Search results for: special needs education teachers

Authors: Abraham Ampong

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BACKGROUND AND SIGNIFICANCE OF THE STUDY: The development of information technology and its influence today is inevitable in the world of education. The development of information technology and communication (ICT) has an impact on the use of teaching aids such as computers and the Internet, for example, E-learning. E-learning is a learning process attained through electronic means. But learning is not merely technology because learning is essentially more about the process of interaction between teacher, student, and source study. The main purpose of the study is to investigate learners’ online learning experiences in a blended learning approach, evaluate how learners’ experience of an online learning environment affects the blended learning approach and examine the future of online learning in a blended learning environment. Blended learning pedagogies have been recognized as a path to improve teacher’s instructional strategies for teaching using technology. Blended learning is perceived to have many advantages for teachers and students, including any-time learning, anywhere access, self-paced learning, inquiry-led learning and collaborative learning; this helps institutions to create desired instructional skills such as critical thinking in the process of learning. Blended learning as an approach to learning has gained momentum because of its widespread integration into educational organizations. METHODOLOGY: Based on the research objectives and questions of the study, the study will make use of the qualitative research approach. The rationale behind the selection of this research approach is that participants are able to make sense of their situations and appreciate their construction of knowledge and understanding because the methods focus on how people understand and interpret their experiences. A case study research design is adopted to explore the situation under investigation. The target population for the study will consist of selected students from selected universities. A simple random sampling technique will be used to select the targeted population. The data collection instrument that will be adopted for this study will be questions that will serve as an interview guide. An interview guide is a set of questions that an interviewer asks when interviewing respondents. Responses from the in-depth interview will be transcribed into word and analyzed under themes. Ethical issues to be catered for in this study include the right to privacy, voluntary participation, and no harm to participants, and confidentiality. INDICATORS OF THE MAJOR FINDINGS: It is suitable for the study to find out that online learning encourages timely feedback from teachers or that online learning tools are okay to use without issues. Most of the communication with the teacher can be done through emails and text messages. It is again suitable for sampled respondents to prefer online learning because there are few or no distractions. Learners can have access to technology to do other activities to support their learning”. There are, again, enough and enhanced learning materials available online. CONCLUSION: Unlike the previous research works focusing on the strengths and weaknesses of blended learning, the present study aims at the respective roles of its two modalities, as well as their interdependencies.

Keywords: online learning, blended learning, technologies, teaching methods

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Authors: Salehah Tahkin, Norlaila Mustafa, Dayang Anita Abdul Aziz

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Knowledge of medical ethics is important to all practitioners so the best care can be delivered to all patients through safe practice. Surgeons are not exceptions to this. Knowledge, attitude, and practice (KAP) of medical ethics among paediatric surgeons and trainees in Malaysia has not been evaluated before. This study aims to determine the level of KAP regarding medical ethics among these groups. This was a cross-sectional study involving three groups of samples, i.e., paediatric surgeons (PS), paediatric surgical trainees (PST), and medical officers with a special interest in paediatric surgery (MO). A validated KAP questionnaire was used. Standard formulas were used to calculate objective indexes for measuring KAP, which were then compared for statistical significance across different sample groups; p less than 0.05 is taken as significant. The index is rated into 5 classes using a score of 0 to 10, i.e., poor (1-2.99), fair (3-4.99), good (5-6.99), very good (7-8.99), and excellent (9-10). There were 117 samples, i.e., PS n=45 (38.5%), PST n=25 (21.3%), and MO n=47 (40.2%). For knowledge, all three groups display a good index score (mean score of 5.44). For attitude, PS and MO also display an index score of good (mean score of 5.81), while the PST index score was fair (4.82). For practice, our study shows a highest score of 7.14 (very good) among PST. However, these differences were not statistically significant (p> 0.05). Conclusion: Training in paediatric surgery must continue to emphasize professionalism and medical ethics education to deliver the best health care services.

Keywords: KAP, medical ethics, paediatric, surgeons, trainees

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Authors: C. Senabre, S. Valero, M. Lopez, E. Velasco, M. Sanchez

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This paper focuses on an application of linear mixed models to short-term load forecasting. The challenge of this research is to improve a currently working model at the Spanish Transport System Operator, programmed by us, and based on linear autoregressive techniques and neural networks. The forecasting system currently forecasts each of the regions within the Spanish grid separately, even though the behavior of the load in each region is affected by the same factors in a similar way. A load forecasting system has been verified in this work by using the real data from a utility. In this research it has been used an integration of several regions into a linear mixed model as starting point to obtain the information from other regions. Firstly, the systems to learn general behaviors present in all regions, and secondly, it is identified individual deviation in each regions. The technique can be especially useful when modeling the effect of special days with scarce information from the past. The three most relevant regions of the system have been used to test the model, focusing on special day and improving the performance of both currently working models used as benchmark. A range of comparisons with different forecasting models has been conducted. The forecasting results demonstrate the superiority of the proposed methodology.

Keywords: short-term load forecasting, mixed effects models, neural networks, mixed effects models

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Authors: Pajaree Naramitpanich, Natchanok Jansawang, Panwilai Chomchid

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The aims of this are compared between the students’ logical thinking abilities of their learning for designing the 5-lesson instructional plans of the 2-instructional methods, namely; the STEM Education and the Creative Learning Process (CLP) for developing students’ logical thinking abilities that a sample consisted of 90 students from two chemistry classes of different learning outcomes in Wapi Phathum School with the cluster random sampling technique was used at the 11th grade level. To administer of their learning environments with the 45-experimenl student group by the STEM Education method and the 45-controlling student group by the Creative Learning Process. These learning different groups were obtained using the 5 instruments; the 5-lesson instructional plans of the STEM Education and the Creative Learning Process to enhance the logical thinking tests on Mineral issue were used. The efficiency of the Creative Learning Processes (CLP) Model and the STEM Education’s innovations of these each five instructional lesson plans based on criteria are higher than of 80/80 standard level with the IOC index from the expert educators. The averages mean scores of students’ learning achievement motives were assessed with the Pre and Post Techniques and Logical Thinking Ability Test (LTAT) and dependent t-test analysis were differentiated between the CLP and the STEM, significantly. Students’ perceptions of their chemistry classroom environment inventories with the MCI with the CLP and the STEM methods also were found, differently. Associations between students’ perceptions of their chemistry classroom learning environment inventories on the CLP Model and the STEM Education learning designs toward their logical thinking abilities toward chemistry, the predictive efficiency of R2 values indicate that 68% and 76% of the variances in students’ logical thinking abilities toward chemistry to their controlling and experimental chemistry classroom learning environmental groups with the MCI were correlated at .05 levels, significantly. Implementations of this result are showed the students’ learning by the CLP of the potential thinking life-changing roles in most their logical thinking abilities that it is revealed that the students perceive their abilities to be highly learning achievement in chemistry group are differentiated with the STEM education of students’ outcomes.

Keywords: design, the lesson instructional plans, the stem education, the creative learning process, logical thinking ability, different, learning outcome, student, chemistry class

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Authors: Fharia Tilat Loba

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Studies show that there is a certain group of students who are more vulnerable to bullying due to their physical appearance, disability, sexual preference, race, and lack of social and behavioral skills. Students with autism spectrum disorders (ASD) are one of the most vulnerable groups among these at-risk groups. Researchers suggest that focusing on vulnerable groups of students who can be the target of bullying helps to understand the causes and patterns of aggression, which ultimately helps in structuring intervention programs to reduce bullying. Since Australia ratified the United Nations Convention on the Rights of Persons with Disabilities in 2006, it has been committed to providing an inclusive, safe, and effective learning environment for all children. In addition, the 2005 Disability Standards for Education seeks to ensure that students with disabilities can access and participate in education on the same basis as other students, covering all aspects of education, including harassment and victimization. However, bullying hinders students’ ability to fully participate in schooling. The proposed study aims to synthesize the notions of traditional bullying and cyberbullying and attempts to understand the experiences of students with ASD who are experiencing bullying in their schools. The proposed study will primarily focus on identifying the gaps between policy and practice related to bullying, and it will also attempt to understand the experiences of parents of students with ASD and professionals who have experience dealing with bullying at the school level in Australia. This study is expected to contribute to the theoretical knowledge of the bullying phenomenon and provide a reference for advocacy at the school, organization, and government levels.

Keywords: education policy, bullying, Australia, neurodiversity

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Authors: Iraj Rezaei, Kamal Al Din Niknami

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Tapeh Zagheh is an important prehistoric site located in the central plateau of Iran, which has settlement layers of the Neolithic and Chalcolithic periods. For this research, 38 soil samples were collected from different parts of the site, as well as two samples from its outside as witnesses. Then the samples were analyzed by XRF. The purpose of this research was to identify some places with special usage for human activities in Tapeh Zagheh by measuring the amount of some special elements in the soil. The result of XRF analysis shows a significant amount of P and K in samples No.3 (fourth floor) and No.4 (third floor), probably due to certain activities such as food preparation and consumption. Samples No.9 and No.10 can be considered suitable examples of the hearths of the prehistoric period in the central plateau of Iran. The color of these samples was completely darkened due to the presence of ash, charcoal, and burnt materials. According to the XRF results, the soil of these hearths has very high amounts of elements such as P, Ca, Mn, S, K, and significant amounts of Ti, Fe, and Na. In addition, the elemental composition of sample No. 14, which was taken from a home waster, also has very high amounts of P, Mn, Mg, Ti, and Fe and high amounts of K and Ca. Sample No. 11, which is related to soil containing large amounts of waster of the kiln, along with a very strong increase in Cl and Na, the amount of elements such as K, Mg, and S has also increased significantly. It seems that the reason for the increase of elements such as Ti and Fe in some Tapeh Zagheh floors (for example, samples number 1, 2, 3, 4, 5) was the use of materials such as ocher mud or fire ash in the composition of these floors. Sample No. 13, which was taken from an oven located in the FIX trench, has very high amounts of Mn, Ti, and Fe and high amounts of P and Ca. Sample No. 15, which is related to House No. VII (probably related to a pen or a place where animals were kept) has much more phosphate compared to the control samples, which is probably due to the addition of animal excrement and urine to the soil. Sample No. 29 was taken from the north of the industrial area of Zagheh village (place of pottery kilns). The very low amount of index elements in sample No. 29 shows that the industrial activities did not extend to the mentioned point, and therefore, the range of this point can be considered as the boundary between the residential part of the Zagheh village and its industrial part.

Keywords: prehistory, multi-elemental analysis, Tapeh Zagheh, XRF

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Authors: Shaleeza Sohail

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Self, and peer evaluations are some of the main components in almost all group assignments and projects in higher education institutes. These evaluations provide students an opportunity to better understand the learning outcomes of the assignment and/or project. A number of online systems have been developed for this purpose that provides automated assessment and feedback of students’ contribution in a group environment based on self and peer evaluations. All these systems lack a progressive aspect of these assessments and feedbacks which is the most crucial factor for ongoing improvement and life-long learning. In addition, a number of assignments and projects are designed in a manner that smaller or initial assessment components lead to a final assignment or project. In such cases, the evaluation and feedback may provide students an insight into their performance as a group member for a particular component after the submission. Ideally, it should also create an opportunity to improve for next assessment component as well. Self and Peer Progressive Assessment and Feedback System encourages students to perform better in the next assessment by providing a comparative analysis of the individual’s contribution score on an ongoing basis. Hence, the student sees the change in their own contribution scores during the complete project based on smaller assessment components. Self-Assessment Factor is calculated as an indicator of how close the self-perception of the student’s own contribution is to the perceived contribution of that student by other members of the group. Peer-Assessment Factor is calculated to compare the perception of one student’s contribution as compared to the average value of the group. Our system also provides a Group Coherence Factor which shows collectively how group members contribute to the final submission. This feedback is provided for students and teachers to visualize the consistency of members’ contribution perceived by its group members. Teachers can use these factors to judge the individual contributions of the group members in the combined tasks and allocate marks/grades accordingly. This factor is shown to students for all groups undertaking same assessment, so the group members can comparatively analyze the efficiency of their group as compared to other groups. Our System provides flexibility to the instructors for generating their own customized criteria for self and peer evaluations based on the requirements of the assignment. Students evaluate their own and other group members’ contributions on the scale from significantly higher to significantly lower. The preliminary testing of the prototype system is done with a set of predefined cases to explicitly show the relation of system feedback factors to the case studies. The results show that such progressive feedback to students can be used to motivate self-improvement and enhanced team skills. The comparative group coherence can promote a better understanding of the group dynamics in order to improve team unity and fair division of team tasks.

Keywords: effective group work, improvement of team skills, progressive feedback, self and peer assessment system

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Authors: Kiran Kumar Gellaboina, Padmaja Kaja

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Agricultural Education and Research in India needs a transformation to serve the needs of the farmers and that of the nation. The fact that Agriculture and allied activities act as main source of livelihood for more than 70% population of rural India reinforces its importance in administrative and policy arena. As per Census 2011 of India it provides employment to approximately 56.6 % of labour. India has achieved significant growth in agriculture, milk, fish, oilseeds and fruits and vegetables owing to green, white, blue and yellow revolutions which have brought prosperity to farmers. Many factors are responsible for these achievement viz conducive government policies, receptivity of the farmers and also establishment of higher agricultural education institutions. The new breed of skilled human resources were instrumental in generating new technologies, and in its assessment, refinement and finally its dissemination to the farming community through extension methods. In order to sustain, diversify and realize the potential of agriculture sectors, it is necessary to develop skilled human resources. Agricultural human resource development is a continuous process undertaken by agricultural universities. The Department of Agricultural Research and Education (DARE) coordinates and promotes agricultural research & education in India. In India, agricultural universities were established on ‘land grant’ pattern of USA which helped incorporation of a number of diverse subjects in the courses as also provision of hands-on practical exposure to the student. The State Agricultural Universities (SAUs) established through the legislative acts of the respective states and with major financial support from them leading to administrative and policy controls. It has been observed that pace and quality of technology generation and human resource development in many of the SAUs has gone down. The reason for this slackening are inadequate state funding, reduced faculty strength, inadequate faculty development programmes, lack of modern infrastructure for education and research etc. Establishment of new state agricultural universities and new faculties/colleges without providing necessary financial and faculty support has aggrieved the problem. The present work highlights some of the key issues affecting agricultural education and research in India and the impact it would have on farm productivity and sustainability. Secondary data pertaining to budgetary spend on agricultural education and research will be analyzed. This paper will study the trends in public spending on agricultural education and research and the per capita income of farmers in India. This paper tries to suggest that agricultural education and research has a key role in equipping the human resources for enhanced agricultural productivity and sustainable use of natural resources. Further, a total re-orientation of agricultural education with emphasis on other agricultural related social sciences is needed for effective agricultural policy research.

Keywords: agriculture, challenges, education, research

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Authors: Stefano Scippo, Damiana Luzzi, Stefano Cuomo, Maria Ranieri

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Background: In response to the rise in natural disasters linked to climate change, numerous studies on Disaster Risk Reduction Education (DRRE) have emerged since the '90s, mainly using a didactic transmission-based approach. Effective DRRE should align with an interactive, experiential, and participatory educational model, which can be costly and risky. A potential solution is using simulations facilitated by eXtended Reality (XR). Research Question: This study aims to conduct a scoping review to explore educational methodologies that use XR to enhance knowledge among teachers, students, and citizens about environmental risks, natural disasters (including climate-related ones), and their management. Method: A search string of 66 keywords was formulated, spanning three domains: 1) education and target audience, 2) environment and natural hazards, and 3) technologies. On June 21st, 2023, the search string was used across five databases: EBSCOhost, IEEE Xplore, PubMed, Scopus, and Web of Science. After deduplication and removing papers without abstracts, 2,152 abstracts (published between 2013 and 2023) were analyzed and 2,062 papers were excluded, followed by the exclusion of 56 papers after full-text scrutiny. Excluded studies focused on unrelated technologies, non-environmental risks, and lacked educational outcomes or accessible texts. Main Results: The 34 reviewed papers were analyzed for context, risk type, research methodology, learning objectives, XR technology use, outcomes, and educational affordances of XR. Notably, since 2016, there has been a rise in scientific publications, focusing mainly on seismic events (12 studies) and floods (9), with a significant contribution from Asia (18 publications), particularly Japan (7 studies). Methodologically, the studies were categorized into empirical (26) and non-empirical (8). Empirical studies involved user or expert validation of XR tools, while non-empirical studies included systematic reviews and theoretical proposals without experimental validation. Empirical studies were further classified into quantitative, qualitative, or mixed-method approaches. Six qualitative studies involved small groups of users or experts, while 20 quantitative or mixed-method studies used seven different research designs, with most (17) employing a quasi-experimental, one-group post-test design, focusing on XR technology usability over educational effectiveness. Non-experimental studies had methodological limitations, making their results hypothetical and in need of further empirical validation. Educationally, the learning objectives centered on knowledge and skills for surviving natural disaster emergencies. All studies recommended XR technologies for simulations or serious games but did not develop comprehensive educational frameworks around these tools. XR-based tools showed potential superiority over traditional methods in teaching risk and emergency management skills. However, conclusions were more valid in studies with experimental designs; otherwise, they remained hypothetical without empirical evidence. The educational affordances of XR, mainly user engagement, were confirmed by the studies. Authors’ Conclusions: The analyzed literature lacks specific educational frameworks for XR in DRRE, focusing mainly on survival knowledge and skills. There is a need to expand educational approaches to include uncertainty education, developing competencies that encompass knowledge, skills, and attitudes like risk perception.

Keywords: disaster risk reduction education, educational technologies, scoping review, XR technologies

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Authors: Ruth Nsibirano

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Online mode of delivery in higher institutions of learning, popularly known in some circles as e-Learning or distance education is a new phenomenon that is steadily taking root in African universities but specifically at Makerere University. For slightly over a decade, the Department of Open and Distance Learning has been offering the first generation mode of distance education. In this, learning and teaching experiences were based on the use of hard copy materials circulated through postal services in a rather correspondence mode. There were more challenges to this including high dropout rates, limited support to the learners and sustainability issues. Fortunately, the Department was supported by the Norwegian Government through a NORHED grant to “leapfrog” to the fifth generation of distance education that makes more use of educational technologies and tools. The capacity of faculty staff was gradually enhanced through a series of training to handle the upgraded structure of fifth generation distance education. The trained staff was then tasked to develop modules befitting an online delivery mode, for use on the program. This paper will present attitudes, experiences of the course writers with a view of sharing the good practices that enabled them leap from e-faculty trainees to distinct online course writers. This perspective will hopefully serve as building blocks to enhance the capacity of other upcoming distance education programs in low capacity universities and also promote the uptake of e-Education on the continent and beyond. Methodologically the findings were collected through individual interviews with the 30 course writers. In addition, semi structured questionnaires were designed to collect data on the profile, challenges and lessons from the writers. Findings show that the attitudes of course writers on project supported activities are so much tagged to the returns from their committed efforts. In conclusion, therefore, it is strategically useful to assess and selectively choose which individual to nominate for involvement at the initial stages.

Keywords: distance education, online course content, staff attitudes, best practices in online learning

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Authors: James Moir

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Recent evidence suggests that academic staff face difficulties in applying new technologies as a means of assessing higher order assessment outcomes such as critical thinking, problem solving and creativity. Although higher education institutional mission statements and course unit outlines purport the value of these higher order skills there is still some question about how well academics are equipped to design curricula and, in particular, assessment strategies accordingly. Despite a rhetoric avowing the benefits of these higher order skills, it has been suggested that academics set assessment tasks up in such a way as to inadvertently lead students on the path towards lower order outcomes. This is a controversial claim, and one that this papers seeks to explore and critique in terms of challenging the conceptual basis of assessing higher order skills through new technologies. It is argued that the use of digital media in higher education is leading to a focus on students’ ability to use and manipulate of these products as an index of their flexibility and adaptability to the demands of the knowledge economy. This focus mirrors market flexibility and encourages programmes and courses of study to be rhetorically packaged as such. Curricular content has become a means to procure more or less elaborate aggregates of attributes. Higher education is now charged with producing graduates who are entrepreneurial and creative in order to drive forward economic sustainability. It is argued that critical independent learning can take place through the democratisation afforded by cultural and knowledge digitization and that assessment needs to acknowledge the changing relations between audience and author, expert and amateur, creator and consumer.

Keywords: higher education, curriculum, new technologies, assessment, higher order skills

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Authors: David Cobham

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In higher education, a great degree of importance is placed on the internationalization of the student experience. This is seen as a valuable contributor to elements such as building confidence, broadening knowledge, creating networks and connections, and enhancing employability for current students who will become the next generation of managers in technology and business. The COVID-19 pandemic has affected all areas of people’s lives. The limitations of travel coupled with the fears and concerns generated by the health risks have dramatically reduced the opportunity for students to engage with this agenda. Institutions of higher education have been required to rethink fundamental aspects of their business model from recruitment and enrolment through learning approaches, assessment methods, and the pathway to employment. This paper presents a case study which focuses on student mobility and how the physical experience of being in another country, either to study, to work, to volunteer or to gain cultural and social enhancement, has of necessity been replaced by alternative approaches. It considers trans-national education as an alternative to physical study overseas, virtual mobility and internships as an alternative to international work experience, and adopting collaborative online projects as an alternative to in-person encounters. The paper concludes that although these elements have been adopted to address the current situation, the lessons learned and the feedback gained suggests that they have contributed successfully in new and sometimes unexpected ways and that they will persist beyond the present to become part of the 'new normal' for the future. That being the case, senior leaders of institutions of higher education will be required to revisit their international plans and to rewrite their international strategies to take account of and build upon these changes.

Keywords: higher education management, internationalization, transnational education, virtual mobility

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Authors: Ibrahim Yahuza, Habou Dandakouta

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The use of ethanol blended with diesel is receiving more attention by many researchers in the recent time. It was shown that ethanol–diesel blends were technically acceptable for existing diesel engines. Ethanol, as an attractive alternative fuel, is a renewable bio-based resource and it is oxygenated, thereby providing the potential to reduce particulate emissions in compression–ignition engines. In this review, the properties and specifications of ethanol blended with diesel fuel are discussed. Special emphasis is placed on the factors critical to the potential commercial use of these blends. These factors include blend properties such as stability, viscosity and lubricity, safety and materials compatibility. The effect of the fuel on engine performance, durability and emissions is also considered. The formulation of additives to correct certain key properties and maintain blend stability is suggested as a critical factor in ensuring fuel compatibility with engines. However, maintaining vehicle safety with these blends may require special materials and modification of the fuel tank design. Further work is required in specifying acceptable fuel characteristics, confirming the long-term effects on engine durability, and ensuring safety in handling and storing ethanol–diesel blends.

Keywords: ethanol, renewable, blend, bio-fuel, diesel engines

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Authors: Collins Molua

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This paper investigated the effect of Teaching Strategies on Academic Achievement in Secondary Physics Education as a quality assurance process for the teaching and learning of the subject. Teaching strategies investigated were the interactive, independent and dependent strategies. Three null hypotheses were tested at p< 0.05 using one instrument, physics achievement test(PAT).The data were analyzed using analysis of covariance (ANCOVA).Results showed that teaching strategies have significant effect on students achievement; the joint effect of the teaching strategies was also significant on students achievement in Physics. The interactive teaching strategies was recommended for teaching the subject and the students should be exposed to practical, computer literacy to stimulate interest and curiosity to enhance quality.

Keywords: quality, assurance, secondary education, strategies, physics

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Authors: Balqees A. Al-Thuhli, Ali H. Al-Badi, Khamis Al-Gharbi

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Information technology is changing rapidly and the users’ expectations are also growing. Dealing with these changes in information technology, while satisfying the users’ needs and expectations is a big challenge. IT managers need to explore new mechanisms/strategies to enable them to cope with such challenges. The objectives of this research are to identify the significant challenges that might face IT managers in higher education institutes in the face of the high and ever growing customer expectations and to propose possible solutions to cope with such high-speed changes in information technology. To achieve these objectives, interviews with the IT professionals from different higher education institutes in Oman were conducted. In addition, documentation (printed and online) related to these institutions were studied and an intensive literature review of published work was examined. The findings of this research are expected to give a better understanding of the challenges that might face the IT managers at higher education institutes. This acquired understanding is expected to highlight the importance of being adaptable and fast in keeping up with the ever-growing technological changes. Moreover, adopting different tools and technologies could assist IT managers in developing their organisations’ IT policies and strategies.

Keywords: information technology, rapid change, CIO roles, challenges, IT managers, coping mechanisms, users' expectations

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Authors: Elizabeta Krstić Vukelja

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Digitization of personal data is a consequence of the development of information and communication technologies that create a new work environment with many advantages and challenges, but also potential threats to privacy and personal data protection. Regulation (EU) 2016/679 of the European Parliament and of the Council is becoming a law and obligation that should address the issues of personal data protection and information security. The existence of the Regulation leads to the conclusion that national legislation in the field of virtual environment, protection of the rights of EU citizens and processing of their personal data is insufficiently effective. In the health system, special emphasis is placed on the processing of special categories of personal data, such as health data. The healthcare industry is recognized as a particularly sensitive area in which a large amount of medical data is processed, the digitization of which enables quick access and quick identification of the health insured. The protection of the individual requires quality IT solutions that guarantee the technical protection of personal categories. However, the real problems are the technical and human nature and the spatial limitations of the application of the Regulation. Some conclusions will be drawn by analyzing the implementation of the basic principles of the Regulation on the example of the Croatian health care system and comparing it with similar activities in other EU member states.

Keywords: regulation, healthcare system, personal dana protection, quality data assurance

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Authors: Henry R. Troy

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Corpora are becoming more prevalent in the language classroom, especially in the development of dictionaries and course materials. Nevertheless, corpora are still perceived by many educators as difficult to use directly in the classroom, a process which is also known as “data-driven learning” (DDL). Action research has been identified as a method by which DDL’s efficiency can be increased, but it is also an approach few studies on DDL have employed. Studies into the effectiveness of DDL in language education in Japan are also rare, and investigations focused more on student and teacher reactions rather than pre and post-test scores are rarer still. This study investigates the student and teacher reactions to the use of SkELL, a free online corpus designed to be user-friendly, for vocabulary learning at a university in Japan. Action research is utilized to refine the teaching methodology, with changes to the method based on student and teacher feedback received via surveys submitted after each of the four implementations of DDL. After some training, the students used tablets to study the target vocabulary autonomously in pairs and groups, with the teacher acting as facilitator. The results show that the students enjoyed using SkELL and felt it was effective for vocabulary learning, while the teaching methodology grew in efficiency throughout the course. These findings suggest that action research can be a successful method for increasing the efficacy of DDL in the language classroom, especially with teachers and students who are new to the practice.

Keywords: action research, corpus linguistics, data-driven learning, vocabulary learning

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Authors: Joanna Estkowska

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The Sensory Integration Method is aimed primarily at children with learning disabilities. It can also be used as a complementary method in treatment of children with cerebral palsy, autistic, mentally handicapped, blind and deaf. Autism is holistic development disorder that manifests itself in the specific functioning of a child. The most characteristic are: disorders in communication, difficulties in social relations, rigid patterns of behavior and impairment in sensory processing. In addition to these disorders may occur abnormal intellectual development, attention deficit disorders, perceptual disorders and others. This study was focused on the application sensory integration techniques in science education of autistic students. The lack of proper sensory integration causes problems with complicated processes such as motor coordination, movement planning, visual or auditory perception, speech, writing, reading or counting. Good functioning and cooperation of proprioceptive, tactile and vestibular sense affect the child’s mastery of skills that require coordination of both sides of the body and synchronization of the cerebral hemispheres. These include, for example, all sports activities, precise manual skills such writing, as well as, reading and counting skills. All this takes place in stages. Achieving skills from the first stage determines the development of fitness from the next level. Any deficit in the scope of the first three stages can affect the development of new skills. This ultimately reflects on the achievements at school and in further professional and personal life. After careful analysis symptoms from the emotional and social spheres appear to be secondary to deficits of sensory integration. During our research, the students gained knowledge and skills in the classroom of experience by learning biology, chemistry and physics with application sensory integration techniques. Sensory integration therapy aims to teach the child an adequate response to stimuli coming to him from both the outside world and the body. Thanks to properly selected exercises, a child can improve perception and interpretation skills, motor skills, coordination of movements, attention and concentration or self-awareness, as well as social and emotional functioning.

Keywords: autism spectrum disorder, science education, sensory integration, special educational needs

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Authors: Easter Faasoo-Tuilagi

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Study abroad has become a significant aspect of the tertiary system for New Zealand tertiary institutions and has been having a valuable contribution to student achievement and completion rate. The purpose of this doctoral study was to explore the significance and value of study abroad at an individual (learner), institutional (university), and national (government) level, with a focus on Māori and Pasifika learners. Previous research had conducted on the values and benefits of study abroad; however, there is a gap in knowledge on how study abroad can contribute to the educational experience of Māori and Pasifika students in tertiary studies in New Zealand. This study’s main focus aimed to explore the current participation and history of involvement of Māori and Pasifika students with study abroad using the University of Auckland and the University of Otago as case studies. It analysed the experiences of Māori and Pasifika students who were interested in study abroad or have returned from a study abroad. This research also explored how study abroad had become a significant aspect of the tertiary system in New Zealand, focusing on Tertiary Education Strategies. These questions were analysed using a range of methodologies, including a literature review to review how various institutions and nations, in particular New Zealand, were approaching study abroad, semi-structured interviews with Māori and Pasifika students on their experiences expressing interest in study abroad, and case studies of current/ returning Māori and Pasifika students who have had a study abroad experience. The anticipated results from this research will address several gaps in the existing literature and provide ways to better support Māori and Pasifika students who want to have a study abroad experience. This study will also inform education policy at an institutional and national level to boost the achievement of Māori and Pasifika students aligning with the Tertiary Education Strategy priorities.

Keywords: study abroad, Māori and Pasifika learners, international education, tertiary education strategy

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Authors: Yi-Hsiang Pan, Ching-Hsiang Chen, Wei-Ting Hsu

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The purpose of this study was to compare the learning effects of the sports education model (SEM) to those of the traditional teaching model (TTM) in physical education classes in terms of students learning motivation, action control, learning strategies, and learning performance. A quasi-experimental design was utilized in this study, and participants included two physical educators and four classes with a total of 94 students in grades 5 and 6 of elementary schools. Two classes implemented the SEM (n=47, male=24, female=23; age=11.89, SD=0.78) and two classes implemented the TTM (n=47, male=25, female=22, age=11.77; SD=0.66). Data were collected from these participants using a self-report questionnaire (including a learning motivation scale, action control scale, and learning strategy scale) and a game performance assessment instrument, and multivariate analysis of covariance was used to conduct statistical analysis. The findings of the study revealed that the SEM was significantly better than the TTM in promoting students learning motivation, action control, learning strategies, and game performance. It was concluded that the SEM could promote the mechanics of students self-regulated learning process, and thereby improve students movement performance.

Keywords: self-regulated learning theory, learning process, curriculum model, physical education

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Authors: Lindy Adoma Dampare, Marina Aferiba Tandoh

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Sickle cell disease (SCD) is an inherited blood disorder that mostly affects individuals in sub-Saharan Africa. Nutritional deficiencies have been well established in SCD patients. In Ghana, studies have revealed the prevalence of malnutrition, especially amongst children with SCD and hence the need to develop an evidence-based comprehensive nutritional therapy for SCD to improve their nutritional status. The aim of the study was to develop and assess the effect of a nutrition education material on the nutritional status of SCD patients in Ghana. This was a pre-post interventional study. Patients between the ages of 2 to 60 years were recruited from the Tema General Hospital. Following a baseline nutrition knowledge (NK), beliefs, sanitary practice and dietary consumption pattern assessment, a twice-monthly nutrition education was carried out for 3 months, followed by a post-intervention assessment. Nutritional status of SCD patients was assessed using a 3-days dietary recall and anthropometric measurements. Nutrition education (NE) was given to SCD adults and caregivers of SCD children. Majority of the caregivers (69%) and SCD adult (82%) at baseline had low NK. The level of NK improved significantly in SCD adults (4.18±1.83 vs. 10.00±1.00, p<0.001) and caregivers (5.58 ± 2.25 vs.10.44± 0.846, p<0.001) after NE. Increase in NK improved dietary intake and dietary consumption pattern of SCD patients. Significant increase in weight (23.2±11.6 vs. 25.9±12.1, p=0.036) and height (118.5±21.9 vs. 123.5±22.2, p=0.011) was observed in SCD children at post intervention. Stunting (10.5% vs. 8.6%, p=0.62) and wasting (22.1% vs. 14.4%, p=0.30) reduced in SCD children after NE although not statistically significant. Reduction (18.2% vs. 9.1%) in underweight and an increase (18.2% vs. 27.3%) in overweight SCD adults was recorded at post intervention. Fat mass remained the same while high muscle mass increased (18.2% vs. 27.3%) at post intervention in SCD adult. Anaemic status of SCD patients improved at post intervention and the improvement was statistically significant amongst SCD children. Nutrition education improved the NK of SCD caregivers and adults hence, improving the dietary consumption pattern and nutrient intake of SCD patients. Overall, NE improved the nutritional status of SCD patients. This study shows the potential of nutrition education in improving the nutritional knowledge, dietary consumption pattern, dietary intake and nutritional status of SCD patients, and should be further explored.

Keywords: sickle cell disease, nutrition education, dietary intake, nutritional status

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Authors: Abdul Rahman M. Chamseddine, Mahmoud El-ashiri

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In the field of language teaching, communication skills are essential for the learner to achieve, however, these skills, in general, might not support the comprehension of some texts of literary or artistic nature like poetry. Understanding sentences and expressions is not enough to understand a poem; other skills are needed in order to understand the special structure of a text which literary meaning is inapprehensible even when the lingual meaning is well comprehended. And then there is the need for many other components that surpass one text to other similar texts that can be understood through solid traditions, which do not form an obstacle in the face of change and progress. This is not exclusive to texts that are classified as a literary but it is also the same with some daily short phrases and indicatively charged expressions that can be classified as literary or bear a taste of literary nature.. it can be found in Newpapers’ titles, TV news reports, and maybe football commentaries… the need to understand this special lingual use – described as literary – is highly important to understand this discourse that can be generally classified as very far from literature. This work will try to explore the role of the literary text in the language class and the way it is being covered or dealt with throughout all levels of acquiring proficiency. It will also attempt to survery the position of the literary text in some of the most important books for teaching Arabic around the world. The same way grammar is needed to understand the language, another (literary) grammar is also needed for understanding literature.

Keywords: language teaching, Arabic, literature, pedagogy, language proficiency

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Authors: Osifeko Olalekan Remigious, Osifeko Christiana Osikorede, Folarin Bolanle Eunice, Olugbenga Adebola Shodiya

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During these difficult economic times, nations are looking for ways to improve their finances, preserve the environment as well as the socio-political climate and educational institutions, which are needed to increase their economy and preserve their sustainable development. Sport is one of the ways through which sustainable development can be achieved. The purpose of this study was to examine and understanding barriers to participation in sport. A total of 1,025 students were purposively selected from five schools (School of Arts and Social Sciences, School of Languages, School of Education, School of Sciences and School of Vocational and Technical Education) in Michael Otedola College of Primary Education (MOCPED). A questionnaire, with a tested reliability coefficient of 0.71, was used for data collection. The collected data were subjected to the descriptive survey research design. The findings showed that sports facilities, funding and lecture schedules were significant barriers to sports participation. It was recommended that sports facilities be provided by the Lagos State government.

Keywords: sports, sustainable development, Participation, State government, barriers

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Authors: Duisenova Marzhan

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This paper considers the looking from a philosophical point of view the interactive technology and tiered developing Kazakh language teaching primary school pupils through the method of linguistic communication, content and teaching methods formed in the education system. The values determined by the formation of new practical ways that could lead to a novel qualitative level and solving the problem. In the formation of the communicative competence of elementary school students would be to pay attention to other competencies. It helps to understand the motives and needs socialization of students, the development of their cognitive abilities and participate in language relations arising from different situations. Communicative competence is the potential of its own in pupils creative language activity. In this article, the Kazakh language teaching in primary school communicative method is presented. The purpose of learning communicative method, personal development, effective psychological development of the child, himself-education, expansion and growth of language skills and vocabulary, socialization of children, the adoption of the laws of life in the social environment, analyzed the development of vocabulary richness of the language that forms the erudition to ensure continued improvement of education of the child.

Keywords: communicative, culture, training, process, method, primary, competence

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Authors: Emma Roberts

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The Rome II Regulation has established a uniform regime of conflict of law rules across the European Union (except for Denmark) which determines the law applicable in non-contractual obligations disputes. It marks a significant development towards the Europeanization of private international law and aims to provide the most appropriate connecting factors to achieve both legal certainty and justice in individual cases. Many non-contractual obligations are recognised to present such distinct factors that, to achieve these aims, a special rule is provided for determining the applicable law in cases in respect of product liability and environmental torts, for example. Throughout the legislative process, the European Parliament sought to establish a separate rule for road traffic accidents, recognising that these cases too present such novel situations that a blanket application of a lex loci damni approach would not provide an appropriate answer. Such attempts were rejected and, as a result, cases arising out of road traffic accidents are subject to the Regulation’s general lex loci damni rule along with its escape clause and limited exception. This paper offers a critique of the Regulation’s response to cross-border road traffic accident cases. In England and Wales, there have been few cases that have applied the Regulation’s provisions to date, but significantly the majority of such cases are in respect of road traffic accidents. This paper examines the decisions in those cases and challenges the legislators’ decision not to provide a special rule for such incidences. Owing to the diversity in compensation systems globally, applying the Regulation’s general rule to cases of road traffic accidents – given the breadth of matters that are to be subject to the lex cause – cannot ensure an outcome that provides ‘justice in individual cases’ as is assured by the Regulation's recitals. Not only does this paper suggest that the absence of a special rule for road traffic accidents means that the Regulation fails to achieve one of its principal aims, but it further makes out a compelling case for the legislative body of the European Union to implement a corrective instrument.

Keywords: accidents abroad, applicable law, cross-border torts, non-contractual obligations, road traffic accidents

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Authors: Luiz Antonio Da Costa Rodrigues, Mara Aparecida De Castilho Lopes, Alexandre Santos Alencar

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Teaching of science must transcend simple transmission of fundamental concepts and allow scientific literacy, as a process for understanding the human being as an integral part of a complex and interdependent whole. In this context, approaching the theme ‘Antarctica’ in deaf education is an important advance for teaching, considering that that continent has direct interactions with the climatic and environmental system of the planet. Therefore, textbooks can be important tools to enable the Deaf Community to access the discussion about the natural environment. A specific script was used to analyze textbooks adopted by schools in the Rio de Janeiro Metropolitan Region. Results show that none of the 14 analyzed books have a specific chapter on the theme, some presents images of the continent without reference to their environmental importance, and the complementary texts present in the analyzed material do not address the theme either. It is concluded that the study on Antarctica and global changes in elementary education is still incipient and the material used by most Brazilian public schools does not contemplate that subject in an accessible way for the deaf person. This fact represents the distance between deaf students and their environment, denoting the need for actions to promote that and other neglected themes in Science teaching.

Keywords: Antarctica, deaf education, science teaching, textbook

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Authors: Hameda Suwaed

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In today's world, knowledge and information are increasing in a way that no one can learn everything about every subject and the jobs that students will get after graduation may not yet exist. Therefore, teaching them just facts without teaching them how to use the facts in real life, how to work in a team and how to think critically is no longer enough. In Libya, a country characterized by using traditional methods of teaching, how can English language teachers train students to use such skills? And what type of activities and adaptations to classroom teaching methods will be necessary to do this? Using action research and classroom research gathered data, this study adjusts Heath's (2010) model of change that includes giving students clear directions, sufficient motivation and supportive environment. These steps were applied by encouraging students to participate actively in the classroom by using group work and variety of activities to train them how to find, interpret and use information. The findings of the study showed that following the suggested model can broaden students' perspectives on studying in their environment starting with their classroom and ending with their country. In conclusion, although this was a small scale study, the students' participation in the classroom shows that they gained self confidence in using practices such as group work, critical thinking, time management, creativity and how to present their ideas and accepting different opinions. What was remarkable is that most students were aware that is what we need in Libya nowadays.

Keywords: change, classroom practice, skills, Libya, group work

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Authors: Agustinus Bandur, Dyah Budiastuti

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With the rapid development of information and communication technology (ICT) in globalisation era, higher education (HE) internationalisation has become a worldwide phenomenon. However, even though various studies have been widely published in existing literature, the settings of these studies were taken places in developed countries. Accordingly, the major purpose of this article is to explore the current trends of higher education internationalisation programs with particular reference to identify the benefits and challenges confronted by participating staff and students. For these purposes, ethnographic qualitative study with the usage of NVivo 11 software was applied in coding, analyzing, and visualization of non-numeric data gathered from interviews, videos, web contents, social media, and relevant documents. Purposive sampling technique was applied in this study with a total of ten high-ranked accredited government and private universities in Indonesia. On the basis of thematic and cross-case analyses, this study indicates that while Australia has led other countries in dual-degree programs, partner universities from Japan and Korea have the most frequent collaboration on student exchange programs. Meanwhile, most visiting scholars who have collaborated with the universities in this study came from the US, the UK, Japan, Australia, Netherlands, and China. Other European countries such as Germany, French, and Norway have also conducted joint research with Indonesian universities involved in this study. This study suggests that further supports of government policy and grants are required to overcome the challenges as well as strategic leadership and management roles to achieve high impacts of such programs on higher education quality.

Keywords: higher education, internationalisation, challenges, Indonesia

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Authors: Laura Beckmann, Sabrina Rutter, Isabell Van Ackeren, Nina Bremm, Esther Dominique Klein, Kathrin Racherbäumer

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Current evidence demonstrates that schools in socially disadvantaged contexts are often characterized by lower school performance and lower educational qualifications among the student body, compared to schools in more privileged socio-spacial contexts. At the same time, national and international findings on schools with structural and social challenges show that certain school and classroom development strategies, as well as human and material resources, can significantly contribute to improved school performance of students. The aim of this contribution is to present a 6-year mixed-methods study (Talent Schools in North Rhine-Westphalia), which is designed as a school experiment addressing the well-acknowledged inequality of educational opportunities in the German school system. Started in the year 2019 and funded by the Ministry for School and Education of the State of North Rhine-Westphalia, the study targets schools in socio-spatially disadvantaged areas, which have increasingly been the focus of both public debate and educational policy. In the German-speaking countries, however, there is little knowledge available on the structure and design of complex strategies for school and classroom development that describe successful approaches to the further development of schools in disadvantaged locations in a process-oriented manner. Given these shortcomings, the present study aims at a longitudinal analysis of school and classroom development processes within 60 ‘talent schools’, whereby concrete micro-progressions within individual schools are documented and aggregated to general processes that may either impede or promote development. The main research question is the following: With the help of which strategies and (teaching) concepts, with which use of resources and with which forms of cooperation can schools contribute to the development of student achievement, including educational qualifications and transition rates in education and employment? Thus, the ‘talent schools’ may serve as examples of how social background can successfully be decoupled from educational success at schools with special structural and procedural challenges. The major chances and challenges of this project will be discussed.

Keywords: educational inequality, school development, student achievement, mixed-methods study

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Authors: Mary Ostaszewski

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For many years China was riddled by poverty among many other issues and was far from a world power. However, today China has one of the largest GDPs of any country in the world and is a global powerhouse. Since China has accomplished so much, many would presume that this means China is moving away from being a “developing country” alongside countries such as India, Brazil, Israel, etc. into the category “developed country” with countries such as the U.S. Yet, this is not the case as, despite their economic strides, China still has ways to come, especially when it comes to human rights. China faces extreme criticism regarding how the Chinese Communist Party (CCP) handles human rights. China has an Orwellian-based society where technology is highly monitored, critics are quickly silenced, and freedoms are heavily restricted. One of their most recent human rights violations is attempting to repress Uyghur populations by placing them into “re-education camps,” where an already vulnerable population is being deprived of their freedoms through severe oppression. These violations create concerns as other developing countries with authoritarian governments follow the example of China. This is mainly because China has seen great success economically while simultaneously being able to maintain its authoritarian regime, thus, inspiring other countries to continue their human rights violations in hopes of gaining success similar to China’s. This idolization of China by other authoritarian regimes creates a concern especially regarding their “re-education” camps. This paper will argue that Chinese “re-education” camps are not only dangerous because they severely oppress and harm the Uyghur population. Yet they are also dangerous because other countries already impressed by China’s success may adopt similar camps in their countries to ensure their oppressive governments retain their tight grasp on power.

Keywords: China, re-education camps, developing countries, Africa, West

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