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Leadership education and training is a necessary requirement in improving the quality of the human resource of the civil servants. This study will investigate the role of the alumni of Leadership Education and Training (Pendidikan dan Pelatihan Pimpinan (Diklatpim) in battering the public service of local government. The study will also develop theoretical discource on ways to help smoothen the implementation of regional autonomy. The implementation of regional autonomy plural that the central government have a full trust on the regional government to delegate some its authorites. The authority government badly need is the discretion to recruit the profesionals according its own specific local standard of competencies. As public service provider, the servants have apply some principles of sound publik policies which consist of delivering public service in efficient and effectice manner, lending a hand to push economic growth, increasing national competitiveness. If local government can this run smoothly, the public will fully support it.

This response to McKenzie suggests that the issues of representivity, legitimacy and politics, inscribed within an institutional continuism characteristic of modernity within the McKenzie discourse, could well be recast within a reflexive view informed by insights derived with developing social theory. It briefly overviews the struggle for human agency that played out within the deconstructive engagements of the posts and probes how perspectives in social theory are opening the way for a break with features of environmental education as an institutional field. The review points to a reconstituting of the idea of environmental education research from scholastic field of/for environmental awareness and sustainable development, to a reflexive engagement within processes of social reproduction and reorientation in a changing world. A shift such as this would constitute a subtle change in a developing field of research, to situated design decisions of reflexive engagement (research) in social fields constituted within developing cultural contexts of risk.

The integration of research and community service learning (also referred to as service learning or service-learning in this volume) opens up opportunities for contributing to the much discussed transformation of higher education in South Africa, through which institutions of higher education are urged to become more democratic, more responsive to community challenges, and conducive to partnership-building with a wide variety of stakeholders. The twofold premise of this introductory article is the following: service learning as a pedagogy is strengthened through scholarly inquiry and, secondly, the South African research agenda can be advanced through the philosophy and epistemology of service learning that promotes collaborative, open systems of knowledge production. The aim of the article is to establish why and how the above should and could be achieved, placing the other contributions to this issue of Acta Academica Supplementum within the framework of a more inclusive service learning research agenda for South Africa.

In the article some negative traits of the Russian nobleman are examined on the basis of analysis of the 19th century Russian fiction which forms the negative image of the all social class. Among these ones are arrogance, abuses of serfdom, hypocritical charity, a low level of education of the landed classes, rank admiration, idleness. The political preferences are regarded as an ideological uniform" (for example Fngland mania, liberalism, the Russian people's admiration etc.). ; In the article some negative traits of the Russian nobleman are examined on the basis of analysis of the 19th century Russian fiction which forms the negative image of the all social class. Among these ones are arrogance, abuses of serfdom, hypocritical charity, a low level of education of the landed classes, rank admiration, idleness. The political preferences are regarded as an ideological uniform" (for example Fngland mania, liberalism, the Russian people's admiration etc.).

This article describes the relation between the production, distribution, and consumption of children's software, focusing on how genres of "entertainment" and "education" structure everyday practice; institutions; and our understandings of childhood, play, and learning. Starting with a description of how the vernaculars of popular visual culture and entertainment found their way into children's educational software and how related products are marketed, the article then turns to examples of play with children's software that are drawn from ethnographic fieldwork. The cultural opposition between entertainment and education is a compelling dichotomy—a pair of material, semiotic, technical genres—that manifests in a range of institutionalized relations. After first describing a theoretical commitment to discursive analysis, this article presents the production and marketing context that structures the entertainment genre in children's software and then looks at instance of play in the after-school computer clubs that mobilize entertainment and fun as social resources.

I present a model of the interaction between a government, a terrorist organization, & potential terrorist volunteers in which, as a result of an endogenous choice, individuals with low ability or little education are most likely to volunteer to join the terrorist organization. However, the terrorist organization screens the volunteers for quality. Consequently, the model is consistent with two seemingly contradictory empirical findings. Actual terrorist operatives are not poor or lacking in education. And yet lack of economic opportunity & recessionary economies are positively correlated with terrorism. The model also endogenizes the effect of government counterterrorism on mobilization. Government crackdowns have competing effects on mobilization: they decrease the ability of terrorists to carry out effective attacks (making mobilization less attractive), & they foment ideological opposition to the government & impose negative economic externalities (making mobilization more attractive). This provides conditions under which government crackdowns increase or decrease mobilization. 1 Appendix, 49 References. Adapted from the source document.

Objective: This is the first validity study to date to examine the relationship between the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) and strengths-based emotional and behavioral measures. The incremental predictive validity of the DAP:SPED relative to the Behavioral and Emotional Rating Scale was examined. Method: Youth in the sample (N = 109; 9 to 14 years old) were in general education classes or receiving special education services. Results: Hierarchical multiple regression analyses showed that the DAP:SPED accounted for 21.7% of the variance in Interpersonal Strength parent report (β = -.480; p < .001), after controlling for demographic variables and Interpersonal Strength student report, and accounted for 27.4% of the variance in Intra-personal Strength (β = -.562; p < .001), controlling for educational placement. Conclusions: The DAP:SPED is a useful youth-report instrument in large environments (e.g., schools) as a quick and nonthreatening way to identify those youth who may need more specialized attention.

Objective.The objective of this article is to investigate two distinct strands in the charter school movement: one that emphasizes school‐based management and another that emphasizes market efficiency. We were interested in whether charter schools that were founded or co‐founded by for‐profit education management organizations (EMOs) tend to pursue economies of scale and are less likely than others to implement school‐level decision making in key areas.Methods.The analysis uses data drawn from a survey we conducted of the population of charter schools in Arizona, Michigan, Pennsylvania, and Washington, DC.Results.We find that charter schools that were founded or co‐founded by EMOs tend to be larger and areless likelyto exhibit decision‐making control at the school level.Conclusions.Our analysis underscores the importance of disaggregating the charter school phenomenon into its distinct constituent parts in order to draw meaningful lessons from this evolving and significant experiment in alternative education delivery mode.

As part of its Teenage Pregnancy Strategy, New Labour has focused on ensuring more teenage mothers enter education, training or work, in order that they may avoid 'long term social exclusion'. This paper argues that this conceptualization of the route to social inclusion is problematic for young mothers in that it ignores the structural and contextual barriers to them gaining inclusion, it discounts full-time mothering as a valid option, and it neglects the social and moral elements of their exclusion, while in fact contributing to this. A broader understanding of social inclusion is therefore advocated, which emphasizes the significance of social belongingness and community participation, along-side economic self-sufficiency. Data are drawn from interviews with 14 young mothers who act as volunteer 'peer educators' in school sex education, to illustrate the ways in which this wider conceptualization of social inclusion might be more useful in meeting the needs of this group.

A model of job socialization based on the joint effect of decision latitude and psychological demands are developed to predict how behaviors learned on the job would carry over to leisure and political activities out-side of work. The model is tested with a longitudinal national random sample of the Swedish male work force (1:1,000) in 1968 and 1974 (n longitudinal = 1,508), including both expert and self-reports job data and 92% (1968) and 85% (1968-1974) response rates. Workers with more "active" jobs (high decision latitude and high demands) become more "active" in their political and leisure activity from 1968 to 1974 (p < .001). Cross-sectional analyses and work experience cohort results (1968) are consistent. Associations are unaffected by control for education and father's education, limiting an alternative explanation via personal background. The content of work may substantially affect political behavior, culture, and the economic equilibrium of service-oriented societies.

Previous studies have shown some tendency toward increased residential racial and ethnic integration, especially in large West Coast metropolitan areas. They have also shown in limited studies that integration, or at least declines in separation, occur with increases in socioeconomic status. The results of this study, using recently released 2000 census data for metropolitan areas with large numbers of foreign born, show that indeed separation does decline with increases in socio-economic status though it also varies by geography, education, and income and is significantly variable across different ethnic groups in the large immigrant cities. The research in this study also documents the continuing hierarchy of greater integration of Whites with Asians and Whites with Hispanics than with African Americans. It is clear that the changing patterns of separation have moved beyond Black-White contexts. Still, class clearly matters, as integration is greater at higher education levels, and suburban areas in general are more integrated than urban cores.

Potential sources of variance were examined to explain within-group differences in White managers' abilities to manage non-White employees. Majority manager and minority employee survey responses were matched to form 142 superior-subordinate cross-race dyads. Ethnic identity development, ethnic group self-identification, education, and participation in diversity training were measured. Additionally, the relationship between ethnic identity and minority employee perceptions of managerial support were examined. Results show that almost 20% of the majority respondents defined their ethnicity as something other than White. Findings suggest that majority members who perceive themselves as a minority (e.g., German American) may have developed a higher ethnic identity as a result of exploring their own ethnic background. Although education and participation in diversity training were not related to ethnic identity development, a significant relationship was found between the interaction of manager and employee ethnic identity and managerial support. Implications for corporate diversity initiatives are discussed.

Demographic change in Latin America has been driven by the behaviour of the middle and upper strata. Given that fertility and mortality in these groups are now relatively low, future changes will mainly come from the behaviour of less advanced sectors. This paper analyses the contribution of these less advanced groups to the decline in fertility, distinguishing between the "distribution effect" and the "rates effect". In less advanced sectors the desired number of children is lower than the actual number, with early marriage and limited use of modern contraceptives continuing to be the rule. Even so, these groups have entered the demographic transition. A number of countries have recently seen falls in their fertility rates due to the contribution of women with low levels of education: in the late transition countries behaviour is heterogeneous, while in the advanced transition countries the greatest contribution is being made by women with primary education. (CEPAL/Rev)

Since the 1980s much emphasis has been placed on the need for a dramatic re-orientation towards workplace education and training in both New Zealand and Australia to up-skill employees so they can participate in the global knowledge society and contribute to the development and growth of national economies. There are similarities in the way government and industries in both countries have responded to these concerns. There has been a shift away from traditional apprenticeships to industry based vocational education and training. This has produced rapid growth in the numbers of participants. However there are significant differences in the structure and philosophy of training provision in each country. This raises questions about the comparative efficacy of the processes, and relevance of outcomes to intended goals. Comparing the two 'systems ' helps us step back from the fog of policy and quantitative achievement measures to see more clearly issues of concern and perhaps how they may be addressed.

This paper is a reflective-reflexive examination of provisions of trustworthiness in critical narrative research. The author presents her understanding of provisions of trustworthiness as a science and as an art, and blurs these boundaries as she acknowledges their tension in practice. She weaves between theory and her experience in two studies first the study of the Texas-Spain Visiting Teachers Program and secondly the study of Amish culture and education where the author felt a deep sense of responsibility that she maintain trustworthiness. This paper examines the provisions of trustworthiness as evidence of research accountability and shared responsibility and brings to the forefront an intersubjective understanding of fidelity that emerged through understanding participants struggles, seeing researcher as a co-struggler for cultural-political identity, and recognizing the role of politics in the work of action research for democratic education. In short, the author presents an intersubjective understanding of fidelity issues within multiple identities.