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En appliquant des méthodes de cohorte aux données en provenance de l'Enquête sur la mobilité canadienne de 1973 et des Enquêtes générates sociales de 1986 et 1994 effectuées par Statistique Canada, cet article examine si l'accroissement spectaculaire des chances éducationnelles qui a eu lieu pendant les années 50 et 60 a réduit les effets de statut, de sexe et de langue maternelle sur le nombre d'années de scolarité obtenues au Québec et ailleurs au Canada. Des modèles de régression linéaire prédisant le niveau de scolarité et des régressions logistiques prédisant la probabilité des transitions éducationnelles spécifiques sont utilisés pour séparer l'effet d'ac‐croissement de celui d'ascription. Conformément à la théorie de la reproduction culturelle, l'ascription par voie de couche sociale reste invariable avec le temps, mais les effets de sexe et de langue, telle‐ment marqués auprès des cohortes plus âgées, sont négligeables auprès des cohortes plus jeunes. Quoiqu'il y ait quelques différences fines, ces résultats sont semblables au Québec et ailleurs au Canada.Applying cohort methods to data from the 1973 Canadian Mobility Study and the 1986 and 1994 Statistics Canada General Social Surveys, this paper determines whether the dramatic educational expansion of the 1950s and 1960s reduced the effects of parental socio‐economic status, gender and language first spoken on educational attainment in Quebec and the rest of Canada. Linear regression models predicting years of schooling and logistic regressions predicting the probability of specific educational transitions are used to separate the effects of expansion and ascription. Consistent with cultural reproduction theory, class‐based ascription remains constant over time, but the effects of gender and language, so pronounced in older cohorts, are negligible in more recent cohorts. Although there are some differences in detail, these basic results are similar in Quebec and the rest of Canada.

A re-examination is made of the argument that slightly improved class differentials in full-time education have been offset by a decline in chances of promotion during a career. Past support for this idea has been drawn from age group comparisons usually in the context of surveys of managers. Census data giving the distribution of terminal education ages in the population are used to show that there are in fact important educational differences between separate generations in middle and higher occupations. It is also argued that the comparison of age groups is an unreliable method of studying occupational recruitment and that; in addition, the educational composition of so-called middle-class occupations is very diverse. In terms of their impact on the proportion of early leavers found in middle-class occupations, the apparent changes between generations appear, contrary to expectation, to be rather insignificant. It is inferred that constant social mobility rates cannot be explained by trends in promotions from the ranks on the strength of present evidence.

The purpose of this research was to empirically verify the assumption that psychological processes related to recreation satisfaction include these individual difference variables. The relationship between alternative conceptualizations and measurement of user satisfaction were also objects of study. Three independent samples of campers indicated their perceptions, preferences, expectations, importance, and satisfaction levels on a number of factors related to camping satisfaction and dissatisfaction. Alternative conceptualizations of user satisfaction employing individual difference variables were operationally defined and compared to each other. Results indicated that satisfaction measures obtained by using individual difference measures are only moderately related to each other. There may be no single best way to measure recreational satisfaction, as each measure incorporates different psychological processes. Although the research population in the present study consisted of campers, the various conceptualizations and operational definitions of satisfaction will generalize to all types of recreation and should prove useful to both recreation managers and researchers.

This article uses an original data set, the Wartime Civil-military Relations Data Set, to test arguments about the causes of victory and defeat in war. Our analysis provides strong initial support for the notion that civil-military relations powerfully shape state prospects for victory and defeat. Specifically, states whose militaries have a significant internal role or whose regimes engage in coup-proofing appear to have a substantially lower probability of winning interstate wars, even when we account for the role of other important variables, including regime type and material capabilities. Crucially, our measures of civil-military relations include coup incidence but also move beyond it to detect more subtle indicators of civil-military relations. The resulting analysis should give us confidence in acknowledging the importance of nonmaterial variables in explaining war outcomes, while also paving the way for further research that can utilize and extend the data set.

Assessment and accountability are words that have become synonymous with standardized testing. This view has narrowed the curriculum and limited the na-ture of learning and schooling experiences for children. This narrow focus has also driven educational practices away from ideas found in current learning theory. The following case study illustrates one school's effort to ex-pand assessment and accountability activities, to bring assessment practices in line with recommendations in the learning and assessment research literature and to encourage dialogue throughout the school community regarding the school's program and students' learning. Using a narrative constructed from data from one of the school's assessment activities, the author, who was also serving as the school principal at the time of the event, discusses the complexities and potential of making stu-dent learning public and involving the public in assess-ment. Creating a public forum to explore ideas and con-ceptions about schooling and learning among adults and children links school accountability to awareness and understanding of school purposes and pedagogy. This democratic aspect of assessment and accountability may hold power to influence school reform and imagine educational alternatives beyond the reliance and accep-tance of standardized testing as the gold standard.

1128 1131 65 18 ; S ; Carmo RNF .Ancoragem de Armaduras Pré-Esforçadas por Pré-Tensão. MSc thesis, 1999, Faculdade de Ciências e Tecnologia, Universidade de Coimbra, Portugal, (in Portuguese). ; Martí Vargas, JR. (2013). Pull-out and push-in tests of bonded steel strands. Magazine of Concrete Research. 65(18):1128-1131. doi:10.1680/macr.13.00061 Balázs LG .Bond Model with Non-Linear Bond-Slip Law, 1987, Politecnico di Milano, Italy, 395–430, Studi e Ricerche, Post-Graduate Course for Reinforced Concrete Structures, V.8/86. Balazs, G. L. (1992). Transfer Control of Prestressing Strands. PCI Journal, 37(6), 60-71. doi:10.15554/pcij.11011992.60.71 Balazs, G. L. (1993). Transfer Length of Prestressing Strand as a Function of Draw-In and Initial Prestress. PCI Journal, 38(2), 86-93. doi:10.15554/pcij.03011993.86.93 Balázs, G. L. (2007). Connecting Reinforcement to Concrete by Bond. Beton- und Stahlbetonbau, 102(S1), 46-50. doi:10.1002/best.200710109 Faria, D. M. V., Lúcio, V. J. G., & Pinho Ramos, A. (2011). Pull-out and push-in tests of bonded steel strands. Magazine of Concrete Research, 63(9), 689-705. doi:10.1680/macr.2011.63.9.689 Faria, D. M. V., Lúcio, V. J. G., & Ramos, A. P. (2011). Strengthening of flat slabs with post-tensioning using anchorages by bonding. Engineering Structures, 33(6), 2025-2043. doi:10.1016/j.engstruct.2011.02.039 Faria, D. M. V., Lúcio, V. J. G., & Pinho Ramos, A. (2012). Post-punching behaviour of flat slabs strengthened with a new technique using post-tensioning. Engineering Structures, 40, 383-397. doi:10.1016/j.engstruct.2012.03.014 Laldji S .Bond Characteristics of Prestressing Strand in Grout. MPhil thesis, 1987, University of Leicester, UK. Laldji, S., & Young, A. G. (1988). Bond between steel strand and cement grout in ground anchorages. Magazine of Concrete Research, 40(143), 90-98. doi:10.1680/macr.1988.40.143.90 Lopes, S. M. R., & do Carmo, R. N. F. (2002). Bond of prestressed strands to concrete: transfer rate and relationship between transmission length ...

There are win win opportunities for big businesses and policy-makers as they nurture human capital with the right knowledge, skills and competences. A thorough literature review suggests that there is a rationale for corporations to collaborate with national governments and other stakeholders in the provision of education and training. In addition, this paper presents qualitative case studies of numerous exemplary firms that have distinguished themselves for their responsible behaviours, particularly towards their human resources and prospective employees. The findings indicate that there is scope for businesses to engage in corporate social responsibility (CSR) initiatives through the provision of educational programmes and continuous professional training and development of workers. Very often, these businesses' underlying objective is to improve their employees' competences, whilst minimising the skill gaps and mismatches in the labour market. In conclusion, this inquiry posits that CSR and stakeholder engagement could boost the employees' morale and job satisfaction, which may in turn lead to lower staff turnover rates and greater productivity levels in workplace environments. It implies that there is potential for the organisational cultures and their business ethos to become more attuned with the governments' educational policies; in order to better respond to the diverse needs of today's learners and tomorrow's human resources.

The article is based on the methodology of development of the cultural heritage of the past, which translates the value of educational stability. For this purpose, the concept of generatype is introduced in the form of an educational model that concentrates the best of what humanity has preserved for the formation of human. Generatypes are derived from the change of cultural matrices, vary from era to era and depend on the nature of evolutionary changes of these sources within the individual cultural stages of social evolution. The concept we introduce does not mean grandiose "chips" of archetypal ideas, but only correlates them with the new human and the new world. A generatype is a total (collective) image that creates a special edu­cational ideology and determines the nature of human actions. It is the totality of human actions that forms a special type of person developed in a particular era. The most important in this process is the idea of accumulation of meanings. Educatio­nal gene­ratypes act as structural principles of exteriorization of educational reality, in which we distinguish the following periods characterized by specific generatypes: Antiquity, the Middle Ages, the 17th—18th centuries, the 19th and 20th centuries. Classical literature and the art of the past give us examples of spiritual dominants of each cultural era. The anthropological ideals we identify are the following: Antiquity — the hero, the Middle Ages — the saint, the Age of Enlightenment — the encyclopedist (universalist), the 19th century — the engineer/artist, the 20th century — the financier. Actualization of the ideas of the past is the extraction of the studied material from long-term and short-term memory for the purpose of its subsequent use in recognition or direct reproduction in the modern educational process. The combination of educational ideologies (ideas) of different relevance opens up new facets of modern educational theory and practice and reveals their cultural potential. Moreover, the mechanism of actualization should not be based on rough mo­dernization, but involves the use of receptive abilities of people, the development of their imagination and emotional memory. The cognitive-metaphorical scheme of synthesis of humanitarian content given in the article provides an example of the stated idea development both in the research direction and in the educational-applied space of new technologies of teaching eternal meanings.

This article criticizes a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. I criticize this standpoint by reconstructing a case of educational research. As I argue, the case I analyze indicates that the arguments in support of interpretivism are contradicted by what social researchers can actually achieve. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic.

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