10 research outputs found
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Teaching Non-Western Studies: A Handbook of Methods and Materials
A handbook which provides methods and techniques that are designed to involve students in a variety of learning activities to broaden their perceptions of the world. The activities are student oriented and include an overview of approaches to teaching about the non-Western world. The hand-book includes models of non-Western studies programs and a list of major resources and curriculum projects in non-Western studies.
The book is divided into four sections. The first is a brief overview of various approaches to teaching about the non-Western world. This is followed by several sample models of non-Western studies programs. While these are not complete, they should give the reader an adequate idea of various ways non-Western studies methods for teaching non-Western studies. These have been designed as instructions with appropriate examples, but teachers should feel free to vary them as they wish. The last section is divided into two parts. The first is a listing of some of the major resources in non-western studies. It should be noted that this is not a comprehensive listing, but represents some of the major, in our opinion, best resources
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Global Education Handbook: Modules for Teaching Pre-School to Secondary School
This handbook was developed to assist K-12 teachers who wish to introduce a global perspective into their curriculum. The modules were developed by classroom teachers and include such topics as: Anti-bias Curriculum: A Multicultural Perspective,” “The African Influence in Puerto Rican Music,” and “Multicultural Education: An Approach through Beauty, Fashion and Art.” Organized according to grade levels, each module is divided into a series of lessons complete with objectives and a detailed description of materials and activities.
It is the purpose of the Global Education Handbook to contribute to networking within the community of educators, locally and globally. The Handbook provides examples of lesson plans and units with a global perspective for use at the pre-school, elementary, middle, and secondary grade levels. It identifies a global network of resources which is available to educators who want to bring the world into their classrooms. Included is an account of an early childhood educator in a rural elementary school in Western Massachusetts who is attempting to instill a global perspective in her curriculum. Her experiences bring to light many of the challenges which confront new and veteran educators who wish to globalize their classrooms and their schools.
The Handbook is organized into chapters according to grade level: pre-school, elementary, middle, and secondary. The material within each of these chapters was developed by teachers who implemented these global education units in their classrooms. Each unit is comprised of several lessons that have either a geographic, cultural, or issue-based focus. These resources can be used directly from the Handbook and it is hoped that they will inspire the development of other lessons and units particular to the unique needs of each educator
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Non-Formal Education in a World Context
During the past decade the role of non-formal education throughout the world has become an important topic. Educators realize that the formal system cannot solve the diversified and complex problems which face a society today. As a consequence a closer look is now being taken at educational activities outside the established system--especially those non-formal processes which have a relationship to socio-economic development.
While many societies have a long tradition of non-formal education, little attempt has been made to utilize this base to provide individuals with a flexible and diversified range of useful learning opportunities. Recently, however, the innate potential of non-formal education is being realized. Today education is being viewed as a life-long process rather than the specified knowledge transmitted in a formal school system.
As interest in the field of non-formal education developed, attempts have been made to collect and exchange useful information. Toward this end, the Center for International Education, University of Massachusetts, hosted a World Education Conference and invited educators to share ideas on non-formal education.
This booklet contains the papers delivered at that Conference. Some papers are exploratory and some definitive, some are brief overviews, and others are detailed accounts; however, all the papers make a worthwhile contribution to the field. The papers have been organized according to geographical areas
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Education and National Development
The New England Regional Meeting of the Comparative and International Education Society was held on the campus of Springfield College on April 29, 1977. The Conference was co-sponsored by the Division of Community Education, Springfield College, and the Center for International Education, University of Massachusetts.
The theme of the conference was Education and National Development. The papers delivered ranged in topics from a global perspective to the use of ethnic and multicultural education to assist in national development. Case studies of specific cultural areas highlight the conference. The papers provided a format for discussing and recording the experiences and research endeavors of the participants. A total of fourteen papers were delivered.
This publication contains the papers delivered at the Conference
Characterization of the bacterial and fungal microbiome in indoor dust and outdoor air samples: a pilot study.
Environmental microbes have been associated with both protective and adverse health effects in children and adults. Epidemiological studies often rely on broad biomarkers of microbial exposure (i.e. endotoxin, 1 → 3-beta-d-glucan), but fail to identify the taxonomic composition of the microbial community. Our aim was to characterize the bacterial and fungal microbiome in different types of environmental samples collected in studies of human health effects. We determined the composition of microbial communities present in home, school and outdoor air samples by amplifying and sequencing regions of rRNA genes from bacteria (16S) and fungi (18S and ITS). Samples for this pilot study included indoor settled dust (from both a Boston area birth cohort study on Home Allergens and Asthma (HAA) (n = 12) and a study of school exposures and asthma symptoms (SICAS) (n = 1)), as well as fine and coarse concentrated outdoor ambient particulate (CAP) samples (n = 9). Sequencing of amplified 16S, 18S, and ITS regions was performed on the Roche-454 Life Sciences Titanium pyrosequencing platform. Indoor dust samples were dominated by Gram-positive bacteria (Firmicutes and Actinobacteria); the most abundant bacterial genera were those related to human flora (Streptococcus, Staphylococcus, Corynebacterium and Lactobacillus). Outdoor CAPs were dominated by Gram-negative Proteobacteria from water and soil sources, in particular the genera Acidovorax, and Brevundimonas (which were present at very low levels or entirely absent in indoor dust). Phylum-level fungal distributions identified by 18S or ITS regions showed very similar findings: a predominance of Ascomycota in indoor dust and Basidiomycota in outdoor CAPs. ITS sequencing of fungal genera in indoor dust showed significant proportions of Aureobasidium and Leptosphaerulina along with some contribution from Cryptococcus, Epicoccum, Aspergillus and the human commensal Malassezia. ITS sequencing detected more than 70 fungal genera in indoor dust not observed by culture. Microbiome sequencing is feasible for different types of archived environmental samples (indoor dust, and low biomass air particulate samples), and offers the potential to study how whole communities of microbes (including unculturable taxa) influence human health. Environ Sci Process Impacts 2016 Jun 15; 18(6):713-2