In choosing strategies of state capture (the extraction of private benefits by incumbent officeholders from the state), rulers choose whether to share rents with popular constituencies and whether to tolerate competition. These choices are conditioned by existing organizational endowments, the costs of buying support, and the trade-off between the cost and probability of exit from office. In turn, both rent distribution and competition result in distinct configurations of state capture: clientelism, predation, fusion, exploitation, and the formation of specific state institutions and capacities.
Description based on: 191; title from caption. ; "Army, Navy, Air Force, Marines, Coast Guard." ; Mode of access: Internet. ; Issues for - prepared by the Army Information Branch, Troop Information and Education Division, War Department Special Staff. ; Vols. for -195 issued by War Dept.; 196-275 by the U.S. Dept. of the Army; 275- by the U.S. Office of the Secretary of Defense; -483 by the U.S. Dept. of Defense, Office of Armed Forces Information and Education.
Introduction to state and local government : they tax dogs in West Virginia, don't they? -- Federalism : the power plan -- Constitutions : operating instructions -- Finance : filling the till and paying the bills -- Political attitudes and participation : venting and voting -- Parties and interest groups : elephants, donkeys, and cash cows -- Legislatures : the art of herding cats -- Governors and executives : there is no such thing as absolute power -- Courts : turning law into politics -- Bureaucracy : what nobody wants but everybody needs -- Local government : function follows form -- Metropolitics : the hole problem of government -- Education : reading, writing, and regulation -- Crime and punishment -- Health and welfare -- Environment and climate change : thinking globally, acting locally.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
Incorporating the international perspective into public administration education / Ibrahim Maiga -- Priorities for improving distance education in public administration for the development of human capital in Azebaijan / Murteza Hasanoglu, Latif Zeynalli -- Inderdisciplinary education policy : public administration programs in Ukraine / Liudmyla Radovetska, Olena Bilichak, Murteza Hasanoglu -- Advancing organizational resiliency : COVID-19 and the Department of Public Administration, National University of Mongolia / John Duffy, Burmaa Natsag, Baasanjav Ganbaatar, Myagmar Ganbat, Ganchimeg Tugsuu, Battogtokh Baatar -- Teaching foreign language in the educational process of public administration personnel in Ukraine / Nadezhda Lebedeva -- The educational quality of the doctoral programs in public affairs : a comparative analysis of the National Research Council data / Tiangeng Lu, Morçöl Göktug -- Understanding the field of public policy in the context of public administration evolution / Feras Qawasmeh -- Professional education and training in Indonesia / Cecep Mustafa, Nurhayati Nurhayati, Rita Komalasari -- New approaches in political science education : films as assistive course material / Gözde Müserref Gezgüç.
Introduction: The state and non-state actors -- A brief history of separatism -- A theory of separatism -- Separatist conflict -- Successful Separatist Movements -- Separatism in Europe -- Separatism in the Middle East -- Separatism in Africa -- Separatism in South Asia -- Separatism in Southeast Asia and the Pacific -- Conclusion.
Severe consequences of the Covid-19 pandemic reinforced the importance of occupational health and safety. Associated economic disruptions and the entrenchment of institutional dynamics that are at variance with workers' interests have placed additional pressures on workplace wellness and safety measures. The connection between organisational productivity and worker safety and wellness requires worker participation to institutionalise wellness and safety measures at work. This paper examines the role of workers' participation in shaping the wellbeing of workers around workplace safety and wellness at two research institutes in Ilorin, Kwara State, Nigeria. A case study design was employed as a research strategy for the study. The justification to adopt this design hinges on its capacity to enhance empirical enquiry on workers' participation in decisions that affect them as far as workplace wellness and safety are concerned at the case institutes. The samples were selected through a combination of cluster and random sampling methods. A total of 302 questionnaires were distributed at the two research institutions; however, only 265 were returned and found to be appropriate to use in the study. Despite the significance of workplace health and safety awareness, training, education, and regulations, the study showed that employees have not been given the attention that they deserve to shape the programme.
The use and possibilities of artificial intelligence (AI) have been assuming great importance in recent years. This fact led to a greater attention on the topic in various fields, especially in health and law, both in its daily application potential and in learning methods. The aim of this article was to present a brief perspective of the challenges and effects of the AI use in teaching and application on health and law domains. Therefore, to better define the theme it was performed a qualitative methodology of bibliographic review. The applications of artificial intelligence have a great potential in clinical and legal use, facilitating the tasks of those involved by helping to reduce workflow, to avoid errors and in decision-making. However, despite these benefits and new opportunities, there are still obstacles regarding regulation and ethical concerns, as well as some reluctance from professionals in their adoption and formal application. In addition, there also the need to proper implement these technologies in learning to keep up the change and the new challenges currently posed, so there is a path that still needs to be followed.
Man is the creator, bearer and carrier of culture from generation to generation. This will not be done in isolation from education, which is part of the culture of society, but the various processes that enable culture to continue and develop are educational educational processes, in the sense that education is the backbone of culture. Culture is the spirit of education. Therefore, we must understand the successful methods and methods of education that lead us to preserve our identities and the roots of our societies and without erosion and extinction, through the creation of a generation imbued with the Arab-Islamic culture.
This paper examines the entrepreneurship education programs present at the universities in Republic of North Macedonia. The analysis covers the overall higher education system, including both state and private universities. The authors use qualitative content analysis in order to explore and compare different aspects of the programs, including: objectives and expected outputs of the entrepreneurial program, its content, learning and grading methods, quality assurance and literature list. The findings of this work are expected to raise awareness about the importance of entrepreneurship education in the country and to serve as evidence for the relevant stakeholders to deliver more competitive, innovative and business supporting educational system.
Education Policy Unravelled examines the nature of contemporary education policy, its purposes and political formation. It charts the continuity of policy development along neo-liberal lines, taking an historical perspective and moving from New Labour to the emerging position of the Coalition government. Contrary to popular belief about recent radical change in education policy, the author team draws attention to the fact that there have been strong similarities and nuanced disagreements between successive modern governments. Written in an accessible style, the book contains a number of activities and pedagogical features designed to appeal to students, to inform thinking and understanding around key policy issues. This is an invaluable guide for engaging with education policy as it uses a variety of key elements of policy theory in order to support students through some of the complexities involved in contemporary policy analysis and critique.
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This response considers the strengths of Carr and Thesee's paper and explores further areas of research related to education for democracy or citizenship education.
