Suchergebnisse

Peace Education is considered to be an important pillar in preventing armed conflict and promoting positive peace. The aim of this article is to understand if education systems help development of peace processes in post-conflict settings and if the idea of implementing Peace Education into the formal curriculum could advance prospects for peace. In the paper three case studies are investigated more deeply – Japan, Germany and the South Caucasus. The article uses secondary sources to present the issue. The literature review includes academic books, articles, and official declarations of international organizations. The paper concludes that examples of integrating Peace Education principles in formal school education curriculums are not numerous, and the lack of a comprehensive data on Peace Education around the world could have been the reason that prevented governments from seeing the importance of implementing Peace Education within their national education systems.

Frontmatter -- Contents -- Acknowledgments -- Foreword -- one. in search of light in democracy and education -- two. dewey between hegel and darwin -- three. emerson's voice -- five. dewey's emersonian view of ends -- six. growth and the social reconstruction of criteria -- seven. the gleam of light -- eight. the gleam of light lost -- nine. the rekindling of the gleam of light -- Notes -- Bibliography -- Index

This article examines the childhood of those living inside refugee camps on the Thailand-Burma border, focusing specifically on education. Both quantitative and qualitative data are used. The article integrates objective research from international and national literature and subjective information collected through interviews with refugees and foreign workers from the camps. It gives a brief overview of the camps' demographic, an in-depth description of education for refugees and looks at general perceptions of childhood. The findings reveal that despite violations of the United Nations Convention on the Rights of the Child (1989), young people still retain hope of a better future. However, this hope is largely maintained by the strong presence of and over-reliance upon international non-governmental organisations. The article concludes with suggestions for improvement.

Manual codes on English and American sign language / Joseph Stedt, Donald F. Moores -- A manual communication overview / Harry Bornstein -- Communication in classrooms for deaf students / Thomas E. Allen, Michael Karchmer -- Sign English in the education of deaf students / James Woodward -- ASL and its implications for education / Robert J. Hoffmeister -- Signing exact English / Gerilee Gustason -- Signed English / Harry Bornstein -- Cued speech / Elizabeth L. Kipila, Barbara Williams-Scott -- Manual communication with those who can hear / George R. Karlan -- Some afterwords / Harry Bornstein

Strategies for managing economic relations, chiefly; 5 articles. Some emphasis on technological and political competition.

Abstract
I draw on the findings of a recently completed comparative research project to address the question: how did intergenerational social mobility change over cohorts of men and women born in the first two-thirds of the twentieth century, and what role, if any, did education play in this? The countries studied are the US, France, Germany, the Netherlands, and Sweden. Notwithstanding the differences between them, by and large they present the same picture. Rates of upward mobility increased among cohorts born in the second quarter of the century and then declined among those born later. Among earlier born cohorts, social fluidity increased (that is, the association between the class a person was born into and the class he or she came to occupy as an adult declined) and then remained unchanged for those born after mid-century. The association between class origins and educational attainment followed much the same trend as social fluidity. This suggests that growing equalization in education may have contributed to the increase in social fluidity. In our analyses we find that this is so, but educational expansion also led to greater fluidity in some countries. There is also a strong link between upward mobility and social fluidity. Upward mobility was mostly driven by the expansion of higher-level white-collar jobs, especially in the 30 years after the end of the Second World War. This facilitated social fluidity because people from working class and farming origins could move into the service or salariat classes without reducing the rate at which children born into those classes could remain there. Educational expansion, educational equalization, and rapid structural change in the economies of the US and Europe all contributed to greater social fluidity among people born in the second quarter of the twentieth century. For people born after mid-century, rates of downward mobility have increased: however, despite the lack of further educational equalization and less pronounced structural change, social fluidity has remained unchanged.

"Contract no. 300-79-042"--p. ii. ; "Human Resources Management, Inc." ; Mode of access: Internet.

The Philippines has put a lot of importance to the basic education sector. The immediate past government provided more resources to the sector, in support of the Philippine Development Plan as well as to attain commitments to global goals, including the Millennium Development Goals and its successor, the Sustainable Development Goals (which include SDG4 to achieve quality education for all). In this paper, various education indicators sourced from administrative reporting systems of the Department of Education, as well as sample surveys conducted by the Philippine Statistics Authority, are examined for monitoring and evaluation of the basic education sector. Further, these data sources on education statistics are scrutinized for describing persisting disparities among various groups (e.g., boys versus girls, poor and nonpoor, urban and rural population), and for probing into why some children continue to be out of school. Measurement issues and policy implications are also discussed.

This study examines the influence of state participation in the ownership structure of companies on their financial efficiency using a sample of 114 largest companies in Russia. As an indirect indicator of efficiency, we used a variety of financial indicators: revenue per employee (gross margin), return on equity, profit margin and debt burden. The effects of direct and indirect state ownership are considered separately. Using econometric analysis, we conclude that the dominance of the block of shares owned by the state has a negative effect on the performance characteristics, and its increase is associated with an increase in the debt burden of the companies. According to our criteria, state-owned enterprises (SOEs) perform worse on average than private companies. The mechanism of how changes in the "real sector" affect profitability is examined particularly closely. The study shows that a change in the profitability of private companies is characterized by a significant dependence on the movement of labor productivity characteristics. At the same time, for SOEs, a similar correlation was not revealed. These companies demonstrated no visible relationship between their profitability and performance characteristics. The study shows that increases in the size of direct government ownership lead to lower labor productivity and profitability; the impact of indirect ownership is, seemingly, more complicated.

This volume presents a critical discussion that brings contemporary academic debate about 'southern theory' to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice. Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity

Cover -- Contents -- Preface -- Acknowledgments -- 1 Education, Race, and Politics -- 2 Segregation: Separate and Unequal, through the 1950s -- 3 North Carolina's Response to Brown: The Pearsall Plan, 1952 to 1956 -- 4 Tokenism: From 1956 to 1960 -- 5 The Impact of the Civil Rights Movement: From 1960 to the Mid-1960s -- 6 Early, Limited Desegregation: The Mid- to Late 1960s -- 7 System-wide Desegregation: Late 1960s to Late 1970s -- Epilogue: Reform and Resegregation -- Appendix 1. Key Office Holders -- Appendix 2. Members of the First and Second Pearsall Committees -- Notes -- Select Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y.