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Numerous studies reveal that the higher civil service in many countries has been occupied by well-educated males, but the educational backgrounds of each nation's civil servants are different and vary with regard to the cultural and social norms of each country. Education is a major determinant for employment and promotion. The definition of well-educated is determined by each nation's political, social, and economic environment. This study investigates the educational backgrounds of government employees in South Korea and compares them to those of government employees in Japan. Primary attention is given to changes in public employment practices based on variables of educational back-ground (i.e., education level, institutional path, and field of study). Findings indicate that there are many similarities between the South Korean and Japanese government work forces, and the "best product" policy in public employment practices is common in both countries. In this setting, the public bureaucracy is a major instrument for policy making and implementation.

Interest in professional ethics education for public administrators has been booming for the past two decades, and teaching public administration ethics entails a variety of approaches. This article argues that literature is an effective main source for exploring public administration ethics. Several reasons support this argument: students are receptive to literature and learn from it; there is an element of storytelling in our everyday approach as well as in our scholarly approach to ethics; literature offers an empathetic dimension; and good literature of lasting value instead of more prosaic methods with short-lived value contributes to lifelong education as well as professional training. This article offers examples of how we can use certain works of literature to teach public administration ethics and how this literature relates to central questions of public administration ethics. This approach can be useful to practitioners in their exploration of professional ethics as well as to public administration teachers and students. This perspective also suggests directions for future research.

This article highlights literacy efforts in India over the past few decades. Failure to universalize primary education, grounded as it is in complex socioeconomic issues, has had serious implications for planning universal literacy. Program delivery hitherto rested with the official hierarchy and included limited participation from the general population. Where such participation did occur, the programs failed due to insufficient learning levels or insufficient facilities for continuing education. Through use of new strategies, such as microplanning and minimum levels of learning, India is attempting to universalize access, participation, and achievement at the primary level. Simultaneously, the National Literacy Mission is adopting a systematically planned campaign approach to literacy through mass mobilization and innovative learning techniques that emphasizes predetermined learning levels. The value of literacy can be truly harnessed only if literacy skills are retained and applied and if literacy contributes to social change. India has learned from past trials, is conscious of the gravity of the problem, and is moving ahead with new vision.

Purpose and Scope. This article reviews the health and social science research relevant to both the role of powerlessness as a risk factor for disease, and the role of empowerment as a health-enhancing strategy. The research literature surveyed includes studies that address these key concepts from the fields of social epidemiology, occupational health, stress research, social psychology, community psychology, social support and networks, community competence and community organizing. Definitions are provided to operationalize these sometimes loosely-applied terms. Important Findings. Powerlessness, or lack of control over destiny, emerges as a broad-based risk factor for disease. Empowerment, though more difficult to evaluate, can also be demonstrated as an important promoter of health. Major Conclusions. Given the importance and currency of these concepts of powerlessness and empowerment, a model of empowerment education is proposed for health-promotion practitioners. Measurement of empowerment raises issues for researchers on how to test the multiple personal and community changes that may result from an empowering education intervention.

AbstractRecent reviews indicate that research on wealth in Australia has been limited by a lack of reliable data. The Economic Consequences of Marital Breakdown Survey containing data on the wealth of couples about to divorce, and items from the National Social Science Survey, provide new data for analysis. Shares of net wealth of housing (55 per cent) and superannuation (1 4 per cent) are comparable to those in previous studies. A 'wealth function' was developed taking account of age, gender, years of schooling and further education. There was a 2.6 per cent gain for each year of age and a decumulation of assets after age 58 years. Each year of schooling adds another 10 per cent to net wealth. There is a 16 per cent gain for those who have undertaken some further education after completing school. Some 22 per cent of adult Australians report ever receiving an inheritance. This new information begins to provide some of the answers on 'how' and, by inference, 'why' Australian households save.

The argument that the presence or absence of widespread literacy constitutes the central criterion to distinguish "savage" from "domesticated" society, presented by Goody in a number of works (1968, 1977, 1986, 1987), makes close associations between alphabetic literacy and the growth of knowledge and between restricted literacy and traditional societies. In this essay, I will challenge these associations by presenting material from medieval Europe, in which the milieu of restricted literacy is creative, and from Muslim Africa, in which widespread literacy does not lead to criticism or the revision of basic religious tenets. Second, I will deal with some of the reasons for the vitality of Islamic reform in West Africa, concerning myself principally with the impact of Western education on village society and the response of reformers through the promotion of Arabic literacy. A consideration of Western education and acculturation is vital for an understanding of scriptural reformed Islam's appeal. The latter issue will emerge from the material to be presented, but I will deal exclusively with the literacy debate for the moment.

Public and political interest in quality, safety and the environment is growing steadily throughout the world. This increases the pressure on all organizations with responsibilities in the maritime field, at the same time underlines the need for organizations like Maritime Training Centers. This dissertation describes the real situation of the seafarers' education in Honduras and the need for establishment of an institution that meets the global requirements. The description of minimum physical set up of the Training Center can be found in chapter two; the general course outlines are introduced for the General Purpose Rating and for the Catering Rating based on syllabuses already in progress in reputable Training Centers in Europe and the USA. I believe the success of the future years in our Maritime Administration will be due to the fact that the commitment to quality of education has been reached. This will give to all those who work for the development of our country great satisfaction and confidence in the future.

Data on female workers in export processing plants and service occupations in Northern Mexico are used to assess the character and social roots of opinions of women working within the new international division of labor. As the data show, the predominant world view of these women includes a sense of personal autonomy, attitudes favoring gender equality and political participation for women, and commitments to the family

Abstract The Alliance israélite universelle, an organization founded by emancipated French Jewry, as a part of its work of «régénération» of Oriental Jewry, developed a vast network of French-speaking schools all around the Mediterranean. Staking on the role that women could play in the family for the modernisation, i.e. the westernization of the Jewish masses, the Alliance soon made of women education one of its priorities. The study of the school for girls of Galata, in a quarter of highly concentrated Jewish population, and in the vicinity of the European area, in a cosmopolitan city like Istanbul, reveals both the beneficial impact of a modern type education in a propitious context and its repercussions on the female Jewish population. This school is also an interesting case because it received both Ashkenazi and Sefardi pupils and because the teaching was delivered both in French and in German. The study of the school microcosm reveals the evolution of a traditional Jewish society facing an imported modernity.

This article describes a three-phase program for training special education teachers to teach Logo and artificial intelligence. Logo is derived from the LISP computer language and is relatively simple to learn and use, and it is argued that these factors make it an ideal tool for classroom experimentation in basic artificial intelligence concepts. The program trains teachers to develop simple demonstrations of artificial intelligence using Logo. The material that the teachers learn to teach is suitable as an advanced level topic for intermediate- through secondary-level students enrolled in computer competency or similar courses. The material emphasizes problem-solving and thinking skills using a nonverbal expressive medium (Logo), thus it is deemed especially appropriate for hearing-impaired children. It is also sufficiently challenging for academically talented children, whether hearing or deaf. Although the notion of teachers as programmers is controversial, Logo is relatively easy to learn, has direct implications for education, and has been found to be an excellent tool for empowerment—for both teachers and children.

Governments typically used expenditures extensively as redistributive devices. Examples include the public provision of health, education, welfare, and public pensions. The purpose of this paper is to investigate the normative rationale for such policies. In particular, we study the role of government expenditures as purely redistributive devices given that the government also has available to it an optimal non-linear income tax. We do so in the context of specific types of quasi-private expenditures meant to represent education and pensions, both of which could have been provided privately. We assume that public provision to an individual cannot be related to individual characteristics or income , so it is uniform across individuals. We derive a set of sufficient conditions for the use of public expenditures in the presence of optimal taxes. The conditions are similar to those which would make subsidies to private provision welfare-improving. Subsidization and public provision appear to be substitute policies. Which one would be preferable depends upon the global characteristics of the economy.

In an earlier issue of this journal (Vol.7, 1987, pp. 30–96) Gordon presented a model based on IQ which, he claimed, explains black‐white differences in rates of juvenile delinquency. The explanations involved the demonstration that prevelance rates of juvenile delinquency satisfys a property which Gordon termed "commensurability" with IQ (IQ‐commensurability). Furthermore, he argued that similar models based on SES or education are unsatisfactory because these variables fail the test of commensurability with respect to delinquency rates. Largely on the basis of these analyses, he concluded that the black‐white difference in IQ is much more credible than the difference in either education or SES as an important cause of race differences in delinquency. The purpose here is to show that the property of IQ‐commensurability is largely irrelevant to any reasonable explanation of the race difference in delinquency rates. Furthermore, IQ‐commensurability can be partially explained by an existing model which is highly plausible, has demonstrated construct validity, and can be viewed as a logical extension of Gordon's own model.

Major U.S. cities have transformed industrially from centers of goods processing to centers of information processing. Concurrently, the demand for poorly educated labor has declined markedly and the demand for labor with higher education has increased substantially. Urban blacks have been caught in this web of change. Despite improvements in their overall educational attainment, a great majority still have very little schooling and therefore have been unable to gain significant access to new urban growth industries. Underclass blacks, with exceptionally high rates of school dropout, are especially handicapped. Whereas jobs requiring only limited education have been rapidly increasing in the suburbs, poorly educated blacks remain residentially constrained in inner-city housing. Within underclass neighborhoods, few households have private vehicles, which are shown to be increasingly necessary for employment in dispersing metropolitan economies. The implications of interactions among race, space, and urban industrial change are explored. Reasons for the success of recent Asian immigrants in transforming cities are considered, and policies are suggested to rekindle social mobility in the black underclass.

Annually, the association publishes a journal, The Proceedings, which consists of papers presented at the annual meeting (1988-1989). Sources for the History of Black Education in the South by Richard A. Shrader Harbison College: Metamorphosis of a Dream by Alexia Jones Helsley Edgefield Reconstruction Political Black Leaders by Vernon Burton Episcopalians and Baptists in the South Carolina Upcountry: A Comparative Study of Christ Church (Episcopal) and Greenville Baptist Church, Greenville, South Carolina, 1820-1858 by Fielding C. Gallivan The Development of Female Education in Early Spartanburg County, 1820-1860 by Lori Parris The Resettler Camps of the Volksdeutsche Mittlestelle: A Different Kind of SS Camp by Valdis O. Lumans In Defense of Duke William by Richard W. Fowler "Struggles and Triumphs" Revisited: Charleston's West Indian Exposition and the Development of Urban Progressivism by Bruce Harvey Frontier Pendleton: A Town in Three Acts by Craig Friend A South Carolinian in the Middle East: Ambassador James P. Richards' 1957 Mission by J. Edward Lee

Major US cities have transformed industrially from centers of goods processing to centers of information processing. Concurrently, the demand for poorly educated labor has declined markedly, & the demand for labor with higher education has increased substantially. Here, the implications of these changes for urban blacks is described, drawing on census data. Despite improvements in their overall educational attainment, a great majority still have very little schooling & therefore have been unable to gain significant access to new urban growth industries. Underclass blacks, with exceptionally high rates of school dropout, are especially handicapped. Whereas jobs requiring only limited education have been rapidly increasing in the suburbs, poorly educated blacks remain residentially constrained in inner-city housing. Within underclass neighborhoods, few households have private vehicles, which are increasingly necessary for employment in dispersing metropolitan economies. The implications of interactions among race, space, & urban industrial change are explored. Reasons for the success of recent Asian immigrants in transforming cities are considered, & policies are suggested to rekindle social mobility in the black underclass. 9 Tables. HA