Suchergebnisse

Abstract This article presents some of the reflections made in a research group of the Graduate Program in Social Work of the Fluminense Federal University in the State of Rio de Janeiro, Brazil. The reflections are based on bibliographic research and document analysis regarding the different phases of neoliberal counterrevolution in Brazil, discussing the permanent fiscal adjustment policy - that aims to ensure the payment of public debt - and its consequences in public spending on higher education. The conclusions indicate that government actions lead to deepening the precariousness of public universities, expansion of the privatization of higher education, and regression of workers' rights, suggesting the rise of a new stage of the class struggle in the country.

The isolated activity of the government authorities, business and education system in the modern rapidly developing world does not lead at least to the progress. The innovative forms of progressive interaction are required. Such forms include clusters and, in particular, the education clusters. The article presents the material on the creation of the mining education cluster in the case of the Zabaikalsky Krai. The cluster formation is based on the public-private partnership. The cluster activity will provide for the development of the innovative and entrepreneurial culture, and will contribute to the establishment of small innovative enterprises. The paper lists the basic prerequisites for the formation of the mining education cluster in the region, as well as the functions implemented within the framework of the new cluster. It proposes the results of modelling the structure and status of the mining education cluster by means of the mathematical apparatus of the theory of sets. The consideration is given to the indicators of the cluster operation obtained due to the merger of organizations. The presented formal description of the cluster allows us to predict the expected scope of the cluster, its optimized structure, the possibilities of its development, and the assessment of the efficiency of various mechanisms of coordination and decision-making of the cluster participants. The model of the mining education cluster reflects the basic regularities of its functioning, the process of changing its structure, and the cluster-generating ties. DOI:10.5901/mjss.2015.v6n5s4p205

By Nazan Maksudyan. This article aims to contribute to Ottoman auditory history through focusing on the cultural history of deafness, also engaging with the history of medicine, history of education, science and technology studies, and disability studies.

The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. It highlights cultural contexts in lyric poetry created after 1989 from the standpoint of integrational education, by reviewing Polish language textbooks, and taking into account new tendencies in Polish poetry. The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics. It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świetlicki, Eugeniusz Tkaczyszyn-Dycki, Tomasz Różycki and others.

Reuse of record except for individual research requires license from Congressional Information Service, Inc. ; CIS Microfiche Accession Numbers: CIS 77 H341-8 ; Microfiche. ; Mode of access: Internet.

Traditionally, concepts of citizenship education aim at integrating immigrants as well as new generations of citizens in a certain society. The concepts are usually closely related to the idea of a 'nation-state', implying rights of inclusion and exclusion according to social and political status. An extended understanding of citizenship education as it was for example developed in the notion of global learning, which aims at the 'global citizens', surpasses the boundaries of national thinking. Various international concepts of citizen, citizenship, and citizenship education are discussed in order to develop a concept of European citizenship education which might help to shape a 'European identity'. (DIPF/Orig.)

AbstractArmed actors dominate contemporary conflict environments dramatically. Their degree of dispersion, influence, and effect on international politics make it necessary to establish strategies for interaction with them. This article makes a contribution by assessing particular strategies and their suitability and applicability with regard to specific actors. First, it delineates options for dealing with armed actors based on three perspectives from international relations theory: realist, institutionalist, and constructivist. Second, it matches these perspectives to the capabilities of international actors. Finally, it offers an assessment of the difficulties that arise from the plurality of forms of armed actors, as well as of external actors.

George D. Aiken, chairman. ; pt. 1. Hearings, Feb. 28, 1947.--pt. 2. Hearings, Mar. 17-27, 1947. ; Mode of access: Internet.

Possible developments in US education in the twenty-first century are discussed, focusing on the educational implications of the emergence of a global marketplace, the challenge of ethnic diversity, new methods of teaching & learning, & efforts to restructure schools. It is argued that the US's multiple educational systems have not kept pace with changes in society. The emergence of a global economy, coupled with the growing challenge of ethnic diversity, necessitates a rethinking of traditional educational paradigms. It is suggested that the development of advanced technologies for teaching, learning, & school management, in concert with the initiation of a restructuring movement to facilitate school reform, may encourage the implementation of new models for education. Despite this opportunity for reform, a future of little or no change in US education is likely. Adapted from the source document.