_Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education_ This _Handbook_ addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each (...) content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The _Handbook of Technological Pedagogical Content Knowledge for Educators_ is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org. (shrink)

The purpose is to explore new cultivation modes of college students’ national cognition and cultural acceptance. Deep learning technology and Educational Psychology theory are introduced, and the influence of art journal reading on college students’ national cognition and cultural acceptance is analyzed under Educational Psychology. Firstly, the background of Educational Psychology, national cognition and cultural acceptance, and learning system are discussed following a literature review. The DL technology is introduced to construct the journal (...) reading guidance system. The system can provide users with art journals and record the user habits like reading duration and preferences. Secondly, hypotheses are proposed, and a questionnaire survey is designed, with 12 specific indicators to investigate and collect research data. Finally, the collected data are analyzed. The results show that women’s cognition of Chinese traditional culture, Chinese excellent revolutionary culture, and Chinese national identity is higher than that of men. By comparison, men’s cognition of Chinese advanced socialist culture is higher than women’s. After using the journal reading guidance system, the cognition of female college students on traditional Chinese culture is improved by 16.3%. Before and after reading art journals, the overall national cognition and cultural acceptance of Minority students are higher than that of Han students. The overall cognition of Literature and History students is higher than that of Science and Engineering students in traditional Chinese culture and China’s excellent revolutionary culture and lower in advanced Chinese socialist culture and Chinese national identity. The overall cognition of college students’ party members to the advanced socialist culture is higher than league members. As students read more art journals through the guidance system, their overall national cognition and cultural acceptance have increased. Therefore, reading art journals can promote college students’ national cognition and cultural acceptance. A national cognition and cultural acceptance promotion system that conforms to the current situation of college students is constructed. The finding provides a reference for developing complex emotion recognition technology in human-computer interaction. (shrink)

The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology, despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue on international or national agendas, women’s colleges played a great role in mentoring female scientists. However, now that a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities, the (...) raison d’être of women’s universities seems to have become lost. This paper argues otherwise, by demonstrating that women’s universities in Japan became beneficiaries of government initiatives since the early 2000s to reverse the low ratio of women in scientific research. The paper underscores the importance of the reputation of women’s universities embedded in their institutional foundations, by explaining how female scientific communities take shape in different national contexts. England, as a primary example of a neoliberal welfare regime, with its strong emphasis on equality and diversity, promoted its gender equality policy under the auspices of the Department of Trade and Industry. By contrast, with a strong emphasis on family values and the male-breadwinner model, the Japanese government carefully treated the goal of supporting female scientists from the perspective of the equal participation of both men and women rather than that of equality. Following this trend, rather contradictorily, women’s universities, with their tradition of fostering a ‘good wife, wise mother’ image, began to be highlighted as potential gender-free institutions that provided role models and mentoring female scientists. By drawing on the cases of England and Japan, this paper demonstrates how the idea of equality can be framed differently, according to wider institutional contexts, and how this idea impacts on gender policies. (shrink)

Thomas Alured Faunce, College of Law, Fellows Road, Acton, Canberra ACT 0200, Australian National University, Fax: 61 2 61253971, Email: Thomas.Faunce{at}anu.edu.au ' + u + '@' + d + ' '//-->This paper sets out to analyse three different academic proposals for addressing the needs of the poor in relation to new, rather than ‘essential’ medicines. It focuses particularly on research and development prize funds, a health impact fund system and a multilateral treaty on health technology cost-effectiveness evaluation (...) and competitive tender. It compares the extent to which each responds to the ‘market fundamentalist’ philosophy and begins to analyse their respective strengths and weaknesses. CiteULike Connotea Del.icio.us What's this? (shrink)

With the increasingly serious employment situation in China, the government and schools encourage college students to start businesses to alleviate employment pressure. College student's successful entrepreneurship depends on national preferential policies, social support, and, most importantly, their healthy and solid psychological quality and entrepreneurial psychological quality. The purpose is to understand the entrepreneurial psychology of college students and study the entrepreneurial psychological effect. Firstly, the four aspects of entrepreneurial psychology are summarized, including entrepreneurial awareness, entrepreneurial volition, (...) entrepreneurial ability, and entrepreneurial personality. Secondly, the research status of college students' entrepreneurial psychology is reviewed, and the existing problems are pointed out. Thirdly, the combined model of wavelet transform and Neural Network is proposed, and the feasibility of the proposed model is evaluated through the analysis of college students' entrepreneurial psychology. The wavelet NN is used in experimental design to predict college students' entrepreneurial psychology, and the predicted results are compared with the actual value. From the perspective of the prediction results of entrepreneurial psychology, the combination of wavelet algorithm and neural network is more accurate for entrepreneurial psychology prediction and evaluation results of law students. Overall, the difference between the predicted value and the actual value is within 0.3 points, which is relatively stable. According to the analysis of single-factor results, the scores of students of different majors in the four dimensions of entrepreneurial psychology are all higher than 3.5, but there is no significant difference among the four dimensions, indicating that the major has no significant impact on entrepreneurial psychology; law students with different educational backgrounds have significant differences in entrepreneurial psychology, among which students with a master's degree have the strongest entrepreneurial will, while doctoral students have the lowest entrepreneurial will; in terms of entrepreneurial psychological capital, men's self-efficacy is higher than women's, and the difference is significant. The difference between males and females in the scores of entrepreneurial psychological factors' four aspects is not very obvious. In terms of entrepreneurial psychological capital, males' self-efficacy is significantly higher than females'. Artificial Intelligence technology has great application prospects in the prediction and evaluation of college students' entrepreneurial psychology, and college students' entrepreneurial psychology is highly correlated with gender and education. (shrink)

Many studies assume a significant relationship between intention and behavior. However, the data do not always support this assumption. This study used a modified version of social cognitive theory with self-evaluations as an intermediate variable to explore and resolve the problems associated with applying the theory of planned behavior to explain students’ adoption of technology for self-directed learning. We surveyed 285 college students who enrolled in an e-book publishing course using multifaceted technological learning tools. We found that, as (...) an intermediate variable, self-evaluation enhanced the influence of intentions on behavior and improved the accuracy of predictions of college students’ adoption of technology for self-directed learning. Students’ attitudes and perceived behavioral control were important factors influencing their adoption of technology for self-directed learning through their effects on intention; subjective norms were not important in this respect. (shrink)

This article is investigated the concept of ‘national identity‘, its essence, the structure and components parts. Discusses the purpose of forming of national identity. The functions and the technology of forming of national identity in Khanty pedagogic are considered. Furthermore, put much emphasis on modern condition the process of formation of national identity and the analysis of the problems associated with its forming in the national school.

An earlier version of this paper was presented at the 2011 IEEE International Symposium on Technology and Society at Saint Xavier University in Chicago, Illinois. This paper examines factors in college student confidence in using electronic books as learning tools between 2007 and 2009. The study was done in response to the growing concern over the cost of textbooks and the increase in the use of e-textbooks to counteract that cost. This study shows that despite a lack of (...) a gap between comfort of use of computers, students whose parents income is above the national median income are more confident in learning from electronic books than students whose parents income is not. Not only is this gap existent but it widened between 2007 and 2009 despite the growing confidence in the use of electronic books by both groups. The results of this study suggests that this gap, and its concomitant widening, could be associated with exposure to computer classes in high school and the choice of major. (shrink)

Despite exponential growth in the past decades, most aspects of the assisted reproductive technology industry remain largely unregulated; recently, pressure has been mounting for coordinated study and regulation of this developing industry. On March 28, 2008, lawyers, health care professionals, representatives from sperm banks, consumers of ART services, and other stakeholders in ART industry gathered at DePaul University College of Law for its Health Law Institute’s symposium titled “Tracking Change: The Feasibility of a Voluntary Gamete Donor Registry in (...) the United States.” The implementation of a registry would mark the first effort in the United States to centralize, maintain, and disseminate information about gamete donors by collecting and storing genetic and identifying information about egg and sperm donors. Establishing a registry requires balancing the interests of donor-conceived individuals, their parents, gamete donors, health care professionals, and society as a whole, as well as ensuring the privacy and safety of all involved. (shrink)

The nature and extent of adults’ engagement in diverse manifestations of technology-facilitated aggression is not yet well understood. Most research has focused on victimization. When explored, engagement in online aggression and abuse has centered on children and young people, particularly in school and higher education settings. Drawing on nationally representative data from New Zealand adults aged 18 and over, this chapter explores the overall prevalence of online aggression with a focus on gender and age. Our findings support the need (...) to also understand adult aggressors’ behaviors to better address the distress and harm caused to targets through digital communications. The chapter discusses the implications of the results for policy and practice and proposes some directions for future research. (shrink)

Alcohol displays on Facebook are ever present and can be socially desirable for college students. Because problematic drinking is a concern for college students, this research sought to understand how different types of information on a Facebook page influence first year college student likelihood to drink. Telephone interviews were conducted with 338 incoming college freshmen from two large national universities. Data were obtained from a vignette prompt that presented a scenario in which a senior (...) class='Hi'>college student’s Facebook profile displayed wall posts, pictures, and status updates that were drinking related or prosocial in nature. Participants were asked to report intention to drink alcohol with that student if they were together at a party. Findings supported the following hypotheses: Wall posts were most influential (the stickiest), followed by pictures, followed by status updates. Findings provide additional empirical support for established online impression formation patterns, and also provide evidence that virtual cues are being ingrained as schemas in interpersonal communication. These results are discussed in relation to the concept of sticky cues in impression formation. (shrink)

Science and technology policy is often confronted with issues that are both complex and controversial and which have to be decided upon in a delicate constellation of policy-makers, experts, stakeholders, non-governmental organizations and the public. One attempt to deal with such a complex problem is via citizen involvement. Participatory technology assessment (pTA) already goes back to several decades, and countries have made various experiences. While in some countries, governments established technology assessment organizations, which also included pTA in (...) their methodological portfolio, others primarily rely on experts to make decisions on science and technology policy. In a third group of countries non-state actors, such as social scientists, experimented with pTA. However, they were often unable to link these experiments to policy-making. This paper deals with the question of why this variation exists and compares the use of pTA in Switzerland and Austria. Despite similarities between the two countries, both had quite different experiences with pTA so far. Whereas several pTAs have been carried out in Switzerland until today, Austrian pTAs have remained infrequent. The aim of this paper is to explain this difference as a result of different ways of policy-making which affect the use and chances of pTA. (shrink)

'A comprehensive and important collection that includes essays by some of the leading figures in the field....Essential reading for anyone interested in risk assessment.' Professor Kristin Shrader-Frechette, University of Notre Dame 'The editors are to be congratulated for bringing together a distinguished international group of theorists to reflect on the issues. This volume will be sure to raise the level of debate while at the same time showing the importance of philosophical reflection in approaches to the problems of the age.' (...) Professor Jonathan Wolff, University College London This volume brings together top authors from the fields of risk, philosophy, social sciences and psychology to address the issue of how we should decide how far technological risks are morally acceptable or not. The underlying principles are examined, along with methodological challenges, public involvement and instruments for democratization. A strong theoretical basis is complemented by a range of case studies from some of the most contentious areas, including medical ethics and GM crops. This book is a vital new resource for researchers, students and anyone concerned that traditional approaches to risk management don't adequately address ethical considerations. (shrink)

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

Bernard Stiegler’s contributions to political philosophy in the presence of technology are honored and complemented by imagining an encounter with the thought of Leo Strauss. The concept of sovereignty is taken as pivotal. Notions of sovereignty find expression not only in nation state politics but also in engineering and technology. Pierre Manent calls attention to further roots in Christian theology. The complexities and challenges of this interweaving point suggest the need for a “Tractatus Politico-Technologicus.”.

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

Throughout Europe, science and technology policy within the environmental field is currently in a process of transformation, which has been characterised by many observers as ecological modernisation. Emphasis is being given to preventive principles and so-called cleaner technologies in the quest for a more sustainable development. Each European country has, however, adapted the new doctrines and practices in distinctive ways. The main aim of the paper is to show how contemporary policies have been shaped by history, more specifically, by (...) institutional and cognitive traditions, and by national policy styles. By comparing 'ecological modernisation ' in Sweden and Denmark, we attempt to indicate how such national cultural differences affect the ways in which science and technology policies in the environmental field are formulated and implemented. (shrink)

How does the research performed by a government mission agency contribute to useable technologies for its constituents? Is it possible to incorporate science policy mechanisms for increasing benefits to users in the decision process? The United States National Institute of Standards & Technology (NIST) promises research directed towards industrial application. This paper considers the processes that produce science and technology at NIST. The institute’s policies for science provide robust examples for how effective science policies can contribute to (...) the emergence of useful technologies. To progress towards technologies that can be years away, the agency uses several means for integrating the needs of eventual information users into the prioritization process. To accomplish this, NIST units, such as the Materials Science and Engineering Laboratory, incorporate mechanisms for considering user need and project impact into different stages of its scientific decision processes. This, and other specific strategies that the agency utilizes for connecting the supply of science to information demand, provide lessons for generating useable science. (shrink)

Ethics education has become essential in modern engineering. Ethics education in engineering has been increasingly implemented worldwide. It can improve ethical behaviors in technology and engineering design under the guidance of the philosophy of technology. Hence, this study aims to compare China-US engineering ethics education in Sino-Western philosophies of technology by using literature studies, online surveys, observational researches, textual analyses, and comparative methods. In my original theoretical framework and model of input and output for education, six primary (...) variables emerge in the pedagogy: disciplinary statuses, educational goals, instructional contents, didactic models, teaching methods, and edificatory effects. I focus on the similarities and differences of engineering ethics educations between China and the US in Chinese and Western philosophies of technology. In the field of engineering, the US tends toward applied ethics training, whereas China inclines toward practical moral education. The US is the leader, particularly in the amount of money invested and engineering results. China has quickened its pace, focusing specifically on engineering labor input and output. Engineering ethics is a multiplayer game effected at various levels among lower level technicians and engineers, engineering associations, and stockholders; middle ranking engineering ethics education, the ministry of education, the academy of engineering, and the philosophy of technology; and top national and international technological policies. I propose that professional engineering ethics education can play many important roles in reforming engineering social responsibility by international cooperation in societies that are becoming increasingly reliant on engineered devices and systems. Significantly, my proposals contribute to improving engineering ethics education and better-solving engineering ethics issues, thereby maximizing engineering sustainability. (shrink)

ABSTRACT In recent years, the medical establishment has been speaking in favor of women's autonomy in childbirth by advocating cesarean delivery on maternal request (CDMR). This paper offers to look at the ethical dimension of CDMR through a feminist critique of the medicalization of childbirth and its influence on present‐day medical ethics. I claim that the medicalization of childbirth reflects a sexist bias with regard to conceptions of the body and needs to be used with caution when applied to women's (...) reproductive health. I then use this perspective to critically analyze the position of the American College of Obstetricians and Gynecologists (ACOG) on the ethics of decision‐making in patient‐choice surgery. I claim that informed consent cannot be meaningfully exercised unless women are made aware of the sexist underpinnings of the medical model of childbirth and its influence on the ethical reasoning of the American College of Obstetricians and Gynecologists. I also express concern about the effects of normalizing patient‐choice cesarean sections on the choices available to pregnant women using as examples the institutional rules on mandatory cesarean sections for women with a previous cesarean delivery or breech presentation. I conclude with a call for more research into the real cost of convenience in CDMR, particularly as our increasingly strained publicly funded healthcare system would greatly benefit from the de‐medicalization of normal body functions rather than an increased dependence on costly surgical technology. (shrink)

This volume features essays that detail the distinctive ways authors and researchers in Spanish speaking countries express their thoughts on contemporary philosophy of technology. Written in English but fully capturing a Spanish perspective, the essays bring the views and ideas of pioneer authors and many new ones to an international readership. Coverage explores key topics in the philosophy of technology, the ontological and epistemological aspects of technology, development and innovation, and new technological frontiers like nanotechnology and cloud (...) computing. In addition, the book features case studies on philosophical queries. Readers will discover such voices as Miguel Ángel Quintanilla and Javier Echeverría, who are main references in the current landscape of philosophy of technology both in Spain and Spanish speaking countries; José Luis Luján, who is a leading Spanish author in research about technological risk; and Emilio Muñoz, former head of the Spanish National Research Council and an authority on Spanish science policy. The volume also covers thinkers in American Spanish speaking countries, such as León Olivé, an influential researcher in ethical issues; Judith Sutz, who has a very recognized work on social issues concerning innovation; Carlos Osorio, who focuses his work on technological determinism and the social appropriation of technology; and Diego Lawler, an important researcher in the ontological aspects of technology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 126-138 [Access article in PDF] Music Education for the Twenty-First Century A Philosophical View of the General Education Core Anthony J. Palmer Boston University We are all one species with one brain and neural system, yet consciousness about our existence is highly contextual. Any culturally transcendent view will still be limited to one's personal experience, analytical capabilities, and cultural shaping. Nevertheless, looking (...) beyond our narrow perspectives is essential if we are to find commonality and compatibility with all humankind.Therefore, I find it incumbent that we, as college/university professors, examine our present culture-national and global-to ascertain current conditions and what positive roles each citizen may be able to play on the larger stage of world affairs. Musician-teachers, who are the products of the curriculum, should not be exempt from the responsibilities of contributing solutions. Rather, they should produce a program that is sensitive to the larger context in which we all reside. To be sure, we have no direct control over global events. We do, however, exercise at least a modicum of control over the kind of person emerging from our courses of study.In light of the foregoing, this paper will examine (1) the present global conditions with which we are confronted, (2) responsibilities of the college/university [End Page 126] faculties toward developing students with greater awareness, (3) examination of the general education that all baccalaureate students must satisfy for the degree, (4) the education within the general education courses with a focus on the music education student, and (5) a proposal on general education. The Present Context Today we are at a juncture where no one can predict the future with any assurance of accuracy. The world in the twenty-first century has taken an unexpected turn toward greater chaos and has the potential to end life as we have known it in previous centuries. Although earlier generations experienced many changes and watershed moments, the conditions were never potentially as cataclysmic as they are today because of the explosive power of our so-called defensive weapons. In addition, fed by technology, the pace of change is extremely rapid and multiplies exponentially. Robert Wright states in this regard, Neither biological evolution nor human history is a smooth, steady process. Both pass through thresholds.... To some people, the current era has the aura of a threshold; it has that unsettling, out-of-control feeling that can portend a major shift. Technological, geopolitical, and economic change seem ominously fast, and the fabric of society seems somehow tenuous.1He goes on to say, World currency markets are rocked by the turbulent force of electronically lubricated financial speculation. Weapons of mass destruction are cultivated by rogue regimes and New Age cults. Nations seem less cohesive than before, afflicted by ethnic or religious or cultural friction. Health officials seriously discuss the prospect of a worldwide plague-the unspeakably gruesome Ebola virus, perhaps, or some microbe we don't yet know about, spread around the world by jet-propelled travelers. Even tropical storms seem to have grown more intense in recent decades, arguably a result of global warming.2The foregoing was written in 2000, well before the devastating events of September 11 and subsequent human-initiated disasters, yet it still rings true. Where are we heading? What is our future with a world torn by terror, the continual development of more destructive weapons, and a seeming lack of desire to ameliorate our differences in a peaceful manner? Add to these the inexorable advance of technology that seems to know no end. It is most likely that the world in 2050-perhaps even as early as 2025-will not be recognized by our present population, assuming that we do survive as a civilized world.Of course, the outlook is not exclusively bleak and the continued development of technology is not all on the debit side of the ledger. Advances made in [End Page 127] medicine portend the re-growing of brain cells, repair... (shrink)