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200 Maryland Avenue, NE, Washington, DC 20002 ; Report generated by the BJCPA on the status of education legislation contemporary to May, 1967.

With the continuous development of economy and society, science and education have gradually become the key elements of global development and national strength improvement. Based on historical research and literature analysis, this article sorted out the evolution process of the revitalizing China strategy through science and education since the founding of the People's Republic of China, and summarized the main measures to implement the strategy in different stages of development.

Teaching children about the value of money and how to manage it can prevent financial problems arising later on in their lives

This research assesses the importance of credit access in modulating governance for gender inclusive education in 42 countries in Sub-Saharan Africa with data spanning the period 2004- 2014. The Generalized Method of Moments is employed as empirical strategy. The following findings are established. First, credit access modulates government effectiveness and the rule of law to induce positive net effects on inclusive "primary and secondary education". Second, credit access also moderates political stability and the rule of law for overall net positive effects on inclusive secondary education. Third, credit access complements government effectiveness to engender an overall positive impact on inclusive tertiary education. Policy implications are discussed with emphasis on Sustainable Development Goals.

Taking into account the complexity and multidimensionality of local-global interconnections, the author argues for the adoption of a global polity perspective in adult education, which is applied to study mobilization processes that occur through UNESCO. The findings point to three processes, neither within nor outside, but across geo-political borders and professional interests: 'landmarking', by which a shared sense of a common past in adult education is created; 'brokering', which helps shape a common future direction in adult education; and 'framing', which is used to convert ideational landscapes into material government-led actions. Both the theoretical perspectives and the analytical insights presented here could be used in analogous studies in other areas of education or with a focus on different political actors.

Modern civilization and modern science are in constant interplay and the relation of the state to medicine is simply one aspect of a much broader relationship—the changing sphere of government in the lives of the people. Industrialism has meant a large increase in population and the concentration of this population in huge cities. Factories and machine processes play a dominant role. Education has become almost universal. Research, inventions, still more research, and new applications of this research change industrial technology overnight. And the habits of living of the people through the development of apartment houses, radio, automobiles, aeroplanes, are also revolutionized. The pace quickens.The myriad problems of post-War international relations and national security, of currency and tariffs, of economic adversity and unemployment, the mounting public debt—all have thrust upon national and local governments a huge weight of responsibility. The depression has forced governments to assume control of basic economic activities, and, according to present indications, the trend will continue in the direction of more rather than less state activity.Governments have shown an increasing tendency to assume responsibility for the individual's general welfare. Modern industrialism and modern science have produced insecurity for a large section of the population—an uncertainty of life and limb and of employment, a risk of poverty in old age—that labour legislation and social insurance attempt to meet. Almost every type of social legislation has a direct or indirect effect upon the public health. Factory Inspection Acts, minimum wage legislation, control of the hours of work, housing schemes, health insurance, and workmen's compensation laws, illustrate the range of state activity in the field of public health. Legislation affecting medical care and public health agencies is simply a part of a much larger whole—the vast system of state activities and laws which has for its objective the greatest welfare of the people.

Nurses have been able to pursue doctoral study in the United States for decades. Nursing has only recently been integrated into the university setting in the United Kingdom (U.K.) and Ireland. Prior to this a small number of nurses registered for doctor of philosophy (Ph.D.) degrees in departments of education, sociology or psychology. In the last 10 years, nursing in Europe witnessed a large increase in the number of nurses pursuing doctoral study. Many of these are now being mentored in university schools of nursing and are undertaking research of direct relevance to nursing. Another interesting trend is the introduction of professional doctorates. This professional doctorate, the Doctorate of Nursing Science, includes lectures, course work and examinations, in contrast to the traditional U.K. Ph.D. earned by a thesis or published work. This paper explores the emergence of these different types of doctoral degrees, discusses some reasons why they are flourishing, and describes the differences between them.

1. Introduction -- 2. School choice, we-ness and school cultures -- 3. To belong or not? -- 4. "Different from the eyes of others": Negotiating faith in a non-confessional educational system -- 5. To construct civility or be constructed as anti-civil -- 6. Immigrant incorporation, Education, and the Boundaries of Belonging.