The novel “The White Tiger” by Aravind Adiga offers a scathing critique of India’s social class dynamics in the era of globalization. In light of globalization, this article will examine the complex interactions between societal institutions, economic pressures, and personal identities. Adiga illustrates the terrible reality that the impoverished endure through her protagonist, Balram Halwai, shedding light on the growing divide between socioeconomic strata that is made worse by globalization. The story illustrates how globalization is a dual force that drives inequality and development at the same time, exposing the differences in power and possibilities it produces. The journey of Balram from a meek driver to a crafty businessman represents the extent people would go to in order to flee persecution and poverty. The book explores the conflict between Western influences and traditional Indian beliefs, showing the identity crisis that many people face as a result. Adiga’s art offers a potent critique of the moral decay and the gap between the wealthy few and the underprivileged masses. This paper challenges readers to consider the ethical implications of a globalized society by highlighting the urgent need for societal transformation.
{"title":"Globalization and Social Class in Aravind Adiga’s \"The White Tiger\"","authors":"Amar Shankar Mahato","doi":"10.46303/cuper.2023.10","DOIUrl":"https://doi.org/10.46303/cuper.2023.10","url":null,"abstract":"The novel “The White Tiger” by Aravind Adiga offers a scathing critique of India’s social class dynamics in the era of globalization. In light of globalization, this article will examine the complex interactions between societal institutions, economic pressures, and personal identities. Adiga illustrates the terrible reality that the impoverished endure through her protagonist, Balram Halwai, shedding light on the growing divide between socioeconomic strata that is made worse by globalization. The story illustrates how globalization is a dual force that drives inequality and development at the same time, exposing the differences in power and possibilities it produces. The journey of Balram from a meek driver to a crafty businessman represents the extent people would go to in order to flee persecution and poverty. The book explores the conflict between Western influences and traditional Indian beliefs, showing the identity crisis that many people face as a result. Adiga’s art offers a potent critique of the moral decay and the gap between the wealthy few and the underprivileged masses. This paper challenges readers to consider the ethical implications of a globalized society by highlighting the urgent need for societal transformation.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"7 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The learning environment that promotes fairness, justices, safety, and general wellbeing of the child can be termed a child friendly and productive school. Administrators recognize that alcohol abuse and addiction amongst school teachers are threats to fundamental peace, effective leadership, and friendly and productive organizational school climate. This poses a barrier to educational goal achievement. To achieve the goal of obtaining conducive and organizational friendly climate, the teachers need to be drug free and in an emotional stable state to plan, organize, direct and carry out teaching and learning in a friendly and productive school climate in an effort to achieve desired individual and group objectives with optimum efficiency and effectiveness. This study is a descriptive survey. Four research questions and three hypotheses guided the study. The participants were purposefully selected from teachers in Agbor metropolis, Delta, Nigeria. The sample consists of 73 teachers. A structured questionnaire designed in a five-point Likert scale format was analyzed using the mean, standard deviation and Chi Square to analyze the generated research questions and hypotheses. The results show that there is significant difference between male and female teachers’ alcohol consumption, and teachers’ alcohol abuse affect very negatively school climate and learning environment. Alcohol consumption by teachers can induce disorganization, ill health and promote levity which might inhibit a friendly and productive school climate.
{"title":"Teachers’ Alcohol Addiction and Its Effects in Promoting a Friendly and Productive School Climate","authors":"F. Mormah","doi":"10.46303/cuper.2023.7","DOIUrl":"https://doi.org/10.46303/cuper.2023.7","url":null,"abstract":"The learning environment that promotes fairness, justices, safety, and general wellbeing of the child can be termed a child friendly and productive school. Administrators recognize that alcohol abuse and addiction amongst school teachers are threats to fundamental peace, effective leadership, and friendly and productive organizational school climate. This poses a barrier to educational goal achievement. To achieve the goal of obtaining conducive and organizational friendly climate, the teachers need to be drug free and in an emotional stable state to plan, organize, direct and carry out teaching and learning in a friendly and productive school climate in an effort to achieve desired individual and group objectives with optimum efficiency and effectiveness. This study is a descriptive survey. Four research questions and three hypotheses guided the study. The participants were purposefully selected from teachers in Agbor metropolis, Delta, Nigeria. The sample consists of 73 teachers. A structured questionnaire designed in a five-point Likert scale format was analyzed using the mean, standard deviation and Chi Square to analyze the generated research questions and hypotheses. The results show that there is significant difference between male and female teachers’ alcohol consumption, and teachers’ alcohol abuse affect very negatively school climate and learning environment. Alcohol consumption by teachers can induce disorganization, ill health and promote levity which might inhibit a friendly and productive school climate.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"162 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study assessed socio-economic and environmental factors influencing student nurses’ preparedness for the Qualifying Examination for General Nurses (QEFGN) in school of nursing in Agbor, Delta State, Nigeria. A descriptive survey research of 70 third-year student nurses of Basic Nursing program were selected using convenience sampling technique. Data collected using researchers-developed questionnaire were summarized with simple frequencies, percentages, mean and standard deviation. Average mean scores of 4.17 and 1.98 indicated environmental factors influenced student nurses’ preparedness for QEFGN while socio-economic factors did not. There was no significant association between gender and socio-economic cum environmental factors influencing preparedness for QEFGN. While environmental factors influenced preparedness for QEFGN, socio-economic did not. It was recommended that administrators of nursing training institutions should ensure that adequate and lasting lighting is supplied with a solitary environment provided for the students preparing for the exam.
{"title":"Socio-economic and Environmental Factors Influencing Student Nurses’ Preparedness for Nursing Qualifying Exams","authors":"Ifeanyi Gift Mormah, Phoebe Nwamaka Kanikwu","doi":"10.46303/cuper.2023.9","DOIUrl":"https://doi.org/10.46303/cuper.2023.9","url":null,"abstract":"The study assessed socio-economic and environmental factors influencing student nurses’ preparedness for the Qualifying Examination for General Nurses (QEFGN) in school of nursing in Agbor, Delta State, Nigeria. A descriptive survey research of 70 third-year student nurses of Basic Nursing program were selected using convenience sampling technique. Data collected using researchers-developed questionnaire were summarized with simple frequencies, percentages, mean and standard deviation. Average mean scores of 4.17 and 1.98 indicated environmental factors influenced student nurses’ preparedness for QEFGN while socio-economic factors did not. There was no significant association between gender and socio-economic cum environmental factors influencing preparedness for QEFGN. While environmental factors influenced preparedness for QEFGN, socio-economic did not. It was recommended that administrators of nursing training institutions should ensure that adequate and lasting lighting is supplied with a solitary environment provided for the students preparing for the exam.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"230 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teaching and learning of nutrition science as well as its application to clinical practice are all included in the dynamic and ever-evolving discipline of nutrition therapy education (NTE). A range of viewpoints are necessary for NTE educators to properly instruct and engage students. This review article examines the perspectives in NTE and suggests crucial viewpoints that are necessary for efficient instruction. The scientific basis of nutrition is essential for NTE educators. This includes knowledge of biochemistry, physiology, and the scientific method. NTE educators should have a strong understanding of clinical nutrition practice. This includes knowledge of assessment techniques, nutrition interventions, and the management of various medical conditions. NTE educators should be aware of the cultural diversity of their students and how culture influences food choices and nutrition beliefs. NTE educators should understand the nutritional needs of individuals across the lifespan, from infancy to old age. NTE educators should recognize that nutrition is one aspect of a person's overall health and well-being. They should consider the interconnectedness of nutrition, physical activity, mental health, and social factors. NTSE educators should encourage students to think critically about nutrition information and to evaluate the credibility of sources. These six viewpoints can be incorporated into NTE to assist educators in giving their students a more thorough and interesting learning experience. Through an awareness of the various perspectives that impact nutrition, NTE instructors may better equip their students to become well-rounded and productive nutritionists.
{"title":"Perspectives in Nutrition Therapy Education","authors":"Sami Ali, F. Alhodieb","doi":"10.46303/cuper.2023.8","DOIUrl":"https://doi.org/10.46303/cuper.2023.8","url":null,"abstract":"The teaching and learning of nutrition science as well as its application to clinical practice are all included in the dynamic and ever-evolving discipline of nutrition therapy education (NTE). A range of viewpoints are necessary for NTE educators to properly instruct and engage students. This review article examines the perspectives in NTE and suggests crucial viewpoints that are necessary for efficient instruction. The scientific basis of nutrition is essential for NTE educators. This includes knowledge of biochemistry, physiology, and the scientific method. NTE educators should have a strong understanding of clinical nutrition practice. This includes knowledge of assessment techniques, nutrition interventions, and the management of various medical conditions. NTE educators should be aware of the cultural diversity of their students and how culture influences food choices and nutrition beliefs. NTE educators should understand the nutritional needs of individuals across the lifespan, from infancy to old age. NTE educators should recognize that nutrition is one aspect of a person's overall health and well-being. They should consider the interconnectedness of nutrition, physical activity, mental health, and social factors. NTSE educators should encourage students to think critically about nutrition information and to evaluate the credibility of sources. These six viewpoints can be incorporated into NTE to assist educators in giving their students a more thorough and interesting learning experience. Through an awareness of the various perspectives that impact nutrition, NTE instructors may better equip their students to become well-rounded and productive nutritionists.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"91 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conducting action research requires some skills and abilities and extra time to plan and complete it. As a result, few teachers engage in action research. To dive into this issue, this paper attempted to conduct a research investigation with a focus on the competence and challenges encountered by the teacher-researchers in conducting action research in Infanta District in Philippines during the school year 2022-2023. The aim of this research was also to propose a research capacity building. The researcher used purposive sampling, employing descriptive-quantitative method. 39 teacher-researchers were involved in the study. Data collecting instrument used was a researcher-made survey questionnaire. The results revealed that the teacher-researchers assessed their competence as “slightly competent” as reflected by the overall mean of 2.14. Meanwhile, one item was evaluated where the teacher-researchers was “not competent” which this is about making an introduction using CARS Model. On the other hand, the challenges encountered by the teacher-researchers were interpreted as “slightly serious” with an overall weighted mean of 2.53. While, four problems were identified as “serious” such as they do not know the difference between an action research and basic research, they need individuals who can guide them in making their research paper, someone who can give them technical assistance and they do not have a background in the process of making action research. Moreover, two “very serious” challenges were found such as they do not have training in Action Research and due to this lack of training, it made them reluctant in doing one. In the meantime, the computed coefficient or r value was .56 which signified a considerable moderate correlation. Therefore, the teacher-researchers’ competence registered a relationship with the challenges they encountered. To address the serious and very serious problems encountered, the teacher-researchers may find the research capacity building proposed in this paper. The capacity building is purposely designed to resolve and overcome the challenges encountered by the teacher-researchers in implementing action research.
{"title":"Competence and Challenges Encountered by Teacher-Researchers: Basis for Research Capacity Building","authors":"Ramil A. Borreo","doi":"10.46303/cuper.2023.5","DOIUrl":"https://doi.org/10.46303/cuper.2023.5","url":null,"abstract":"Conducting action research requires some skills and abilities and extra time to plan and complete it. As a result, few teachers engage in action research. To dive into this issue, this paper attempted to conduct a research investigation with a focus on the competence and challenges encountered by the teacher-researchers in conducting action research in Infanta District in Philippines during the school year 2022-2023. The aim of this research was also to propose a research capacity building. The researcher used purposive sampling, employing descriptive-quantitative method. 39 teacher-researchers were involved in the study. Data collecting instrument used was a researcher-made survey questionnaire. The results revealed that the teacher-researchers assessed their competence as “slightly competent” as reflected by the overall mean of 2.14. Meanwhile, one item was evaluated where the teacher-researchers was “not competent” which this is about making an introduction using CARS Model. On the other hand, the challenges encountered by the teacher-researchers were interpreted as “slightly serious” with an overall weighted mean of 2.53. While, four problems were identified as “serious” such as they do not know the difference between an action research and basic research, they need individuals who can guide them in making their research paper, someone who can give them technical assistance and they do not have a background in the process of making action research. Moreover, two “very serious” challenges were found such as they do not have training in Action Research and due to this lack of training, it made them reluctant in doing one. In the meantime, the computed coefficient or r value was .56 which signified a considerable moderate correlation. Therefore, the teacher-researchers’ competence registered a relationship with the challenges they encountered. To address the serious and very serious problems encountered, the teacher-researchers may find the research capacity building proposed in this paper. The capacity building is purposely designed to resolve and overcome the challenges encountered by the teacher-researchers in implementing action research.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139282946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A.K. Ramanujan was a celebrated poet who demonstrated remarkable talent in incorporating mythology and symbolism into his poetry. In “A River,” Ramanujan employs mythological allusions to enrich the poem’s meaning. A.K. Ramanujan’s poem “A River” showcases his mastery in employing mythology and symbolism to convey profound meanings. This research paper delves into the intricate web of mythological allusions and symbolic imagery used by Ramanujan in “A River.” It explores their significance in unravelling the poem’s multi-layered meanings. It underscores the broader implications of mythology and symbolism, emphasizing their enduring relevance and ability to evoke deep emotions and provoke profound contemplation. Ultimately, this study enhances our understanding and appreciation of Ramanujan’s artistic prowess and invites further exploration into the power of mythology and symbolism in literature. One of the defining features of Ramanujan’s poetry is his adept utilization of mythology. Drawing from various mythological traditions, including Hindu, Greek, and Tamil, he infuses his poems with references to mythological figures, narratives, and motifs. These mythological allusions serve multiple purposes. Firstly, it adds layers of meaning to the poems, providing a rich tapestry of cultural and historical associations. By tapping into these archetypal stories, Ramanujan taps into a collective consciousness, engaging readers on a deep and universal level. Secondly, the mythological references allow Ramanujan to explore profound existential questions and timeless human dilemmas. Through myth, he tackles themes such as love, loss, identity, and the cyclical nature of life, resonating with readers across time and space. The incorporation of mythology and symbolism in Ramanujan’s poetry enriches the aesthetic experience and offers a deeper understanding of the human condition. By analyzing the various mythological references and symbols in the poem, this paper aims to shed light on the deeper thematic exploration of identity, tradition, and the passage of time.
A.K. Ramanujan 是一位著名诗人，他在将神话和象征主义融入诗歌方面表现出非凡的才华。在《一条河》中，拉马努扬运用神话典故丰富了诗歌的内涵。A.K. Ramanujan 的诗歌《一条河》展示了他运用神话和象征主义表达深刻含义的高超技巧。本研究论文深入探讨了拉马努扬在《一条河》中使用的错综复杂的神话典故和象征意象。本文探讨了这些典故和意象在揭示诗歌多层含义方面的意义。它强调了神话和象征主义的广泛意义，强调了它们的持久相关性以及唤起深厚情感和引发深刻思考的能力。最终，这项研究增强了我们对拉玛努扬艺术才能的理解和欣赏，并促使我们进一步探索神话和象征主义在文学中的力量。拉马努贾诗歌的一个显著特点是他对神话的巧妙运用。他从印度、希腊和泰米尔等各种神话传统中汲取营养，在诗歌中引用神话人物、叙事和主题。这些神话典故有多重作用。首先，它增加了诗歌的意义层次，提供了丰富的文化和历史联想。通过挖掘这些原型故事，Ramanujan 利用了集体意识，在深层次和普遍性上吸引了读者。其次，神话的引用使拉马努贾得以探讨深刻的存在问题和永恒的人类困境。通过神话，他探讨了爱情、失落、身份和生命的周期性等主题，引起了读者跨越时空的共鸣。神话和象征主义在拉玛努扬诗歌中的融入丰富了审美体验，并使人们对人类的境况有了更深刻的理解。通过分析诗歌中的各种神话典故和象征，本文旨在揭示对身份、传统和时间流逝的深层主题探索。
{"title":"Mythology and Symbolism in A.K. Ramanujan’s Poem “A River”","authors":"Amar Shankar Mahato","doi":"10.46303/cuper.2023.4","DOIUrl":"https://doi.org/10.46303/cuper.2023.4","url":null,"abstract":"A.K. Ramanujan was a celebrated poet who demonstrated remarkable talent in incorporating mythology and symbolism into his poetry. In “A River,” Ramanujan employs mythological allusions to enrich the poem’s meaning. A.K. Ramanujan’s poem “A River” showcases his mastery in employing mythology and symbolism to convey profound meanings. This research paper delves into the intricate web of mythological allusions and symbolic imagery used by Ramanujan in “A River.” It explores their significance in unravelling the poem’s multi-layered meanings. It underscores the broader implications of mythology and symbolism, emphasizing their enduring relevance and ability to evoke deep emotions and provoke profound contemplation. Ultimately, this study enhances our understanding and appreciation of Ramanujan’s artistic prowess and invites further exploration into the power of mythology and symbolism in literature. One of the defining features of Ramanujan’s poetry is his adept utilization of mythology. Drawing from various mythological traditions, including Hindu, Greek, and Tamil, he infuses his poems with references to mythological figures, narratives, and motifs. These mythological allusions serve multiple purposes. Firstly, it adds layers of meaning to the poems, providing a rich tapestry of cultural and historical associations. By tapping into these archetypal stories, Ramanujan taps into a collective consciousness, engaging readers on a deep and universal level. Secondly, the mythological references allow Ramanujan to explore profound existential questions and timeless human dilemmas. Through myth, he tackles themes such as love, loss, identity, and the cyclical nature of life, resonating with readers across time and space. The incorporation of mythology and symbolism in Ramanujan’s poetry enriches the aesthetic experience and offers a deeper understanding of the human condition. By analyzing the various mythological references and symbols in the poem, this paper aims to shed light on the deeper thematic exploration of identity, tradition, and the passage of time.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139319618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technical and vocational education (TVET) plays a crucial role in societal and national development. In Nigeria, it spans across various educational levels, from secondary schools to higher institutions. However, over time, TVET in Nigeria has faced significant challenges, particularly related to the shortage of qualified teachers and skilled personnel. This paper focuses on the issues affecting TVET, specifically those tied to human resource provision within educational institutions. The paper commences with a comprehensive literature review to enhance our understanding of TVET. It delves into the benefits of having competent TVET instructors and their responsibilities in fostering the growth of TVET. Furthermore, it explores the factors essential for ensuring the presence of qualified TVET teachers in our schools and examines the declining quality of TVET within educational institutions. Ultimately, the paper investigates the underlying causes of the gap that restricts teachers' ability and competence in effectively imparting the necessary skills to their students. It identifies teacher shortcomings as the primary reason for students' failure to acquire the requisite knowledge and skills both before and after graduation.
{"title":"Deterioration of Vocational Education in Nigerian Secondary Schools: An Overview from the Human Resource Perspective","authors":"Ibrahim Aliyu Ladan","doi":"10.46303/cuper.2023.3","DOIUrl":"https://doi.org/10.46303/cuper.2023.3","url":null,"abstract":"Technical and vocational education (TVET) plays a crucial role in societal and national development. In Nigeria, it spans across various educational levels, from secondary schools to higher institutions. However, over time, TVET in Nigeria has faced significant challenges, particularly related to the shortage of qualified teachers and skilled personnel. This paper focuses on the issues affecting TVET, specifically those tied to human resource provision within educational institutions. The paper commences with a comprehensive literature review to enhance our understanding of TVET. It delves into the benefits of having competent TVET instructors and their responsibilities in fostering the growth of TVET. Furthermore, it explores the factors essential for ensuring the presence of qualified TVET teachers in our schools and examines the declining quality of TVET within educational institutions. Ultimately, the paper investigates the underlying causes of the gap that restricts teachers' ability and competence in effectively imparting the necessary skills to their students. It identifies teacher shortcomings as the primary reason for students' failure to acquire the requisite knowledge and skills both before and after graduation.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to review Health and Education Interdependence: Thriving from Birth to Adulthood, a collective book edited by R. Midford, G. Nutton, B. Hyndman and S. Silburn, and published by Springer in 2020. The book offers a comprehensive perspective on the relationship between health and education during childhood and adolescence, and its impacts on the entire individual's life. Although the contributing authors have generally addressed the relationship between education and health in the Australian context, the book provides valuable data and insights for other countries as well.
本文旨在回顾《健康与教育的相互依存》：该书由 R. Midford、G. Nutton、B. Hyndman 和 S. Silburn 编辑，于 2020 年由 Springer 出版。该书以全面的视角探讨了儿童和青少年时期健康与教育之间的关系及其对整个人生的影响。虽然本书的作者一般都是从澳大利亚的角度来探讨教育与健康之间的关系，但本书也为其他国家提供了宝贵的数据和见解。
{"title":"Health and Education Interdependence: Thriving from Birth to Adulthood","authors":"Filiz Halıcı Öztürk","doi":"10.46303/cuper.2023.1","DOIUrl":"https://doi.org/10.46303/cuper.2023.1","url":null,"abstract":"This paper aims to review Health and Education Interdependence: Thriving from Birth to Adulthood, a collective book edited by R. Midford, G. Nutton, B. Hyndman and S. Silburn, and published by Springer in 2020. The book offers a comprehensive perspective on the relationship between health and education during childhood and adolescence, and its impacts on the entire individual's life. Although the contributing authors have generally addressed the relationship between education and health in the Australian context, the book provides valuable data and insights for other countries as well.","PeriodicalId":504820,"journal":{"name":"Current Perspectives in Educational Research","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139350238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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