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.

Acknowledgments -- Contents -- List of Contributors -- List of Tables -- Chapter 1: Cultivating Anti-intellectualism in the Fictional University -- Media's Influence and Higher Education -- The Purpose of the Book and Anti-intellectualism -- The Structure of the Book -- Notes -- References -- Chapter 2: Humor in Academic Fiction: From Subtle Satire to LMAO -- A Shaky Start -- Hitting Their Stride -- Conclusion -- Notes -- References -- Chapter 3: From Superman to Squirrel Girl: Higher Education in Comic Books, 1938-2015 -- A Brief History of Higher Education and Comic Books -- "Comic" Higher Education Institutions -- (Fill in the Blank) Goes to College -- Comic Book Students -- Comic Book Professors -- Higher Education Comic Books and Gender -- Higher Education Comic Books and Race -- Anti-intellectualism in Comic Colleges -- Notes -- References -- Chapter 4: Video Games and Anti-intellectualism: Higher Education in Modern Video Games -- Defining Anti-intellectualism -- Game Selection -- Anti-intellectualism and Video Games -- Institutionalizing Higher Education in Games -- Higher Education Characters -- Conclusion -- Note -- References -- Chapter 5: The Prism of Hollywood: Depictions of Racial Diversity in College Films -- Why Diversity Matters? -- Why Depictions of Diversity Matter? -- The Selection of Films -- 1970s: Welcoming Race to the Party -- 1980s: Race to Campus -- 1990s: One Big "Happy" Campus -- 2000s: Past Meets Present -- 2010s: Race Revisited -- Diversity and Anti-intellectualism -- Notes -- References -- Chapter 6: Titillation, Murder, and Romance: Hollywood's Objectification of Women College Students -- Objectification to Advance Anti-intellectualism -- Film Selection and Inclusion -- College Women in Film -- Titillating Comedy -- Victimization in Horror and Slasher Films -- Happily Ever After -- Change over Time?

The way of life in Western Europe has seen many rapid developments in the last century. Industrialisation has led to considerable changes in work patterns providing increased wealth and standards of living for many and leading to urbanisation and rural depopulation in some areas. The quality of life has also seen many positive changes as a result with education for all, advances in health care, increased leisure time and the availability of consumer goods and services that would have been unimaginable only a few decades ago. Human rights have also benefited and democracy has become established and expanded. The globalisation of this way of life promises similar benefits to many more people. However, this causes new problems for a global society. Production shifts to countries with cheaper and less regulated labour changing and sometimes threatening work opportunities in the west. Resource consumption and pollution threaten the existence of other species and the ecosystems on which we all depend. Political instability, corporate expansion and competition for key resources such as food, water and oil have led to a century of dispossession, violence and war in which many of the poorer people on the planet have lost the basis for making a living and suffer from poverty, malnutrition and disease. For young people in Western Europe these rapid changes in society have had a major impact on their lives. The concept of youth, non-existent 100 years ago, now extends to young people under the age of 25. The age of financial independence from the family has shifted from 16 in 1950 to 25 in 2005. Schooling is compulsory for all until mid-teens. The transition to adulthood, in which establishing an adult identity is typically achieved through employment, home making, marriage and parenthood, has become more complex. A generation ago and earlier schools taught traditional subjects and set universal tests and examinations that channelled and filtered young people into established work or career paths typically reproducing the lifestyle and identity of the local community and the family. Some sociologists describe this route to adulthood as being like a train journey. The young person finds out from the school system which train to catch at which station, when it departs and where it goes to and the young person is like a passenger on the journey. More recently the journey has been likened to a car journey. The student is taught to drive and sets of at a time of his or her choosing in a direction and at a pace to suit themselves and with no destination or arrival time necessarily in mind. Of course for some young people the pathway to adulthood remains as it used to be, especially for those who are academically gifted. Others may have a destination in mind but take a while to reach it or are tempted in a different direction after they have set off. Many, however, do not know where to go and may lack the skills to navigate, explore or even to drive along the various and complex routes. To put it another way employment opportunities are rapidly changing. It is suggested that 50% of the jobs that will be available for a young person of the age of 5 starting at school this year will not yet have been thought of. It is said that we have become a knowledge society in which the best work requires academic success. However, at the same time the service sector has expanded and many jobs for those not academically successful are low paid, part time, temporary and offer little status to a young adult identity. At the same time education, rapidly expanding media and corporations eager for young people to consume have encouraged young people to hold high expectations of what is possible and to consume identities through fashion, music, by association with celebrities or allegiance to a club. Family and community life has also been challenged by the increased social and geographical mobility, extra demands on both parents to work, access to electronic media and raised and often unsatisfied expectations.

The way in which the "traditional" system of education ends up deflecting people's attention from the things that make us, human beings, a whole, a species, and a unity, is constantly and ascendingly challenged and thought against. Currently, we need to find out what features of the former educational system, especially those institutionalized, maintained by the school and society, are highlighted here to be eliminated and what is their authentic value in the system. In the present approach, we will refer, as an example, to religious education. These characteristics that we intend to discuss here do not target a "radical" pedagogy but question the educational system in relation to the inclusion-exclusion binomial. The stereotype, bias, and pretentious choices strained by exclusivism through education actually dehumanize us and stress on features that do not honor us. Is it possible to ever lose them along with all their harmful social consequences?

In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.

The job description of chemical engineers has changed dramatically over the past several years. Universities must adapt to this change and respond to the needs of their students. The Mary Kay O'Connor Process Safety Center at Texas A&M University has been established to produce engineers and practitioners trained in process safety, to provide the chemical processing industry with the research base needed to compete successfully, and to provide an independent process safety resource for academia, government, and the world-wide chemical processing industries. A goal of the Center is to be a catalyst for the process industry to develop and maintain a culture in which safety is second nature in all activities and operations. This safety awareness culture can be accomplished gradually through the research, education, service, and training programs of the Center.

China's strong economic growth is undoubtedly due to a set of government initiatives, among which the priority projects are the reform of the higher education system. Since the 80s of the last century, the state has paid special attention to the training of scientific personnel. Thanks to far-sighted state planning and strong budget financing, China has created a competitive national system of postgraduate professional education almost from scratch. As a result, if only 9 postgraduate students were trained in 1978, then in 1985 – already 17004, in 1998 – 47077, and in 2018 – 604368. The number of doctorates degrees awarded from 2005 to 2018 more than doubled: from 27,677 to 60,700.The important factors in the formation of the system of postgraduate education is the promulgation of national laws and regulations governing this area of educational activity, a well-built mechanism for managing the work of postgraduate studies and a strict system to control all stages of the educational process for masters and doctoral students. Therefore, this article focuses on the organization of the learning process in Chinese universities and academic institutes, as well as the management mechanism of the national system of training scientific personnel.In addition, according to the data of China's Ministry of education, official statistical information, publications that are publicly available on the Chinese Internet, as well as scientific articles published in major publications around the world, it is shown how the number of universities and academic institutions that train masters and doctoral students, as well as the number of students, admission and graduation of specialists have changed over the past ten years.

The Transition Monitoring Group (TMG) in collaboration with the United Nations Electoral Assistance Division organised a two-day forum in Lagos (December 2000) on civic education in Nigeria. The present publication presents the main themes and outcomes: it evaluates the democratic process in the country, develops an agenda for civic education and tries to determine the role of the different stakeholders. The "Major findings"-section gives some recommendations for further engagement of civil society organizations. (DÜI-Sbd)

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms.

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms.

This investigation identified the education professionals who, according to educational administrators, have the primary responsibility for assisting high school age hearing-impaired students in their selection of postsecondary education options. A total of 45 educational administrators in residential schools, day schools and day class programs in the southeastern section of the United States listed both school and non-school (outside service agency) personnel as providing this assistance. The educational administrators most frequently identified the teacher as the primary in-school person who assisted students in exploring postsecondary options. Rehabilitation counselors were identified by the respondents as non-school personnel who assisted hearing-impaired students in this decision-making process.

Mushrooming of privatisation which one witnesses at all levels in education aggravates marginalisation and exclusion. It has a crippling effect on the principle of equality of opportunity in education, which is a fundamental principle established by almost all international human rights conventions. Instead of supplementing education, private providers are supplanting it. Rather than controlling this phenomenon, governments even provide subsidy to private providers. There is widespread concern with the negative effects of privatisation in education in scholarly writings by intellectual community, civil society organisations and international organisations. Every child is entitled to education free of cost as an inalienable right, and access to education should not be based on capacity to pay fees which often are exorbitant. This also puts in jeopardy the principles of social justice and equity, which are key pillars of the United Nations system. Safeguarding education as a public good and fostering its humanist mission is of paramount importance. Under no circumstances education should be allowed to be mercantalised. States have the obligation to ensure that when education is provided by non-State entities, the principles and norms underlying right to education are respected, and education is not allowed to be reduced to business. They have the obligation to regulate and control all private providers in education and protect public interest in education. Abusive practices by private providers denote the failure of States to adequately monitor and regulate privatised education. This calls for strengthening human rights mechanisms to effectively address and sanction all abusive practices. In this, governments can be inspired by numerous decisions by courts and emerging jurisprudence.