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Worldwide tourism education is being promoted by various national and international agencies to achieve sustainable development goals. The presence of tourism education is tremendously growing in international universities. The results suggest that as per the academicians alongside with tourism professionals, the tourism education is highly relevant for economic development. It also shows that tourism education in Uzbekistan, is general a matter of course and specialization-based tourism programs are near to absent. This article is not focused on the criticism of reforms in legislation and their functionality, but rather on introducing possibilities which may present an alternative to developing and realizing projects along the lines of innovation in Uzbekistan. The question is how vocational training schools and institutes of higher education, specifically training programmes in tourism and hospitality, have changed and are changing now that the new laws on education, on vocational training. What kind of future can these institutions look forward to, what will they be teaching and in what conditions, especially, in time and after pandemic CoViD-19? This question applies equally to theoretical and practical training.

A stylized finding on returns to vocational education is that vocational compared to general education generates a differential life course pattern of employability: while vocational education guarantees smooth transitions into the labour market and thus generates initial advantages, these erode with increasing age, leading to late-life reversals in employment chances. We contribute to this research by assessing cohort variations in life-cycle patterns and distinguishing two explanations for late-life reversals in employment chances. The adaptability argument states that this phenomenon is due to the lower adaptability and occupational flexibility of those with vocational education. In contrast, the health argument states that vocational education leads to physically more demanding occupations, faster health deterioration, and, thus, lower employability in later life. Using data from the German Socio-Economic Panel, we employ non-parametric state probability analysis to assess cohort variations in employment patterns, and mediation analysis to assess how much of the late-life reversal of employment patterns is due to a faster health deterioration among the vocationally educated. Results show that the early life advantage of vocational education increases across cohorts. Furthermore, those with vocational education exhibit faster health deterioration, and a small part of the late-life employment disadvantage of this group works through lower levels of health after midlife.

How the essential democratic values of diversity and free expression can coexist on campus.Safe spaces, trigger warnings, microaggressions, the disinvitation of speakers, demands to rename campus landmarks—debate over these issues began in lecture halls and on college quads but ended up on op-ed pages in the New York Times and the Wall Street Journal, on cable news, and on social media. Some of these critiques had merit, but others took a series of cheap shots at "crybullies" who needed to be coddled and protected from the real world. Few questioned the assumption that colleges must choose between free expression and diversity. In Safe Spaces, Brave Spaces, John Palfrey argues that the essential democratic values of diversity and free expression can, and should, coexist on campus. Palfrey, currently Head of School at Phillips Academy, Andover, and formerly Professor and Vice Dean at Harvard Law School, writes that free expression and diversity are more compatible than opposed. Free expression can serve everyone—even if it has at times been dominated by white, male, Christian, heterosexual, able-bodied citizens. Diversity is about self-expression, learning from one another, and working together across differences; it can encompass academic freedom without condoning hate speech.Palfrey proposes an innovative way to support both diversity and free expression on campus: creating safe spaces and brave spaces. In safe spaces, students can explore ideas and express themselves with without feeling marginalized. In brave spaces—classrooms, lecture halls, public forums—the search for knowledge is paramount, even if some discussions may make certain students uncomfortable. The strength of our democracy, says Palfrey, depends on a commitment to upholding both diversity and free expression, especially when it is hardest to do so.

Dedication -- Foreword -- Integrative Learning and the Karen Diaspora -- Map -- Acknowledgements -- Contents -- List of Figures -- Chapter 1: Introduction -- Childhood and Sociopolitical Change -- Education and Social Dissonance -- Intergenerational Relations and Learning -- The Karen -- The Karen from Thailand and Burma -- The Legend of the Lost Book -- Research Context and Methods -- Book Structure -- Bibliography -- Chapter 2: Sociocultural Learning and Work in the Family -- Work in the Family -- Intergenerational Relations and Rural Development

Male-dominated law and legal knowledge essentially characterized the whole of pre-modern history in that the patriarchy represented the axis of social relations in both the private and public spheres. Indeed, modern and even contemporary law still have embedded elements of patriarchal heritage, even in the secular modern legal systems of Western developed countries, either within the content of legislation or in terms of its implementation and interpretation. This is true to a greater or lesser extent across legal systems, although the secular modern legal systems of the Western developed countries have made great advances in terms of gender equality. The traditional understanding of law has always been self-evidently dominated by men, but modern law and its understanding have also been more or less "malestreamed." Therefore, it has become necessary to overcome the given "maskulinity" of legal thought. In contemporary legal and political orders, gender mainstreaming of law has been of the utmost importance for overcoming deeply and persistently embedded power relations and gender-based, unequal social relations. At the same time and equally importantly, the gender mainstreaming of legal education – to which this book aims to contribute – can help to gradually eliminate this male dominance and accompanying power relations from legal education and higher education as a whole. This open access textbook provides an overview of gender issues in all areas of law, including sociological, historical and methodological issues. Written for students and teachers around the globe, it is intended to provide both a general overview and in-depth knowledge in the individual areas of law. Relevant court decisions and case studies are supplied throughout the book.

The fourth industrial revolution, Industry 4.0, is changing the world around us. Education is not immune to these changes. This contributed book presents advanced technologies and applications for Education 4.0.

Defining cynicism : the roots of a political disease -- The shifting political discourse : do what I say, not what I do -- Inequality, racism and the psychology of cynicism : white resentment and neopopulism unite -- The scourge of fake news & media consolidation (aka propaganda is winning the war on truth) -- Educating intolerance and commodifying knowledge : schools in the culture wars' firing line -- Higher education under attack on multiple fronts : neoliberalism, neopopulism & the cloistering of knowledge -- Representatives of the political subject in popular culture : cultivating cynicism through our heroes & villains -- Corporate hegemony and the struggle to control the American mind -- Contesting cynicism & restoring hope.

Relation between 'Nusantara Islam' and Islamic education in contemporary Indonesia is a pivotal issue. It is because of many fundamental reasons, such as, historical, social, political, cultural, religious and educational perspectives. In this context, this article focuses on the relationship and the contribution of Nusantara Islam in Indonesian Islamic educational context from time to time in all aspects. The research in this paper is qualitative with descriptive analytical approach and documentary method. The general objective of this study is to find out what and how the history of Nusantara Islam in the country? What and how the history of Islamic education in Indonesia? How is the relationship between Nusantara Islam and Islamic education in contemporary Indonesia? The results showed that, first and foremost, is the history of Nusantara Islam is a portrait of a very complex history, which extends from the Aceh to Papua and elsewhere in Indonesia. Second, the history of Indonesian Islamic education is the discussion about institution, content of materials and objectives of Islamic-based education from time to time. Third, the relationship between Nusantara Islam and Islamic education in contemporary Indonesia has a strong "bond†with each other. Ultimately, the relationship is so closely linked to the development and progress of the nationhood. ; Hubungan Islam nusantara dan pendidikan Islam di Indonesia kontemporer merupakan isu yang penting karena berbagai alasan sejarah, sosial, politik, budaya, agama hingga pendidikan. Tulisan ini fokus pada relasi dan kontribusi Islam nusantara dalam pendidikan Islam di Indonesia dari waktu ke waktu dalam semua aspeknya. Penelitian dalam tulisan ini bersifat kualitatif dengan pendekatan deskriptif analitis dan menggunakan metode dokumentatif. Tujuan umum penelitian ini adalah untuk mengetahui apa dan bagaimana sejarah Islam nusantara di Indonesia? Apa dan bagaimana sejarah pendidikan Islam di Indonesia? Bagaimana hubungan antara Islam Nusantara dan pendidikan Islam di Indonesia kontemporer? Hasil penelitian menunjukkan bahwa: pertama, sejarah Islam nusantara merupakan potret sejarah yang sangat kompleks tersebar dari ujung Aceh hingga Papua dan kawasan lain di Indonesia. Kedua, sejarah pendidikan Islam di Indonesia merupakan bahasan tentang institusi, materi dan tujuan pendidikan yang berbasis Islam dari masa ke masa. Ketiga, hubungan antara Islam Nusantara dan pendidikan Islam di Indonesia kontemporer memiliki keterkaitan yang erat satu sama lain. Dari era ke era, hubungannya sangat terkait erat dalam pembangunan dan kemajuan bangsa.

Edited by Abe Ata and Alex Kostogriz The internationalisation of higher education in the 20th century, built on an unprecedented expansion of transport and communication networks and the scope of international scholarly activities, triggered a massive flow of people across countries and continents. Geographically remote countries, such as Australia, became more attractive and accessible to migrants from Europe. Today, international education in Australia is under enormous pressure to reinvent itself. This book offers a collection of chapters that cover various dimensions of international education in Australia. The issues covered span from political and student identity concerns to the pedagogical and curriculum dimensions of international education and to the areas of language acquisition and language assessment. Each chapter formulates implications for the education of international students as Australia enters a new phase of hyperglobalism and completion with the rise of global cities and educational hubs that they provide beyond the traditional Western providers of higher education. Coming from diverse backgrounds and regions, the authors offer insights into significant developments in international education as they address crucial questions faced by educators in Australia and compare them with North America and Europe in comprehensive and critical ways. This includes shifts in methodological approaches in education and policy research, as well as other issues arising from comparative research, such as improving educational quality and responsiveness of education to the needs of international students. Several chapters address more specific problems of providing equality, access, and equity for all students, narrowing the achievement gap, and the ways of offering education that is free from prejudice and discrimination on the grounds of race, ethnicity, gender, social class and religion.

The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.

""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""Introduction""; ""PART 1: Historical and Theoretical Approaches""; ""1 Religious Pluralism as a Self-Evident Problem in the Context of Globalization""; ""2 Secular Modernity, Religion, and the Politics of Knowledge""; ""3 Can Secularism Be Rehabilitated?""; ""PART 2: Secularisms in the West""; ""4 Between Secularism and Postsecularism""; ""5 Tolerance and Accommodation as Vestiges of the Empire""; ""6 In God We Trust?""; ""7 Ideologies, Institutions, and Laws""; ""PART 3: Secularisms beyond the West""

AbstractThe mission of the United States Navy expanded significantly because of the presence of the institution of racial slavery on American soil. Most important, both proslavery and antislavery forces favored, for very different reasons, a substantial naval buildup in the late 1850s. The navy had, however, long been engaged in securing the nation's borders against slave smuggling, an activity that also seemed to have broad support at the time. Finally, somewhat more controversially, the navy had been associated with the American Colonization Society's Liberian enterprise from its very inception, deciding to deploy vessels to Africa in an otherwise unimaginable time frame. The relationship between the presence of slavery and the pre–Civil War activities of the navy is a largely untold—or, at best, half-told—story of American state development.