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This is the first book to provide a comprehensive, multidisciplinary overview of evidence-based relationship and marriage education (RME) programs. Readers are introduced to the best practices for designing, implementing, and evaluating effective RME programs to better prepare them to teach clients how to have healthy intimate relationships. Noted contributors from various disciplines examine current programs and best practices, often by the original developers themselves. Readers learn to critically appraise approaches and design and implement effective, evidence-based programs in the future.

AbstractObjectiveWe examine the role of education in shaping attitudes about climate change and how it interacts with racial prejudice.MethodsWe analyze data from the 2012 and 2016 American National Election Study (ANES) and 2018 Cooperative Congressional Election Study (CCES).ResultsWe identify a paradoxical relationship in which education is associated with both lower levels of racial prejudice and increased support for climate policies, but also strengthens the negative effects of prejudices that persist at higher levels of educational attainment. For individuals with racially prejudiced views, we find that educational attainment decreases both agreement with the scientific consensus and support for climate policies. Our results hold up in evaluating Democrats and Republicans and using alternative measures of racial bias.ConclusionOur results contribute to our understanding of the barriers to action on climate change and the continued salience of racial prejudice in the United States.

In East and Central Africa considerable investment in physical capital is now being made. This must be matched by investment in human capital, if the full benefit is to be gained. Professor John Lewis, of the University of London, stressed 'The Place of Adult Education in Education Development Planning' in his contribution to this conference. Educating children will produce results in six to ten years' time. Educational investment in adults can produce results more quickly. But at present the effort to educate adults, such as it is, is spread over many agencies. For significant results adult education must be integrated into a country's general development plan.

It is often assumed that there is trade-off between defence spending and spending on education and health, even though the empirical literature suggests mixed evidence about its nature. This study investigates the possible trade-off between Turkish defence spending and spending on health and education during the Turkish republican era. In this context, the relationship between health, education and military expenditure has been analysed within a multi-equation framework employing the Seemingly Unrelated Regression (SUR) estimation method. The main findings of this article suggest that while military spending decisions are made independently of health and education expenditure, there are trade-offs between defence and welfare spending. While the trade-off is negative between defence and health, it is positive between defence and education. Moreover, it appears that there is a competition between education and health expenditure in the budgeting process.

Cover title. ; 88th Congress, 1st session, Committee print. ; Mode of access: Internet.

"Drawing on ethical and sociological theories of food, this book presents a new approach to food education that moves beyond nutrition-centered education by focusing on taste education. Food education has gained increasing scientific and political importance in many countries as a promising way to change contemporary eating. However, many practices fail to address two epistemological obstacles regarding its very components - 'food' and 'education'. Food has largely been thought of from a nutritionistic viewpoint alone and the ethical issues over children's freedom of choice and well-being have been largely absent. This book resolves these problems by applying ethical and sociological theories of food and analysing food education in two pioneering countries: Japan and France. The book focuses on taste education and gastronomy, as two key concepts which have great potential to positively impact food education. Taste education is a promising alternative to nutrition-centred pedagogy which foregrounds the experience and enjoyment of eating food, creating an environment of taste sensibility and food curiosity. From taste education, the picture can be broadened to examine the role and impact of gastronomy in food education. Examining the cultural traditions of France and Japan reveals how gastronomy can impact eating habits and eating cultures and how these criteria should be an intrinsic part of food education. The book concludes by constructing an integrative theory for food education that moves beyond nutrition-centred education for the benefit of society. This book will greatly interest students, scholars, policymakers and educators working on food education, food related issues at the intersection between nutritional and social sciences, and 'gastronomes' searching for a pedagogical guide for developing their capabilities to eat in a more humanistic way"--

The diff between the British & US approach lies in their respective definitions of democracy & usefulness as applied to educ. If the US definition leads to the contradictory ideals of equality of curriculum & of promotion on the one hand, & vocational training according to a future job on the other, the British definition of the same terms leads to the equally contradictory ideals of training according to individual abilities & aptitudes on the one hand, & on the other to a general preference for the 'arts side' over the `science side'. US secondary educ is in some respects committed by its interpretation to going at the pace of the slowest & thus the HSch curriculum is watered, leaving much basic knowledge to be acquired at Coll. British secondary educ, which has chosen the other horn of the dilemma & tends to go at the pace of the quickest, being geared really to the needs of the brightest pupils, giving them every kind of special treatment & 'forcing', puts the main burden of educ into the secondary level. The British Sch boy who has passed the examinations in his 11th yr & been admitted to the 'grammar school' will work harder between the ages of 13 & 18 than he w will work at the U. There are 3 main types of U's: Oxford & Cambridge (tutorial system), the 4 Scottish U's (serious professionalism), &the 'provincial U's' of England (exp'al but discontented). The econ factor in sending one's children to a U is today less of a worry to British parents than it is to Americans. J. A. Fishman.

This book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on 'race' equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.

Young Voices: Meeting Diversity in Education presents the results of the European Hearing of young people with special educational needs that the Agency and the Portuguese Ministry of Education organised in 2007. The event took place in Lisbon on 17 September 2007 within the framework of the Portuguese Presidency of the Council of the European Union. Young people with special educational needs from 29 countries, attending secondary, vocational and higher education, participated in the Hearing. The Agency prepared this report based on their contributions. The Lisbon Declaration – Young People's Views on Inclusive Education is the main result of this event. This report presents the full text of the Declaration. Download the report below as a PDF in 21 of the Agency's official languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Icelandic, Italian, Latvian, Lithuanian, Maltese, Norwegian, Polish, Portuguese, Slovenian, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

AbstractThe relationship between cultural capital endowment and higher education inequalities can be better understood by approaching it in a non‐Western socio‐cultural order. This article brings together empirical studies on this theme in the social context of China. The examination‐oriented higher education system and the supplementary independent freshman/women recruitment complicate the role of cultural capital, entailing positive, null, or adverse effects. Although cultural capital offers little help for elite university attendance, it is linked to the preference of liberal arts majors via the performance in the standardized test. Cultural capital matters for the stratification of the higher education process concerning one's attitudes toward love and social capacities. Existing studies also present evidence for the heterogeneous returns of cultural capital and description of failed cases of middle‐class students and successful cases of disadvantaged students. Future directions of research are discussed.

There is multiple and complex relationship between education and conflict, where education can positively and negatively affect conflict and also conflict can positively and negatively affect education. Schooling can foster to underlying conflicts and education can also create an opportunity for educational change, on the other side conflict can disturb the provision of education, and also schools can be sites for violence. (King, 2011) In this paper, researcher tried to delineate my focus on particular dimension of the impact of education on conflict -that is the constructive and destructive impact of education (positive and negative) impact of education on conflict. The impact of conflict on education was not explored on this paper. In this Paper, education was considered as a key medium for conveying not only academic lessons but attitudes, values and behaviors (Black, 1996). It transfers language, culture lessons, moral values and social organization, leading to a particular identity and often has a strong political role.The two sides of education in conflict challenge a widely held belief that education is always a force for betterment of the society. Educational systems can be manipulated to stimulate and create conflict between people, rather than bringing them in to unity and foster friendship. In short, education reflects the society around it. The attitudes that flourish beyond the school walls will, inevitably, filter into the classroom (Bush & Saltarelli 2000). Education, often interact with wider social-economic and political contexts can foster peace in one side and also, undermine peace and facilitate violence on the other side.

Cover; Half Title; Title Page; Copyright Page; Table of Contents; Illustrations; Contributors; Introduction: setting the scene; Part I Getting in: higher education access and participation; 1 Admissions, adaptations, and anxieties: social class inside and outside the elite university; 2 Struggling for selfhood: non-traditional mature students' critical perspectives on access to higher education courses in England; 3 How meritocratic is admission to highly selective UK universities?; 4 Patterns of participation in a period of change: social trends in English higher education from 2000 to 2016.