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State repression includes harassment, surveillance/spying, bans, arrests, torture, and mass killing by government agents and/or affiliates within their territorial jurisdiction. Over the past 40 years, the systematic study of state repression has grown considerably. The development of this work, however, has been uneven. Though unified in their focus on the problem of order (i.e., trying to ascertain how political authorities wield coercive power amid potential and actual domestic challengers), different scholars tend to emphasize distinct aspects of the topic. Consequently, a great deal of progress has been made in specific areas but others have lagged behind. In this review, I attempt to identify the dominant traditions in the repression literature, the core empirical findings, and some persisting puzzles. Adapted from the source document.

AbstractDoes access to better village‐level facilities for saving and borrowing improve educational outcomes and expenditure? Based on a literature review and case studies in Ghana commissioned by Plan UK, this paper finds that savings groups programmes, such as village savings and loans associations, help poor rural households pay for education in some contexts but not others. Households use loans directly to pay school expenses and also invest in income‐generating activities that allow them to raise educational expenditure in the longer term. There are additional indirect effects on education through health care, nutrition and household decision‐making. Copyright © 2015 John Wiley & Sons, Ltd.

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

THE AMERICAN CULTURE HOLDS A BEWILDERING ARRAY OF ATTITUDES AND OPINIONS ABOUT ITS GOVERNMENT AND ITS GOVERNMENT OFFICIALS. PROBABLY NO GREATER MYTH EXISTS THAN THE OFT HELD OPINION THAT BUREAUCRACIES ARE INTRANSIGENT MONOLITHS CHARACTERIZED BY SELF SERVICE AND LACK OF RESPONSIVENESS. THIS PARTICULAR ATTITUDE HAS BEEN STUDIED IN A VARIETY OF WAYS BY ACADEMICS AND IS MOST FREQUENTLY REFERRED TO IN THE LITERATURE ON BUREAUCRATIC POWER AND DE,OCRATIC CONTROL. THE STRUGGLE WITH BUREAUCRATIC POWER HAS FOSTERED A WIDE ARRAY OF STRATEGIES AND TECHNIQUES, SUCH AS STRUCTURED CITIZEN PARTICIPATION AND LEGISLATIVE OVERSIGHT, WHICH GOVERNMENT OFFICIALS USE TO DEMONSTRATE THEIR RESPONSIVENESS TO INCRESINGLY COMPLEX DEMANDS. THE ARTICLES INCLUDED IN THIS ISSUE'S FOCUS, "ADAPTATION AND RESPONSIVENESS TO INCREASINGLY COMPLEX DEMANDS. THE ARTICLES INCLUDED IN THIS ISSUE'S FOCUS, "ADAPTATION AND RESPONSIVENESS IN STATE GOVERNMENT," EXAMINE SEVERAL ISSUES AND STRATAGEMS RELATED TO THE FLEXIBILITY OF STATE GOVERNMENT.

Considerable attention is now paid to the education of looked after children in the UK, but the criteria used to judge success tend to focus on GCSE passes and university entry. The further education (FE) sector has been largely overlooked in these discussions even though it provides a wide range of non-school based courses for large numbers of disadvantaged 16–19-year-olds. Evidence from a typical college in England with 6200 students shows that a third of all older adolescents living in the area, most of them with modest academic achievements, have some connection with the college, and that around 700 of them require special mentoring. In addition, over 50 students, 70% of them female, are looked after – the same number of older teenagers as would be in the care of a medium-sized local authority. The article seeks to alert practitioners and carers to the contribution that FE can make to the welfare of older looked after children as participation in college life and the specialist help received can help mitigate some of the widely reported problems facing care leavers.

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.

Presents a study of the relationship between education & ethnic tolerance in Denmark, spurred by the rise in intolerant acts & sentiments. In democracies, the educational system, a primary tool of socialization, instills ideals such as tolerance. However, some social scientists contend that economic status, & not education, is the fundamental factor determining degree of tolerance. A 1988 survey of 2,885 Danes measured their views on immigrants & immigrant policies. It is concluded that those with a higher level of education are more tolerant of ethnic minorities. However, other factors, such as student/nonstudent status & political activity, impact the relationship. The educational system provides students with cognitive tools & an understanding of democratic principles. 9 Tables, 54 References. M. Piciocchi

Understanding the neoliberal restructuring of social services cannot be outside the implications of these processes for field education in social work. The neoliberal agenda creates contradictions in field education as the site where the service sector and the academy come together, where critical synergies can be realized or jeopardized. From the critical activist stance of ourselves, and our school, we recognize and seek to resist the neoliberal control of social work settings and the practices therein. Recognizing that many schools of social work practice an agency based model of field education, we examine the limits of this approach, suggesting a shift towards a community issue based model is necessary to maintaining a commitment to preparing and supporting critical activist practitioners.

With this was issued and is bound: Brown D.C. The government of Indiana. New York, 1912. ; Mode of access: Internet.

Authors on social justice provide a specific lens through which social justice in education can be viewed. They construct an ideal that cannot be legislated or achieved by means of international conventions or declarations – social justice is seated in the hearts and minds of people and it must be lived. It requires that every citizen should take the responsibility to protect, advance and promote the values, principles and ideals of social justice. In achieving these noble ideals developing countries need to come to terms with certain challenges that must be addressed lest social justice remain but a dream. This article argues that as long as these conditions exist there cannot be social justice.

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.