Suchergebnisse

There are many arguments for shifting at least part of the higher educational cost burden from governments (or taxpayers) to individuals, particularly in Europe. But this case largely rests onthe capability to offer deferred and incomecontingent payments. The two first features are critical to efficiency – students and lenders should not be deterred by excessive risk – and justice – contributions should be tailored to ex post ability to pay. Examples of instruments satisfying these criteria are income-contingent loans and human capital contracts. The central aim of this paper is to produce realistic estimates of how graduates' and nongraduates' lifetime income is likely to be affected by the generalisation of these instruments. Using data on Belgian income, we evaluate their effect on the distribution of lifetime net income, using higher income tax as a benchmark. The paper then considers the different ways of financing the cost ofincome-contingency, with a particular focus on the risk of adverse selection inherent to pooling the cost among graduates. But it shows that investing less on students opting for less profitable programs is asimple way to mitigate its severity.

Using the case of Medicare reform, this article provides data on whether certain deliberative democracy efforts result in higher quality public opinion. Through a survey of preexisting social groups before and after a review of educational materials and participation in group discussion, the study hypothesized that: (1) respondents would change their reform preferences due to participation in an educational and deliberative forum; and (2) respondents' reform and value preferences would be more congruent after the forum than they were before it. Results supported these hypotheses. Reform preference changes were influential in terms of overall public opinion. In three cases, opinion changes resulted in the majority response changing from opposition or uncertainty to support. In other instances, preference change was evident in the magnitude of support indicated for particular reform proposals. Congruence between respondent value preferences and related reform proposals increased for all five major policy variables and their corresponding values, indicating higher quality opinion.Utilizando el caso de la reforma al sistema de salud, este artículo provee información acerca de si algunos foros de democracia deliberativa ocasionan una mayor calidad de la opinión pública. A través de una encuesta a grupos sociales pre‐existentes antes y después de la revisión de los materiales educacionales y participación en la discusión de grupo, el estudio plantea que: (1) los encuestados cambiarían sus preferencias de reforma debido a la participación en un foro educacional y deliberativo; y (2) las preferencias y valores de reforma de los encuestados serían más congruentes después del foro que antes del mismo. Los resultados apoyaban estas hipótesis. Los cambios en las preferencias de reforma fueron influyentes en términos del conjunto de la opinión pública. En tres casos, los cambios de la opinión resultaron en que la respuesta de la mayoría cambiara de la oposición o indecisión al apoyo. Por otro lado, el cambio en la preferencia fue evidente en la magnitud del apoyo indicado para una propuesta de reforma particular. La congruencia entre el valor de la preferencia del encuestado y las propuestas de reforma relacionadas incrementó en todas las cinco variables políticas más importantes y sus valores correspondientes, indicando una mayor calidad de la opinión.

Clinical nurse specialists (CNSs) are well-positioned to participate in the transformation of healthcare as outlined by the Institute of Medicine and called upon by the Patient Protection and Affordable Care Act of 2010. CNSs exercise their expertise through population-based care across three spheres of influence (patient/family, nurses/other professionals, systems). However, challenges during the educational process as well as implementation in practice can be barriers to optimization of the role, denying the public full benefit from the potential of CNSs. This article highlights some of the issues and provides solutions for mitigating these difficulties.

Higher education and research in Albania during these 24 years of democracy seems to be not in the international standards, progress seems to have been somewhat disappointing in the last 14 years of reforms in higher education. Although the number of universities and students enrolled in higher education has grown rapidly, the quality assurance remains an issue. For this reason the government is undertaking a reform that involves higher education which is expected to bring a dramatic change in the structure of the higher education and soon in the outputs. This new approach to higher education brought many debates among the stakeholders of higher education and especially among student's organizations. In this context this paper focus the analysis in particular of 1. 1) How the social dimension of higher education is perceived in the higher education reform and the new higher education law 2. What are the specific actions undertaken by the government to improve the participation of under-represented groups in higher education. This paper and the study of the higher education reform and law is part of my PhD thesis (which is in progress) which tends to open a discussion on the role that universities , as one of the main stakeholders of higher education, has in the Albanian society. DOI:10.5901/ajis.2015.v4n2s2p284

Zur Strukturlogik des Digitalen: Interdisziplinäre Grundlagen -- Zur Medialität des Digitalen: Medientheoretische und medienpädagogische Perspektiven -- Zur Subjektivierung im Digitalen: Sozialisationstheoretische Perspektiven -- Zum Wissen im Digitalen: Wissens- und bildungstheoretische Perspektiven.

AbstractIn this article we draw on Peter Marcuse's discussion of different types of displacement using evidence from a recent study we conducted in East London to argue that there is clear evidence of 'exclusionary displacement' and 'displacement pressure' in terms of education and specifically the choice of schooling. We show how the incoming middle classes in the Victoria Park area of inner East London have displaced not only existing poor residents but also many of the less affluent middle class from the favoured state schools in the area by adopting some schools and avoiding others. The preferred schools are often praised to the heavens whilst the shunned schools are similarly disparaged and deemed unacceptable. We suggest that it is this middle‐class dichotomization of schooling which accounts for the kind of educational displacement we have observed. The main form that this takes is direct exclusionary displacement when middle‐class pressure on favoured schools leads to local people being unable to get their children into them — normally because of 'distance from school' selection criteria.

In the five hundred years covered by this volume there was scarcely a year which passed without either war or some open demonstration of hostility between the many sovereign powers which governed Europe. This volume in the Origins of the Modern State in Europe series focuses on the crucial role of war in the formation of state systems.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- List of abbreviations -- 1 Introduction: HRE, the politics of knowledge and social transformation -- Human rights education -- The context of HRE -- Power, knowledge and ideology critique -- Organisation of the book -- Conclusion -- 2 Navigating the field: orientations in human rights education -- Technical -- Interpretative -- Critical -- Counter-hegemonic -- Conclusion -- 3 A global discourse of human rights education -- Evidence of HRE in UN conventions and associated instruments -- UNESCO and the institutionalisation of HRE -- 1995 onwards -- Conclusion -- 4 Human rights education scholarship -- Critical HRE scholarship -- Practical HRE scholarship -- Conclusion -- 5 Case study: human rights education in Tanzania -- Situating the case study and its limitations -- Participant NGOs -- Background and history -- Conceptions -- Practice -- Conclusion -- 6 The dominant discourse: human rights education as cultural translation -- The production of HRE discourse -- The distribution of HRE discourse -- The consumption of HRE -- Conclusion -- 7 Conclusion: learning from the edge: towards HRE as transformative praxis -- HRE as governance -- Rethinking culture, pedagogy and power -- HRE as transformative praxis -- Conclusion -- Appendix 1: methodologies used during the research -- Appendix 2: total interviews conducted in Tanzania -- Appendix 3: interviews used and content referred to in Chapter -- Bibliography -- Index