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Hearings held Mar. 29-May 19, 1977. ; Mode of access: Internet.

En el Taller Provincial de Educación Ambiental (octubre 1996), organizado por el Ministerio de Ambiente del Gobierno de Mendoza, financiado por BID y Secretaría de Recursos Naturales y Ambiente Humano, Presidencia de la Nación Argentina surge la idea, iniciativa del Dr. Thomas, de realizar un poster educativo ambiental de Mendoza, a ser distribuido entre todas las escuelas y niveles. Titulado Mendoza es tu naturaleza, se Tu Como El Cuyum es considerado herramienta para superar dificultades de docentes que enseñan temas ambientales. El objetivo es guiar al observador, adulto, docente o niño, hacia diferentes problemas ambientales del territorio provincial. Señalar costumbres perjudiciales como quemar hojas de árboles, malgastar agua potable, ensuciar acequias. También hacia temas como residuos, tránsito urbano, deshechos industriales, remediación minera, contaminación de aire y agua, deportes en conflicto con el ambiente, destrucción de flora y fauna nativa, sitios protegidos. Los costos de 40.000 ejemplares impresos en Alemania son asumidos por UFZ/Liepzig. Las tareas locales se realizaron entre Ministerio de Ambiente; diseñadores gráficos y CIFOT, para la posterior distribución en escuelas. ; In the Provincial Workshop of Environment Education (October 1996), organized by the Environment Ministry of the Government of Mendoza, the idea, Dr Thomas's initiative, of making an environment educational poster to be delivered to all schools and levels emerges. It is called "MENDOZA IS YOUR NATURE, YOU BE AS THE CUYUM" The aim is to guide the adult, teacher or child observer towards different environment problems of the provincial territory. To point out harmful habits like tree-leaves burning, drinking water wasting, getting irrigation ditches dirty. As well as towards topics like waste materials, urban traffic, industrial waste, mining remediation? , air and water pollution, sports in conflict with the environment, native flora and fauna destruction, protected areas. 40,000 copies in Germany, thanks to UFZ Liepzig help, while the Ministry of Environment and CIFOT look after its graphic design, material delivered in schools. ; Fil: Thomas, Peter.

PurposeThe purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.Design/methodology/approachThe authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.FindingsThe overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.Originality/valueUniversities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.

The article presents a bibliometric analysis of the research of international journals "European Journal of Special Needs Education","International Journal of Special Education" and "International Journal of Inclusive Education" published from 2002 to 2018. The journals' selected articles related to the study of attitudes towards inclusive education and children with disabilities. We analysed the amount of publications in accordance with the selected parameters for each journal and for each year separately, their dynamics for the selected period, defined criteria: in terms of geography, category of children, research focus, category of pedagogues, factors affecting social attitudes. We proposed promising areas of study of the problem under study.

With the increasing cross-country immigration and human mobility, different cultures are reflected more in the schools. The behavioral patterns of educational leaders in multicultural settings and the affecting factors have been subject to many discussions and researches. This study examines the relationship between school principals' distributed leadership behaviors and teachers' social justice leadership and attitudes toward multiculturalism. A structural model has been created and tested through the mentioned variables integrative approach. The results partially confirm that teachers' social justice leadership behaviors mediate the relationships between the principals' distributed leadership behaviors and their attitudes toward multiculturalism. In a structure where leadership roles are shared at school, teachers can exhibit more social justice leadership behavior; their attitudes toward multiculturalism become more positive. Distributed leadership increases teachers' support, critical consciousness, and inclusive behavior. Implications for practice, theory, and policy are also discussed in the paper.

The Guayaquil and Quito Railroad is one of the most unusual industrial creations in the history of Latin America. Built relatively late, it connected Ecuador's chief port with its capital city in 1908, some 70 years after the region's first railroad was inaugurated in Cuba. Built by an American company, the G & Q was an incredibly difficult railroad to construct, crossing a multitude of rivers, tropical zones and the constantly shifting Andes. It was an expensive project, both in terms of capital and lives lost in the construction and maintenance of the enterprise. Unlike many of the railroads of the region, the Guayaquil and Quito Railroad was not built primarily for the extraction of exports. It was, as Kim Clark demonstrates, part of a larger 19th century liberal project of modernization and national integration that also featured centralized state control of education, expanded markets for goods and labor, and "moral reform" through new forms of work.

PurposeThe purpose of this paper is to examine corporate social disclosure in Libya so as to determine if it follows the western capitalist model or whether it has developed its own distinct characteristics resulting from influences of the Islamic and socialist environment in which it operates.Design/methodology/approachThe paper arrives at a definition of western CSR, discovers the reasons that firms make disclosures, and then considers the key influences on Libyan society. It finally studies disclosure in 56 of its companies.FindingsThe results suggest that the emphasis on CSR disclosure in Libya is different from that to be found in the west.Research limitations/implicationsBefore final conclusions can be drawn, more companies would need to be studied, from a wider variety of industries.Originality/valueDespite the limitations, the paper offers an insight into a socialist and Islamic approach to corporate social disclosures.

The goal of this thesis is to make an analysis of the role of civic education policies initiated by Cameroon in overcoming the Francophone/Anglophone division. In this study, the research question is raised: Is civic education effective in overcoming the Francophone/Anglophone division in Cameroon? In an effort to provide an answer to this question and accomplish the goal of this study, the researcher made use of a qualitative research method. Data collection in this study was obtained through publications from Cameroon Ministry of Youth Affairs and Civic Education and non-governmental organizations, academic articles, textbooks, journals, documentaries and internet material. In examining the effectiveness of civic education in overcoming division, the researcher made use of the liberal civic education model. This model provides an explanation on how core civic liberal values such as the rule of law, equality, tolerance, mutual respect, good governance, freedom of expression, freedom of worship and respect of minority rights can overcome division in a society. The conclusion reached is that civic education should be given greater concern and resources. Furthermore, there is a need for political will to effectively implement core civic values by the Ministry of Youth Affairs and Civic Education. ; ÖZ: Bu tezin ana amacı Kamerun'da başlatılan eğitim politikalarının Fransızca/İngilizce konuşanlar arasındaki ayrımın üstesinden gelmekteki rolünü analiz etmektir. Bu çalışmanın ana araştırma sorusu şudur: Kamerun'da kamusal eğitim Fransızca konuşanlar/İngilizce konuşanlar ayrımının aşılmasında etkili midir? Bu soruyu cevaplamak ve bu çalışmanın amacını gerçekleştirmek amacıyla ,araştırmacı nitel bir araştırma yöntemi kullanmıştır. Bu çalışmadaki veriler, Kamerun Gençlik İşleri ve Yurttaşlık Eğitimi Bakanlığı'nın yayımladığı kaynaklar, sivil toplum örgütlerinin yayınları, akademik makaleler ,ders kitapları, gazeteler, belgeler ve internet yayınlarından elde edildi. Araştırmacı, toplumsal eğitimin bölünmenin üstesinden gelmedeki etkinliği incelerken, liberal yurttaşlık eğitim modelini kullanmıştır. Bu model, hukukun üstünlüğü, eşitlik, hoşgörü, karşılıklı saygı, iyi yönetişim, ifade özgürlüğü, iş özgürlüğü ve azınlık haklarına saygı gibi temel liberal yurttaşlık değerlerinin toplumdaki bölünmeyi nasıl aşabileceğini açıklamaya yardımcı olur. Bu araştırmadan elde edilen sonuç, yurttaşlık eğitimine daha fazla ilgi gösterilmesi ve kaynak ayrılmasının gerekli olduğudur. Bundan da ötesi, Gençlik İşleri ve Yurttaşlık Eğitimi Bakanlığı'nın temel vatandaşlık değerlerini etkili bir şekilde uygulayabilmesi için siyasi iradeye ihtiyaç vardır. ; Master of Arts in International Relations. Thesis (M.A.)--Eastern Mediterranean University, Faculty of Business and Economics, Dept. of Political Science and International Relations, 2018. Supervisor: Prof. Dr. Erol Kaymak.

To shed light on polarized perspectives regarding the virtues or downfalls of worker cooperatives among variants of Marxists, this article focuses on Marx's own Janus-faced analysis of worker cooperatives. Marx had great faith in the radical potential of worker cooperatives, properly organized and politically oriented, but he also was greatly critical of the tendency of cooperatives to shrink their political horizons and become isolated from broader labor movements. Although thinkers in the Marxist tradition criticize worker cooperatives when they operate as isolated circles of 'collective capitalists' within the existing capitalist system, Marx himself saw important potential in the cooperative movement, to the extent that it was integrated into broader campaigns for social change. Marx believed that cooperatives could help point the way to an alternative system of free and equal producers, and could prompt radical imaginings among their advocates, but only to the extent that cooperative practitioners recognized the need for class-conscious, industrial scale organizing of workers against the capitalist system. In the end, Marx did not so much focus on promoting a certain type of labor organization as being most conducive to transformation (e.g. worker cooperatives or labor unions). Rather, he focused more on the importance of class consciousness within labor organizing, and on the development of radicalized class consciousness among workers, whether through the expansion of labor unions, worker cooperatives, or any other institution of worker empowerment. It is the nature of a labor institution's focus on developing and sustaining class consciousness, not the nature of the labor institution itself (i.e. cooperative or union), that Marx believed to most powerfully shape the radical or degenerative tendencies of local forms of labor activism.

This conceptual paper assesses prevalent critiques of the Common Core State Standards (CCSS) and analyzes content from the CCSS in language arts and literacy to determine whether the standards are likely to support or undermine key democratic aims of education. The authors conclude that critiques of the CCSS have some merit but are generally overstated and misdirected, and the standards give inadequate attention to the development of public autonomy but an ideal amount of attention to development of private autonomy.

The purpose of this article is to discuss the implications of the professional qualification for the inclusion of young graduates of residential care in the labor market. Noteworthy is the analysis of professional qualification category, which should also be seen as social, and how this had its planning and execution affected by the metamorphoses of the world of work. Such metamorphoses also had strong repercussions in the insertion of young workers in the labor market. At this juncture will discuss the difficulties and challenges encountered by the worker and the implications of the professional qualification in that process, especially through the experiences and experiences reported by young people interviewed. The study was essentially qualitative, in his methodological approach to conducting a semi-structured interviews with young graduates and employees of the institution, a questionnaire with these young people and literature. Finally, it is stated that there are many challenges to be faced by young people who were in institutional care; these challenges involve several repercussions on the life of this young graduate, among them the inclusion of difficulties in community life and in the labor market.

The influence of schooling on shaping childhood identity is a relatively under-researched area, especially within the Indian context. Although it is acknowledged that schools form significant sites of secondary socialisation, they tended to be treated as 'black boxes', leaving little scope for ethnographic and other inquiry into school processes which form a critical part of the lifeworld of the school child. These processes are distinguished by social markers like gender, class, caste, religion and location, which make the study of identity formation in childhood through schooling complex and challenging. Textbooks play a crucial role in school socialisation. Embodying a selection of knowledge deemed to be worthy of teaching and learning, or what some refer to as 'official' knowledge, textbooks frame and normativise notions of childhood, citizenship and nation within the institutional space of the school. Socialisation into citizenship through textbook knowledge involves explicit and implicit references to the duties and responsibilities of the child as citizen to the modern nation state. This paper attempts to ethnographically capture the process of socialisation of children into the ideal of labour in the modern nation, through examination of one lesson in a textbook for Grade 4, and its transaction in a classroom in an urban government primary school in a city in Gujarat, India. Textual analysis, classroom observations and interviews with children and teachers were used in a larger study of which this paper is a part. The text and classroom discussion discursively produce the nation and the importance of 'kadi mehnat' to its progress, through the elaboration of different areas of work and labour and their significance to the project of the modernising nation-state. The manner in which textbooks function to socialise children into normative notions of work in the nation are highly gendered and distinctly marked by class, as well as caste and urban/rural location. The ideal child of the ideal nation is discursively produced through narratives of valour, discipline and dedication. Gender pervades the discourse of the ideal nation, with women represented as key agents in its moral reproduction. Children from poor communities take part in the ritual performance of classroom participation, in which subjectivity and the real conditions of their lives find no place, and knowing that structural realities will not allow for the realisation of these ideals. This paper problematises the assumptions underlying the pedagogical aims of official school knowledge and shows how these are profoundly gendered. It argues for incorporation of insights from school ethnographies that examine constructions of the normative learnersubject from a gender perspective into the sociology of contemporary Indian childhood.

Includes acknowledgements, table of contents and contributors. ; Understanding how urban ecologies operate and how one can relate to the changes required for social change entails a deep understanding of the structures that make up that society. This scenario is evident when one tries to understand how policy makers present their studies for decision-takers to act upon. In an ideal world the decision taker would have acquired knowledge of what planning entails, the situation at hand, the acquisition of a mental image of the area under study and would theoretically be able to decide on an outcome as based on such knowledge. Reality shows otherwise, since this process entails the full knowledge of how the data process is handled, how that data delivers meaningful information, which results in knowledge and eventually an informed decision is taken. However, the entire enterprise is based on access to information or the lack of same, to acquisition of information on the urban/rural structures and the environment in its wider aspects. Dealing with advocacy groups, non-governmental organisations and interested parties requires that the planner has a solid understanding of the physical, natural and social parameters that society is permeated with. A planner debating a decision on how to mitigate on urban sprawl would be required to understand how such urban ecologies morph from small hamlets to town and cities and eventually to metropolis, in addition to an understanding of the interactivities that occur between the players as based on the sociological pillars: politics, religion, education, family and economy. Each part plays a crucial role in its attempts to sway a decision one way or another. Without basic information across the fields planners may find barriers being set up that may thwart informed decision-making. ; peer-reviewed