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

Inclusive education is believed to be an innovative educational approach that can promote the educational opportunities for all children with special needs including those with disabilities. It also stresses the principle of human right, social justice and quality of education for all. The institution education has an obligation to making education available and accessible particularly for children with special needs. This article will provide an overview of availability and accessibility issues concerning inclusive education program in public school Jakarta. The study formed within qualitative research and uses a case study as strategy research for the collection and analysis of data. Semi-structured interview with the government, schools, parents, and NGO have been conducted to analyse the implementation of inclusive education in Jakarta in terms of availability and accessibility at both primary and secondary level. The result of this research revealed that there is an inadequacy in the provision of facilities and personnel to adequately prepare the children with special needs in the inclusive education program and the inequality of accessibility to basic education services between institutions. It thus called for intervention in the education sector of the region, if the goal of education for all is to be realized. There is also a discussion of recommendations and conclusions that may assist in supporting inclusive education in Jakarta.

AbstractThe text of the US Constitution appears to require that individual states, to the extent that they are ever allowed to conclude agreements with foreign governments, must obtain congressional approval. In practice, however, states conclude many agreements with foreign governments, including with Canada and its provinces, and they almost never seek congressional approval. This practice is an illustration of both the importance of federalism in US foreign relations and the significant role played by historical practice in informing US constitutional interpretation. The phenomenon of state international agreements assumed new prominence in 2019 when the Trump administration sued to challenge a climate change agreement that the state of California had made with Québec. Despite this challenge, for the most part, neither Congress nor the executive branch has resisted the growth in state international agreements. This acquiescence could change as countries like China target US states in an effort to work around strained relations with the US national government and as states become more assertive in resisting the national government's foreign policies. In any event, the practice of state international agreements unapproved by Congress rests in part on a distinction between binding and non-binding agreements that deserves greater scrutiny under both domestic and international law.

The following is a "conversation" between two of the most prominent and prolific African American scholars and intellectuals, bell hooks and Carter G. Woodson. Though their works were published more than 60 years apart, many of the issues Woodson addressed in his now-classic work, The Miseducation of the Negro, remain significant for African American intellectuals today. What is education? And what does is mean to truly "transgress" the boundaries of tradition?

A key rationale in older adult education is critical educational gerontology [CEG]. CEG is concerned with the centrality of politics and powers in the way that late-life education works, with its ultimate goal being the empowerment of older persons to confront the social system with a view to changing it. However, the coming of "late" and "post" modern social realities means that CEG has entered a profound intellectual and conceptual crisis. Its foundations were constructed during a time of "modern" capitalism when social inequality was structured along strict class lines, and when the principal focus of ageing-related social policy consisted in bridging families" income before and after retirement. Since then industrial societies have become increasingly characterised by more flexible forms of work organisation, an increasing breaking down of the neo-corporatist relations between state and labour, and rising levels of cultural fragmentation. For some educators, the time has come to close the lid over CEG, accept its analytical and practical obsolescence, and embrace other more relevant rationales. On the basis that retirement is far from being a uniform experience, many argue that the key goal of late-life education is to aid older persons respond to a fast changing world due to technological development and changing values. ; non peer-reviewed

In the Decree of the President V. V. Putin of July 21, 2020 "On the national development goals of the Russian Federation for the period up to 2030", there are two national goals that are directly related to the book and library business: the education of a harmoniously developed and socially responsible personality and the implementation of digital transformation of key sectors of the economy and social spheres. The Russian Bibliologos (book mind) has been creatively and collectively created over millennia. Cognition of the essence of the Bibliologos is a priority task of book and library science and library and information education today. The article examines the biological and social prerequisites of book communication, the dynamics of the development of the classical Bibliologos and the scientific and pedagogical foundations of the formation of the non-classical Bibliologos of the XXI century.The Bibliologos is understood as a biologically and socially determined intelligent productive force mastered by people in the process of hominization (humanization). The following functional definition is proposed: Bibliologos is the collective mind of a historically stable community of people who own the book culture, write and read books and are directly involved in the production of the bibliosphere. The Classical Bibliosphere is defined as a supersystem of book-communication systems that ensures the reproduction, preservation and further development of the national book culture. The structure of the bibliosphere is formed by socio-cultural institutions (systems, or branches of the book business), namely: publishing, printing industry, book trade, librarianship, bibliography. Each institute includes practice, education, science, special communication, management bodies. The branch problems of the bibliosphere are studied by related, but relatively independent, scientific and practical studies (bibliography, library science, records management, book history, bibliopolistics, editsiology, etc.), and bibliology is engaged in general problems – a complex science (or a complex of sciences) about books and books, as well as general document theory, or documentology. In addition to branch institutes, the bodies of the bibliosphere are: bibliophile socio-cultural movement; non-profit and commercial founders and voluntary associations; government authorities and censorship.The participation of the Russian Bibliologos and the library school in the implementation of the human-creative project as a national target is envisaged. Particular attention is paid to the European experience of modeling a new type of person, the historical project "Memory for the Future", cyber-socialization of the society of the future, topical issues of non-classical library and information education and the synthesis of book culture and digital culture of the XXI century. It is concluded that national security and the well-being of future generations depend on the non-classical Bibliosphere, in particular on national libraries and school librarians. ; В Указе Президента В. В. Путина от 21 июля 2020 г. «О национальных целях развития Российской Федерации на период до 2030 года» названы две национальные цели, имеющие непосредственное отношение к книжно-библиотечному делу: воспитание гармонично развитой и социально ответственной личности и цифровая трансформация ключевых отраслей экономики и социальной сферы. Российский Библиологос (книжный разум) коллективно создавался в течение тысячелетий. Познание сущности Библиологоса — приоритетная задача книжно-библиотечной науки и библиотечно-информационного образования в наши дни. В статье рассмотрены биологические и социальные предпосылки книжной коммуникации, динамика развития классического Библиологоса и научно-педагогические основы формирования неклассического Библиологоса XXI в.Библиологос – биологически и социально обусловленная разумная производительная сила, освоенная людьми в процессе гоминизации (очеловечивания). Предложено её функциональное определение.Классическая Библиосфера – суперсистема книжно-коммуникационных систем, обеспечивающая воспроизводство, сохранение и дальнейшее развитие национальной книжной культуры. Её структуру образуют социально-культурные институты (системы или отрасли книжного дела): издательское дело, полиграфическая промышленность, книжная торговля, библиотечное дело, библиографическое дело. Каждый институт включает практику, образование, науку, специальную коммуникацию, органы управления. Отраслевые проблемы библиосферы изучаются родственными, но относительно самостоятельными научно-практическими учениями (библиографоведение, библиотековедение, документоведение, история книги, библиополистика, эдициология и др.), а общей проблематикой –комплексная наука о книге и книжном деле – книговедение, а также общая теория документа, или документология.

This paper explores the impact of modernization and globalization on Iranians' cultural and identity-based relationship with the environment, resulting in a loss of mental and semantic dimensions. This has led to environmental numbness and disregard for the natural world. The study argues that virtual education can complement holistic education and provide a platform for Iranians to learn about the mental and semantic aspects of their relationship with nature, thereby restoring their sense of connection to the natural world. The paper suggests that virtual education can help develop environmental awareness, critical thinking skills, and social responsibility while providing access to educational resources for individuals who may be geographically or socially isolated. Integrating virtual education into formal and non-formal education in Iran can play a critical role in promoting sustainable development, addressing environmental challenges, and preserving cultural identity. The study uses qualitative and descriptive research methods.

"Contract no. 300-79-0420"--P. ii. ; "Human Resources Management, Inc." ; Mode of access: Internet.

701State immunity — Attachment and execution — Property for use in military activity — Consignment of goods including food required by United States troops stationed abroad — Whether covered by immunity from execution — The law of Spain

Significant developments in family nursing in Japan are described and analyzed beginning with the political and health care legislation in the country that stimulated a need for family nursing and the early adoption of family nursing theories and models by visionary leaders in nursing education. In 1994, Japan was the first country in the world to establish a national family nursing association, the Japanese Association for Research in Family Nursing, that provided the necessary infrastructure and leadership for family nursing in Japan to flourish. The strengths and challenges of family nursing in Japan are identified and a call is made for innovations in nursing curricula as well as global networking of family nurses around the world.

This report brings together the inaugural lectures of the five professors at the Department of Education, Örebro University, from 1999 to 2003. The main aim of the collection is to show how a common interest in the relationship between education and democracy has united all these professors and created a specific environment for educational research. In the first lecture by Tomas Englund, from 1999, two strands of educational research are stressed, didactic research and philosophy of education. Members of the research group Education & Democracy are said to be united in a belief in education as an important and potentially significant force in the achievement of democracy, and the possible development of a deliberative attitude in education is underlined. Agneta Linné, who was appointed professor of education and didactic research in 2002, explores in her lecture education as a scientific discipline, using the concepts time and history, pedagogical space, narrative identity and narrative imagination. She raises the question of narrative perspectives and biography as potential tools for research on democratic dimensions of education. Bernt Gustavsson, made professor of education with a focus on democracy in 2002, analyses the never ending problem of the relation between the universal, for instance human rights as possible values for all, and the particular, in the form of the right of local communities and identities to their culture on the basis of recognition of difference. He underlines the potential of the hermeneutic tradition and how "bildung" may mediate between the universal and the particular. Gert Biesta, guest professor from 2001, argues in his lecture that we should understand democracy not only as a problem for education, but also as an educational problem in its own right. He proposes an educational definition of democracy as the situation in which all human beings can be subjects. Finally, Lars Løvlie, guest professor 2003–2004, also refers to the "bildung" concept, but introduces the concept of the body into what he calls "cyberbildung", which does not break entirely with traditional aspects of "bildung", but may even contribute to them. According to the phenomenological approach he sketches, there are no hard and fast walls between belonging to different worlds and being situated.

The Technical University of British Columbia (1999–2002) has received scant attention in the scholarly literature since it was folded into Simon Fraser University and became SFU's Surrey branch campus. This article uses neo-liberal and institutional theory to understand the university's economic mandate and the motivations of the staff and faculty who worked there. TechBC's legislation and oral history interviews reveal neo-liberal influence in its purpose as an economic driver of the province, academic programs intended to satisfy the high-technology labour market, willingness to collaborate with industry, corporate governance structure, and reduced government funding support. TechBC employees were drawn to working at a start-up university, building an interdisciplinary curriculum, and employing new online teaching and learning methods. TechBC's institutional logic of non-conformity and its aspirations to transform the university experience accounts for its community's positive memories of the short-lived university.RésuméL'Université technique de Colombie-Britannique (1999-2002) a reçu peu d'attention dans la littérature académique depuis son incorporation à l'Université Simon Fraser où elle est devenue le Campus Surrey. Cet article utilise la théorie néolibérale et institutionnelle pour comprendre le mandat économique de l'université ainsi que les motivations du personnel et des professeurs qui y ont travaillé. Les statuts de TechBC et les entrevues en histoire orale révèlent une influence néolibérale dans sa mission comme moteur économique de la province, dans les programmes universitaires destinés à satisfaire le marché du travail de haute technologie, dans la volonté de collaborer avec l'industrie, ainsi que dans la structure de gouvernance corporative et le soutien financier limité du gouvernement. Les employés de TechBC ont été incités à travailler dans une nouvelle université, à développer un programme d'études interdisciplinaire et à utiliser de nouvelles méthodes d'enseignement et d'apprentissage en ligne. La logique institutionnelle de non-conformité de TechBC et ses aspirations à transformer l'expérience universitaire expliquent le souvenir positif de sa communauté envers l'université éphémère.

Political and social transformations impact on educational provision, and nowhere has that been more evident than in Scotland in the 20th Century: a period dominated by the expansion and then ultimate collapse of heavy engineering, shipbuilding and mining in the post-war decline of western domination of these markets in the 1960s and 1970s. These factors impacted on the fabric of communities and on secondary school provision where the old norms were swept away with a more egalitarian and inclusive curriculum defined in the 1970's with a series of major government reports culminating in the 'Music for All' campaign (1984). The latter part of the 20th century also witnessed the renaissance of Gaelic and the traditional folk culture of Scotland led in part by collectors such as Hamish Henderson and the creation of the School of Scottish Studies at Edinburgh University in 1951. This was also paralleled by an increased desire for political and social change . The work of Fèisean Nan Gàidheal and other agencies,has brought the teaching of traditional music to many thousands of young people. Both formal and non-formal learning were transformed in the country during the last twenty years of the 20th Century with the advent in schools of rock, pop and jazz music as well as classical, and a thriving traditional music provision in the community. Inclusion, diversity and equality are the underpinning foundations of these provisions and the primacy of the learner – the truly student centred approach – is enshrined in the 'Curriculum for Excellence' national framework (2006). The paper concludes with a discussion on the challenges for facilitators and teachers in terms of pedagogy and methodology across these very different genres and what approaches can be deployed to ensure that all aspiring musicians have programmes of learning which are tailored to their needs.