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Journal of Medicine and Pharmacy","Tạp chí Y Dược học Cần Thơ",{"EN":487,"VI":488},"\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">04\u002F10\u002F2015 Ministry of Information and Communications allowed Can Tho journal of medicine and pharmacy to operate (102 \u002FGP-BTTTT)\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">07\u002F16\u002F2015 Can Tho journal of medicine and pharmacy is internationally recognized: ISSN 2354-1210\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">In 2016, The journal has been included in the list of medical science journals by The State Council for professorship which is awarded a work score of 0-0.5 points for a published article.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Can Tho Journal of Medicine and Pharmacy welcome original works that haven’t been submitted or published in other medical journals. Posts must contain content related to one of the journal’s categories.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The content published\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The journal is divided into 3 categories:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Scientific research article: are valuable scientific works, which have been researched and accepted.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Overview of medicine, biology and pharmacy: serving the objective of continuing training in the fields of medicine, biology and pharmacy; to systematize classical and modern knowledge.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Update information on new knowledge about medicine, biology, pharmacy in the country and in the world.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Scope\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Publication and introduction of scientific research in the fields:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Medicine (internal medicine, surgery, pediatrics, obstetrics and gynecology, odonto-stomatology, laboratory, oncology, traditional medicine, nursing).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Biology (genetics, biotechnology).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">+ Pharmacology (pharmaceutics, drug quality analysis-control, synthetic pharmaceutical chemistry, biochemistry, pharmacognosy, botany, clinical pharmacy).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- To enhance the quality of undergraduate, postgraduate education, scientifically researching and meet the necessary treatment in hospital.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Introducing the updated domestic and oversea information about science technology to promote scientific research and exchanging technology in local, other universities.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">- Exchanging pharmaceutical and medical information for social health developing in the Mekong Delta and Vietnam.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">The object\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Postgraduate students, student of Can Tho University of Medicine and Pharmacy, scientists from schools, research institutes, hospitals, health centers, pharmaceutical companies of the Mekong Delta; other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. Danh sách bài báo theo số Tạp chí được in ấn và phát hành trong năm định kỳ được công bố chính thức trên website: https:\u002F\u002Ftapchi.ctump.edu.vn\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>",{"VOID":490},"wcQ1uqwAAAAJ","2023-05-30T08:17:21.868+00:00",[],[494],{"id":495,"createTime":28,"updateTime":28,"relativeEntities":496,"slug":28,"properties":497,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":507,"parentIds":508,"statistic":28},"6413896b-eca9-442b-a73f-182a58a0ce40",[],{"title":498,"address":501,"country":504,"abbreviation":505},{"EN":499,"VI":500},"Can Tho University of Medicine and Pharmacy","Trường Đại học Y Dược Cần Thơ",{"EN":502,"VI":503},"No 179, Nguyen Van Cu street, An Khanh ward, Ninh Kieu district, Can Tho city, Vietnam","Số 179, đường Nguyễn Văn Cừ, phường An Khánh, quận Ninh Kiều, thành phố Cần Thơ, Việt Nam",{"VOID":15},{"VOID":506},"ctump","http:\u002F\u002Fwww.ctump.edu.vn\u002F",[],[],"https:\u002F\u002Ftapchi.ctump.edu.vn\u002Findex.php\u002Fctump",{"impactFactor":32,"impactFactorByYear":512,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":514,"totalPublicationByYear":515,"totalCitation":520,"totalCitationByYear":521,"totalCitationPerPublication":108,"totalCitationPerPublicationByYear":523,"hindexLast5Year":45,"hindex":45},{"2022":513,"2023":111,"2024":106},0.01,1556,{"2020":47,"2021":516,"2022":517,"2023":518,"2024":519,"2025":122},57,306,801,358,161,{"2021":146,"2022":280,"2023":522},99,{"2021":524,"2022":318,"2023":104},0.23,{"impactFactor":28,"impactFactorByYear":28,"i10Index":123,"i10IndexLast5Year":123,"totalPublication":526,"totalPublicationByYear":527,"totalCitation":526,"totalCitationByYear":528,"totalCitationPerPublication":40,"totalCitationPerPublicationByYear":531,"hindexLast5Year":49,"hindex":49},476,{"0":205,"2019":123,"2021":139,"2022":459,"2023":451,"2024":357,"2025":49,"2026":48},{"2021":42,"2022":123,"2023":161,"2024":529,"2025":360,"2026":530},136,83,{"2021":105,"2022":513,"2023":532,"2024":127,"2025":533,"2026":534},0.62,25.43,13.83,{"id":536,"createTime":537,"updateTime":382,"relativeEntities":538,"slug":539,"properties":540,"entityType":25,"verifyStatus":26,"verifyTime":28,"verifyNote":28,"languages":552,"translateLanguages":28,"viewCount":133,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":556,"thumbnailPath":557,"statistic":558,"gsStatistic":594,"type":55,"analyzePriority":28},"6984a56a-db70-403b-9cc4-4013e1ceaffa","2023-05-09T06:47:40.346+00:00",[],"T%E1%BA%A1p%20ch%C3%AD%20Nghi%C3%AAn%20c%E1%BB%A9u%20n%C6%B0%E1%BB%9Bc%20ngo%C3%A0i",{"country":541,"issn":542,"title":544,"introduce":547,"gsId":550},{"VOID":15},{"VOID":543},"25252445",{"EN":545,"VI":546},"VNU Journal of Foreign Studies","Tạp chí Nghiên cứu nước ngoài",{"EN":548,"VI":549},"{\"ops\":[{\"insert\":\"\\n\\nThe \\n\"},{\"attributes\":{\"italic\":true},\"insert\":\"VNU Journal of Science\"},{\"insert\":\"\\n was established in 1985 for the publication of national and international research papers in all fields of natural sciences and technology, social sciences and humanities. 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article summarizes an extended study carried out by Oberlin College, Ohio. Bright thirteen-year old black pupils were randomly assigned to experimental and control groups. The experimental group was given compensatory instruction until they were of college age. Comparisons with the control group showed that nearly all of these pupils — from backgrounds where completing secondary school and attending college are both unexpected — entered college.",{"EN":1026},"College entrance programs of compensatory education: Experience in the U.S.A.",{"VOID":1028},"Astin, A.Predicting Academic Performance in College. New York: Free Press, 1971.\nAustin, H. et al.Higher Education and the Disadvantaged Student. Washington, D.C.: Human Service Press, 1972.\nColeman, J.S. et al.Equality of Educational Opportunity. Washington, D.C.: United States Government Printing Office, 1966.\nDeutsch, M. “Minority Group and Class Status as Related to Social and Personality Factors in Scholastic Achievement”,Monographs in Social and Applied Anthropology, No. 2 (1960).\nGordon, E.W. and Wilkerson, D.A.Compensatory Education for the Disadvantaged: Programs and Practices Preschool through College. Princeton: College Entrance Examination Board, 1966.\nGray, S.W. and Klaus, R.A. “An Experimental Preschool Program for Culturally Deprived Children”,Child Development 36 (1965), pp. 887–898.\nLabov, W.Language in the Inner City: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press, 1972.\nSchreiber, D. “The Dropout and the Delinquent: Promising Practices Gleaned from a Year of Study”,Phi Delta Kappan 44 (1963), pp. 215–221.\nYinger, J.M.Toward a Field Theory of Behavior. New York: McGraw-Hill, 1965.\n—— Ikeda, K. and Laycock, F.Middle Start: Supportive Intervention for Higher Education among Students of Disadvantaged Backgrounds. Final Report, Project 5–0703. Washington, D.C.: United States Department of Health, Education, and Welfare, Office of Education, Bureau of Research, 1970.",{"VOID":1030},"10.1007\u002FBF00615651","Author affiliation is blank","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00615651",[1034,1042,1049],{"id":1035,"sortIndex":32,"researcher":28,"roles":1036,"affiliations":1038,"properties":1039,"displayName":1041,"givenName":28,"familyName":28},"4785ef9b-dddc-4d48-8a40-f9db4ee59095",[1037],"AUTHOR",[],{"title":1040},{"VI":1041},"Frank Laycock",{"id":1043,"sortIndex":40,"researcher":28,"roles":1044,"affiliations":1045,"properties":1046,"displayName":1048,"givenName":28,"familyName":28},"4bedf7d0-1aef-457f-8688-5a4ea194096f",[1037],[],{"title":1047},{"VI":1048},"J. 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However, it is not granted to many employees in Israel, and the authors of this article were interested in the reasons for this. Based on data from the Programme for the International Assessment of Adult Competencies (PIAAC), they investigated the association between cognitive skills and job autonomy among Israeli-born Jews, Arabs and immigrants from the former Soviet Union (FSU) living in Israel. They considered PIAAC data for cognitive skills in three key domains: literacy, numeracy and problem solving in technology-rich environments. In line with social homophily theory (which explains bonding tendencies among socially similar people), the authors’ findings show different effects of cognitive skills on job autonomy between the three groups. Whereas cognitive skills were positively correlated with job autonomy among Israeli-born Jews and partially among Arabs, these effects were insignificant among FSU immigrants. The findings suggest that in the case of FSU immigrants, a latent form of discrimination is taking place: they are not being rewarded for their credentials and skills with job autonomy. Revealing the discrimination mechanisms affecting job autonomy among ethnic minorities in Israel may help policymakers to overcome ethnic-based inequality and alienation in the labour market. It may also assist the development of new approaches that tap into skills currently being ignored and thereby increase employees’ well-being.",{"EN":1121,"VI":1122},"It’s not what you know but where you come from: Cognitive skills, job autonomy and latent discrimination of ethnic minorities in Israel","Không phải bạn biết những gì mà là bạn đến từ đâu: Kỹ năng nhận thức, quyền tự chủ công việc và sự phân biệt đối xử tiềm ẩn đối với các dân tộc thiểu số ở Israel",{"VOID":1124},"Adler, M. A. (1993). Gender differences in job autonomy. The Sociological Quarterly, 34(3), 449–465.\nAmit, K., & Chachashvili-Bolotin, S. (2018). Satisfied with less? Mismatch between subjective and objective position of immigrants and native-born men and women in the labor market. Frontiers in Sociology, 3, Art. 33. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffsoc.2018.00033.\nAutor, D. (2014). Skills, education, and the rise of earnings inequality among the “other 99 percent”. Science, 344(6186), 843–851.\nBall, S. (2009). Lifelong learning, subjectivity and the totally pedagogised society. In M. A. Peters (Ed.), Governmentality studies in education (pp. 201–216). Rotterdam: Sense.\nBeck, J. (2009). Appropriating professionalism: Restructuring the official knowledge base of England’s “modernised” teaching profession. British Journal of Sociology of Education, 30(1), 3–14.\nBenhabib, J., & Spiegel, M. M. (1994). The role of human capital in economic development evidence from aggregate cross-country data. Journal of Monetary economics, 34(2), 143–173.\nCampos-Castillo, C., & Ewoodzie, K. (2014). Relational trustworthiness: How status affects intra-organizational inequality in job autonomy. Social science research, 44, 60–74.\nCarmon, A. F., Miller, A. N., Raile, A. N. W., & Roers, M. M. (2010). Fusing family and firm: Employee perceptions of perceived homophily, organizational justice, organizational identification, and organizational commitment in family businesses. Journal of Family Business Strategy, 1(4), 210–223.\nCBS (Central Bureau of Statistics) (2016). 68th Independence Day – 8.5 million residents in the State of Israel [media release].Givat Shaul: CBS. Retrieved 24 October 2017 from http:\u002F\u002Fwww.cbs.gov.il\u002Fwww\u002Fhodaot2016n\u002F11_16_134e.pdf.\nCBS. (2019). Population. Quick facts: 9.1085. Last updated October 2019 [dedicated webpage]. Givat Shaul: CBS. Retrieved 30 December 2019 from https:\u002F\u002Fwww.cbs.gov.il\u002Fen\u002Fsubjects\u002FPages\u002FPopulation.aspx.\nChachashvili-Bolotin, S. (2007). The effects of the immigration on educational attainments of immigrants and native Israelis [PhD thesis]. Tel Aviv: Tel Aviv University\nChoi, S., Leiter, L., & Tomaskovic-Devey, D. (2008). Contingent autonomy technology, bureaucracy, and relative power in the labor process. Work and Occupations, 35(4), 422–455.\nCiccone, A., & Papaioannou, E. (2009). Human capital, the structure of production, and growth. The Review of Economics and Statistics, 91(1), 66–82.\nCohen, Y., & Kogan, I. (2007). Next year in Jerusalem … or in Cologne? Labour market integration of Jewish immigrants from the former soviet union in Israel and Germany in the 1990s. European Sociological Review, 23(2), 155–168.\nde Baldini Rocha, M. S., & Ponczek, V. (2011). The effects of adult literacy on earnings and employment. Economics of Education Review, 30(4), 755–764.\nDenny, K., Harmon, C., & O’Sullivan, V. (2003). Education, earnings and skills: A multi-country comparison. IFS Working Papers W04\u002F08. London: Institute for Fiscal Studies.\nDesjardins, R.. (2018). Economics and the political economy of adult education. In M. Milana, S. Webb J. Holford, R. Waller, & P. Jarvis (Eds.) The Palgrave international handbook on adult and lifelong education and learning (pp. 211–226). Basingstoke: Palgrave Macmillan.\nFried, Y., & Ferris, G. R. (1987). The validity of the job characteristics model: A review and meta-analysis. Personnel psychology, 40(2), 287–322.\nGanayem, A. N., Rafaeli, S., & Azaiza, F. (2009). Digital gap: Internet use in Arab society in Israel. Megamot, 46(1–2), 164–196.\nGillespie, N. (2003). Measuring trust in working relationships: The behavioral trust inventory. MBS Working Paper. Melbourne Business School, University of Melbourne.\nGorodzeisky, A., & Semyonov, M. (2011). Two dimensions to economic incorporation: Soviet immigrants in the Israeli labour market. Journal of Ethnic and Migration Studies, 37(7), 1059–1077.\nGreen, D. A., & Riddell, W. C. (2003). Literacy and earnings: An investigation of the interaction of cognitive and unobserved skills in earnings generation. Labour Economics, 10(2), 165–184.\nGrotlüschen, A. (2016). Literacy level I and below versus literacy level IV and above. Zeitschrift für Weiterbildungsforschung-Report, 39(2), 255–270.\nHanushek, E.A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2015). Returns to skills around the world: Evidence from PIAAC. European Economic Review, 73(C), 103–130.\nHanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic development. Journal of economic literature, 46(3), 607–668.\nHanushek, E. A., & Woessmann, L. (2012). Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. Journal of Economic Growth, 17(4), 267–321.\nHeckman, J. J., Lochner, L. J., & Todd, P. E. (2006). Earnings functions, rates of return and treatment effects: The Mincer equation and beyond. In E. Hanushek & F. Welch (Eds.), Handbook of the economics of education (Vol. 1, pp. 307–458). Amsterdam: Elsevier.\nILO (International Labour Office) (2012). International standard classification of occupations (ISCO-08). Vol. 1: Structure, group definitions and correspondence tables. Geneva: ILO. Retrieved 17 December 2019 from https:\u002F\u002Fwww.ilo.org\u002Fpublic\u002Fenglish\u002Fbureau\u002Fstat\u002Fisco\u002Fdocs\u002Fpublication08.pdf.\nJaffee, D. (1989). Gender inequality in workplace autonomy and authority. Social Science Quarterly, 70(2), 375–390.\nJones, L., & Moore, R. (1995). Appropriating competence: The competency movement, the New Right and the “culture change” project. British Journal of Education and Work, 8(2), 78–92.\nKalleberg, A. L., Reskin, B. F., & Hudson, K. (2000). Bad jobs in America: Standard and nonstandard employment relations and job quality in the United States. American Sociological Review, 65(2), 256–278.\nKarasek, R. A., & Theorell, T. (1992). Healthy work: Stress, productivity, and the reconstruction of working life. New York: Basic books.\nKnesset (1950). The law of return. Jerusalem: Knesset [legislative branch of the Israeli government]. Retrieved 18 December 2019 from https:\u002F\u002Fwww.knesset.gov.il\u002Flaws\u002Fspecial\u002Feng\u002Freturn.htm.\nKretzmer, D. (2019). The legal status of the Arabs in Israel. New York: Routledge.\nKristen, C., Shavit, Y., Chachashvili-Bolotin, S., Roth, T., & Adler, I. (2014). Achievement differences between immigrant and native fourth graders in Germany and Israel. In R. K. Silbereisen (Ed.), The challenges of diaspora migration: Interdisciplinary perspectives on Israel and Germany (pp. 191–209). Farnham: Ashgate.\nLangfred, C. W. (2013). To be or not to be autonomous: Exploring why employees want more autonomy. North American Journal of Psychology, 15(2), 355–366.\nLee, H.-J., & Reade, C. (2015). Ethnic homophily perceptions as an emergent IHRM challenge: Evidence from firms operating in Sri Lanka during the ethnic conflict. The International Journal of Human Resource Management, 26(13), 1645–1664.\nLewicki, R. J., & Wiethoff, C. (2000). Trust, trust development, and trust repair. In M. Deutsch & P. T. Coleman (Eds.), The handbook of conflict resolution: Theory and practice (pp. 86–107). San Francisco, CA: Jossey-Bass.\nLewin-Epstein, N., & Semyonov, M. (1993). The Arab minority in Israel’s economy: Patterns of ethnic inequality. New York: Routledge.\nLewin-Epstein, N., & Semyonov, M. (2019). The Arab minority in Israel’s economy: Patterns of ethnic inequality. New York: Routledge.\nLissitsa, S. (2006). Integration of immigrants from the CIS in Israel: The emergence of a transnational diaspora [PhD Thesis]. Tel Aviv: Tel Aviv University.\nLissitsa, S. (2015). Patterns of digital uses among Israeli Arabs: Between citizenship in modern society and traditional cultural roots. Asian Journal of Communication, 25(5), 447–464.\nLissitsa, S. (2016). Can online contacts between immigrants and veterans facilitate immigrants’ social integration? Ethnicities, 16(3), 393–417.\nLissitsa, S., & Chachashvili-Bolotin, S. (2014). Use of the Internet in capital enhancing ways-ethnic differences in Israel and the role of language proficiency. International Journal of Internet Science, 9(1), 9–30.\nLissitsa, S., Chachashvili-Bolotin, S., & Bokek-Cohen, Y. (2017). Can digital skills raise occupational prestige among ethnic minorities? Innovation: The European Journal of Social Science Research, 30(2), 204–222.\nLissitsa, S., & Peres, Y. (2011). Criteria of sociocultural adjustment: The case of the Russian Community in Israel since 1989. International Journal of Intercultural Relations, 35(2), 205–212.\nMcGuire, Gail M. (2002). Gender, race, and the shadow structure a study of informal networks and inequality in a work organization. Gender & Society, 16(3), 303–322.\nMcPherson, J. M., & Smith-Lovin, L. (1987). Homophily in voluntary organizations: Status distance and the composition of face-to-face groups. American Sociological Review, 52(3), 370–379.\nMcPherson, J. M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444.\nMorgeson, F. P., & Humphrey, S. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91(6), 1321–1339.\nOECD (Organisation for Economic Co-operation and Development) (2012). Literacy, numeracy and problem solving in technology-rich environments: Framework for the OECD survey of adult skills. Paris: OECD Publishing. Retrieved 16 December 2019 from http:\u002F\u002Fwww.oecd.org\u002Fskills\u002Fpiaac\u002FPIAAC%20Framework%202012–%20Revised%2028oct2013_ebook.pdf.\nOECD (2016a). Skills matter: Further results from the survey of adult skills. OECD Skills Studies series. Paris: OECD Publishing. Retrieved 17 December from https:\u002F\u002Fwww.oecd.org\u002Fskills\u002Fpiaac\u002FSkills_Matter_Further_Results_from_the_Survey_of_Adult_Skills.pdf.\nOECD (2016b). The survey of adult skills: Reader’s companion (2nd edn). OECD Skills Studies series. Paris: OECD Publishing. Retrieved 17 December 2019 from https:\u002F\u002Fwww.oecd.org\u002Fskills\u002Fpiaac\u002FThe_Survey%20_of_Adult_Skills_Reader%27s_companion_Second_Edition.pdf.\nOECD (2016c). Adults’ proficiency in key information-processing skills. In Skills matter: Further results from the survey of adult skills (pp. 33–66). Paris: OECD Publishing. Retrieved 17 December from https:\u002F\u002Fwww.oecd.org\u002Fskills\u002Fpiaac\u002FSkills_Matter_Further_Results_from_the_Survey_of_Adult_Skills.pdf.\nOUP (Oxford University Press) (n.d.). Human capital. In Lexico.com [online dictionary]. Detroit, MI: Lexico.com. 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Close encounters: Analyzing how social similarity and propinquity contribute to strong network connections. Organization Science, 22(4), 835–849.\nRemennick, L. (2003). The 1.5 generation of Russian immigrants in Israel: Between integration and sociocultural retention. Diaspora: A Journal of Transnational Studies, 12(1), 39–66.\nRemennick, L. (2013). Professional identities in transit: Factors shaping immigrant labour market success. International Migration, 51(1), 152–168.\nSabatini, J. P., & Bruce, K.M. (2009). PIAAC reading component: A conceptual framework. OECD Education Working Papers, No. 33. Paris: OECD Publishing.\nSchnell, I., & Shdema, I. (2016). The role of peripheriality and ethnic segregation in Arabs’ integration into the Israeli labor market. In N. Khattab, S. Miaari & H. Stier H. (Eds.), Socioeconomic Inequality in Israel (pp. 207–224). New York: Palgrave Macmillan.\nSchulte, M., Cohen, N. A., & Klein, K. J. (2012). The coevolution of network ties and perceptions of team psychological safety. Organization Science, 23(2), 564–581.\nSemyonov, M., & Lewin-Epstein, N. (2011). Wealth inequality: Ethnic disparities in Israeli society. Social Forces, 89(3), 935–959.\nSicron, M. (2012). The demographic characteristics and patterns of FSU immigrants in Israel: A demographic-statistical overview. In S.Lissitsa and Y. Bokek-Cohen (Eds), Old roots in new soil. The adjustment of FSU immigrants in Israel in the new millennium (pp. 9–36). Ariel: Ariel University Center Publishing.\nSingh, J., Hansen, M. T., & Podolny, J. M. (2010). The world is not small for everyone: Inequity in searching for knowledge in organizations. Management Science, 56(9), 1415–1438.\nTajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–47). Monterey, CA: Brooks\u002FCole.\nTsatsaroni, A., & Evans, J. (2014). Adult numeracy and the totally pedagogised society: PIAAC and other international surveys in the context of global educational policy on lifelong learning. Educational Studies in Mathematics, 87(2), 167–186.\nVan Hoorn, A. (2016). Trust and signals in workplace organization: Evidence from job autonomy differentials between immigrant groups. 16006-GEM research report. Groningen: Research Institute SOM, Faculty of Economics & Business, University of Groningen.\nZand, D. E. (1972). Trust and managerial problem solving. Administrative Science Quarterly, 17(2), 229–239.",{"VOID":1126},"10.1007\u002Fs11159-020-09825-2",[30],"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11159-020-09825-2",[1130,1145],{"id":1131,"sortIndex":32,"researcher":28,"roles":1132,"affiliations":1133,"properties":1142,"displayName":1144,"givenName":28,"familyName":28},"cdb3eb15-95a1-414f-bd32-b2dc09646cec",[1037],[1134],{"id":1135,"sortIndex":32,"affiliation":1136,"properties":28},"c019f02b-4179-4ff9-96c8-acbf01f7ea7e",{"id":1135,"createTime":28,"updateTime":28,"relativeEntities":1137,"slug":28,"properties":1138,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1141,"statistic":28},[],{"title":1139},{"VI":1140},"School of Communication, Ariel University, Kiryat Hamada Ariel, Israel",[],{"title":1143},{"VI":1144},"Sabina 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article presents results from a qualitative study on how the Honduran secondary education programme, Sistema de Aprendizaje Tutorial (SAT), attempts to “undo gender” (Deutsch 2007: 122) by encouraging students to rethink gender relations in their everyday lives in a way that reflects their increased consciousness of gender equality. My findings suggest that SAT increased women’s gender consciousness and this heightened their desire for change in the domestic sphere. In some instances, women were able to negotiate a new sharing of responsibilities with their spouses. There are several features of SAT that make it a transformative innovation in education: (1) gender is mainstreamed into the curriculum; (2) gender is linked with the larger concept of justice; (3) students engage in reflection, dialogue and debate; (4) teachers are given the opportunity to reflect critically on their understanding of gender in professional development sessions; and (5) it emphasises that undoing gender requires change among individuals and in social structures such as the family.",{"EN":1225},"Constructing a New Vision: Undoing Gender through Secondary Education in Honduras",{"VOID":1227},"Arbab, Haleh, and Gustavo Correa. 2001. Evaluation Summary. Unpublished Mimeo. Cali, Colombia: FUNDAEC.\nBenjamin, Orly, and Oriel Sullivan. 1999. Relational Resources, Gender Consciousness and Possibilities of Change in Marital Relationships. The Sociological Review 442: 225–251.\nBiraimah, Karen. 1980. Different Knowledge for Different Folks: Knowledge Distribution in a Togolese Secondary School. In: Comparative Education, eds. by Altbach, Philip, Robert Arnove and Gail Kelly. New York: Macmillan.\nConnell, R. W. 1989. Cool Guys, Swots and Wimps: The Inter-play of Masculinity and Education. Oxford Review of Education 153: 291–303.\nConnell, R. W. 1996. Teaching the Boys: New Research on Masculinity and Gender Strategies for Schools. Teachers College Record 98: 206–235.\nDeutsch, Francine. 2007. Undoing Gender. Gender and Society 211: 106–127.\nFUNDAEC. 2007. Gender Equality and FUNDAEC’s Educational Approach. Unpublished Mimeo. Cali, Colombia: FUNDAEC.\nGerson, Judith M., and Kathy Peiss. 1985. Boundaries, Negotiation, Consciousness: Reconceptualizng Gender Relations. Social Problems 324: 317–331.\nGilbert, Rob, and Pam Gilbert. 1998. Strategies for Change. In: Masculinity Goes to School, eds. by Gilbert, Rob and Pam Gilbert, 222–251. London: Routledge.\nGonzalez, Nancie L. 1988. Sojourners of the Caribbean: Ethnogenesis and Ethnohistory of the Garifuna. Chicago: University of Illinois Press.\nHarber, Clive. 1998. Schools and Political Socialization in Africa. Education Review 402: 195–202.\nHaywood, Chris, and Mairtin Mac an Ghaill. 2003. Men and Masculinities. Buckingham: Open University Press.\nHochschild, Arlie Russell. 1989. The Second Shift: Working Parents and the Revolution at Home. Berkeley: University of California Press.\nHochschild, Arlie Russell. 1996. The Time Bind. New York: Henry Holt.\nKerns, Virginia. 1983. Women and the Ancestors: Black Carib Kinship and Ritual. Chicago: University of Illinois Press.\nLloyd, Cynthia, Barbara Mensch, Wesley Clark. 2000. The Effects of Primary School Quality on School Dropout among Kenyan Girls and Boys. Comparative Education Review 44(2): 113–147.\nLorber, Judith. 2000. Using Gender to Undo Gender: A Feminist Degendering Movement. Feminist Theory 11: 79–95.\nMcCauley, Ellen. 1981. No me hables de la muerte, sino de parranda. Tegicigalpa: ASEPADE.\nMurphy-Graham, Erin. 2003. Women’s Empowerment and the SAT Program in Garifuna Villages of Northern Honduras: A Qualitative Pilot Study. Unpublished qualifying paper. Harvard University Graduate School of Education.\nMurphy-Graham, Erin. 2005. Para seguir adelante: Women’s Empowerment and the Sistema de Aprendizaje Tutorial SAT Program in Honduras. Unpublished Doctoral Dissertation. Harvard University Graduate School of Education.\nMurphy-Graham, Erin. 2008. Opening the Black Box: Women’s Empowerment and Innovative Secondary Education in Honduras. Gender and Education 20(1): 31–50.\nPascoe, C. J. 2007. Dude, You’re a Fag: Masculinity and Sexuality in High School. Berkeley, CA: University of California Press.\nPesquera, Beatriz. 1997. In the Beginning He Wouldn’t Even Lift a Spoon. In: Situated Lives: Gender and Culture in Everyday Life, eds. by Lamphere, Louis, Helena Ragone, and Patricia Zavella, 208–222. London: Routledge.\nRenold, Emma. 2006. Gendered Classroom Experiences. In: The SAGE Handbook of Gender and Education, eds. by Skelton, Christine, Becky Francis and Lisa Smulyan, 439–452. Thousand Oaks, CA: SAGE.\nStromquist, Nelly P. 1995. Romancing the State: Gender and Power in Education. Comparative Education Review 394: 423–454.\nSullivan, Orly. 2004. Changing Gender Practices within the Household: A Theoretical Perspective. Gender and Society 182: 207–222.\nThorne, Barrie. 1993. Gender Play: Girls and Boys in School. Buckingham: Open University Press.\nUNICEF. 2002. Case Studies on Girls’ Education. New York: UNICEF.\nUnterhalter, Elaine. 1999. The Schooling of South African Girls. In: Gender, Education and Development: Beyond Access to Empowerment, eds. by Heward, Christine, and Sheila Bunwaree. London: Zed Books.\nWest, Candace, and Don Zimmerman. 1987. Doing Gender. Gender and Society 1: 125–151.",{"VOID":1229},"10.1007\u002Fs11159-009-9143-2","Auto Verify","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11159-009-9143-2",[1233],{"id":1234,"sortIndex":32,"researcher":28,"roles":1235,"affiliations":1236,"properties":1245,"displayName":1247,"givenName":28,"familyName":28},"23470183-f805-4289-88d3-8e540c7b97e1",[1037],[1237],{"id":1238,"sortIndex":32,"affiliation":1239,"properties":28},"65fa2cde-530c-4c12-a6e6-375084d38f33",{"id":1238,"createTime":28,"updateTime":28,"relativeEntities":1240,"slug":28,"properties":1241,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1244,"statistic":28},[],{"title":1242},{"VI":1243},"Steinhardt School of Education, Culture and Human Development, New York University, New York, USA",[],{"title":1246},{"VI":1247},"Erin Murphy-Graham",{"url":1231,"publisher":1249,"properties":1295},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1250,"slug":872,"properties":1251,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1255,"manageAffiliations":1264,"indexDatabases":1275,"url":28,"thumbnailPath":28,"statistic":1290,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1252,"title":1253,"eissn":1254},{"VOID":877},{"EN":879},{"VOID":875},[1256,1260],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1257,"label":1258,"description":1259,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888},{},{"id":891,"createTime":28,"updateTime":28,"relativeEntities":1261,"label":1262,"description":1263,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":894,"VI":895},{},[1265,1270],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1266,"slug":28,"properties":1267,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1269,"statistic":28},[],{"title":1268},{"EN":903},[905],{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1271,"slug":28,"properties":1272,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1274,"statistic":28},[],{"title":1273},{"EN":911},[905],[1276,1283],{"id":915,"indexDatabase":1277,"url":921,"indexYears":28,"academicFieldIds":1282,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1278,"label":1279,"description":1280,"key":810,"publicationTags":1281,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[923],{"id":925,"indexDatabase":1284,"url":931,"indexYears":932,"academicFieldIds":1289,"indexDatabaseRanking":936},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1285,"label":1286,"description":1287,"key":781,"publicationTags":1288,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[934,935],{"impactFactor":32,"impactFactorByYear":1291,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":939,"totalPublicationByYear":1292,"totalCitation":32,"totalCitationByYear":1293,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1294,"hindexLast5Year":32,"hindex":32},{},{"1955":136,"1956":69,"1957":138,"1958":147,"1959":152,"1960":150,"1961":132,"1962":147,"1963":152,"1964":202,"1965":147,"1966":136,"1967":152,"1968":132,"1969":136,"1970":140,"1971":134,"1972":122,"1973":130,"1974":140,"1975":127,"1976":136,"1977":122,"1978":352,"1979":135,"1980":133,"1981":51,"1982":134,"1983":132,"1984":128,"1985":122,"1986":135,"1987":131,"1988":130,"1989":148,"1990":135,"1991":128,"1992":147,"1993":138,"1994":134,"1995":51,"1996":130,"1997":140,"1998":133,"1999":134,"2000":132,"2001":135,"2002":134,"2003":69,"2004":147,"2005":133,"2006":146,"2007":136,"2008":122,"2009":323,"2010":199,"2011":434,"2012":141,"2013":137,"2014":201,"2015":139,"2016":161,"2017":353,"2018":130,"2019":278,"2020":142,"2021":139,"2022":130,"2023":352,"2024":357},{},{},{"pages":1296,"volume":1298},{"VOID":1297},"503-521",{"VOID":1299},"55","2009-09-11",2009,[936,812],{"id":1304,"createTime":1305,"updateTime":1306,"relativeEntities":1307,"slug":1308,"properties":1309,"entityType":956,"verifyStatus":882,"verifyTime":1316,"verifyNote":1031,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1317,"fullTextUrl":1318,"authors":1319,"publicationType":959,"publisherRelationship":1327,"citationCount":28,"citationInfo":28,"publishDate":1381,"publishYear":1382,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1383,"openAccess":28,"references":28,"isForceReanalyzing":1015},"008b5a59-f815-4d8e-9a50-3d3e18a44338","2024-01-30T18:48:52.772+00:00","2025-01-12T21:53:54.737+00:00",[],"Schooling-in-modern-Europe-exploring-major-issues-and-their-ramifications",{"title":1310,"doi":1312,"abstract":1314},{"EN":1311},"Schooling in modern Europe exploring major issues and their ramifications",{"VOID":1313},"10.1007\u002FBF01261532",{"EN":1315},"Basing its arguments on a major study conducted on behalf of theAcademia Europaea by a study group coordinated by the author, this paper sets out a number of important findings concerning problems besetting schooling in modern Europe. The paper begins by stressing the importance of studying the state of European education at a particularly significant time when major political changes are taking place, trade and labour markets are in a process of rapid integration, schools as institutions are becoming increasingly complex and there is a need to establish a new European identity and consciousness. The main questions examined, against the current background of industrialization, urbanization, changing demography and growing European integration, are those relating particularly to educational response to growing international competition and the consequences of changing family structure. Among problems considered are those arising from the changing capacity of schools to provide a substitute for the family and other influences in modern society at a time when, for various reasons, these are declining and schooling is generally being prolonged. Priority areas proposed for school education in the new circumstances include the promotion of European citizenship, the teaching of foreign languages to all, a preparation for working life geared to its rapidly changing structure and the expansion of appropriate scientific and technological education. The need to find solutions to the problems of educating immigrant groups and to develop evaluation systems in order to monitor quality maintenance are particularly highlighted.","2025-01-12T21:53:54.736+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF01261532","https:\u002F\u002Flink.springer.com\u002Fcontent\u002Fpdf\u002F10.1007\u002FBF01261532.pdf",[1320],{"id":1321,"sortIndex":32,"researcher":28,"roles":1322,"affiliations":1323,"properties":1324,"displayName":1326,"givenName":28,"familyName":28},"89e4461f-3c96-44e3-880a-2e1327af0aad",[1037],[],{"title":1325},{"VI":1326},"Husén, Torsten",{"url":1317,"publisher":1328,"properties":1374},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1329,"slug":872,"properties":1330,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1334,"manageAffiliations":1343,"indexDatabases":1354,"url":28,"thumbnailPath":28,"statistic":1369,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1331,"title":1332,"eissn":1333},{"VOID":877},{"EN":879},{"VOID":875},[1335,1339],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1336,"label":1337,"description":1338,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888},{},{"id":891,"createTime":28,"updateTime":28,"relativeEntities":1340,"label":1341,"description":1342,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":894,"VI":895},{},[1344,1349],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1345,"slug":28,"properties":1346,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1348,"statistic":28},[],{"title":1347},{"EN":903},[905],{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1350,"slug":28,"properties":1351,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1353,"statistic":28},[],{"title":1352},{"EN":911},[905],[1355,1362],{"id":915,"indexDatabase":1356,"url":921,"indexYears":28,"academicFieldIds":1361,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1357,"label":1358,"description":1359,"key":810,"publicationTags":1360,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[923],{"id":925,"indexDatabase":1363,"url":931,"indexYears":932,"academicFieldIds":1368,"indexDatabaseRanking":936},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1364,"label":1365,"description":1366,"key":781,"publicationTags":1367,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[934,935],{"impactFactor":32,"impactFactorByYear":1370,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":939,"totalPublicationByYear":1371,"totalCitation":32,"totalCitationByYear":1372,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1373,"hindexLast5Year":32,"hindex":32},{},{"1955":136,"1956":69,"1957":138,"1958":147,"1959":152,"1960":150,"1961":132,"1962":147,"1963":152,"1964":202,"1965":147,"1966":136,"1967":152,"1968":132,"1969":136,"1970":140,"1971":134,"1972":122,"1973":130,"1974":140,"1975":127,"1976":136,"1977":122,"1978":352,"1979":135,"1980":133,"1981":51,"1982":134,"1983":132,"1984":128,"1985":122,"1986":135,"1987":131,"1988":130,"1989":148,"1990":135,"1991":128,"1992":147,"1993":138,"1994":134,"1995":51,"1996":130,"1997":140,"1998":133,"1999":134,"2000":132,"2001":135,"2002":134,"2003":69,"2004":147,"2005":133,"2006":146,"2007":136,"2008":122,"2009":323,"2010":199,"2011":434,"2012":141,"2013":137,"2014":201,"2015":139,"2016":161,"2017":353,"2018":130,"2019":278,"2020":142,"2021":139,"2022":130,"2023":352,"2024":357},{},{},{"issue":1375,"pages":1377,"volume":1379},{"VOID":1376},"6",{"VOID":1378},"499-509",{"VOID":1380},"39","1993-11-01",1993,[936,812],{"id":1385,"createTime":1386,"updateTime":1387,"relativeEntities":1388,"slug":1389,"properties":1390,"entityType":956,"verifyStatus":26,"verifyTime":1387,"verifyNote":1230,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1399,"fullTextUrl":28,"authors":1400,"publicationType":959,"publisherRelationship":1431,"citationCount":28,"citationInfo":28,"publishDate":1483,"publishYear":1484,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1485,"openAccess":28,"references":28,"isForceReanalyzing":1015},"00923e2f-43d1-4e3e-a156-9f9da094130f","2024-01-08T15:26:05.210+00:00","2025-01-24T13:58:42.437+00:00",[],"Ethnicity-and-education-How-Indigenous-knowledge-and-cultural-identity-are-passed-on-through-the-Tor%C3%A9m-ritual-of-the-Trememb%C3%A9-people",{"abstract":1391,"title":1393,"references":1395,"doi":1397},{"EN":1392},"The Tremembé people live on the west coast of the Brazilian state of Ceará in three municipalities (Itapipoca, Acaraú and Itarema). Despite having suffered from being labelled dismissively as mixed-blood through intermarriage with Portuguese settlers, and thus denied their Indigenous identity, this Amerindian group has achieved social notoriety by organising themselves around their sacred ancestral ritual, the Torém. It is a circular dance, with singing in Amerindian and Portuguese, that evokes “enchanted” beings, and during which participants drink mocororó (a hallucinogenic drink made from fermented cashew nuts). This ritual permeates the transmission of particular identity knowledge such as language preservation, self-designation and identity affirmation. The study presented here examined how the Tremembé pass on their Indigenous knowledge at Maria Venâncio Differentiated Indigenous School, located on the beach of Almofala in the municipality of Itarema, through the practice of the Torém ritual. Choosing a phenomenological approach for their research, the authors describe their observations of Torém teaching sessions at the school and evaluate the oral reports of six Indigenous people whom they interviewed. This article instigates and contributes to the debate on an expanded conception of intercultural education.",{"EN":1394},"Ethnicity and education: How Indigenous knowledge and cultural identity are passed on through the Torém ritual of the Tremembé people",{"VOID":1396},"Bergamaschi, M. A., & Medeiros, J. S. (2010). História, memória e tradição na educação escolar indígena: o caso de uma escola Kaingang [History, memory and tradition in Indigenous school education: The case of a Kaingang school]. Revista Brasileira De História, 30(60), 55–75. https:\u002F\u002Fdoi.org\u002F10.1590\u002Fs0102-01882010000200004\nBosi, A. (1992). Dialética da Colonização [Dialectics of colonisation]. São Paulo: Companhia das Letras.\nFernandes, J. F. (2013). Do profano ao sagrado: um estudo de caso a partir dos discursos sobre o Torém entre os Tremembé de Almofala [From the profane to the sacred: A case study based on discourses about the Torém among the Tremembé of Almofala]. Cadernos do LEME, 5(1), 107–125.\nFerreira, A. (1971). Novo dicionario da língua Portuguesa [New dictionary of the Portuguese language]. Editora Nova Fronteira.\nFonteles Filho, J. M. (2003). Subjetivação e educação indígena [Subjectivity and Indigenous education]. Doctoral thesis. Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza.\nFreitas, T. M. (2014). Cultura e Afirmação Étnica: Reflexões iniciais acerca do Museu Indígena Jenipapo-Kanindé (CE) [Culture and ethnic affirmation: Initial reflections on the Jenipapo-Kanindé Indigenous Museum]. In Associação Brasileira de Antropologia (ABA), Anais da 29º Reunião Brasileira de Antropologia (RBA) – Diálogos Antropológicos: expandido fronteiras [Proceedings of the 29th Brazilian Meeting of Anthropology: Anthropological dialogues, expanding borders] (pp. 1–18). Paper presented during RBA 29, held 3–6 August 2014 in Natal, Rio Grande do Norte, Brazil. Retrieved 17 March 2019 from http:\u002F\u002Fwww.29rba.abant.org.br\u002Fresources\u002Fanais\u002F1\u002F1402015091_ARQUIVO_CulturaeAfirmacaoEtnica-artigoRBA.pdf\nGoB (Government of Brazil) (1994). Diretrizes para a Política Nacional de Educação Escolar Indígena [Guidelines for the National Policy on Indigenous School Education] (2nd edn). Brasília: Ministério da Educação\u002FSecretaria de Economia e Finanças\u002F Departamento de Projetos de Ensino Fundamental (MEC\u002FSEF\u002FDPEF). Retrieved 14 November 2022 from https:\u002F\u002Facervo.socioambiental.org\u002Facervo\u002Fdocumentos\u002Fdiretrizes-para-politica-nacional-de-educacao-escolar-indigena\nGoB (1996). Lei nº 9.394, de 20 de dezembro de 1996. Lei de Diretrizes e Bases da Educação Nacional [Law No. 9.394, 20 December 1996. Law of directives and bases of national education]. Brasília: Presidência da República, Casa Civil. Retrieved 3 January 2019 from https:\u002F\u002Fwww.planalto.gov.br\u002Fccivil_03\u002FLeis\u002FL9394.htm\nGoB (1988). Constituição da República Federativa do Brasil [Constitution of the Federal Republic of Brazil]. Brasília: Supreme Federal Court. English translation. retrieved 8 December 2022 from https:\u002F\u002Fwww.mpf.mp.br\u002Fatuacao-tematica\u002Fsci\u002Fnormas-e-legislacao\u002Flegislacao\u002Flegislacao-em-ingles\u002Fconstitution-of-the-federative-republic-of-brazil\nGondim, J. M. (2009). Corpo e ritual: práticas de cura e afirmação identitária nos Tremembé de Almofala [Body and ritual: Healing practices and identity affirmation among the Tremembé of Almofala]. In E. M. Paliot (Ed.), Na mata do sabiá: contribuições sobre a presença indígena no Ceará [In the forest of the thrush: Contributions on the indigenous presence in Ceará] (2nd edn) (pp. 301–319). Fortaleza: Secult\u002FMuseu do Ceará\u002FIMOPEC.\nGondim, J. M. (2010). “Não tem caminho que eu não ande e nem tem mal que eu não cure”: narrativas e práticas rituais das pajés Tremembés [“There is no path that I will not walk and no evil that I will not cure”: Narratives and ritual practices of the Tremembé shamans]. Master’s dissertation. Universidade Federal do Ceará, Fortaleza.\nGuilherme, A., & Hüttner, É. (2015). Exploring the new challenges for indigenous education in Brazil: Some lessons from Ticuna schools. International Review of Education, 61(4), 481–501. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11159-015-9503-z\nMesseder, M. L. L. (1995). Etnicidade e diálogo político: a emergência dos Tremembés [Ethnicity and political dialogue: The emergence of the Tremembé]. Master’s dissertation. Universidade Federal da Bahia, Salvador.\nMesseder, M. L. L. (2004). Rituels et drames d'alcoolisation chez les Tremembé [Rituals and drinking dramas among the Tremembé]. Doctoral thesis. Université Lumière Lyon 2, Lyon.\nNascimento, M. G. & Jacinto, R. F. (2014). História da educação diferenciada Tremembé [History of differentiated Tremembé education]. Edited by J. M. Fonteles Filho. Fortaleza: Imprensa Universitária.\nNovo, J. S. (1976). Almofala dos Tremembé [Almofala of the Tremembé]. Itapipoca:[no publisher].\nOliveira, R. L. (2015). O Torém como lugar de memória e de formação da educação escolar diferenciada indígena Tremembé [The Torém as a place of memory and formation of differentiated Indigenous Tremembé school education]. Master’s dissertation. Universidade Federal do Ceará, Programa de Pós-Graduação em Educação, Fortaleza.\nOliveira Jr, G. A. (1998). Torém: Brincadeira dos índios velhos [Torém: Old Indians’ Game]. Fortaleza: Anna Blume.\nOliveira Jr, G. A. (2006). O encanto das águas: a relação dos Tremembé com a natureza [The charm of the waters: the relationship between the Tremembé and nature]. Fortaleza: Museu do Ceará\u002FSecretaria da cultura do estado do Ceará.\nParker, E. P. (1989). A neglected human resource in Amazonia: The Amazon caboclo. Resource management in Amazonia: Indigenous and folk strategies. Advances in Economic Botany, vol. 7 (pp. 249–259). New York: New York Botanical Garden Press. Retrieved 24 November 2022 from https:\u002F\u002Fwww.jstor.org\u002Fstable\u002F43927556\nPereira, A. P. (2018). Educação Diferenciada Indígena e Descolonialidade Ambiental: Um estudo do Magistério Indígena [Indigenous differentiated education and environmental decoloniality: A study of Indigenous education]. Master’s dissertation. Universidade Federal do Ceará, Fortaleza.\nPereira, A. S. M. (2010). Práticas de lazer e trabalho do povo indígena Tremembé de Almofala-CE [Leisure and work practices of the Tremembé Indigenous people from Almofala-CE]. Fortaleza: Instituto Federal de Educação Ciência e Tecnologia do Ceará.\nPereira, A. S. M. (2011). Corpo Tremembé: Filho de uma luta e fruto de uma história [Tremembé body: Child of a struggle and fruit of a history]. Graduation conclusion work in Physical Education. Universidade Estadual do Ceará, Fortaleza.\nPereira, A. S. M. (2019). Aninhá Vaguretê: reflexões simbólicas para a Educação Física no ritual do Torém dos índios Tremembé [Aninhá Vaguretê: Symbolic reflections for Physical Education in the Torém ritual of the Tremembé Indians]. Master’s dissertation. Universidade Federal do Rio Grande do Norte, Centro de Ciência da Saúde, Programa de Pós-Graduação em Educação Física, Natal.\nPereira, A. S. M. (2020). Aninhá vaguretê: corpo e simbologia no ritual do Torém dos índios Tremembé [Aninhá vaguretê: Body and symbolism in the Tremembé Indian ritual of Torém]. Curitiba: Appris.\nPereira, A. S. M., Gomes, D. P., & Castro, S. O. de (2019). Práticas de Lazer do Povo Indígena Tremembé [Leisure practices of the Tremembé Indigenous people]. LICERE - Revista do Programa de Pós-graduação Interdisciplinar em estudos do Lazer, 22(2), 132–159. https:\u002F\u002Fdoi.org\u002F10.35699\u002F1981-3171.2019.13553\nPereira, A. S. M. & Medeiros, R. M. N. (2021). Torém do povo indígena Tremembé: percepções simbólicas e culturais [Torem of the Tremembé Indigenous people: Symbolic and cultural perceptions]. Revista de Educação, Ciência e Cultura. Canoas, 26(3), Art. no. 8336. http:\u002F\u002Fdx.doi.org\u002Fhttps:\u002F\u002Fdoi.org\u002F10.18316\u002Frecc.v26i3.8336\nPereira, A. S. M., Sousa, A. C. B. de., & Fialho, L. M. F. (2021). Helena Potiguara: biografia da educadora indígena (1954–2009) [Helena Potiguara: Biography of an Indigenous educator (1954–2009)]. Revista Ibero-Americana de Estudos em Educação, 16(esp. 3), 1386–1403. https:\u002F\u002Fdoi.org\u002F10.21723\u002Friaee.v16iesp.3.15288\nPompeu Sobrinho, T. (1951). Índios Tremembés [Tremembé Indians]. Revista do Instituto do Ceará., 5, 257–267.\nPorto Alegre, S. (1992). Fontes inéditas para a história indígena no Ceará [Unpublished sources for indigenous history in Ceará]. Cadernos do NEPS nº 20. Universidade Federal do Ceará.\nRamos, T. A. M. S., & Medeiros, R. (2018). Educação como expressão do corpo que dança: um olhar sobre a vivência da dança em projetos sociai [Education as an expression of the body that dances in social projects]. Educar em Revista, Curitiba, Brasil, 34(69), 311–324. https:\u002F\u002Fdoi.org\u002F10.1590\u002F0104-4060.54882\nSeraine, F. (1955). Sôbre o Torém (dança de procedência indígena) [About Torém (a dance of Indigenous origin)]. Revista Trimensal do Instituto do Ceará, 69, 72–87.\nSilva, A. L. (2001). Uma “Antropologia da educação” no Brasil? Reflexões a partir da escolarização indígena [Reflections on Indigenous schooling]. In A. L. Silva & M. K. L. Ferreira (Eds), Antropologia, História e Educação: a questão indígena na escola [Anthropology, history and education: The Indigenous issue at school] (pp. 29–43). São Paulo: Global.\nSilva, A. L. (2002). Pequenos xamãs: crianças indígenas, corporalidade e escolarização [Little shamans: Indigenous children, corporality and schooling]. In A. L. Silva, A. V. Macedo & Ângela Nunes (Eds), Crianças indígenas: ensaios antropológicos [Indigenous children: anthropological essays] (pp. 64–99). São Paulo: Global.\nSimon, M., & Azzarito, L. (2019). “Singled out because of skin color …”: exploring ethnic minority female teachers’ embodiment in physical education. Sport, Education and Society, 24(2), 105–120. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13573322.2017.1326893\nValle, C. G. (1993). Terra, tradição e etnicidade: um estudo dos Tremembé do Ceará [Land, tradition and ethnicity: A study of the Tremembé people of Ceará]. Master’s dissertation, Social Anthropology Graduates’ Programme (PPGAS). Federal University of Rio de Janeiro (UFRJ)\u002FUniversity of Brazil.\nValle, C. G. O. (2005). Compreendendo a dança do Torém: visões do folclore, ritual e tradição entre os Tremembé do Ceará [Understanding the Torém dance: Visions of folklore, ritual and tradition among the Tremembé people of Ceará]. Revista Anthropológicas, 16(2), 187–228.\nWest, E. (2022). Brief 8 – Supporting native learners in the classroom: An RTI approach. In Indigenous Education Tools [online resource]. Washington, DC: Building Capacity & Cultivating Innovation: Learning Agendas in Native Education (BCCI) project, Washington University. Retrieved 6 December 2022 from http:\u002F\u002Findigenouseducationtools.org\u002Fbf\u002F08#:~:text=Differentiated%20instruction%20is%20a%20culturally,facilitate%20their%20learning%20and%20development\nZumthor, P. (1993). A letra e a voz [The letter and the voice]. Transl. Amálio Pinheiro & Jerusa Pires Ferreira. 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l'on s'appuie sur les domaines sus-mentionnés de l'éducation des adultes en Pologne, l'orientation peut être définie de la manière suivante: elle est considérée comme étant une méthode influençant et dirigeant l'éducation, qui s'efforce d'aider un individu, un groupe ou une institution. Elle est pratiquée dans les institutions spécialement créées dans ce but, ainsi que dans d'autres où elle joue le rôle d'une méthode auxiliaire.",{"EN":1763},"L'orientation des adultes en Pologne: Les traditions polonaises dans le domaine de l'orientation",{"VOID":1765},"Barcikowska, W. “Telewizyjne Technikum Rolnicze nowa forma kształcenia dorosłych”.Oświata Dorosłych, (1973), No. 6, pp. 351–354.\nCzerniawska, O.Poradnictwo jako wzmacnianie środowiska wychowawczego. Warszawa: Instytut Wyd. CRZZ, 1977.\nMaziarz, C.Dydaktyka studiów dla pracujacych. Warszawa: PWN, 1976.\nPółturzycki, J.Rozwój i problemy szkolnictwa dla dorosłych w Polsce Ludowej. Warszawa: Ossolineum, 1972.\nStyp-Rekowski, A. “Telewizyjne Technikum Rolnicze w świetle badań”.Oświata Dorosłych, (1977), No. 4, pp. 196–200.\nWroczyński, R.Edukacja permanentna. Warszawa: PWN, 1973.\nZalewski, J. “Problematyka studiów dla pracujacych”.Ruch Pedagogiczyn, (1976), No. 2, pp. 159–174.",{"VOID":1767},"10.1007\u002FBF00609139","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00609139",[1770],{"id":1771,"sortIndex":32,"researcher":28,"roles":1772,"affiliations":1773,"properties":1782,"displayName":1784,"givenName":28,"familyName":28},"f96c7f00-0cc6-4be3-98fe-47718881386d",[1037],[1774],{"id":1775,"sortIndex":32,"affiliation":1776,"properties":28},"086e0ce5-852e-4526-a233-55516d65f7a3",{"id":1775,"createTime":28,"updateTime":28,"relativeEntities":1777,"slug":28,"properties":1778,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1781,"statistic":28},[],{"title":1779},{"VI":1780},"Université de Lodz, Pologne",[],{"title":1783},{"VI":1784},"Olga Czerniaska",{"url":1768,"publisher":1786,"properties":1832},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1787,"slug":872,"properties":1788,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1792,"manageAffiliations":1801,"indexDatabases":1812,"url":28,"thumbnailPath":28,"statistic":1827,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1789,"title":1790,"eissn":1791},{"VOID":877},{"EN":879},{"VOID":875},[1793,1797],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1794,"label":1795,"description":1796,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888},{},{"id":891,"createTime":28,"updateTime":28,"relativeEntities":1798,"label":1799,"description":1800,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":894,"VI":895},{},[1802,1807],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1803,"slug":28,"properties":1804,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1806,"statistic":28},[],{"title":1805},{"EN":903},[905],{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1808,"slug":28,"properties":1809,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1811,"statistic":28},[],{"title":1810},{"EN":911},[905],[1813,1820],{"id":915,"indexDatabase":1814,"url":921,"indexYears":28,"academicFieldIds":1819,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1815,"label":1816,"description":1817,"key":810,"publicationTags":1818,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[923],{"id":925,"indexDatabase":1821,"url":931,"indexYears":932,"academicFieldIds":1826,"indexDatabaseRanking":936},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1822,"label":1823,"description":1824,"key":781,"publicationTags":1825,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[934,935],{"impactFactor":32,"impactFactorByYear":1828,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":939,"totalPublicationByYear":1829,"totalCitation":32,"totalCitationByYear":1830,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1831,"hindexLast5Year":32,"hindex":32},{},{"1955":136,"1956":69,"1957":138,"1958":147,"1959":152,"1960":150,"1961":132,"1962":147,"1963":152,"1964":202,"1965":147,"1966":136,"1967":152,"1968":132,"1969":136,"1970":140,"1971":134,"1972":122,"1973":130,"1974":140,"1975":127,"1976":136,"1977":122,"1978":352,"1979":135,"1980":133,"1981":51,"1982":134,"1983":132,"1984":128,"1985":122,"1986":135,"1987":131,"1988":130,"1989":148,"1990":135,"1991":128,"1992":147,"1993":138,"1994":134,"1995":51,"1996":130,"1997":140,"1998":133,"1999":134,"2000":132,"2001":135,"2002":134,"2003":69,"2004":147,"2005":133,"2006":146,"2007":136,"2008":122,"2009":323,"2010":199,"2011":434,"2012":141,"2013":137,"2014":201,"2015":139,"2016":161,"2017":353,"2018":130,"2019":278,"2020":142,"2021":139,"2022":130,"2023":352,"2024":357},{},{},{"pages":1833,"volume":1835},{"VOID":1834},"439-442",{"VOID":1836},"23","1977-12-01",1977,[936,812],{"id":1841,"createTime":1842,"updateTime":1842,"relativeEntities":1843,"slug":28,"properties":1844,"entityType":956,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1853,"fullTextUrl":28,"authors":1854,"publicationType":959,"publisherRelationship":1869,"citationCount":28,"citationInfo":28,"publishDate":1921,"publishYear":1922,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":1923,"openAccess":28,"references":28,"isForceReanalyzing":1015},"00c57193-5821-484e-b7fb-8d0daaa4e714","2023-12-23T03:35:47.299+00:00",[],{"abstract":1845,"title":1847,"references":1849,"doi":1851},{"EN":1846},"School and community relations in North America reflect creative tensions between the conserving forces of schooling and the changing forces of community. During crisis periods community development needs may modify the school's focus on individual learner growth, but generally schools use the community to extend and enrich the traditional modes. School and community interactions are chiefly characterized by such settings as community schools, community education, adult education, home and school (PTA) associations, work-study programs, curriculum-community resource programs. Recent social forces are creating heightened tensions: cultural pluralism, reduced resources, Third World influences, international conflicts, personal alienation, population concerns, energy problems, community power issues. These forces are gradually shifting school and community concepts towards ones of education and community. Education goes well beyond schooling, including all agencies having an organized influence on community development: libraries, voluntary groups, unions, business, human service agencies, government units, as well as schools. This shift requires research to develop nonformal concepts and practices, along with formal pedagogy, to increase the positive impacts of educational networks on community, as well as individual, development. These new directions have not yet significantly modified the traditional meaning of school and community relations.",{"EN":1848},"School and community relations in North America: Creative tensions",{"VOID":1850},"Fantini, M.D., Loughran, E.L., and Reed, H.B. ‘Community education for the 1980's: a need for theory and research’.Community Education Journal. 10 (April, 1980).\nCremin, Lawrence A.The Transformation of the School: Progressivism in American Education, 1876–1957. New York: Alfred A. Knopf, 1961.\nOlsen, Edward G. ‘Standing on the shoulders of pioneers’. In Kaplan, M.H., and Warden, J.W. (eds.)Community Education Perspectives. Midland, Michigan: Pendell Publishing, 1978, p. 19.\nBrameld, Theodore.Philosophies of Education in Cultural Perspective. New York: Dryden Press, 1955.\nNelson, Fiona. ‘Community schools in Toronto: a sign of hope’. In Myers, Douglas (ed.)The Failure of Educational Reform in Canada. Toronto: McClelland and Stewart, 1973, pp. 119–133.\nMaclver, D.A. ‘The limits of community schools’. In Myers, Douglas (ed.)The Failure of Educational Reform in Canada. Toronto: McClelland and Stewart, 1973, pp. 134–139.\nDecker, Larry E.Foundations of Community Education. Midland, Michigan: Pendell Publishing, 1972.\nNational Society for the Study of Education. ‘Community education: principles and practices from worldwide experience’.Fifty-eighth Yearbook, Part I. Bloomington, Illinois: Public School Publishing, 1959.\n‘U.S. Congress passes first legislation to support community education’.Community Education Journal. 4 (1974), No. 4, pp. 5–6.\nMcLeod, Keith A. ‘Canadian society, ethnic pluralism, and education’. In Morrison, T., and Burton, H. (eds.)Options: Reforms and Alternatives for Canadian Education. Toronto: Holt, Rinehart and Winston, 1973, pp. 308–316. Renaud, André. ‘Current developments: their promises and their shortcomings’. In Morrison and Burton (1973), op. cit., pp. 130–138.\nRavitch, Diane.The Great School Wars: New York City, 1805–1973. New York: Basic Books, 1974, pp. 251–380.\nPaulston, R.G. (ed.)Non-Formal Education: An Annotated International Bibliography. New York: Praeger Publishers, 1972.\nReed, Horace B. ‘A case study of nonformal educational research in Nepal’.Contributions to Asian Studies. (1978), No. 12, pp. 83–92.\nSeay, Maurice F., et al.Community Education: A Developing Concept. Midland, Michigan: Pendell Publishing, 1974.\nLeTarte, C.E., and Minzey, J.D.Community Education: from Program to Process. Midland, Michigan: Pendell Publishing, 1972.\nCarbone, Robert. ‘Program and process in community education: a construct’.Community Education Journal. 10 (January, 1980), p. 25.\nSlater, Philip.Pursuit of Loneliness: American Culture at the Breaking Point. Boston: Beacon Press, 1976.\nSchumacher, E.F.Small is Beautiful: Economics as if People Mattered. New York: Harper and Row, 1973.\nOliver, Donald W.Education and Community: a Radical Critique of Innovative Schooling. Berkeley, California: McCutchan, 1976.\nFantini, Loughlan, and Reed (1980), op. cit.\nGreen, James L. ‘The Health, Education and Welfare Advisory Council: its mission, its members’.Community Education Journal. 9 (1979), No. 1, p. 3.",{"VOID":1852},"10.1007\u002FBF01427495","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF01427495",[1855,1862],{"id":1856,"sortIndex":32,"researcher":28,"roles":1857,"affiliations":1858,"properties":1859,"displayName":1861,"givenName":28,"familyName":28},"5a0b8a5a-e4bb-4dfd-ba92-100a90baf3f7",[1037],[],{"title":1860},{"VI":1861},"E. 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Reed",{"url":1853,"publisher":1870,"properties":1916},{"id":868,"createTime":869,"updateTime":870,"relativeEntities":1871,"slug":872,"properties":1872,"entityType":25,"verifyStatus":882,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":32,"subjectFields":1876,"manageAffiliations":1885,"indexDatabases":1896,"url":28,"thumbnailPath":28,"statistic":1911,"gsStatistic":28,"type":55,"analyzePriority":28},[],{"issn":1873,"title":1874,"eissn":1875},{"VOID":877},{"EN":879},{"VOID":875},[1877,1881],{"id":885,"createTime":28,"updateTime":28,"relativeEntities":1878,"label":1879,"description":1880,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":888},{},{"id":891,"createTime":28,"updateTime":28,"relativeEntities":1882,"label":1883,"description":1884,"parentId":28,"standard":28,"scholarHubFieldId":28},[],{"EN":894,"VI":895},{},[1886,1891],{"id":899,"createTime":28,"updateTime":28,"relativeEntities":1887,"slug":28,"properties":1888,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1890,"statistic":28},[],{"title":1889},{"EN":903},[905],{"id":907,"createTime":28,"updateTime":28,"relativeEntities":1892,"slug":28,"properties":1893,"entityType":28,"verifyStatus":28,"verifyTime":28,"verifyNote":28,"languages":28,"translateLanguages":28,"viewCount":28,"url":28,"parentIds":1895,"statistic":28},[],{"title":1894},{"EN":911},[905],[1897,1904],{"id":915,"indexDatabase":1898,"url":921,"indexYears":28,"academicFieldIds":1903,"indexDatabaseRanking":28},{"id":803,"createTime":28,"updateTime":28,"relativeEntities":1899,"label":1900,"description":1901,"key":810,"publicationTags":1902,"standard":28},[],{"EN":806,"VI":806},{"EN":808,"VI":809},[812,813],[923],{"id":925,"indexDatabase":1905,"url":931,"indexYears":932,"academicFieldIds":1910,"indexDatabaseRanking":936},{"id":775,"createTime":28,"updateTime":28,"relativeEntities":1906,"label":1907,"description":1908,"key":781,"publicationTags":1909,"standard":28},[],{"EN":778,"VI":778},{"EN":778,"VI":780},[783],[934,935],{"impactFactor":32,"impactFactorByYear":1912,"i10Index":32,"i10IndexLast5Year":32,"totalPublication":939,"totalPublicationByYear":1913,"totalCitation":32,"totalCitationByYear":1914,"totalCitationPerPublication":32,"totalCitationPerPublicationByYear":1915,"hindexLast5Year":32,"hindex":32},{},{"1955":136,"1956":69,"1957":138,"1958":147,"1959":152,"1960":150,"1961":132,"1962":147,"1963":152,"1964":202,"1965":147,"1966":136,"1967":152,"1968":132,"1969":136,"1970":140,"1971":134,"1972":122,"1973":130,"1974":140,"1975":127,"1976":136,"1977":122,"1978":352,"1979":135,"1980":133,"1981":51,"1982":134,"1983":132,"1984":128,"1985":122,"1986":135,"1987":131,"1988":130,"1989":148,"1990":135,"1991":128,"1992":147,"1993":138,"1994":134,"1995":51,"1996":130,"1997":140,"1998":133,"1999":134,"2000":132,"2001":135,"2002":134,"2003":69,"2004":147,"2005":133,"2006":146,"2007":136,"2008":122,"2009":323,"2010":199,"2011":434,"2012":141,"2013":137,"2014":201,"2015":139,"2016":161,"2017":353,"2018":130,"2019":278,"2020":142,"2021":139,"2022":130,"2023":352,"2024":357},{},{},{"pages":1917,"volume":1919},{"VOID":1918},"301-313",{"VOID":1920},"26","1980-09-01",1980,[936,812],{"id":1925,"createTime":1926,"updateTime":1927,"relativeEntities":1928,"slug":1929,"properties":1930,"entityType":956,"verifyStatus":882,"verifyTime":1927,"verifyNote":1031,"languages":28,"translateLanguages":28,"viewCount":32,"primaryUrl":1939,"fullTextUrl":28,"authors":1940,"publicationType":959,"publisherRelationship":1948,"citationCount":28,"citationInfo":28,"publishDate":2000,"publishYear":2001,"citationAnalyzeStatus":882,"lastCitationAnalyze":28,"indexDatabases":2002,"openAccess":28,"references":28,"isForceReanalyzing":1015},"00dc177e-e663-4163-ae84-177ae7f3db08","2023-12-17T14:22:54.300+00:00","2025-02-15T21:25:42.989+00:00",[],"Language-in-education-The-case-of-Indonesia",{"abstract":1931,"title":1933,"references":1935,"doi":1937},{"EN":1932},"Although over 400 languages are spoken in Indonesia, by 1986 60% of the population had some competence in the Indonesian national language, a substantial increase over 1971. Bahasa Indonesia was declared the state language in the 1945 constitution, and reformed spelling was agreed in 1972. It is the sole medium of instruction, except in the first three grades of elementary school in nine regions, where vernaculars may be used transitionally. Thereafter vernaculars are taught as school subjects. Bilingualism, and even multilingualism in Indonesian and one or more vernaculars and\u002For foreign languages is increasing, and despite the use of Indonesian for official documentary purposes at all levels it does not appear that vernaculars are dying out, although their spheres of use are restricted. Bahasa Indonesia fulfils the four functions: cognitive, instrumental, integrative and cultural, while vernaculars are only integrative and cultural. The curriculum of Indonesian, established centrally, is pragmatic or communicative. It is expressed in a standard syllabus for course books. This approach equally applies to foreign languages, which are introduced at secondary level, although here receptive reading is given more weight than productive skills. A full description of the syllabus organization of the various languages is given. Nonformal language learning also takes place, in the national basic education and literacy programme, which teaches Bahasa Indonesia, and in vocational courses in foreign languages for commerce.",{"EN":1934},"Language in education: The case of Indonesia",{"VOID":1936},"Barr, Donald F. and Barr, S. G. 1980.Index of Irian Jaya Languages. Jayapura: Cendrawasih University and Summer Institute of Linguistics.\nDepartemen Pendidikan dan Kebudayaan (Ministry of Education). 1975.Kurikulum Sekolah Dasar (Elementary School Curriculum).\n--. 1975.Kurikulum Sekolah Menengah Pertama (Junior Secondary School Curriculum).\n--. 1975.Kurikulum Sekolah Menengah Atas (Senior Secondary School Curriculum).\n--. 1979.Pendidikan Indonesia: Dari Jaman ke Jaman (Indonesian Education: From Period to Period).\n--. 1984\u002F1986.Kurikulum Sekolah Dasar.\n--. 1984\u002F1987.Kurikulum Sekolah Menengah Pertama.\n--. 1984\u002F1985.Kurikulum Sekolah Menengah Atas.\nHalim, A. 1976.Politik Bahasa Nasional I, II (National Language Policy). Jakarta: Balai Pustaka.\nNababan, P. W. J. 1979. The Languages of Indonesia. In: Llamzon T. A., ed.,Papers on Southeast Asian Languages. Singapore: SEAMEO - RELC.\n—— 1984.Sosiolinguistik: Suatu Pengantar. Jakarta: Gramedia.\n—— 1985a. The Communicative Approach: Questions Arising from Materials Writing. In: Das, B. K., ed.,Communicative Language Teaching. Singapore: SEAMEO- RELC.\n--. 1985b. Multilingualism in Indonesia: Ethnic Language Maintenance and the Spread of the National Language.Southeast Asian Journal of Social Science, 13(1).\n--. 1989a. Curriculum for TEFL in Indonesia. Paper presented at TEFLIN Seminar XXXV. IKIP Semarang.\n—— 1989b. Petunjuk Umum untuk Guru-guru SMP (Guidelines for Junior Secondary School English Teachers). Jakarta: Departemen Pendidikan dan Kebudayaan.\n—— 1989c. Petunjuk Umum untuk Guru-guru SMA (Guidelines for Senior Secondary School English Teachers). Jakarta: Departemen Pendidikan dan Kebudayaan.\n--. 1989d. Pragmatik dalam Pengajaran Bahasa Indonesia (Pragmatics in the Teaching of Indonesian). Paper presented at “Bulan Bahasa” Seminar. Universitas Bung Hatta. Padang.\nNababan, P. W. J. et al. 1984. Survei Kedwibahasaan di Indonesia (Survey of Bilingualism in Indonesia). (mimeo). Jakarta: Pusat Pembinaan dan Pengembangan Bahasa.\nSensus Penduduk Indonesia 1980 (Population Census). Jakarta: Biro Pusat Statistik. 1982.",{"VOID":1938},"10.1007\u002FBF00598171","http:\u002F\u002Flink.springer.com\u002F10.1007\u002FBF00598171",[1941],{"id":1942,"sortIndex":32,"researcher":28,"roles":1943,"affiliations":1944,"properties":1945,"displayName":1947,"givenName":28,"familyName":28},"f83cdbc0-5dd9-4226-a381-05bfc3dd2960",[1037],[],{"title":1946},{"VI":1947},"P. W. J. 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