{"id":6999,"date":"2020-07-10T10:43:32","date_gmt":"2020-07-10T10:43:32","guid":{"rendered":"http:\/\/end-educationconference.org\/?page_id=6999"},"modified":"2020-07-20T12:46:44","modified_gmt":"2020-07-20T12:46:44","slug":"education-and-new-developments-2020","status":"publish","type":"page","link":"http:\/\/end-educationconference.org\/2020\/education-and-new-developments-2020\/","title":{"rendered":"Education and New Developments 2020"},"content":{"rendered":"

INDEX OF CONTENTS<\/strong><\/span><\/h4>\n

\"\"<\/p>\n

FRONT MATTER<\/strong><\/a><\/p>\n

VIRTUAL PRESENTATIONS:<\/strong><\/p>\n

Teachers and Students<\/strong><\/em><\/span><\/p>\n

Assessing TPACK integration in senior phase science teaching and learning at South African township schools<\/strong> (pages 3-7)<\/a>
\nHlulani Shilenge, & Sam Ramaila<\/em><\/p>\n

Music curriculum integration practices – \u201caccountability\u201d as policy translation in professional music training: the case of the tut<\/strong> (pages 8-11)<\/a>
\nHua Hui Tseng<\/em><\/p>\n

Factors influencing teachers\u2019 inclination to use improvised resources in life sciences classrooms<\/strong> (pages 12-15)<\/a>
\nMahlatse Ramothwala, & Sam Ramaila<\/em><\/p>\n

Improving university students\u2019 perceptions of peer assessment<\/strong> (pages 16-19)<\/a>
\nElizabeth Ruiz Esparza Barajas<\/em><\/p>\n

The affordances of improvised resources in physical sciences classrooms<\/strong> (pages 20-23)<\/a>
\nKoketso Ntladi, & Sam Ramaila<\/em><\/p>\n

The relationship between teacher-student relationship, self-confidence, and academic achievement in the Chinese context<\/strong> (pages 24-28)<\/a>
\nTianxue Cui, Qimong Liu, Jian Liu, & Chuang Wang<\/em><\/p>\n

Mapping disability representation in primary school youth literature<\/strong> (pages 29-33)<\/a>
\nNikoletta Gulya, & Anik\u00f3 Feh\u00e9rv\u00e1ri<\/em><\/p>\n

The relationship between students\u2019 approaches toward learning and academic achievement in the Chinese context<\/strong> (pages 34-38)<\/a>
\nChuang Wang, Qimong Liu, Jian Liu, & Tianxue Cui<\/em><\/p>\n

A grounded theoretical study on the influence mechanism of verbal abuse by teachers<\/strong> (pages 39-43)<\/a>
\nJinnan Li, & Yuheng Zhang<\/em><\/p>\n

Evaluation in scientific advisors\u2019 commentaries as a means to develop students\u2019 writing skills<\/strong> (pages 44-47)<\/a>
\nAlbina Vodyanitskaya<\/em><\/p>\n

Czech curricular reform in the rear-view mirror: the case of foreign language learning<\/strong> (pages 48-52)<\/a>
\nPavel Brebera<\/em><\/p>\n

Basis of architectural survey between geometry and representation. A first educative approach<\/strong> (pages 53-57)<\/a>
\nEugenia Comparetto, Martino Pavignano, Ursula Zich, Ornella Bucolo, & Daniela Miron<\/em><\/p>\n

Creating authentic learning and assessment environments<\/strong> (pages 58-62)<\/a>
\nKaterina Kasimatis, & Theodora Papageorgiou<\/em><\/p>\n

Design based on ICF – The training courses for in-service teachers<\/strong> (pages 63-67)<\/a>
\nLaura Sara Agrati<\/em><\/p>\n

The use of computer simulations as an intervention to address misconceptions of grade 11 physical sciences learners in South African township schools<\/strong> (pages 68-72)<\/a>
\nJames Mphafudi, & Sam Ramaila<\/em><\/p>\n

Beyond gamification: Classcraft as an engagement tool in the teaching of English as a second language<\/strong> (pages 73-76)<\/a>
\nVer\u00f3nica Membrive, & Madalina Armie<\/em><\/p>\n

South African grade 11 physical sciences learners\u2019 perceptions of scientific inquiry<\/strong> (pages 77-80)<\/a>
\nRosemary Zunga, & Sam Ramaila<\/em><\/p>\n

Prospective teachers’ coping with mathematical algorithms in a flipped class setting<\/strong> (pages 81-85)<\/a>
\nIlana Lavy, & Atara Shriki<\/em><\/p>\n

Exploring South African in-service teachers\u2019 baseline knowledge of mathematics: a case of further education and training phase<\/strong> (pages 86-90)<\/a>
\nSam Ramaila, & Philemon Seloane<\/em><\/p>\n

Does self-assessment of creativity and its development support the development of creativity?<\/strong> (pages 91-95)<\/a>
\nAtara Shriki, & Ilana Lavy<\/em><\/p>\n

South African at-risk undergraduate engineering students\u2019 perceptions of the remedial intervention designed to enhance their academic performance in mathematics as a key knowledge domain<\/strong> (pages 96-99)<\/a>
\nSam Ramaila, & Philemon Seloane<\/em><\/p>\n

Skilling for tomorrow at school: a training project for IVET and technical students\u2019 soft skills<\/strong> (pages 100-104)<\/a>
\nFrancesco Tommasi, Ioris Franceschinis, Marco Perini, & Giuseppe Tacconi<\/em><\/p>\n

Pedagogical practices adopted by teachers when using improvised resources in life sciences classrooms<\/strong> (pages 105-107)<\/a>
\nSyamthanda Zondi, & Sam Ramaila<\/em><\/p>\n

Work ethics of special education teachers in South Korea<\/strong> (pages 108-112)<\/a>
\nHwaChoon Park<\/em><\/p>\n

CoAstro: @n astronomy condo \u2013 teachers\u00b4 attitudes and epistemological beliefs towards science in a citizen science project<\/strong> (pages 113-117)<\/a>
\nIl\u00eddio Andr\u00e9 Costa, Carla Morais, & M\u00e1rio Jo\u00e3o P. F. G. Monteiro<\/em><\/p>\n

Effects of experience-based credit-bearing courses on college students\u2019 career adaptability and employment skills in Korea<\/strong> (pages 118-121)<\/a>
\nHwaChoon Park, & Cheonsoo Park<\/em><\/p>\n

Students in research – experience with research-based teaching<\/strong> (pages 122-126)<\/a>
\nMarcin Fojcik, Martyna K. Fojcik, & Bjarte Pollen<\/em><\/p>\n

The Chinese experience in promoting teacher professional development in disadvantaged areas<\/strong> (pages 127-130)<\/a>
\nGong Chen<\/em><\/p>\n

Pre-service engineer educators learning mathematics: Mapping the lived complexity<\/strong> (pages 131-135)<\/a>
\nKaterina Kasimatis, Andreas Moutsios-Rentzos, Nikolaos Matzakos, Varvara Rozou, & Dionisios Kouloumpis<\/em><\/p>\n

Evaluation of factors that influence school failure in a group of adolescents in Iasi county<\/strong> (pages 136-140)<\/a>
\nAdriana Albu, Mihaela Vlada, & Florin Dima<\/em><\/p>\n

The contribution of drama as an alternative teaching approach to refugee students<\/strong> (pages 141-144)<\/a>
\nKyriaki Chatzikonstantinou<\/em><\/p>\n

Teachers\u2019 preparedness and experiences in teaching meiosis to grade 12 learners in Limpopo province<\/strong> (pages 145-149)<\/a>
\nThapelo Manaka, & Lydia Mavuru<\/em><\/p>\n

Value of effective feedback to candidates leads to improving the learning goal<\/strong> (pages 150-154)<\/a>
\nAnn Toler Hilliard, & Renee Foose<\/em><\/p>\n

TOEIC score prediction according to student\u2019s learning performance on university English courses<\/strong> (pages 155-158)<\/a>
\nYi-Jie Ju, & Cheng-Hsuan Li<\/em><\/p>\n

Teacher enhancement of interactions in life sciences English-second-language learners classes<\/strong> (pages 159-163)<\/a>
\nVuyo Kamati, & Lydia Mavuru<\/em><\/p>\n

Investigating the impact of learn by doing in civil technology class: Students action<\/strong> (pages 164-167)<\/a>
\nKhojane Geoffrey Mokhothu<\/em><\/p>\n

A \u2018digital pedagogies\u2019\u2013based learning platform<\/strong> (pages 168-172)<\/a>
\nMatthew Montebello<\/em><\/p>\n

Historical analysis of students’ performance: An age and gender perspective<\/strong> (pages 173-177)<\/a>
\nSilvia B. Gonz\u00e1lez-Brambila, Lourdes S\u00e1nchez-Guerrero, Beatriz A. Gonz\u00e1lez-Beltr\u00e1n, & Josu\u00e9 Figueroa-Gonz\u00e1lez<\/em><\/p>\n

Improving knowledge transfer in simulation games based on cognitive load theory<\/strong> (pages 178-182)<\/a>
\nChristian Ploder, Thomas Dilger, & Reinhard Bernsteiner<\/em><\/p>\n

Effect of students that must repeat a course in the distribution and capacity of groups<\/strong> (pages 183-187)<\/a>
\nLourdes S\u00e1nchez-Guerrero, Beatriz A. Gonz\u00e1lez-Beltr\u00e1n, Josu\u00e9 Figueroa-Gonz\u00e1lez, & Silvia B. Gonz\u00e1lez-Brambila<\/em><\/p>\n

Projects and Trends<\/strong><\/em><\/span><\/p>\n

Self-produced videos in flipped classroom for pre-course engineering students, engineering students and nursing students<\/strong> (pages 188-192)<\/a>
\nJoar Sande, Ingvild Leite, & Lars Kyte<\/em><\/p>\n

Service-learning at university: Addressing social challenges from the education<\/strong> (pages 193-197)<\/a>
\nElena M\u00aa D\u00edaz-Pareja, Juana M\u00aa Ortega-Tudela, & \u00c1frica M\u00aa C\u00e1mara-Estrella<\/em><\/p>\n

Fostering creativity of students with intellectual disabilities through music listening activities<\/strong> (pages 198-202)<\/a>
\nMarina Wai-yee Wong<\/em><\/p>\n

Developing domestic students\u2019 intercultural competence \u2014 a case study: Immersion program of Sichuan University, China<\/strong> (pages 203-205)<\/a>
\nXianghan Liao<\/em><\/p>\n

Digitalisation of higher education \u2013 teachers and students experience<\/strong> (pages 206-210)<\/a>
\nMarcin Fojcik, & Martyna K. Fojcik<\/em><\/p>\n

Innovative use of ICT in early years curriculum based on 5E instructional model<\/strong> (pages 211-215)<\/a>
\nChristina Kalaitzi, & Christina Volioti<\/em><\/p>\n

Augmented reality in intervention with people with autism spectrum disorder: Protocol activities<\/strong> (pages 216-220)<\/a>
\nAlba Gilabert Cerd\u00e1, Eva Garc\u00eda Albaladejo, Elena P\u00e9rez V\u00e1zquez, Gonzalo Lorenzo Lled\u00f3, Asunci\u00f3n Lled\u00f3 Carreres, & Alejandro Lorenzo Lled\u00f3<\/em><\/p>\n

The contemporary educational agenda _ education and reality<\/strong> (pages 221-225)<\/a>
\nKhalid Aada<\/em><\/p>\n

Differences between traditional and augmented reality teaching<\/strong> (pages 226-230)<\/a>
\nEva Garc\u00eda Albaladejo, Alba Gilabert Cerd\u00e1, Asunci\u00f3n Lled\u00f3 Carreres, Gonzalo Lorenzo Lled\u00f3, Alejandro Lorenzo Lled\u00f3, & Elena P\u00e9rez V\u00e1zquez<\/em><\/p>\n

MOOCs for bridging the school – university gap<\/strong> (pages 231-235)<\/a>
\nIlaria Merciai, & Ruth Kerr<\/em><\/p>\n

Physiotherapist students\u2019 perceptions in a gamification project<\/strong> (pages 236-240)<\/a>
\nCarolina Jim\u00e9nez-S\u00e1nchez, Pablo Gargallo-Aguaron, Mar\u00eda Pilar L\u00f3pez-Royo, & Fani Alfaro-Gervon<\/em><\/p>\n

Is knowledge priceless? A case study on the changing face of education<\/strong> (pages 241-245)<\/a>
\nJoanna Peksa, & Faith Dillon-Lee<\/em><\/p>\n

Catching two birds with one stone – the case of music and programming fundamentals<\/strong> (pages 246-250)<\/a>
\nIlana Lavy<\/em><\/p>\n

Teaching discourse analysis of the category of subject<\/strong> (pages 251-255)<\/a>
\nMarina Fomina<\/em><\/p>\n

Interdisciplinary innovation camp for nursing and engineering students at WNUAS<\/strong> (pages 256-260)<\/a>
\nEivind Standal Husab\u00f8, Dagrun Kyrkjeb\u00f8, & Joar Sande<\/em><\/p>\n

Glocality as instrument of cultural policy and its ability to preserve cultural capital<\/strong> (pages 261-265)<\/a>
\nKamo Chilingaryan, & Ekaterina Zvereva<\/em><\/p>\n

Communication revolutions that marked the history of education. Proverbs in education – theses and paradoxes<\/strong> (pages 266-270)<\/a>
\nCezar Scarlat<\/em><\/p>\n

Children with vision impairment and multiple disabilities: Issues of communication skills and professionals\u2019 challenges<\/strong> (pages 271-275)<\/a>
\nVassilis Argyropoulos, Charikleia Kanari, Andrea Hathazi, Maria Kyriacou, Maria Papazafiri, & Magda Nikolaraizi<\/em><\/p>\n

Today\u2019s higher education at a crossroads: Is the educator\u2019s role undergoing a paradigm shift?<\/strong> (pages 276-280)<\/a>
\nCezar Scarlat<\/em><\/p>\n

Special education teachers: Training and intervention strategies for internet risks of students with intellectual disabilities in Spanish centres<\/strong> (pages 281-285)<\/a>
\nMarcos G\u00f3mez-Puerta, Esther Chiner, Santiago Mengual-Andr\u00e9s, & Esther Villegas<\/em><\/p>\n

Dimensions of students\u2019 engagement and self-insight in upper secondary education<\/strong> (pages 286-290)<\/a>
\nPeter Grandits<\/em><\/p>\n

Creating an interactive tool for student communication: Lessons learnt<\/strong> (pages 291-294)<\/a>
\nDavid Cutting, Andrew McDowell, Neil Anderson, Paul Sage, Matthew Collins, & Angela Allen<\/em><\/p>\n

Evaluation of immersion program from student\u2019 perspective in Sichuan University, China<\/strong> (pages 295-298)<\/a>
\nYu Man<\/em><\/p>\n

Life in the bonds of social exclusion as a disadvantageous factor of education<\/strong> (pages 299-303)<\/a>
\nHelena Skarupsk\u00e1, & Iva Sta\u0148kov\u00e1<\/em><\/p>\n

Personalized learning in math, throw problem-solving, and the use of ICT<\/strong> (pages 304-308)<\/a>
\nDiana Starja, Nikolina Nikolova, & Bederiana Shyti<\/em><\/p>\n

Ditch the plastic Trinidad & Tobago: The dynamics of a multi-sectoral school-community partnership<\/strong> (pages 309-313)<\/a>
\nRowena Kalloo, & Shahiba Ali<\/em><\/p>\n

Educational and therapeutic benefits of \u201ccontent-focused accessible e-learning material\u201d for visually impaired university students<\/strong> (pages 314-318)<\/a>
\nChikako Ota<\/em><\/p>\n

Teaching and Learning<\/em><\/strong><\/span><\/p>\n

Analyzing experiences of using effective feedback in the ESL classroom through the use of digital technologies<\/strong> (pages 319-323)<\/a>
\nRoberto Mes\u00e9n-Hidalgo, & Juan Carlos Sand\u00ed-Delgado<\/em><\/p>\n

The methodology of action research (AR) and the impact on teachers’ professional development<\/strong> (pages 324-328)<\/a>
\nMichal Nachshon, & Amira Rom<\/em><\/p>\n

Impact of maker-space project to provide computer science education to middle school students in the Alabama black belt region<\/strong> (pages 329-333)<\/a>
\nLinda P. Thurston, Martha Escobar, & Mohammed Qazi<\/em><\/p>\n

Does parental involvement really make a difference? A study with parents of primary school students in urban context<\/strong> (pages 334-338)<\/a>
\nRaquel Barroso, & Diana Dias<\/em><\/p>\n

Teacher and peer feedback in an EFL writing course: What do students need?<\/strong> (pages 339-343)<\/a>
\nThanakorn Weerathai, & Ratsawadee Belardo<\/em><\/p>\n

When it rains while the sun is shining: School climate as an echo of the (future) social climate<\/strong> (pages 344-348)<\/a>
\nDiana Dias, & Raquel Barroso<\/em><\/p>\n

Digital engines at work: Promoting research skills in students<\/strong> (pages 349-352)<\/a>
\nOlga Suleimanova, Albina Vodyanitskaya, Vera Yaremenko, & Marina Fomina<\/em><\/p>\n

Old techniques, new competences: Rebuilding historical instruments to teach and learn physics<\/strong> (pages 353-357)<\/a>
\nAna Paula B. Silva, Jos\u00e9 Antonio F. Pinto, Samira Arruda Vicente, & Gerson Gon\u00e7alves<\/em><\/p>\n

A systematic literature review of methodologies used for the design of serious games. A comparative analysis<\/strong> (pages 358-362)<\/a>
\nJuan Carlos Sand\u00ed Delgado, & Patricia Alejandra Baz\u00e1n<\/em><\/p>\n

Investigating factors hindering the implementation of e-learning at Motheo technical and vocational education and training (TVET) college: A case study of the national vocational certificate (NCV) programme<\/strong> (pages 363-365)<\/a>
\nMmatau Zwane, & Wendy N. Setlalentoa<\/em><\/p>\n

The effects of drinking and smoking among undergraduates on academic performance and transition to employment<\/strong> (pages 366-369)<\/a>
\nCheonsoo Park, & HwaChoon Park<\/em><\/p>\n

The toiling single mother: Does her education attainment level matter in a learner\u2019s academic performance? Evidence from some South African high schools<\/strong> (pages 370-374)<\/a>
\nRuth O. Adesokan, & Alfred H. Makura<\/em><\/p>\n

An effective method of teaching English tense and aspect through time adverbs<\/strong> (pages 375-379)<\/a>
\nChikako Takahashi, & Akemi Matsuya<\/em><\/p>\n

The influence of mother tongue in second language learning in primary school<\/strong> (pages 380-384)<\/a>
\nPule Phindane<\/em><\/p>\n

Investigation on teaching critical thinking in English course to young ESL learners in China<\/strong> (pages 385-388)<\/a>
\nShu Jia<\/em><\/p>\n

Exploring student teachers\u2019 learning strategies and the relationship with academic achievement and demographic variables<\/strong> (pages 389-393)<\/a>
\nEsther Chiner, Marcos G\u00f3mez-Puerta, & Mar\u00eda Cristina Cardona-Molt\u00f3<\/em><\/p>\n

Nature of science interdisciplinary teaching based on symmetry and the search of invariants<\/strong> (pages 394-398)<\/a>
\nSimone Brasili, & Riccardo Piergallini<\/em><\/p>\n

An assessment of curriculum-specific learning difficulties in natural sciences within the South African context<\/strong> (pages 399-403)<\/a>
\nMafor Penn, & Ramnarain Umesh<\/em><\/p>\n

Visual literacy for the 21st century: the required ability to understand the power of modern images<\/strong> (pages 404-408)<\/a>
\nBozena Supsakova<\/em><\/p>\n

A cloud in a cupboard: How to teach modern technologies in a resource-constrained environment<\/strong> (pages 409-413)<\/a>
\nDavid Cutting, Andrew McDowell, Neil Anderson, Paul Sage, Matthew Collins, & Angela Allen<\/em><\/p>\n

Early year teachers\u2019 understanding and implementation of science process skills<\/strong> (pages 414-418)<\/a>
\nAyodele Ogegbo, & Umesh Ramnarain<\/em><\/p>\n

The relevance of leadership styles in the quality of early childhood educators: a multiple cases study<\/strong> (pages 419-422)<\/a>
\nEmilio Rodr\u00edguez-Ponce, & Liliana Pedraja-Rejas<\/em><\/p>\n

Drawing vs. Design: A study on industrial design BSC in Italy<\/strong> (pages 423-427)<\/a>
\nFausto Brevi, & Flora Gaetani<\/em><\/p>\n

Development of an animated video for pre- and postoperative learning for osteoarthritis patients<\/strong> (pages 428-432)<\/a>
\nErik Kyl\u00e9n, Joel Stenholm, & Ann Svensson<\/em><\/p>\n

Organizational Issues<\/strong><\/em><\/span><\/p>\n

EHEA international students mobility and transparency<\/strong> (pages 433-437)<\/a>
\nTijmen Weber, Florentin Popescu, & Roman Iskandaryan<\/em><\/p>\n

Research on the causes of the “undergraduate migrant worker” phenomenon based on the theory of labor market segmentation<\/strong> (pages 438-442)<\/a>
\nYuheng Zhang<\/em><\/p>\n

The evolution of china’s private education policy: historical review and path analysis<\/strong> (pages 443-447)<\/a>
\nYang Li<\/em><\/p>\n

Teachers\u2019 opinions on professional support measures for novice teachers in Latvia<\/strong> (pages 448-452)<\/a>
\nAnda Grinfelde, Inga Vanaga, & Liga Paula<\/em><\/p>\n

Employer branding as recruitment and retention tool for the universities<\/strong> (pages 453-457)<\/a>
\nAsta Radzevi\u010dien\u0117, & Aleksandra Sokolova<\/em><\/p>\n

Analysis of Chinese policy of tuition-free normal college students: purpose, content and effect<\/strong> (pages 458-462)<\/a>
\nXue Yuankang<\/em><\/p>\n

 <\/p>\n

POSTERS:<\/strong><\/p>\n

Teachers and Students<\/strong><\/em><\/span><\/p>\n

Subject teachers and enhancement of students\u2019 English proficiency in selected senior six classrooms in Rwanda<\/strong> (pages 465-467)<\/a>
\nSpeciose N. Ndimurugero, & Gloriose Mugirase<\/em><\/p>\n

The effects of local-specialized career experience programs on Korean students\u2019 career maturity and community awareness<\/strong> (pages 468-470)<\/a>
\nHwaChoon Park, & JangHoe Ku<\/em><\/p>\n

Projects and Trends<\/strong><\/em><\/span><\/p>\n

Active methodologies and aware education for future secondary schools teachers<\/strong> (pages 471-473)<\/a>
\nConsolacion Gil, & Maria Dolores Gil-Montoya<\/em><\/p>\n

A systematic scoping review on skills variety for vet in the industry 4.0<\/strong> (pages 474-476)<\/a>
\nFrancesco Tommasi, Ioris Franceschinis, Marco Perini, & Riccardo Sartori<\/em><\/p>\n

Teaching and Learning<\/strong><\/em><\/span><\/p>\n

ICT competencies of first-year university students<\/strong> (pages 477-479)<\/a>
\nDaiva Rimkuvien\u0117<\/em><\/p>\n

Eugenics today: An interdisciplinary teaching for higher education<\/strong> (pages 480-482)<\/a>
\nAndreas-Evangelia Spathi, Afroditi Kalemi, Athina Kontostavlaki, Evridiki Efstathiou, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n

Building integrated pathways to independence for diverse biomedical researchers: project pathways<\/strong> (pages 483-485)<\/a>
\nMaryam Foroozesh, Kathleen Morgan, Marguerite Giguette, Kelly Johanson, & Clair Wilkins-Green<\/em><\/p>\n

Brain music: introducing research thinking to the secondary education curriculum<\/strong> (pages 486-488)<\/a>
\nAthina Malliou, Spyretta Vaxevanidi, & Lefkothea-Vasiliki Andreou<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

INDEX OF CONTENTS FRONT MATTER VIRTUAL PRESENTATIONS: Teachers and Students Assessing TPACK integration in senior phase science teaching and learning at South African township schools (pages 3-7) Hlulani Shilenge, & Sam Ramaila Music curriculum integration practices – \u201caccountability\u201d as policy translation in professional music training: the case of the tut (pages 8-11) Hua Hui Tseng […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-6999","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PcmhEq-1OT","_links":{"self":[{"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/pages\/6999","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/comments?post=6999"}],"version-history":[{"count":35,"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/pages\/6999\/revisions"}],"predecessor-version":[{"id":7063,"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/pages\/6999\/revisions\/7063"}],"wp:attachment":[{"href":"http:\/\/end-educationconference.org\/2020\/wp-json\/wp\/v2\/media?parent=6999"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}