Volume 6 Issues 3&4 (2017-12-31)

Volume 6 Issues 1&2 (2017-06-30)

Volume 5 Issues 3&4 (2016-12-31)

Volume 5 Issues 1&2 (2016-06-30)

Volume 4 Issues 3&4 (2015-12-31)

Volume 4 Issues 1&2 (2015-06-30)

Volume 3 Issue 4 (2014-12-31)

Volume 3 Issue 3 (2014-09-30)

Volume 3 Issue 2 (2014-06-30)

Volume 3 Issue 1 (2014-03-31)

Volume 2 Issue 4 (2013-12-31)

Volume 2 Issue 3 (2013-09-30)

Volume 2 Issue 2 (2013-06-30)

Volume 2 Issue 1 (2013-03-31)

Volume 1 Issue 1 (2012-12-31)

Journal: International Journal of Education and Culture

Volume 3 Issue 3 (2014-09)

Article 1:
The American School as an Open-Social System: A Continuously Evolving Institution Due to the Interactions of Six Key Heterogeneous Sub-Systems
Niagara University, United States

This article facilitates a comprehensive understanding of the past, present, and future of education in the United States of America based on key historical, economic, social and policy events that have significantly impacted education. The continuously evolving open-social system of schooling in America is specifically analyzed as is the impact upon the entire system of the following six heterogeneous sub-systems: physical, psychological, social, symbolic, governance, and axiological. The growth and development of each sub-system and the entire open-social system of schooling is comprehensively illustrated. Thus, it provides the readers with a robust historical and futuristic perspective regarding the ever-emerging inclusiveness of people, things, and ideas as well as the ever-changing policies, practices, and values of the American education system.

Article 2:
The Greek Language: The Oldest Spoken Language in Europe
University of Western Macedonia, Greece

The Greek language is the oldest testified living language in the Western World. The first piece of written evidence of the Greek language could date back to the 13th century B.C. Greek certainly existed as a distinct language long before that time. Since the first written testimony until today it keeps being spoken and written continuously. This fact makes it unique and study-worthy, to examine, within this time period of about 35 centuries, how this language was transformed into a service tool for the everyday communication needs of all speakers of this vast period of time, as well as a vehicle for the capture of the search, of literary production and also the wisdom of the people, who used it as a tool of their written word.

Article 3:
The Need for Early Identification and Intervention for Children Who Are Deaf/Hard of Hearing: A Cross Border Analysis
Niagara University, United States

This review article attempts to analyze the current policies in place across Canada and the United States that aim to address the early diagnosis and intervention of children born with hearing loss. This article also synthesizes some important research in regards to early detection and intervention practices. Deaf education as a whole plays a more significant role in the broader education context than many would believe. Hearing loss is the most common congenital birth defect in North America, approximately 3 in 1,000 children born in the United States and Canada are born with some degree of hearing loss and nearly 12,000 children born per year in the US have permanent hearing loss. In addition to congenital deafness there are many other congenital conditions that children may have which are sometimes accompanied by a hearing loss as a component to that particular condition. Sticklers syndrome, for example, is a condition where children can exhibit anywhere from a mild to severe hearing loss in addition to other symptoms of the disorder, and in many cases the hearing loss is progressive, which means their ability to hear could worsen over time. With the prevalence of hearing loss many would assume there is a formalized, standardized way of detecting these children, this paper is going to explore whether that is or is not the case. This article examines what is needed and recommended based on research and what the current practices are in both Canada and the United States.

Article 4:
Untested Ideas Research Center, United States


Article 5:
Untested Ideas Research Center, United States


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