Suchergebnisse

Minutes of a Board of Education meeting in Chattanooga, Tennessee in the upcoming Mapp v. Board of education trial is discussed.

Minutes of a Board of Education meeting in Chattanooga, Tennessee in the upcoming Mapp v. Board of education trial is discussed.

Covering animal suffering both directly inflicted and indirectly caused by humans, this volume examines the role education can play in improving animal welfare and reducing the vast amount of animal suffering that has been and is currently created by humans.

Based on papers presented at a Workshop on the Politics of the Welfare State, sponsored jointly by Government and Opposition and the Department of Government, University of Manchester, held in Manchester, England, Sept. 13-14, 1984.

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students' difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used. (DIPF/Orig.)

Economics is taught in some form in the secondary schools of nations throughout the world. The subject is rarely taught in elementary schools, and while economics courses are offered in universities, the majority of students end their formal education with secondary school. Thus, the best opportunity for the economic education of the youth of a nation occurs in secondary schools. This book examines economic education at this critical level of the educational system. The teaching of economics in secondary schools varies across countries. These differences occur because of history, the structure of education, and other national factors. At the same time, there are common elements in the economic education of many countries, especially in content coverage. This contrast between the common features and the uniqueness of economic education in secondary schools of major industrial nations exemplifies the international perspective presented in this book. The international perspective is developed in the six sections of the volume. The first section discusses why nations should include economics in school curricula, and presents a framework for teaching economics that should have global appeal. Dissension and consensus on economic issues among North American and European economists are examined in the second section. The third section surveys the U.S. research literature on precollege economic education and assesses the current state of economics instruction in U.S. schools. The economics curricula and educational practices in seven other nations -- the U.K., Canada, Japan, Germany, Austria, Korea, and Australia -- are described in the fourth and fifth sections. The fifth section also presents international comparisons of economic understanding based on national testing in six of those nations. The sixth and final section explores the role of economic education in centrally planned economies, and its effects on the transition to a market economy, using Russia, Bulgaria, and China as case studies

Providing quality training that leads young people to jobs is critical for the economic and social development of the Province of Sindh, Pakistan. This working paper assesses the strengths and weaknesses of the Sindh Technical Education and Vocational Training Authority (STEVTA) as a provincial apex body in Technical Education and Vocational Training (TVET). The recent establishment of STEVTA was a major step to reduce fragmentation of training policies and programs. The paper assesses the Authority's legal foundation, governance, management, organization, human resources, financial resources and management, and networking with external organizations. The institutional assessment finds that Government of Sindh and STEVTA need to: (i) strengthen its governance by establishing a clearer reporting structure for the management of the authority's director, and by increasing the involvement of the private sector in the board, (ii) enhance its institutional capacity through hiring of teachers in its institutions based upon increased funding and a sustainable HR rationalization plan for the system that is coordinated with planned physical investments in institutions, and (iii) build strong operational capacity by establishing rules of business and management information systems, and drafting a strategic plan. Lastly, to fully achieve its mandate, continued and consistent governmental support is essential to give STEVTA stability and funding to fulfill its mandate: employment through skills.

Intro -- Expanding Opportunity in Higher Education -- Contents -- Acknowledgments -- 1. Introduction: Creating a 21st-century Vision of Access and Equity in Higher Education -- Part 1. The Role of K-12 Education in Access and Opportunity in Higher Education -- 2. California Opportunity Indicators: Informing and Monitoring California's Progress Toward Equitable College Access -- 3. Lowering Barriers to College Access: Opportunities for More Effective Coordination of State and Federal Student Aid Policies -- 4. The Role of Advanced Placement and Honors Courses in College Admissions -- 5. K-12 and the Pipeline to Higher Education -- Part 2. The Role of Higher Education in Creating Access and Opportunity -- 6. Measuring the State of Equity in Public Higher Education -- 7. Reaping the Benefits of Grutter: College Admissions and Racial/Ethnic Diversity -- 8. The Effectiveness of theTransfer Path for Educationally Disadvantaged Students: California as a Case Study in the Development of a Dual Admissions Program -- 9. A Strengthened Community College Role in Teacher Preparation: Improving Outcomes for California's Minority Students -- 10. The Educational Pipeline and the Future Professorate: Who Will Teach California's and the Nation's Latino and African American College Students? -- 11. Access to California Higher Education: The Promise and the Performance -- 12. Conclusion: Fateful Decisions -- About the Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- W.

This article explores the effects of music education carried out by Protestant missionaries on local forms of sociability in sub-Saharan Africa during the late nineteenth and early twentieth centuries. Based on a methodological framework of ideal types of musical communities, the examination focuses on examples of musical encounters between missionaries and the Yoruba in West Africa, the Lobedu in South Africa, and the Nyakyusa in East Africa. A closer look at the kinds of sociability facilitated by missionary music will reveal a colonial dialectic emerging from the contrasting forces of cultural hierarchy and belonging.

This timely and accessible book explores the links between politics, learning and sustainability. Its central focus is the future of people and the planet itself. The challenges that we face in combating climate change and building a more sustainable world are complex and the book argues that if we are to successfully meet these challenges we need a fundamental change in the way we do politics and economics, embedding a lifelong commitment to sustainability in all learning. The book will be important reading for academics and students in a variety of related subjects, including politics, public policy, education, sustainable development, geography, media, international relations and development studies. It will also be a valuable resource for NGOs and policy makers.

"The United Nations has called violence against women 'the most pervasive, yet least recognized human rights abuse in the world' and there is a long-established history of the systematic victimization of women by the state during times of peace and conflict. This book contributes to the established literature on women, gender and crime and the growing research on state crime and extends the discussion of violence against women to include the role and extent of crime and violence perpetrated by the state. State Crime, Women and Gender examines state-perpetrated violence against women in all its various forms. Drawing on case studies from around the world, patterns of state-perpetrated violence are examined as it relates to women's victimization, their role as perpetrators, resistors of state violence, as well as their engagement as professionals in the international criminal justice system. From the direct involvement of Condaleeza Rice in the United States-led war on terror, to the women of Egypt's Arab Spring Uprising, to Afghani poetry as a means to resist state-sanctioned patriarchal control, case examples are used to highlight the pervasive and enduring problem of state-perpetrated violence against women. The exploration of topics that have not previously been addressed in the criminological literature, such as women as perpetrators of state violence and their role as willing consumers who reinforce and replicate the existing state-sanctioned patriarchal status quo, makes State Crime, Women and Gender a must-read for students and scholars engaged in the study of state crime, victimology and feminist criminology."--Publisher's description

AbstractMuch of the scholarship on the history of Iranian cinema considers film spectatorship in the first three decades of the 20th century as a leisure practice with origins in royalist and elitist entertainment forms. However, a close reading of archival material from this era reveals that cinema's significance extended well beyond its role as a pastime, as it became engaged in the governance of the self and disciplinary strategies of the state in Iran's experience of modernity in the early 20th century. In this article, I reperiodize the history of cinema in Iran by demonstrating the entanglement of cinema in popular nationalist discourses on education prior to cinema's institutionalization in the 1930s. Drawing on newspaper articles, film announcements, official documents, and poems, I show how, despite the absence of a centralized cinema institution in the 1910s and early 1920s, cosmopolitan citizens in dialogue with global trends promoted cinema as a means for the governance of selfhood and moral edification in the service of national progress. With the appropriation of cinema by the Pahlavi state in the 1930s, cinema was used as a technique of governmentality that aimed to conduct the conduct of individuals and shape an Iranian civic society.