scholarly journals La recrianza humanizada: Un giro a las relaciones de poder y al paradigma adultocéntrico en las instituciones de protección de niños, niñas y adolescentes en situación de vulneración de derechos

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Armando Zuluaga-Gómez
Keyword(s):  
Child Abuse ◽  
Children And Adolescents ◽  
Power Relations ◽  
Educational Institutions ◽  
Power Relationships ◽  
Group Leadership ◽  
Families Of Origin ◽  
The Family ◽  
The University ◽  
The City

This reflection is based on the notes recorded in a field journal and its objective is to systematize the experience acquired as an educator in the Diagnostic and Derivation Center, operated by the University of Antioquia through the Grow with Dignity Project (Zuluaga, 2015-2016), attached to the Unit of Childhood, in the City of Medellín, Colombia, whose purpose is the immediate protection of children and adolescents in situations of violation of rights. We will analyze, here, the power relations that are established within the adult-centered paradigm; we will reveal the genesis of child abuse in these relations, and we will see how these normalized practices in the upbringing of children by their families of origin permeate the protection institutions that have been created to accomplish processes of restoration of rights. When unequal power relationships are instituted and legitimated within the family, the hegemony of adults over childhood is consolidated, and the latter ends up being objectified, like this normalizing their abuse. These relational paradigms are also susceptible to reproduction in educational institutions, including those aimed at the protection of children in situations of violation of rights. We will suggest a proposal called humanized reeducation, which is indicated for group leadership in protection institutions, a task entrusted to educators.

scholarly journals Kharkiv in the life of I.I. Mechnikov: faces, houses, streets

2020 ◽  
Vol 2020 (2b) ◽  
pp. 14-24
Author(s):  
B.A. Rogozhin ◽  
Keyword(s):  
Urban Environment ◽  
Nobel Prize ◽  
Educational System ◽  
Nobel Prize Winner ◽  
Educational Institutions ◽  
Cultural Environment ◽  
Cultural Life ◽  
Creative Personality ◽  
The University ◽  
The City

The influence of the cultural environment of the city on the formation and development of the personality of the outstanding scientist, Nobel Prize winner І.І. Mechnikov. The conditions and condition of the city that existed during his stay in Kharkiv were studied. The activity of educational institutions and cultural life of citizens is described. in it. It is concluded that the cultural urban environment and conditions of education are a necessary factor for the success of a creative personality. The university as an educational system contributes to this.

William Bulloch, 1868 - 1941

1941 ◽  
Vol 3 (10) ◽  
pp. 819-852
Keyword(s):  
Historical Research ◽  
Literary Critic ◽  
Emeritus Professor ◽  
Main Interest ◽  
The Past ◽  
London Hospital ◽  
The Family ◽  
History Of ◽  
The University ◽  
The City

William Bulloch, Emeritus Professor of Bacteriology in the University of London and Consulting Bacteriologist to the London Hospital since his retirement in 1934, died on n February 1941, in his old hospital, following a small operation for which he had been admitted three days before. By his death a quite unique personality is lost to medicine, and to bacteriology an exponent whose work throughout the past fifty years in many fields, but particularly in the history of his subject, has gained for him wide repute. Bulloch was born on 19 August 1868 in Aberdeen, being the younger son of John Bulloch (1837-1913) and his wife Mary Malcolm (1835-1899) in a family of two sons and two daughters. His brother, John Malcolm Bulloch, M.A., LL.D. (1867-1938), was a well-known journalist and literary critic in London, whose love for his adopted city and its hurry and scurry was equalled only by his passionate devotion to the city of his birth and its ancient university. On the family gravestone he is described as Critic, Poet, Historian, and indeed he was all three, for the main interest of his life outside his profession of literary critic was antiquarian, genealogical and historical research, while in his earlier days he was a facile and clever fashioner of verse and one of the founders of the ever popular Scottish Students’ Song Book .

scholarly journals Robert Alexander Frazer, 1891-1959

1961 ◽  
Vol 7 ◽  
pp. 75-84 ◽  
Keyword(s):  
Prime Minister ◽  
Scientific Work ◽  
Private Life ◽  
London School ◽  
The Family ◽  
Four Books ◽  
History Of ◽  
The University ◽  
City Of London ◽  
The City

Robert Alexander Frazer was born in the City of London on 5 February 1891. His father, Robert Watson Frazer, LL.B., had retired from the Madras Civil Service and had become Principal Librarian and Secretary of the London Institution at Finsbury Circus, whence in the following two decades he produced four books on India and its history, of which perhaps the best known was one published in the ‘Story of the Nations’ Series by Fisher Unwin, Ltd., in 1895. The family lived at the Institution and Robert was born there. Young Frazer proceeded in due course to the City of London School where he did remarkably well and won several scholarships and medals. By the time he was eighteen years of age, the City Corporation, desiring to commemorate the distinction just gained by Mr H. H. Asquith, a former pupil of the school, on his appointment as Prime Minister, founded the Asquith Scholarship of £100 per annum tenable for four years at Cambridge. It thus came about that at the school prize-giving in 1909 the Lord Mayor announced that the new Asquith Scholarship had been conferred on Frazer, who was so enabled to proceed to Pembroke College, Cambridge, that autumn. Frazer, in the course of his subsequent career, had two other formal links with London. In 1911 he was admitted to the Freedom of London in the Mayoralty of Sir Thomas Crosby, having been an Apprentice of T. M. Wood, ‘Citizen and Gardener of London’; and in 1930 he was awarded the degree of Doctor of Science by the University of London. The former may or may not have been a pointer to his subsequent ability as a gardener in private life; the latter was certainly a well-deserved recognition of his scientific work at the time.

scholarly journals Modelos pedagógicos utilizados en las diferentes instituciones educativas de la Ciudad de Cartagena para la inclusión de los sordos// Pedagogical models used in different educational institutions of the City of Cartagena for the inclusion of the deaf.

2011 ◽  
Vol 2 (1) ◽  
pp. 116
Author(s):  
Marcela Garcia Mejia
Keyword(s):  
Deaf Children ◽  
Educational Institutions ◽  
Teaching Model ◽  
First Semester ◽  
Pedagogical Models ◽  
Education Degree ◽  
Comparative Results ◽  
The University ◽  
The City ◽  
Modelo Pedagógico

En el siguiente artículo se pretende establecer  los modelos pedagógicos que utilizan las instituciones educativas que incluyen personas sordas. La investigación se realizó con un grupo de estudiantes de Licenciatura en Educación Especial de IX semestre de la Corporación Universitaria Rafael Núñez  en el primer semestre académico del 2011. El estudio fue cualitativo, comparativo, efectuado en una ruta académica que consistió en visitar las Instituciones Educativas integradoras de niños sordos de la Ciudad de Cartagena.  Los resultados comparativos de la investigación realizada muestran que el modelo pedagógico de las instituciones no es el modelo pedagógico establecido por el decreto 366 del 2009, además que el PEI  establece un modelo pedagógico diferente al que aplican en la institución.AbstractThe following article seeks to establish the pedagogical models used by educational institutions including the deaf. The research was conducted with a group of students in Special Education Degree IX semester at the University Corporation Rafael Nunez in the first semester of 2011. The study was qualitative, comparative, conducted in academic route was to visit educational institutions inclusive of deaf children of the City of Cartagena. The comparative results of the investigation show that the pedagogical models of institutions is the teaching model established by Decree 366 of 2009, the IEP also sets a different pedagogical model that apply to the institution. 

scholarly journals Association of Different Forms of Child Maltreatment With Peer Victimization in Mexican Children and Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Javier Martín-Babarro ◽  
M. Paz Toldos ◽  
Lorena Paredes-Becerra ◽  
Renzo Abregu-Crespo ◽  
Juan Fernández-Sánchez ◽  
...  
Keyword(s):  
Sexual Abuse ◽  
Child Abuse ◽  
Children And Adolescents ◽  
Peer Victimization ◽  
Primary Schools ◽  
Short Form ◽  
Family Context ◽  
Moderator Effect ◽  
The Family ◽  
Physical And Sexual Abuse

Objective: To examine the relationship between exposure to multiple forms of child abuse and neglect within the family context and peer victimization at school, accounting for the moderator effect of sex and educational level.Methods: Two thousand four hundred fifteen children and adolescents, aged 9 to 15 years, attending public schools in Mexico completed the Childhood Trauma Questionnaire-Short Form and a modified version of the Olweus' Bully/Victim Questionnaire. We used linear regression models to assess the association of five different forms of child abuse (emotional, physical, and sexual abuse, and emotional and physical negligence) with three forms of peer victimization (direct, indirect, and cyberbullying).Results: Direct forms of child abuse within the family (i.e., emotional, physical, and sexual abuse), but not neglect, were significantly and positively associated with a risk for peer victimization. In the fully adjusted models, emotional abuse was significantly associated with the three types of peer victimization: [indirect b = 0.48, t = 6.75, p < 0.001, direct (b = 0.47, t = 4.89, p < 0.001), and cyberbullying (b = 0.85, t = 5.45, p < 0. 001)]; while physical abuse was positive and significantly associated with direct victimization (b = 0.29, t = 3.28, p < 0.001). Boys suffering from sexual abuse within the family context showed higher levels of all subtypes of peer victimization. Students attending secondary school who suffered from sexual abuse showed higher levels of indirect victimization than did students attending primary schools.Conclusion: Child abuse within the family context seems to be associated with the risk of peer victimization. Preventive strategies to address bullying and promote resilience should take family factors into account. Interventions for high-risk families might be useful to prevent child multi-victimization.

scholarly journals PERCEIVING THE CONTENT OF TELEVISION PROGRAMS FOR CHILDREN AND ADOLESCENTS

2014 ◽  
Vol 4 (1) ◽  
pp. 47-51
Author(s):  
Husejn Musić ◽  
◽  
Mujo Kućanović ◽  
Keyword(s):  
Mass Media ◽  
Children And Adolescents ◽  
Educational Process ◽  
Educational Institutions ◽  
Television Programs ◽  
Behavioural Patterns ◽  
The Family ◽  
Program Content ◽  
Content Information

The previous research, daily occurrences and an information perceived through the mass media indicate the complexity and topicality of problems considered in this paper, as well as the need of its' examination from several aspects, with the aim of identifying, preventing and overcoming the very frequent displays of unacceptable behavioural patterns in children and adolescents in their environment. More precisely stated, the television with its program content, information and messages, in addition to the family, educational institutions, and other factors has a large and responsible part, influencing both positively and negatively the quality of an entire educational process and development of children and adolescents.

scholarly journals Akademia Lubrańskiego – chluba Poznania. W 500. rocznicę fundacji

1970 ◽  
pp. 201-213
Author(s):  
Michał Nowicki
Keyword(s):  
Young People ◽  
Experienced Teachers ◽  
Foreign Languages ◽  
16Th Century ◽  
Educational Institutions ◽  
New School ◽  
The Enlightenment ◽  
Cultural Life ◽  
The University ◽  
The City

1519 was a special year for the city of Poznań, owing to the foundation of a new school, the Lubrański Academy. It was the first school of humanities in Poland to follow the best models of Renaissance education and employed illustrious teachers like Krzysztof Hegendorfer and Benedykt Herbest. In the 16th century, the Academy was considered a rival of Krakow University; ultimately in the early 17th century, the Academy was affiliated with the University. As a result of the affiliation, the Poznań school enjoyed stability, a group of experienced teachers and a curriculum recognized by the society. The curriculum stood out in Poland by its inclusion of practical preparation for performing various political functions, especially in the field of law, and, as in other educational institutions, by preparing young people for cultural life in the country. Its relations with Krakow University also had drawbacks: during the Enlightenment reforms of the education system, the Lubrański Academy adopted a conservative and reactionary position. Despite this, the authorities managed to introduce several modern solutions, especially in the realm of teaching modern foreign languages.

scholarly journals Perceptions of Child Abuse as Manifested in Drawings and Narratives by Children and Adolescents

2021 ◽  
Vol 11 ◽  
Author(s):  
Limor Goldner ◽  
Rachel Lev-Wiesel ◽  
Bussakorn Binson
Keyword(s):  
Child Abuse ◽  
Children And Adolescents ◽  
Peer Victimization ◽  
Emotional Abuse ◽  
Mental States ◽  
Emotional Pain ◽  
Frequent Type ◽  
Parents And Children ◽  
The Family ◽  
Type Of Abuse

Child abuse is an underreported phenomenon despite its high global prevalence. This study investigated how child abuse is perceived by children and adolescents as manifested in their drawings and narratives, based on the well-established notion that drawings serve as a window into children’s mental states. A sample of 97 Israeli children and adolescents aged 6–17 were asked to draw and narrate what child abuse meant to them. The drawings and narratives were coded quantitatively. The results indicated that participants did not perceive a distinction between abuse and violence and referred to them interchangeably. Almost half of the participants focused on emotional abuse. The most frequent type of abuse within the family was between parents and children, and the most frequent abuse outside the family was peer victimization. Most of the drawings were figurative and realistic and half of the drawings included words suggestive of the participants’ attempts to be heard and fully understood. The vast majority of drawings did not include the figure of the artist, about a third of the drawings employed dissociative techniques (i.e., included positive objects, were unrelated to abuse, used words alone, or did not follow the instructions), and almost half of the narratives were dissociative or characterized by negative resolution, describing feelings such as sadness, humiliation, and loneliness. These findings suggest the emotional pain associated with the abuse or violence and the use of dissociative mechanisms to bypass the pain. The findings are discussed in light of the literature on children’s disclosure.

scholarly journals Los ecos de las violencias silenciadas: anotaciones decoloniales para una lectura de las violencias de género en universidades públicas

Tequio ◽  
2019 ◽  
Vol 3 (7) ◽  
pp. 27-37
Author(s):  
Claudia Rocío Magaña González ◽  
Soraya Santana Cárdenas ◽  
Isabel Cristina Marín Arriola
Keyword(s):  
Gender Inequality ◽  
Power Relations ◽  
Daily Life ◽  
Gender Violence ◽  
Educational Institutions ◽  
Gender Perspective ◽  
Family Work ◽  
Know How ◽  
The University

In the last thirty years, violence in Mexico has intensified both in its manifestations and as a normalized experience. In this sense it is considered a sociological phenomenon present in daily life and in all representative human spaces: family, work, and educational institutions, of course. From a decolonial gender perspective, from two experiences, we want to make visible the kinds of violence lived in academic contexts and inside the university, to debate about: first, the role of universities as producers and reproducers of gender inequality in power relations (gender coloniality); and second, universities as a space in which questions about violence within begin to emerge and to weave relationships based on sorority, solidarity, resistance and resilience of women in day to day life. That is to say, a space of counter-resistance, counter-hegemony and decolonial inflection on what is naturalized and assumed; in this case, gender violence inside institutionalized spaces where colonialism, heteropatriarchy and capitalism of know-how predominate.

scholarly journals Change to a Skills-Based LLB Curriculum: A Qualitative Study of Participants in a Family Law Course

2017 ◽  
Vol 20 ◽  
pp. 1-39
Author(s):  
Desia Colgan ◽  
Wesahl Domingo
Keyword(s):  
Curriculum Reform ◽  
Family Law ◽  
Law School ◽  
Educational Institutions ◽  
Process Of Change ◽  
Curriculum Changes ◽  
Institutions Of Higher Learning ◽  
The Family ◽  
Personal Level ◽  
The University

The transformation of educational institutions in South Africa led to institutions of higher learning rethinking their role in the new democratic era. This changed context called for wide-ranging curriculum reform within law schools and faculties. Curriculum changes were also impacted by the call from the profession to address the skills deficit of graduates, who were seen as lacking basic skills such as researching, reading and writing. The University of the Witwatersrand's School of Law responded by making extensive changes to its existing curriculum during the period 2009-2012. This research sets out to examine the change to a skills-based LLB curriculum through the lens of the family law course implemented in 2012. The basis of the research is the argument that any educational change or reform should look beyond institutional change. It should also look at what has changed in practice with respect to the experiences of the individuals involved, at a personal level. This study focuses on the process of change, within the course as well as on an understanding of the phenomenology of change ― how people in the family law course actually experience the change, in distinction from how the change was intended. The study adopted a mixed methods approach with a primarily qualitative focus, and was interested in understanding how the individuals affected were interpreting their experiences within the course. Through the use of questionnaires, interviews and focus groups the study revealed that for effective change the initiators need to understand the nature of change and acknowledge the views of all participants. This calls for the generation of shared meaning. The isolated tale of success of the family law course told in this study is not an indication that all of the courses impacted by change were successful. This study focuses on a single course, but it is the start of developing a deeper understanding of the process of change within a law school and to a law curriculum.      

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