  the study  was  to assess  the knowledge, attitude and awareness in slum dwellers of Mumbai, India. Methods: A cross-sectional study was conducted at a slum area of Mumbai, Maharashtra, India. A well-structured questionnaire was distributed to 150 adults between 18 to 60 years. Data was collected  and statistics  were drawn with the help of SPSS 19. Results: In the present study, out of 150, 54.44 % were males (84) and 44 % were females (66). We observed that 71.33% of the slum dwellers have heard about diabetes. 35.33% consumes tobacco while 27.33% have alcohol every day. 20.66% are hypertensive and almost one fourth of them denied taking any medications. Approximately 60% knew the cause of diabetes. 72.33% did not know any  signs & symptoms  of diabetes.  35% and 40% did  not have any knowledge  regarding  the methods used  for investigations and complications of diabetes respectively. Conclusion: Overall, the present study showed that the awareness, attitude and knowledge was low in slum dwellers of Mumbai, India. In order to further prevent new cases and complications  of  diabetes,  new  schemes  and  policies  of  health  awareness  should  be  implemented  at  grass  root  level.

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

The aim of this book is to understand the effects of neo-liberal economies and globalization on education policies where they create inequalities and conflicts. However, the main goal of education is defined as a radical democratization in the schools through the transformation of knowledge. Curriculum plays important role in the transformation of knowledge and it is crucial to build a radical transformation of the societies. From this perspective, three alternative curricula, namely, Peace Education and Conflict Resolution Education, and Peace Education and Conflict Resolution Education combined are implemented and evaluated to investigate the effects on pre-service tecahers' Emotional Intelligence, Self-concept, and Conflict Resolution Skills. The findings indicated that the Peace Education, Conflict Resolution Education, and the Peace Education and the Conflict Resolution Education combined curricula has significant effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills. Among these three curricula, the Peace Education and Conflict Resolution Education combined has the highest effects on Emotional Intelligence, Self Concept and Conflict Resolution Skills.

Resumen Durante mucho tiempo hemos escuchado las diferentes habilidades que son idóneas para el sexo femenino. Así la profesión de maestro es más aceptada por las mujeres que por los hombres, pudiendo añadir que en general las carreras vinculadas a las Humanidades son preferidas por el género femenino. En nuestro trabajo, y a partir del desarrollo de actividades en el aula de música, detectamos un falso perfil para el futuro maestro de primaria donde, si el docente es hombre, evitará la expresión corporal o el control psicomotriz, cuidando la posición corporal o la lateralidad. Si el docente es mujer, por lo general, realizará actividades donde la voz y el cuerpo sean elementos presentes y el juego signifique una herramienta de aprendizaje. Palabras clave: Educación, música, formación, maestro, diversidad de género. Abstract For a long time we have listened to the different skills that are suitable for the female sex. Thus the profession of teacher is more accepted by women than men, and may add that in general careers linked to the Humanities are preferred by the female gender. In our work, and from the development of activities in the music classroom, we detect a false profile for the future teacher of primary where, if the teacher is male, avoid body expression or psychomotor control, taking care of body position or laterality. If the teacher is a woman, she will usually do activities where the voice and the body are present elements and the game means a learning tool.

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

RESUMEN La tercera edad como cuestión social está cobrando un mayor interés debido a los cálculos demográficos que predicen que dentro de algunas décadas estos ciudadanos sean el mayor segmento de la población. Un hecho que ha provocado y está provocando debate social por las importantes consecuencias que implica para el presente y el futuro de esta y futuras generaciones. Debate azuzado por su profunda imbricación con otro tema candente a nivel mundial, como es el de la inmigración, que supone la solución a priori más rápida pero que se encuentra de frente con todavía otro problema importante de la sociedad: la ausencia de trabajo para esas generaciones jóvenes que necesitamos para sostener el sistema de pensiones. Pretendemos revisar el tema de la tercera edad, buscar fundamentación teórica, descubrir dónde aparece la discusión y los distintos puntos de vista y acciones para, más tarde, realizar una propuesta creativa que refleje las necesidades reales de este segmento y del sistema social en conjunto. La metodología con la que se ha procedido en esta disertación ha consistido en una revisión analítica y cualitativa de documentos pertenecientes a autores y proyectos para divisar el status quo de la cuestión. La aproximación de la cuestión es multidisciplinar desde la Educación, la Comunicación y la Sociología.
Cómo citar:  Peña Acuña, B. y Pezzoli, S. (2018) Propuesta de Comunicación intergeneracional entre tercera edad y jóvenes en la sociedad del conocimiento. Revista de la comunicación de la SEECI, nº45. pp.1-14

Per chi e perché lavoriamo? Perché sacrifichiamo così tante energie in un’attività che spesso ci porta a vivere tante ore lontano dalla famiglia, dagli amici, dalle nostre passioni? Vivendo in contatto quotidiano con persone che hanno perso il lavoro e che si trovano in condizioni socio economiche di marginalità, non posso che affermare che lavoriamo per la dignità, per non sprofondare nella miseria, per non perdere il diritto di partecipare attivamente alla vita sociale ed economica. Le persone escluse da molto tempo dal mondo del lavoro o che non hanno mai lavorato e non riescono ad entrare nel mondo del lavoro, si trovano in una situazione assurda e dolorosa: vivono in una Repubblica “fondata sul lavoro” dove la partecipazione attiva alla vita sociale passa necessariamente attraverso un reddito fornito dal lavoro ma loro sono escluse da tutto questo perché afflitte dalla peste del non lavoro. Un cittadino che non lavora non riesce a vivere pienamente la sua cittadinanza. Vive senza un fondamento civico che lo rende riconosciuto e riconoscibile. Non ha un posto, non ha un impegno che lo rende visibile agli occhi della società. Sostenuto quasi unicamente dalle politiche di welfare può anche sprofondare in una passività priva di uscita. In una progressiva perdita di dignità che è disumana. Senza un lavoro dignitoso, sensato, necessario, ben retribuito, non ci sarà dignità per tutti. È questa la chiave di volta nella fase di rapida trasformazione sociale che stiamo attraversando. Ma è veramente possibile realizzare una condizione di piena occupazione in una società come la nostra? Possiamo costruire le basi per una nuova condizione socio-economica mantenendo inalterati gli attuali rapporti di produzione?

The aim of the present study is to examine the writing disposition of convicts and prisoners in Silivri Penal Institution Compound who study at Open Education Secondary School based on various variables. In the present study, "Writing Disposition Scale" that includes 21 5-point Likert type items, developed by Piazza and Siebert (2008) and adapted to Turkish by İşeri and Ünal (2010) was used as data collection tool. To conduct the study in survey model, approval of Ministry of Justice General Directorate of Penal Institutions and Detention Houses Office of Adult Education was obtained and the scale was applied to a total of 350 students who were inmates at Silivri Penal Institutions nos. 1, 2, 3, 4, 5, 6, 7, 8, and Silivri Open Penal Institution. The data collected in the study, namely the writing dispositions of convicts and prisoners who attend Distant Education Secondary School, were analyzed with SPSS 22 software based on the variables of the type of offense, marital status, age and the penal institution of the prisoner. Based on the findings of the present study, it was determined that there was no significant correlation between the students' writing disposition and marital status based on passion and continuity dimensions, and that the level of confidence of single individuals was higher than married individuals based on the dimension of confidence. There was no significant correlation between the writing disposition of the students and their age, penitentiary institution and type of offense.

In recent years, educational technology and innovative programs have been introduced
to many education systems. Although these technologies have a great potential to improve teaching,
learning and management processes especially at higher education, many obstacles and resistance
hinder their implementation. In order to shift towards an entrepreneurial higher education institu-
tion, organisational culture needs to be adapted to the present conditions. Given the importance of
the subject, there is a need for a deeper look into the nature of organisational culture in the context
of its relationships with innovative and technology-based development for educational institutions.
This paper attempts to show and critically analyse the role of organisational culture on the develop-
ment of innovation and technology-based projects (ITBP) at the higher education; particularly by
considering the perceptions of the researchers. Semi-structured interviews were conducted with 34
researchers from different fields. Interpretative phenomenological analysis (IPA) was used in this
study. Academic people (89%) from well-developed organisation in terms of physical components
had better results in developing innovation and technology when compared to the academic people
from non well-developed cultural organisation. Furthermore, values of the organisation are signifi-
cantly important in order to increase the depthless of the innovation and technology-based projects
development.

El presente trabajo pretende dar cuenta de las representaciones sobre la educación en general y sobre el propio proceso de escolarización en particular, que aparecen en imágenes producidas por jóvenes y adultos de sectores populares. Asumimos para hacerlo las reflexiones de Eliseo Verón sobre la Semiosis Social y las de Pierre Bourdieu sobre la práctica fotográfica.

Abstract The study aimed at exploring reading acquisition in Arabic from the perspective of a newly-literate adult native speaker, seeking to improve her reading ability and recite the Quran. Drawing mainly on a participatory cognitive schematic-interactive approach, and accounting for a literacy social view, the study’s construct allowed the investigation of the Arabic reading process, and enabled the participant to make significant progress at reading comprehension. In contrast, improvement in fluency was insignificant in general texts but flawless in reciting the Quran. The participant was also able to gain ownership of her experience, express her needs, and choices, and indicate the liberating effect of acquiring ICTs for advancing general learning and autonomy. Likewise, Modern Standard Arabic is revealed to be the variety of choice for learning rather than the vernacular. Overall, success in improving Arabic reading ability for low-literacy learners is indicated to be interconnected with wider social, economic and educational policies.

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

In the changing environment of the 21st century, universities should develop very innovative ecosystems by doing right investments on human capital, research and development, buildings, laboratories, dorms, and other facilities on the campus while decreasing their costs and expenses in order to increase scientific and technological oriented innovations and outputs. For that reason, most of them are looking toward Big Data Management (BDM), which is a very new and dynamic subject to conduct properly and to make right decisions at the universities.Data analytics and data mining have increased and attracted the attention of most of the leaders, managers, administrators, researchers, and even educators who try to make massive data-related investments and decisions. More importantly, since the funding of higher education has become important issues for most of the governments and higher education management, the importance of BDM will increase in higher education much more than ever before. However, not all the universities are so successful in managing their small or medium-sized data.In this research, how universities are investing by improving their data was analyzed in three different universities in Istanbul.More strategically, how data analytics and mining can make changes and transformation higher education institutions by investing right resources under the promise of Big Data Management was critically studied. In this study, the impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development, and innovation were critically studied. By taking into account the perceptions and the experiences of the experienced experts (6), faculty members (12), managers (4), and technical people (12), who were charged in using data analytics and mining at two state and one private universities, the investment of the universities had analyzed in order to understand critically the effects of the BDM. In the study, the phenomenological analysis was used by asking thirty-one research questions in the semi-structured interviews. While taking into account the observations of the researchers, the collected data of this study were systematically studied in data analysis software-program NVivo 10. The results showed that a few number of the investments had correctly done by using data mining and data analysis. As the participants had mentioned that the data would not have done anything if the higher education management had not taken into account and applied.So, according to the participants (75%), the university management understanding and policies should be changed in order to take in consideration the results of the big data.Even though a great amount of data had produced through the systems of the universities, the analysis, the segmentation, and the selected attention of the data had become dependent on the higher education management.The participants (28%), who were active in planning, funding, and investing, agreed that the investments done according to the results of the big data had better educational, financial, socio-economic, cultural, technological,environmental, and even individual benefits and outcomes. In conclusion, although a little data mining and analysis has properly used in making right investments, the universities are highly convinced on the positive effects of the BDM in their short-term and long-term investments in order to increase their impacts.

Boğaziçi Üniversitesi, Barış Eğitimi Uygulama ve Araştırma Merkezi ile Doğan Gazetecilik tarafından ''Baba Beni Okula Gönder'' Projesi kapsamında, kız öğrenci yurtlarında çalışan görevlilerin ihtiyaçları ve yurtlar hakkında görüş ve önerilerin belirlenmesi için ihtiyaç analizi çalışmaları yapılmıştır. Bunun yanında Yurt Ortamı Ölçeği (Moos,19, Kerimol-Orçan19) ve Duygusal Zeka Ölçeği (Coleman, Bar-On) kullanılarak katılımcıların yurtlarla ilgili ölçek çerçevesinde algıları ve bireysel yaklaşımları ele alınmıştır. Yurt müdürleri ve belletmenlerin maddi manevi ihtiyaçlarını hem kendileri hem de kız öğrenciler açısından saptamak için odak grup çalışması (4 grup)  ve de ölçekler kullanılmıştır.
    Çeşitli illerde yaptırılan toplam 32 adet kız öğrenci yurdunda bölgesel olarak farklılıklar görünmesine rağmen koşullar genellikle birbirine benzemektedir. Kız öğrenci yurtlarında kalan kız çocuklarının çoğunlukla ilgi alanlarını geliştirebilecekleri veya sosyalleşebilecekleri alanların ve olanakların kısıtlı olması, yurttan sorumlu müdür yardımcısı ve belletmen öğretmenlerin çocuklara karşı ilgisi, iş yapabilme becerisi çocukların koşullarını etkilemekte ve gelişimlerini destekleyici yaşam alanı oluşturma ihtiyacını artırmaktadır.
    Bu raporun amacı, yurt görevlileri ve öğrencilerin ihtiyaçlarının belirlenmesinden sonra geliştirilecek faaliyet modellerinin hazırlanması için daha sistemli bir alt yapı oluşturulmasıdır. Kız öğrencilerin okul-yurt arasında geçen yaşamlarında evleri sayılabilecek yurtlarının daha yaşanabilir olması, ilgi alanlarını geliştirebilecekleri, sosyalleşebilecekleri ve aynı zamanda yurt görevlilerinin de benimseyip yürütebileceği daha iyi bir yaşam alanı oluşturmak için önemli bir bilgi kaynaği oluşturmaktadır.

In a global world, it is impossible for a technology- based economy to think independently of other variables, underlying relational environment. In the higher education systems, different environments significantly affect the success of the new start-ups in the universities. In this study we try to look at what effects different interactive ecosystems might possibly have on improving creativity, innovation, patenting and licensing by showing different real-life examples from life sciences. Additionally, the paper tries to look at how exactly ethnographic studies affect participants in the process of creating innovative products. All this is given in a close connection with the interactive ecosystem in which the target participants become more active by developing empathy. Thus, by developing a new in
teractive ecosystem, specifically in the hospitals, participants’
behaviours and attitudes have changed and they have become much more actively engaged in the problems and needs of the health shareholders.
Keywords: Higher education, higher education management,
interactive ecosystems, new trends in higher education,
creativity, innovation patenting and licensing, organizational structure and strategy in higher education, translational research, start-ups for universities.

Resumo: Abstract in portuguese
Buscamos nesta pesquisa compreender como acontecem as práticas pedagógicas no ensino da arte numa sala de aula com uma turma de Educação de Jovens e Adultos, segmento de ensino médio, e quais concepções voltadas para esse ensino fundamentam estas práticas desenvolvidas por uma professora. Como metodologias utilizamos as entrevistas com os sujeitos da pesquisa – professora e alunos – e a observação direta in loco realizada no Centro de Educação de Jovens e Adultos - CEJA de Cuiabá, Estado de Mato Grosso, sendo analisadas qualitativamente. Nesse sentido é preciso ressaltar que estejamos atentos na forma como o ensino e a aprendizagem em arte são desenvolvidos na Educação de Jovens e Adultos, pois, é importante tanto a escola quanto o corpo docente estarem preparados para permitir que esse ensino ocorra de maneira adequada e eficaz, com materiais didáticos e espaços físicos próprios para o ensino e aprendizagem do educando. Dentre as linguagens artísticas, as Artes Visuais assumem papel relevante ao procurar ampliar nos alunos o saber, o fazer e o refletir em arte, importante para a construção do conhecimento. A arte, além de ser registro visual das diferentes expressões e formas humanas criadas ao longo da história, acompanhando as mudanças e transformações ocorridas na sociedade, possibilita ao indivíduo diferentes formas de se expressar e dialogar com o mundo, transmitindo ideias e expressões humanas, construindo, portanto, conhecimento.

Abstract
We seek to understand how this research happen pedagogical practices in art education in a classroom with a group of youth and adult education, high school segment, and what concepts aimed at this school underlie these practices developed by a teacher. How methodologies used interviews with the subjects - teacher and students - and the direct on-site observation held at the Youth and Adult Education Center - CEJA Cuiabá, Mato Grosso, and qualitatively analyzed. In this sense we must emphasize that we are vigilant in the way teaching and learning in art are developed in the Youth and Adult Education, therefore, it is important to both the school and the faculty are prepared to allow this teaching to occur properly and effective, with teaching materials and own physical spaces for teaching and student learning. Among the artistic languages, Visual Arts significant role when looking to expand the students know, do and reflect on art, important for the construction of knowledge. Art, besides being visual record of the different expressions and human forms created throughout history, following the changes and transformations in society, enables the individual different ways to express themselves and interact with the world, transmitting human ideas and expressions, building therefore knowledge.

In this article we analyze the role of technology as a means of accessing powerful mathe- matical ideas (Skovsmose & Valero, 2009) in mathematics education for young people and adults. More particularly, we seek to answer: Can technology act as a bridge between cultural mathematical practices and modeling in favor of a democratic access to powerful mathematical ideas? The possibility of technology being used as a democratizing tool for these ideas is proposed, provided that educational needs are addressed according to previous mathematical conceptions established by the students themselves. In this paper, we present a didactic development, based on the theory of didactictal situations (Brousseau, 1997), as well as the decisions that led to the development of an ad hoc te- chnological tool, serving as a bridge to powerful mathematical ideas. We show how both designs promoted the construction of powerful mathematical ideas and concepts while discussing the possibility of using technol...

This is an Open Educational Resource containing the full  set of slides adopted in the course "Learning Design in Adults' Education". The course covered 6 ECTS and was placed in the 3-year First Level Degree of Educational Sciences at the University of Florence (DM 270/04 - SCIENZE DELL'EDUCAZIONE E DELLA FORMAZIONE).

Problem Statement: Creating a learning environment for in novation and entrepreneurship depends on the leadership model of the university management because of the highly technological and innovative products and services demand. Research Questions: This study questions the leadership model at the universities where inninterovation and entrepreneurship have significantly improved including the drawbacks of  the leadership models. Purpose of the Study: As the purpose of this study, the new leadership model for the university management for innovation and entrepreneurship is studied clearly to understand deeply the
new roles in these highly competitive global economies. Further more, the style of the leadership model is analyzed as well to find out the new strategy.
Research Methods: By using strategically phenomenological  interpretive analysis, the new leadership model for the university management for innovation and entrepreneurship is articulated in three different universities in Istanbul. The
study takes three months where 42 different faculty members and 12  graduate students are questioned by giving 6 different research questions in the semi structured interviews. The  data are analyzed in  Atlas. ti 7.

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.