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Eponymous terms play an important role in STEM education. This research focuses on the current state of Mendeleev eponyms in the context of education and ethnocentrism, addressing their usage in various languages, their educational value, cases of questioned priority and copyright violation in Mendeleev major eponyms--periodic table and periodic system. 106 chemistry textbooks in 4 languages including Soviet-time and current Russian textbooks were perused to identify and trace Mendeleev eponyms over 1924-2016. Advanced Google Search with queries in Belarusian, English, Latvian, Polish, Russian, and Ukrainian was conducted to evaluate online presence of eponyms "Mendeleev periodic table" and "Mendeleev periodic system." It was found that while Mendeleev eponyms occur generously on the Internet, periodic table and system with Mendeleev's name attached are seldom used on non-Russian webpages. Most Mendeleev eponyms were made up in the USSR and remain popular and Russia, which can be explained within the framework of ethnocentrism as a ruling tendency. Recognizing Mendeleev's priority, Flinn and Ross's periodic systems can be considered plagiarized; a few factors might favor their emergence, but ethnocentrism is unlikely to be one of them. Mendeleev eponyms remain valuable assets for science education, acting as shortcuts to the history of science and actualizing interdisciplinary connections. [For the full proceedings, see ED629086.]

There exists a power asymmetry between instructors and students in the physical classroom and other learning spaces which symbolizes the distribution of power in social spaces. Because of the structured power asymmetry in most learning spaces, promoting effective classroom teaching sometimes requires instructors to replace existing hierarchical power relations and with fluid, organic, and transgressive classroom dynamics in their relationships with their students. This approach has the potential to empower students to become their own agency for interrogating the assumptions and ideologies that they bring to the classroom. This paper outlines the instructional strategies that I incorporate in my "nonwestern" course that aims to introduce students in my university to the sub-Saharan African region. The course uses the interdisciplinary approach to explore the complicated ways history and social changes (including globalization) intersect to shape education reforms, and economic and social development in sub-Saharan Africa. Students bring a plethora of assumptions about sub-Saharan "Africa" to this course and my goal as an instructor is to help students interrogate their own assumptions and deconstruct the myths and distortions about the "Africa" in a broader term. The paper outlines the way I deliberately select course materials, and sequence course contents and themes to scaffold and promote incremental knowledge about the region for students during the semester. Furthermore, the paper outlines the strategies that help nudge students' critical thinking and restructure the power relations in the classroom. While these strategies may not automatically change students' assumptions about sub-Saharan "Africa", they nonetheless become opportunities for my students and I to reposition for effective discussions about the region with the goal to interrogating students' prior assumptions and views about the region. [For the complete Volume 21 proceedings, see ED629259.]

Technological revolution has continued to permeate all aspects of society. Its roles and impacts cannot therefore be overemphasized. Nevertheless, the roles of technology in law practice and law education in Nigeria have not received considerate research attention. The aim of this paper is to fill this gap by examining law practice and education in the context of the roles technology plays. The doctrinal research method was adopted. The paper found that Section 1 of the Act established the Council of Legal Education and vests it with the responsibility for the legal education of persons seeking to become members of the legal profession. The role of technology in law practice includes documentation of client's instructions, case management, file management, personnel data management and the documentation of accounts of the law firm, research, filing of court processes and virtual court sittings. Similarly, technology plays important roles in law education including research and teaching aids. However, the integration of technology faces several challenges such as inadequate regulatory framework, inadequate infrastructure, lack of funds and technological illiteracy. The paper concluded that addressing the challenges will be critical to enhancing and expanding the roles of technology in law practice and education and that without a strategic long term approach, the roles of technology in law practice and education in Nigeria will remain very insignificant and slow to sustainable growth. [For the complete Volume 21 proceedings, see ED629259.]

Recent research emphasizes the need for a more sustained interaction of schools with universities and research institutions. For example, informal after-school programs integrated into the school curriculum can provide opportunities for meaningful interaction with researchers in active learning settings. At the physics department of University of Calabria it has been launched in 2016 a program aimed at recovering disused, and in several cases ancient, instrumentation in laboratories of some schools in the region of Calabria. In 2022, our local project merged into Lab2go, a national project of the National Institute of Nuclear Physics (INFN) (Lab2go; https://web.infn.it/lab2go/) and of University of Rome "La Sapienza" devoted to the enrichment of the laboratory activities of the schools. Lab2go involves a steadily increasing number of schools and has expanded to include chemistry, robotics and other subjects. This contribution discusses some didactic activities developed within Lab2go. The activities of Lab2go are integrated and form part of the (formal) school curriculum as work based experiences, which have become mandatory during the last three years of secondary schools. Thus, this project is an example of how specific policy interventions can lead to the kind of long-term structured collaboration between schools and research institutions needed to favor the shift of focus in science education. [For the full proceedings, see ED656038.]

For more than 20 years, traditional medicine of Mexico, the U.S. Southwest and other countries has been taught as a series of academic course at the University of New Mexico in Albuquerque in the United States. These courses focus on traditional uses of healing plants and rituals for students in higher education and the community. These courses discuss the incorporation of diverse Hispanic and Indigenous ancestral methods of healing based on experiential learning through a series of traditional medicine classes offered at the University of New Mexico. This pedagogy is a unique approach to the reclaiming of ancestral perspectives into the university curriculum that have an enduring impact in the students enrolled in these courses. This article provides a definition of "curanderismo" and mentions three major historical figures that have impacted traditional medicine in Mexico and the United States. The article also discusses the impact that these classes have on the diverse students at a Hispanic-Serving, Level I Research American university. Finally, we discuss the development of these courses in the university system and how a program has been created that also allows community members and staff in diverse health professions to enroll in the summer face-to-face institute through the Center for Continuing Education. [For the full proceedings, see ED656038.]

Continuing art activities in art try to undertake a different mission. It is very valuable and important for individuals who receive Art Education to be able to say I am in art activities. Because of the spread of art and the understanding that it is a value on its own, the exhibitions provide a lot of benefits to the field in terms of accepting that it is an original method of expression. The importance of those who are enthusiastic to see many good works together, the pride and determination have given to them if they have been exhibited, raising the standards of aesthetic perception with the psychology of competition and increasing their interest in the field are important situations. In the field of deep-rooted competitive exhibitions, the links of the chain can be seen year by year and a social memory of art can be created. The fact that it is not possible to collect artistically qualified works that have achieved certain standards from a historical perspective is important. In addition, if the historical development and perspective of social memory from an artistic point of view are to be mentioned, it will be better understood why similar activities are important. [For the full proceedings, see ED630948.]

Math classes do not usually offer students an opportunity to learn about the diversity within the field of mathematics. As a result, students tend to hold inaccurate, negative perspectives about diversity in the world of mathematics and many may not feel a sense of belonging in the classroom when they do not see themselves reflected in the curriculum. The relationship between history and mathematics should be explored as one way to correct inaccurate views about what defines a mathematician and what the benefits are of studying mathematics and its relevance in daily life. One of the teaching practices that can support diversity and inclusion in the mathematics classroom is exposing students to a diverse group of mathematicians. In this study, we investigated the effects of using this teaching practice on creating an inclusive classroom. The participants in this study were 36 undergraduate students enrolled in a Precalculus course. Data were collected using a pre- and post-test tool and analyzed both quantitatively and qualitatively. An in-depth analysis through close comparisons between students' responses in the pre and post-tests. The results indicated that participants gained a new knowledge from the treatment (the historical projects) that expanded their horizons about mathematics diversity. [For the full proceedings, see ED630893.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

The world of Computer Assisted Language Learning (CALL) is dominated by English, and to a lesser extent, French, Spanish, and German. While these languages are the main focus of EUROCALL conferences, there has always been a presence of Less Commonly Taught Languages (LCTLs) at these conferences. Most of the official languages of the EU and European languages more generally have been discussed by CALL researchers at EUROCALL conferences, but some languages have yet to make an appearance. There have also been presentations on other LCLTs outside of Europe, including Mandarin, Arabic, Japanese, and less widely spoken languages such as Thai and Nahuatl. This paper looks at the presence of LCTLs at EUROCALL conferences since 1993 and reflects on what has changed over the years. It notes the importance of the conference location on the languages discussed at the conference and the role of EU projects in supporting LCTLs. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This study aims to explore seventh-grade students' understanding of negative integers as they engaged in mathematics history integrated model-eliciting activities in small groups. For this educational case study, we designed model-eliciting activities based on six design principles of the models-and-modeling perspective that incorporated history of negative integers. Both written data and video records of students were analyzed to elicit the facets of their models of negative integers. We found that students' thought that either daily life contexts or people's need drove the invention of negative integers. The findings also indicated students' reasoning on the evolvement of mathematics ideas by contribution of different culture, revealing the role of math history integration into the modeling process. In this sense, our study presents a unique approach in modeling literature. [For the complete proceedings, see ED630060.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Mythology tells about the character traits and relationships in human society. Topics are about tenderness, betrayal, motherhood, or the courage of love. In the visual arts, the mythological genre was formed in the Middle Ages; He painted legends and traditions. Images of ancient heroes and gods appeared in the pre-Christian period and occupied an important place in the works of Renaissance artists. In the 18th century, mythological scenes became part of the national ideology and began to have social and political overtones. Depicting generals and rulers as ancient gods, artists conveyed state events through "Heavenly" battle or genre scenes. At the center of the mythological scene are gods, heroes of fairy tales and legends, fairy creatures and fictional historical characters. The artist pays great attention to image perspective and volume to give the viewer a realistic impression of what is going on. A large number of vivid images, attention to detail, rich and dynamic subject matter, an abundance of nudity distinguish this type of painting. Using the play of light and shadow, bright tones and deep contrast, painters brought their subjects to the fore, created image depth and increased the effect of the canvas on the audience. In this article, based on the stories of mythological characters, the connections between mythology and the art of painting are explained, the use of mythological elements in the art of painting and its transformation into the art of painting are exemplified. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

There are forms identified with the field in ceramic art. Examples of these are bowls, vases, plates and teapots. As works of art, these containers can be the expression language of the artists. In particular, many ceramic bowls and teapots have entered the literature with successful examples. The fact that the teapot form is used by many artists in the field of ceramics, which is a branch of plastic arts, is a richness of today's contemporary art. The ability of industrially produced containers to be good designs depends on carrying the design elements on themselves. The teapot forms, which are the continuation of an ancient heritage and produced in today's ceramics, are also followed carefully by artists and art lovers. In this study, a brief history of the teapot form is given. After this short history of the teapot, which spread from China to Europe, ceramic teapots were tried to be interpreted as a functional and plastic form through personal applications. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

Most people might see graffiti and street art as two similar art forms. They decorate the buildings and walls of city streets. There is some truth in making this assumption. Both are forms of creative expression found on walls and other parts of the city. However, there are some notable differences between the two. The most well-known difference is that graffiti is illegal. Street art has a history of approval to improve and revitalize areas of the town or city. Well-known artists are often asked to put together these works of art. Street artists willingly sign their works with their own names. Graffiti artists remain anonymous and hide behind tags or work in groups to make illegal art expressions. Graffiti and street art are among the contemporary art genres and can be seen side by side in the same environment. Culture draws attention as the whole of life activities organized in certain periods of humanity with social values, norms and relations. Culture, as the whole of these life activities specific to each period and society that is in a constant state of being, changing, develops with the norms and values that are accepted as the common acceptance of the majority in some similar societies and forms the current culture, while at the same time completing its structure with cultural subcultures with their own distinctive styles. The purpose of this article; to define street art and to examine the relationship between contemporary culture with examples. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

There is a long-standing interrelationship between the military and medical spheres in society. Military actions rely on medical services to tend to casualties, and medical advances often come from the pressure of military campaigns that generate large numbers of patients. That interrelationship is a linear one of simple paired interaction. However, there is a deeper and more subtle relationship that influences military and medical theory. Both disciplines are schools of applied philosophy; real world result is required for the philosophical principles and theoretical approaches to be validated and maintained. Ornate intellectual edifice, which cannot produce a quantifiable result, is unacceptable in both these disciplines. As such there is a cognate type of intellectual discourse that involves observation, supposition, abstraction to principle, manipulation of principle, application, and evaluation of result. This process differs from abstract philosophy wherein the application, efficacy and assessment are often couched in qualitative and unclear parameters, which belie an accurate summation of result. This paper seeks to explore the relationship of the military and medical traditions of China, through a structured comparison of the intellectual framework of these two systems of applied philosophy. By exploring the medical and military conceptualizations of space and boundary, and the cognate vocabulary used in these two traditions, a better understanding of the deep structure of the core rubrics within the systems can be derived. Further, through comparative evaluation of source texts I will examine the parallelisms and dissonances of the views of space, boundary, power, and strategy. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

This research deals with a possible use of history of mathematics in mathematics education. In particular, history can be a fundamental element for the introduction of the concept of integral through a problem-centred and intuitive approach. Therefore, what follows is dedicated to the teaching of mathematics in the last years of secondary schools, where infinitesimal calculus is addressed. The thesis here proposed is that the resort to Archimedes' use of exhaustion method and to Newton's initial lemmas expounded in his Principia Mathematica are useful means to reach a genetic comprehension of the concept of integral. Hence, two demonstrations by Archimedes and two lemmas by Newton are used to prove such thesis. A further idea here proposed is that history of mathematics can be of help for an interdisciplinary education. [For the full proceedings, see ED620289.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 21-24, 2021, in Chicago, Illinois. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This study traces the evolution of Computer Assisted Language Learning (CALL) through published Research Articles (RAs) in four major journals: "ReCALL," "CALL," "Language Learning & Technology (LL&T)," and "CALICO Journal." The paper outlines the rationale and the methodology of this, which begins with downloading all 2,397 full RAs published in English, from the very first issues up to the end of 2019. This preliminary report already gives an overview of the history of the field; in particular, the increasing number of papers attests to the healthy state of research in CALL. Subsequent analysis focuses on a subcorpus of 426 papers chosen by the frequency of citation in each year as a gauge of impact within the community. The final analysis will use computer tools to help identify methodologies, themes, and theories as they rise and fall over the years. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]