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Intro -- Dedication -- CONTENTS -- FOREWORD -- ASSESSING BUSINESS ETHICS EDUCATION -- THE PRINCIPLES FOR RESPONSIBLE MANAGEMENT EDUCATION -- ASSESSING BUSINESS EDUCATION IN RELATION TO AN ETHIC OF SERVICE -- ASSESSING BUSINESS ETHICS EDUCATION -- ASSESSING MBA ATTITUDES ABOUT BUSINESS AND SOCIETY -- ASSESSING A VIRTUOUS CIRCLE FOR SOCIALLY RESPONSIBLE BUSINESS SCHOOLS -- ASSESSING WHAT IT TAKES TO EARN A BEYOND GREY PINSTRIPES RANKING -- ASSESSING BUSINESS ETHICS COVERAGE AT TOP U. S. BUSINESS SCHOOLS -- ASSESSING CORPORATE SOCIAL RESPONSIBILITY EDUCATION IN EUROPE -- ASSESSING THE INTEGRATION OF ETHICS ACROSS TWO BUSINESS SCHOOLS' CURRICULA -- AN INTEGRATIVE APPROACH TO TEACHING AND ASSESSING ETHICS -- LESSONS LEARNED AS CHAIR OF A COLLEGE ASSESSMENT COMMITTEE -- PLANNING AND PERSONALIZING COURSE ASSESSMENT -- A HOLISTIC METHOD FOR ASSESSING STUDENT PERFORMANCE IN A BUSINESS ETHICS AND SOCIETY COURSE -- ASSESSING ETHICS EDUCATION IN A BUSINESS, GOVERNMENT, AND SOCIETY COURSE CONTEXT -- THE CASE FOR ASSESSING ETHICS IN A STANDALONE COURSE AND RESULTS FROM A PILOT STUDY -- CORE KNOWLEDGE LEARNING OBJECTIVES FOR ACCOUNTING ETHICS EDUCATION BASED ON BLOOM'S TAXONOMY -- THE MEASURED IMPACT OF THE TRANSTHEORETICAL MODEL OF EDUCATIONAL CHANGE ON ADVANCING BUSINESS ETHICS EDUCATION -- CHARACTER ASSESSMENT IN BUSINESS ETHICS EDUCATION -- THE CHARACTER JOURNAL -- ABOUT THE AUTHORS.

By presenting alternative conceptions of how to link political theory to practice and education, this volume inaugurates a discussion hitherto not often attempted by modern political philosophers. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legac.

By presenting alternative conceptions of how to link political theory to practice and education, this volume inaugurates a discussion hitherto not often attempted by modern political philosophers. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legac

Семеновська Л. А. IMPLEMENTATION OF THE IDEA OF POLYTECHNIC EDUCATION AS INNOVATIVE DIRECTION OF SCHOOL EDUCATION DEVELOPMENT IN UKRAINE / Л. А. Семеновська // Педагогічні науки : зб. наук. праць / гол. ред. М. І. Степаненко ; Полтав. нац. пед. ун-т імені В. Г. Короленка. – Полтава, 2018. – Вип. 72. – С. 78-82. ; The degree and basic trends in the elaboration of the problem researched have been analyzed (imperial stage, before 1917, trends being – philosophic-pedagogical, historical-educative; the Soviet stage, 1917 – 1990, trends being – historical-narrative, scientific proper, scientific-methodical; post-Soviet stage, 1991 – the beginning of the XXI-st cent., trends being – methodological-theoretic, historical-pedagogical, general didactic). The socioeconomic factors and organizational-pedagogic prerequisites of polytechnic education idea genesis have been determined; its legislative and regulatory framework has been examined. The phased process of polytechnic education idea realization in the national school education of the XX-th century has been substantiated and characterized by its regularity, conceptualism variance, contradiction, instability, periodicity of ascension and decline. Its consecutive stages have been established: I (1901-1918) – search-empirical (polytechical illiteracy elimination as a prerequisite of socio-economic development); II (1919-1933) – experimental-innovative (school polytechnization in connection with the implementation of compulsory elementary education); III (1934-1957) – theoretic-analytical (pupils' polytechnic training during the period of compulsory 7-year-long education implementation); IV (1958-1983) – professional-manufacturing (specific sectoral and practical orientation of polytechnism on the stage of transition to the compulsory secondary education); V (1984-1999) – economic-reformist (polytechnic education idea modification in the context of general secondary education modernization on the basis of market model, shifting the emphasis on the pupils' educational work). The regularities, contradictions and the leading tendencies in the process of polytechnic education idea realization have been revealed. Its specificity has been characterized as reflected in preserving labor traditions (1901-1918); carrying out the industrialization and agronomization (1919-1933); scientific fundamentalization and singling out polytechnic grounds of school subjects (1934-1957); professional bias and mechanization (1958-1983); automation and striving for labor intellectualization (1984-1999). The stages (initial, sufficient, high and advanced) and conditions of the process of polytechnic education idea realization have been determined; the progressive achievements of the XX-th cent. polytechnism in current conditions have been actualized (pedagogically expedient use of polytechnic individual and socially oriented potential of all secondary school subjects, especially general technical subjects, different labor types, class and out-of-class activities; establishing close cooperation of school and production on the terms of voluntariness and state support; involving pupils in real social and labor, cost accounting relations; joint efforts of school, family and the public in pupils' labor training and education etc.).

Cover -- Title -- Copyright -- Preface -- Acknowledgment -- Contents -- Dedication -- Introduction -- Methodology -- Summary of State Programs in Solid Waste and Recycling Education -- California-Solid Waste Management Board -- California-Golden Empire Health Planning Center -- Connecticut-Department of Environmental Protection -- Florida-Department of Education -- Illinois-Environmental Protection Agency -- Indiana-Office of School Assistance -- Kentucky-Western Kentucky University -- Kentucky-Natural Resources and Environmental Protection Cabinet -- Maine-Office of Waste Recycling and Reduction -- Massachusetts-Department of Environmental Protection -- Michigan-Department of Natural Resources -- Michigan-Genesee County Cooperative Extension Service -- Minnesota-Waste Management Board -- Missouri-Department of Natural Resources -- New Jersey-Department of Environmental Protection -- New York-Department of Environmental Conservation -- Oregon-Department of Environmental Quality -- Rhode Island-Department of Environmental Management -- Tennessee Valley Authority-Environmental/Energy Education Program -- Texas-Texas Education Agency -- Texas-Department of Health, Division of Solid Waste -- Vermont-Department of Education -- Vermont-Institute of Natural Sciences -- Virginia-Office of Litter Prevention and Recycling -- Washington-Department of Ecology -- Wisconsin-Bureau of Information and Education Department of Natural Resource. -- Wisconsin-Environmental Resources Unit, University of Wisconsin -- Educational Resources Information Center (ERIC) -- Respondent States with No Waste Education Programs -- Alaska-Department of Education -- Arkansas-Department of Pollution Control and Ecology -- Delaware-Solid Waste Authority -- District of Columbia-Office of Instruction -- Kansas-Department of Education -- Maryland-Department of Education.

AbstractLessons for AIDS preventive education can be drawn from research on public health problems of longer standing, such as smoking and drug abuse.

Inequity in Education represents the latest scholarship investigating issues of race, class, ethnicity, religion, gender, and national identity formation that influenced education in America throughout its history. This exciting collection of cutting-edge essays and primary source documents represents a variety of theoretical and methodological perspectives that will appeal to both social and cultural historians as well as those who teach education courses, including introductory surveys and foundations courses

A review essay on two books by Birgit Brock-Utne, Educating for Peace & Feminist Perspectives on Peace and Peace Education (Oxford: Pergamon, 1985 & 1989, respectively [see listings in IRPS No. 62]). Despite the similarity of titles these books are considered complementary, rather than overlapping: the first describes women's actions for peace & against armament & violence; & the second analyzes different perspectives on the position of women, & the concrete consequences of the author's broad notion of peace (absence of violence & equality of rights). Brock-Utne's standpoints on the sources of the underprivileged living conditions of women & on gender-specific socialization determinants, her analyses of historical perspectives on pioneer female peace activists, & of the effects of televised violence, & her concept of peace as absence of violence are criticized. The second book's analysis of peace education in the formal school system, it is suggested, lacks sufficient reference to relevant research. While the books contribute to peace education & research on it, the interrelation between individual, social, & national violent interactions requires further research. 5 References. I. Shagrir

Graduate and professional education play an increasingly important role in economic inequality and elite formation in the United States, but sociologists have not subjected stratification in and through graduate education to the same level of scrutiny recently applied to undergraduate and subbaccalaureate education. In this review, we discuss how prominent stratification theories might be extended to studies of the role of graduate and professional education, and we review research about stratification at junctures along student pathways into and through postbaccalaureate education to the labor market. Especially in doctoral and professional education, we find persistent stratification, including pronounced educational inheritance and disparities in participation and degree attainment by race/ethnicity and gender. We propose future directions for inquiry, highlighting unanswered questions and conceptual issues concerning how the field of and pathways through postbaccalaureate education contribute to social stratification.

Includes a list of officer training schools of the People's Liberation Army.