Cette étude met en regard des données statistiques sur les inégalités entre ceux qui se considèrent Noirs et ceux qui se considèrent Blancs au Brésil et aux États-Unis de 1990 à 2010. Ces indicateurs abordent ces différences dans les domaines de la fertilité, l’espérance de vie, la mortalité infantile, la répartition géographique, la scolarisation et la réussite scolaire, la distribution de la population active, ses revenus et ses avancées, et la pauvreté. Entre 1994 et 2010, les Brésiliens ont porté au pouvoir présidentiel des personnes et des administrations soucieuses de réduire les très hauts niveaux d’inégalités sociales et régionales du pays. Les programmes mis en œuvre permirent de réduire la pauvreté et l’inégalité, et d’offrir à 30 millions de Brésiliens la possibilité de passer de la classe laborieuse pauvre à une classe moyenne fortement élargie. L’article révèle que les politiques engagées pour combattre les inégalités de classes contribuèrent également à réduire les inégalités « raciales ». Au regard de la plupart des indicateurs, le Brésil a accompli, dans la diminution de ces disparités, des progrès plus significatifs que les États-Unis. En 2010, ces derniers restaient, en termes statistiques, le pays le plus ethniquement égalitaire ; mais les initiatives brésiliennes de démocratie sociale et de discrimination positive sur des bases sociales et en relation avec les catégories « raciales » produisent des résultats qui méritent une grande attention de la part des citoyens et des politiciens soucieux de réduire les inégalités (sociales et « raciales ») aux États-Unis.
Education of social cognition through experiential activities with an interdisciplinary approach, which combine with practical lessons for children with autism spectrum disorder (ASD) 5- 6 years old integrates into issues related to science, technology, engineering, art and math in specific contexts, creating conditions for children with ASD 5-6 years old to accurately understand other people's emotions, empathize, care, create interaction, behave positively with people around, bring value to the community. This study focuses on presenting 4 main components of a theoretical model of social cognitive education for children with autism spectrum disorders aged 5-6 years old in STEAM-oriented preschools with a combination of construction from social emotional learning theory, theory of STEAM education and theory of children with ASD according to ICD 10, ICD 11, including: Social emotions; Sharing cooperation; Social adjustment; Communicate behavior.
Experiential activities with STEAM are an interdisciplinary approach to learning. In the process of social cognitive education (SCE) for children with autism spectrum disorder (ASD) 5-6 years old, educators will combine simple topics and concepts related to Science, Technology, Engineering, Art and Mathematics in specific contexts and associated with children's daily life. This study aims to present the results of a survey of 480 preschool teachers and administrators at inclusive preschools in Ho Chi Minh City on the perception of SCE goals for children with ASD 5-6 years old through the STEAM experience. The survey results show that the majority of preschool teachers are properly aware of the goal of SCE through STEAM experiences for children with ASD 5-6 years old. However, there are still a significant number of preschool teachers who have not shown the correct and appropriate awareness of this SCE. The actual results also indicate some necessary requirements for SCE through STEAM experiences for children with ASD 5-6 years old. This result contributes to providing useful information in building a measure of SCE through STEAM experience for children with ASD 5- 6 years old in inclusive preschools in Vietnam.
This study presents the results of a survey of 790 students from 6 high schools in Hanoi about problem-solving in social relations, which is one of the four components of social intelligence. The results of the survey on the current situation of this capacity showed that the majority of students displayed constructive problem-solving behavior and appropriate positive response strategies. The majority of students self-assessed the manifestations of problemsolving ability in social relations (classified by scores) from average to good. However, there is still a significant proportion of students with negative and inappropriate problem-solving activities or strategies, belonging to the group with the low problem-solving ability (15.6%). The study also tested a number of factors that may significantly affect the level of this ability of students. This result contributes to providing useful information in the development of educational programs and is a reliable database when providing educational solutions to improve the social problem-solving capacity of high school students.
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