Suchergebnisse

Most of the current IT-infrastructures at Universities were designed and deployed at times of mostly campus based education, following the "one solution fits all" approach. Nowadays, with the growing number of courses given on distance and unique requirements on software content in almost every course in all disciplines the existing infrastructure became extremely stiff and inefficient. In many cases it fails providing flexible services with acceptable quality both to teachers and students. Another problem appears with the all growing mobility of students in the scope of Erasmus Mundus programme and numerous bilateral agreements between universities. The uncertainty in number of students to be handled in each semester (even in the scope of a particular course) makes it difficult for the IT departments to estimate the need and to correspondingly dimension the IT-system. Normally, IT administrations at universities over-dimension their infrastructures in order to stay competitive and provide satisfactory quality of experience. This obviously leads to an increased cost associated with purchasing and maintaining the equipment. Besides the economical component the environmental impact becomes one of the critical factors that universities have to deal with nowadays. Universities as governmental organizations need to take environmental considerations into account when implementing European Union policies on ICT sustainability. Cloud technology and specifically infrastructure as a service (IaaS) providers is an excellent alternative to an outdated inefficient local infrastructures. Early 2012 Luleå University of Technology started a project on adopting cloud technology for implementing the university's IT-infrastructure. This work-in-progress article will describe the results of its pre-study phase aiming at understanding a feasibility of integrating and/or migrating key infrastructure components into an IaaS system and opening ways for making university's resources more accessible to wider public. Numbers of logistical, technical and education related challenges, however, make such transition far from being trivial. This article focuses on the educational aspect of the pre-study. Specifically, work flows in education process of several courses in different disciplines in natural and engineering sciences were analysed from the student and teacher perspectives. In the article a schematic of a sustainable IT infrastructure adjusted to the needs of higher education will be drafted. Further, technical readiness and challenges of using cloud technology for university scale IT-infrastructure will be discussed. ; Godkänd; 2014; 20130618 (lauril)

In keeping with the main targets of Education for All (Dakar 2000) and the relevant MDGs (Millenium Development Goals), Norway emphasises in particular education for girls, support for vulnerable groups, as well as good teachers and textbooks. In line with Norway's overall rights-based approach to development, education is regarded as a human right. It is a precondition for economic, social and cultural development. Quality education is the most important weapon against poverty.

The autonomy of a state is thought to depend on the state's structures. This widely accepted view of the policy-making process has given rise to an uncontested assertion: states that possess centralized administrative structures are better able than decentralized states to formulate and implement policies independently of societal pressures.Is a decentralized state more permeable than a centralized one? We seek to answer this question by treating it as a hypothesis. The empirical material derives from a case study of a reform project proposed by the French state and objected to by the group in question, thenotaires.

This is a study of the structural links between pre-primary and primary education in Nairobi. The fact that standard one places are scarce is considered as an important explanatory factor in understanding the functions and structure of the pre-school education

The purpose of this chapter is to evaluate the Country Indicators for Foreign Policy (CIFP) against small state performance along several dimensions including rule of law, human rights and economic efficiency factors not specified in the CIFP conflict-instability index. This is done by evaluating aspects of governance, specifically democracy, against stability and conflict. Variables relating to the governance of small states are then specified in order to lay out a framework for empirical analysis. Our results indicate that the determinants of governance in small developing states are not very different from those in developing countries. ; peer-reviewed

AbstractHuman anthropometric traits, while significantly determined by genetic factors, are also affected by an individual's early life environment. An adult's body height is a valid indicator of their living conditions in childhood. Parental education has been shown to be one of the key covariates of individuals' health and height, both in childhood and adulthood. Parental functional literacy has been demonstrated to be another important determinant of child health, but this has largely been overlooked in studies on height. The objective of this study was to analyse the associations between parents' education, their functional literacy and their children's adult body height. The study used data for 39,240 individuals from the 2016 wave of the nationally representative Life in Transition Survey (LITS) conducted in 34 countries in Southern and Eastern Europe, the Middle East and Central Asia. Using linear and Poisson models, regression adjustment treatment estimators and multilevel mixed-effects linear regressions, the study analysed the links between mother's and father's educational attainment, parental functional literacy, measured by the number of books in the childhood home, and children's adult height. The models also included other individual and contextual covariates of height. The results demonstrated that mother's educational attainment and parental functional literacy have independent associations with children's adult body height. Sufficient literacy skills of the parent may have a positive effect on children's growth even if parental education is low. These associations remained significant across time. The study also provides evidence of a widening of the height gap for men born in the period just before and after systemic transition in post-socialist societies, which may suggest an increase in social differences in early living standards.

Open-access edition: DOI 10.6069/9780295804125 Two very different ethnic minority communities—the Naxi of the Lijiang area in northern Yunnan and the Tai (Dai) of Sipsong Panna (Xishuangbanna), along Yunnan's border with Burma and Laos—are featured in this comparative study of the implementation and reception of state minority education policy in the People's Republic of China. Based on field research and historical sources, Lessons in Being Chinese argues that state policy, which is intended to be applied uniformly across all minority regions, in fact is much more successful in some than in others. In Lijiang, elite members of the Naxi ethnic group (minzu) have a centuries-old connection with Chinese state educational systems as avenues to social mobility, and have continued this tradition under Communist rule. They participate enthusiastically in the present system, using education to gain official and professional positions. In contrast to the Lijiang area, Sipsong Panna functioned in many ways as a separate kingdom until 1950, with its own script and a separate educational system centered in Theravada Buddhist monasteries. Today, many Tai in that area still prefer monastic education for their sons, and most parents are indifferent to state education. This study finds that standardized, homogenizing state education is in itself incapable of instilling in students an identification with the Chinese state, ironically often increasing ethnic identity. Lessons in Being Chinese enhances our understanding of how state policy toward minorities works in many areas of life, and its conclusions can be extended well beyond the sphere of education. It will be of interest to both anthropologists and educators.

The article's purpose is to analyse the issue of implementation of knowledge economy and innovation through business education based on cluster analysis. The role of knowledge economy, innovation transfer, entrepreneurship and business-education coopetition are grounded to achieve economic growth and sustainable development. Input data withing the distribution of the knowledge economy through business education include a data of 23 countries for the following indicators: new registered enterprises, labour force, employment in industry, proportion of population studying 'Business, Administration and Law', proportion of population studying 'Services' and proportion of population studying 'Economics'. Using data normalization, Ward and Sturges methods and Statgraphics Centurion 19 soft five clusters were determined to show hidden dependencies and structure in countries sample in this research context. The first cluster includes 2 countries (Austria and the United Kingdom), the second – 11 countries (Belgium, Portugal, Denmark, Italy, Lithuania, Latvia, Poland, Ukraine, Croatia, Norway, and the Netherlands), the third – 5 countries (Bulgaria, Spain, France, Switzerland, and Finland), the fourth – 3 countries (Estonia, Germany and Sweden), and the fifth – 2 countries (the Czech Republic and Hungary). Due to building dendrogram of distribution on clusters and graph of agglomeration distance the quality of countries distribution into clusters was confirmed. Obtained results can be useful for further research and improving the state innovation, information and educational policy based on positive experience of neighbour countries within certain formed cluster.

Preliminary Material -- Introduction -- 1 Introduction to the Immunity of Heads of State and Other State Officials -- 2 The Immunity of Heads of State and Other State Officials as Rules of Customary International Law -- 3 Immunity of Heads of State and Other State Officials from the Criminal Jurisdiction of a Foreign State -- 4 Immunity of Heads of State and Other State Officials from International or Internationalised Criminal Jurisdiction -- 5 Interdependency between Immunity from Criminal Jurisdiction of a Foreign State and Immunity from International Criminal Jurisdiction -- 6 Conclusion on Immunity of Heads of State and Other State Officials under Contemporary Customary International Law -- 7 Ultra vires Action and Individual Criminal Responsibility -- 8 The Principle of Universal Jurisdiction and the Obligation aut dedere aut judicare -- 9 The Character of jus cogens Norms and the International ordre public -- 10 Conclusion on the Relationship between Principles Relating to Crimes Pursuant to International Law and Immunity of Heads of State and Other State Officials -- Summary -- Bibliography -- Table of Cases -- Index.

As interactive distance education gains prominence in management education, fanfare about the technology has overshadowed how the distance mode affects the learning context. This article addresses the gap between the technology focus and the learning environment. The authors categorize three specific challenges posed by interactive distance education: (a) the challenge of the technology delivery, (b) the challenge of the work-site context, and (c) the challenge to the student/professor relationship. Because others have written about the technology delivery, the authors focus on the work-site dynamic and the context of learning and offer prescriptions for managing these critical dynamics more effectively. The work is based on one of the author's MBA organizational behavior classes offered via interactive video technology to seven off-campus sites simultaneously and is supplemented with field observation, student surveys, and interviews.

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the "posthuman condition" or the "posthuman era," our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism's justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim "education is political," since humanism has shaped our very notions of "education" and "politics." After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism.