Suchergebnisse

George D. Aiken, chairman. ; pt. 1. Hearings, Feb. 28, 1947.--pt. 2. Hearings, Mar. 17-27, 1947. ; Mode of access: Internet.

The fifth edition of the market-leading Education, Equality and Human Rights has been fully updated to reflect economic, political and cultural changes in the UK, including the impacts of Brexit and Covid-19. It considers the great changes we are witnessing in recent years, such as climate change emergency, pandemics, the Fourth Industrial Revolution and their interrelationships. Written by world experts in their respective fields, each of the five equality issues of gender, race, sexuality, disability and social class is covered in their own right as well as in relation to education. Key issues explored include: human rights, equality and education women and equality--historically and now gender, education and social change race and racism through history and today racism and education from Empire to Johnson sexualities, identities and equality challenges in teaching and learning about sexuality and homo- and trans-phobia in schools disability equality as the last Civil Right? developing inclusive education and governments' resistance social class, neoliberal capitalism and the Marxist alternative selective schooling, mystifying social class, neoliberalism and alternatives With an uncompromising and rigorous analysis of equality issues and a foreword from Peter McLaren addressing challenges to democracy in the US, this new edition of Education, Equality and Human Rights is an essential and contemporary resource across a wide range of disciplines and for all those interested in education, social policy and human rights.

Dieser Aufsatz nimmt schlaglichtartig einige Schlüsselaspekte der Sozialpolitik-Entwicklung in den USA in den Blick und fragt an diesen Beispielen nach der Realität und den Erscheinungsformen von staatlicher Aktivität in der Sozialpolitik und ihrem möglichen Bedeutungsgewinn oder Bedeutungsverlust. Der Schwerpunkt der Aufmerksamkeit liegt dabei auf den Sozialhilfeprogrammen, weil in ihnen der starke Staat am virulentesten Thema öffentlicher und sozialwissenschaftlicher Debatten geworden ist. Im Licht dieser Beobachtungen werden danach einige wichtige empirische und theoretische Annäherungen an das Thema staatliche vs. privatwirtschaftliche Organisationsformen der Daseinsvorsorge in international vergleichenden Gegenwartsanalysen betrachtet. Es wird deutlich, dass die durchgängig "wirtschaftsliberale" Klassifizierung der USA im Kontrast zu den europäischen Ländern richtig sein mag, dass man mit ihr aber wichtige Aspekte US-amerikanischer Staatlichkeit – und hier vor allem die ausgeprägte Präsenz staatlicher Gebote und Vorschriften im Leben der Sozialleistungsempfänger – nur schlecht in den Griff bekommt. Das abschließende Fazit fragt nach den Implikationen für empirische Konzepte zur Erforschung von Markt und Staat in der heutigen Sozialpolitik.

This worldwide study of field instruction provides comparative data about curriculum, field instructors, school-field partnerships and student assignments. While field education is nearly universal for entry-level education, there are notable structural and curricular differences amongst countries. Nearly all respondents identify the major educational challenge as helping students to integrate theory and practice.

"The events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context? Contributors are: Mario Alarcón, Bruno Broucker, James Calleja, Ida Iselin Eriksson, Magdalena Fellner, Hugo A. García, Corinna Geppert, Carmen Heidenwolf, Andrew S. Herridge, Torstein Nielsen Hole, Pablo Hormazábal Saavedra, Lisa J. James, Kerstin Janson, Cindy Konen, Gergely Kováts, René Krempkow, Alice Laufer, Clare Milsom, Darlington Mutakwa, Mark O'Hara, Attila Pausits, Pascale Stephanie Petri, Julia Rathke, Florian Reisky, Katharina Riesinger, Christian Schemer, Marit Ubbe and Denyse Webbstock"--

" The catalyst for this book is the fact that noted sociologist Charles Tilly, upon his death in 2008, left one completed chapter of an unfinished manuscript entitled ""Cities, States, and Trust Networks,"" examining the relationships between cities and nation-states over the sweep of history, and in particular the role of trust networks in mediating this relationship. Though this was the catalyst, the book serves a broader purpose: to survey recent frontier work on cities, nation-states, and the relations between the two in historical and contemporary perspective. Essays in the book will address four main themes: city-state relations, trust networks and commitment, democracy and inequality, and the importance of historical legacies in shaping state structures, practices, and capacities. They will be global in scope, with research on the United States, Latin America, Europe, Asia, and Africa, a number of the pieces will be comparative. They will also be interdisciplinary, including works of geography, history, political science, sociology, urban planning. The book addresses several confluent needs of readers. One is to simply update themes addressed in earlier edited work such as Bringing the State Back In (1985). A second is to bring together current thinking about cities on the one hand and nation-states on the other, literatures that are often segregated from each other. A third is to perform those two purposes in a way that is global in scope and combines both historical and current analyses, to pull together insights from the full range of human experience. "

Purpose
This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania's sustainable development, in particular.


Design/methodology/approach
The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondents – students, master and PhD – from the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.


Findings
Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students' reactions are positive.


Originality/value
This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing education for sustainable development in Romania and it can be a starting point for ESD programs and policies.