Suchergebnisse

This Handbook presents in-depth research conducted on a myriad of issues within the field of financial literacy. Split into six sections, it starts by presenting prevalent conceptions of financial literacy before covering financial literacy in the policy context, the state and development of financial literacy within different countries, issues of assessment and evaluation of financial literacy, approaches to teaching financial literacy, and teacher training and teacher education in financial literacy. In doing so, it provides precise definitions of the construct of financial literacy and elaborates on the state and recent developments of financial literacy around the world, to show ways of measuring and fostering financial literacy and to give hints towards necessary and successful teacher trainings. The book also embraces the diversity in the field by revealing contrasting and conflicting views that cannot be bridged, while at the same time making a contribution by re-joining existing materials in one volume which can be used in academic discourse, in research-workshops, in university lectures and in the definition of program initiatives within the wider field of financial literacy. It allows for a landscape of financial literacy to be depicted which would foster the implementation of learning opportunities for human beings for sake of well-being within financial living-conditions. The Handbook is useful to academics and students of the topic, professionals in the sector of investment and banking, and for every person responsible for managing his or her financial affairs in everyday life.

This book addresses some of the challenges posed by the globalization of higher education. It examines the emergence and resulting challenges of English as Lingua Franca (ELF) and of the decision to use English as the Medium of Instruction (EMI) as part of a strategic policy of internationalization. It looks at survival challenges caused by globalization and expansion, the diversity challenge, the concept of marginality and how marginality can lead to creativity, teaching and encouraging entrepreneurialism, the tools needed for internationalizing higher education in developing countries, innovative approaches, the intelligent use of technology, and finally, the value of non-constraint engagement in driving teaching and course quality improvements. The expansion of higher education and the increasingly international body of students and staff continue to inspire and drive the development of global higher education systems. Whilst these systems began locally, many are now engaging with the challenges of retaining their local flavour whilst embracing the march of globalisation. The challenge is to find local solutions that also meet the requirements of the rapid development of what might be termed the 'massification' of international higher education. This book reflects these contemporary challenges through its variety of topics taken from countries as diverse as Hong Kong, Panama, South Africa, USA and Saudi Arabia. The topics are as diverse as some of the local solutions but each chapter represents a response to a rapidly changing global landscape.

Lynn reviews The Amish and the State edited by Donald B. Kraybill.

Social software is considered in the article, first of all, as a philosophical and methodological strategy that focuses contemporary educational practices on solving the main problem of Russian education: motivating students for self-education, independent expansion of the sphere of knowledge and competence. According to the authors, the main reason why the motivation of students has be­come a problem (and not only in Russian education) is the lag of educational practices from the rapidly transforming technological, and therefore, socio-eco­nomic demands of modern society. In this situation, a certain contribution to the solution of this problem can be made by the orientation of students to­wards the active assimilation of knowledge in the course of their creative and constructive participation in educational programs that are built using the strategy of social software. The application of this strategy allows the teacher to clearly define the place and role of each participant in the joint activity aimed at achiev­ing the educational goal "programmed" for this team, and the student is able to meaningfully adjust the curriculum. The educational process organized in this way ensures the active assimilation of the relevant body of knowledge and al­lows making such changes in the collaborative structure of the program that im­ply a cognitive expansion of the content component of education. Accordingly, albeit within the framework of the learning community, students are aware of the cultural and historical status of personal cognitive efforts aimed at self-educa­tion. Thus, within the framework of social software, there is a personal increase in the student's competence, taking into account the immanent social and cul­tural-historical contexts of education.

Compares the funding of religiously affiliated schools and nonprofit organizations in Great Britain and the US. Impact of strict separation of church and state for schools, but public support of social service agencies in the US, and public support of both schools and nonprofit agencies in Great Britain.

Umweltbildung hat seit jeher das Ziel, mit sozialpädagogischen Mitteln zur Reflexion und Lösung der ökologischen Krise beizutragen. Trotz einer bedeutenden theoretischen und praktischen Produktion bleibt sein Aktionsfeld jedoch durch politische Kräfte begrenzt. Tatsächlich seit mehreren Jahren instrumentalisiert, im Norden wie im Süden des Planeten, ist dieser von einer eher normativen und / oder präskriptiven Ausrichtung geprägt. Ihre schrittweise Umwandlung in "Bildung für nachhaltige Entwicklung" ist nur eine Möglichkeit, den Entwicklungsgedanken zu recyceln und Produktions- und Konsummuster vor Kritik zu schützen. Doch überall mobilisiert die Zivilgesellschaft immer mehr und die Sorge der internationalen Öffentlichkeit über eine vielschichtige ökologische Krise wächst. Das wirft mehrere Fragen auf: Wer widersetzt sich dem Wandel? Die Gesellschaft ? Politische und wirtschaftliche Macht?Darüber hinaus soll die Umweltbildung auch durch die Integration der Frage "Nachhaltige Entwicklung" ihre kritische Dimension behalten, indem sie in einem Perspektivenwandel die Beziehung zwischen Bürgern und ihrer Umwelt hinterfragt und mithilft (neu zu konstruieren). So bedeutet beispielsweise projektpädagogisches Handeln im Rahmen der Umweltbildung, die Bürgerinnen und Bürger bei der Aneignung und dem Schutz ihrer Gesellschaft im Allgemeinen und ihres Lebensumfelds im Besonderen zu unterstützen. ; The Environmental Education has always aimed to contribute through social and educational way for reflection and resolution of the ecological crisis. However, despite a significant theoretical and practical production, its scope is limited by the political powers. Instrumentalized in fact for several years, the North and the South of the planet, it is marked by a rather normative orientation and / or prescriptive. Its gradual transformation into "Education for Sustainable Development" is only a way to recycle the concept of development and evade the critical modes of production and consumption. But throughout civil society ...

Umweltbildung hat seit jeher das Ziel, mit sozialpädagogischen Mitteln zur Reflexion und Lösung der ökologischen Krise beizutragen. Trotz einer bedeutenden theoretischen und praktischen Produktion bleibt sein Aktionsfeld jedoch durch politische Kräfte begrenzt. Tatsächlich seit mehreren Jahren instrumentalisiert, im Norden wie im Süden des Planeten, ist dieser von einer eher normativen und / oder präskriptiven Ausrichtung geprägt. Ihre schrittweise Umwandlung in "Bildung für nachhaltige Entwicklung" ist nur eine Möglichkeit, den Entwicklungsgedanken zu recyceln und Produktions- und Konsummuster vor Kritik zu schützen. Doch überall mobilisiert die Zivilgesellschaft immer mehr und die Sorge der internationalen Öffentlichkeit über eine vielschichtige ökologische Krise wächst. Das wirft mehrere Fragen auf: Wer widersetzt sich dem Wandel? Die Gesellschaft ? Politische und wirtschaftliche Macht?Darüber hinaus soll die Umweltbildung auch durch die Integration der Frage "Nachhaltige Entwicklung" ihre kritische Dimension behalten, indem sie in einem Perspektivenwandel die Beziehung zwischen Bürgern und ihrer Umwelt hinterfragt und mithilft (neu zu konstruieren). So bedeutet beispielsweise projektpädagogisches Handeln im Rahmen der Umweltbildung, die Bürgerinnen und Bürger bei der Aneignung und dem Schutz ihrer Gesellschaft im Allgemeinen und ihres Lebensumfelds im Besonderen zu unterstützen. ; The Environmental Education has always aimed to contribute through social and educational way for reflection and resolution of the ecological crisis. However, despite a significant theoretical and practical production, its scope is limited by the political powers. Instrumentalized in fact for several years, the North and the South of the planet, it is marked by a rather normative orientation and / or prescriptive. Its gradual transformation into "Education for Sustainable Development" is only a way to recycle the concept of development and evade the critical modes of production and consumption. But throughout civil society ...

Hearings held Mar. 2-May 24, 1955. ; Mode of access: Internet.

Locating hegemony against the tide of contemporary struggle -- Bourgeois politics and the poverty of the public "creative spirit" in Italy : a cognitive and moral problem revealed (1910-1917) -- The integral politics of the "common good" : the problem of authoring the "active" state (1917-1918) -- Labor, leadership, and production : combating minimal ideas (1919-1926) -- Educating cognitive and moral defiance : historicism and the dialectic as a new form of literacy (1926-1937) -- Beyond democracy as a limiting idea : proletarian hegemony as neohumanistic reform