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From 1981 to 1986, a federally sponsored research and development program to prevent violent juvenile crime was implemented through neighborhood-based organizations in the Bronx, Chicago, Dallas, Los Angeles, New Orleans, and San Diego. Its goal was to reduce such crime in specific locations through resident mobilization to strengthen neighborhood cohesion and make local institutions more responsive. A conceptual framework was based on social control and learning theories. Each local version of the program involved an ongoing needs assessment through which neighborhood resident councils planned and revised their efforts. Each local program was required to include violent-crisis intervention, mediation, family support networking, and youth skills development. After 36 months of planning and implementation, serious juvenile crime decreased in three of the six target neighborhoods, compared to their respective cities. Most of the programs developed means of financial support to carry on all or part of the effort after federal funding ended. Community-led programs that emphasize advocacy and institutional mediation appear to be more effective than traditional social services in mobilizing residents to prevent juvenile crime and violence.

The text of a lecture delivered on 27 June 1990 at Humboldt U, East Berlin, Germany, examines the concepts of "civil society" & "state" in light of contemporary developments in Eastern Europe. Drawing on insights from Max Weber, it is shown that the primary formal characteristic of the state is its possession of an administrative & legal order subject to change by legislation. The way in which the state derives authority & legitimation from its bureaucratic/administrative apparatus is discussed to show that the communist one-party system failed largely because it lacked the legitimation & authority characteristic of fully developed modern states.

The University of South Carolina used an educational television format for an introductory braille course to reach a population of teachers scattered throughout the state. Results indicate that this format is a viable alternative to on-campus sessions. Three major components of the course were fifteen weekly television class sessions, five Saturday class sessions, and mastery testing on six unit tests. This article reports on the television course, how it was structured, the reactions of students and professor, and its feasibility for use in the future.

In diesem Beitrag verteidigt der Autor eine universalistische Konzeption der Global Citizenship Education (GCE) gegen eine der zentralen Kritiken, die unter anderem im Rahmen von postkolonialen Theorieansätzen vorgebracht wurde. Diese Kritik moniert, dass GCE von genuin 'westlichen Werten' ausgeht (z. B. in der Form einer Menschenrechtsbildung und -erziehung oder von Konzeptionen der Rationalität oder des Selbst), die weder universell akzeptiert seien, noch universelle Geltung beanspruchen könnten und daher illegitimer Weise Angehörigen nicht westlicher Kulturen und Gesellschaften pädagogisch aufoktroyiert würden. Gemäß dieser Kritik repräsentiert GCE nur eine weitere Variante von pädagogisch ambitionierten Rechtfertigungen eines hegemonialen und ungerechten globalen Regimes in der Tradition des westlichen Kolonialismus und Imperialismus. (DIPF/Orig.) ; This contribution develops a defense of a universalist conception of Global Citizenship Education (GCE) against one of its most central critiques. This critique argues that GCE is based on genuinely 'Western values' (e. g., in the form of a conception of human rights or conceptions of rationality or the self), which are neither universally accepted nor universally valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global regime in the tradition of Western colonialism and imperialism. (DIPF/Orig.)

This paper examines a specific controversy over the control and content of sex education in South Australia in 1985 that was triggered by concerns about homosexuality. Drawing on Foucault's idea of the "deployment of sexuality", the paper examines the way in which the issue of homosexuality became the focal point for a concerted struggle over sex education in state schools. It is argued that the idea of homosexuality, or more accurately male homosexual sexuality, served as a boundary marker that both defined and revealed the content and scope of school‐based sex education. It is shown that this controversy was an instance of the "deployment of sexuality" through which public opinion was concentrated and mobilised to ensure that prevailing heterosexual norms remained the defining parameters for sex education. Thus it is also demonstrated that sex education is deeply implicated in both the construction and maintenance of prevailing (gendered) sexual norms.

Appraisal is the major performance management tool that is widely used to measure the efficiency and effectiveness of education in different contexts. In the European education environment, it has been recognized that the transition from learning to learning outcomes relies on developing appraisal frameworks that can appraise what a student knows, understands and mainly how to utilize what he has learned, as well as on evaluation frameworks of programs and in general of the educational approach. This paper has two main objectives. Firstly, it critically reviews the extant literature on student/program appraisal of the European education. Secondly, based on that review it presents a common framework for student assessment and program evaluation, which relies on four pedagogical issues: The PRACTICE applied, focusing on the students' knowledge achieved and on the design of the educational approach; the TOOL utilized that concerns the data collection and the data base creation; and the APPROACH in appraising, which includes the analyses performed and the time to materialize them. These three are creating a three-dimensional space, within which any aspect of the fourth issue, the NATURE of both the student assessment and the project evaluation, can take any position in this three-dimensional space.

According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration's secondary vocational education provision is given below under sub-headings suggested by the Terms of Reference (ToR) for this study. The information was gathered through a review of available literature. This varied from administration to administration both in terms of its coverage and of its quality. As a result, the information on each administration is somewhat diverse. This is particularly the case for objective evaluations of administrations' systems. The report ends by posing nine questions for the Government of India to consider when planning the introduction of vocational education to secondary schools: (i) what is the place of school-based vocational education within India's National Skills Qualification Framework? (ii) how much choice should be left to school students to decide on the balance of general and vocational education in their learning programme? (iii) what proportion of the vocational education curriculum should be devoted to general education? (iv) how can sufficient numbers of teachers of good quality be found to teach growing number of vocational students? (v) how beneficial is objective careers guidance for school pupils? (vi) what is the role or purpose of work experience for school pupils? (vii) what contribution to vocational education can be expected from employers if the labour market is largely informal with a small manufacturing sector? (viii) what form should assessment take, how would it be carried out and is there a relationship between it and general education? (ix) how can responsibility for vocational secondary education be allocated within a federal system of government? Finally, what should be clear from this study is that administrations develop policies and practices based on their history, their economic and geographic context and their vision, and that these policies will therefore vary between administrations.

Fil: Correa de Negreiros, Karla. Universidad de San Andrés. Escuela de Educación; Argentina. ; "La evolución de la práctica y las formas de gobierno ha atravesado siglos. Hoy existen cinco formas vigentes, pero con el advenimiento de las tecnologías expertos en todo el mundo apuntan a la aparición de una nueva forma de gobierno: la electrónica. Su implementación surge como una necesidad en medio a un renovado debate sobre el rol del Estado; Estado que, en la medida que avanza y asume nuevas responsabilidades, se desdobla en áreas y debe ser gobernado ya no sólo por un Jefe de gobierno sino también por un cuerpo de Ministros y contar con otras instancias gubernamentales que equilibren los poderes. El empleo de las tecnologías e Internet en el ámbito público supone una mejora en la gestión del gobierno y la modernización del Estado. Con el fin de conocer su aplicación y nivel de desarrollo en Educación observamos los sitios web oficiales de los Ministerios de las 23 provincias argentinas y la Ciudad Autónoma de Buenos Aires, analizamos estructuras de e-gobierno y entrevistamos a actores relacionados con el egobierno y la Educación. Analizamos los sitios a partir de la perspectiva del usuario y con los resultados obtenidos elaboramos un ranking que indica la posición de cada jurisdicción en función del nivel de desarrollo alcanzado a la fecha. El análisis de las estructuras y las entrevistas dan a conocer aspectos de la arquitectura organizacional que da soporte a los e-servicios dispuestos e indican en qué medida, hoy, se impulsa el desarrollo del e-gobierno en el área educativa. Los cuatro primeros puestos del ranking los ocupan la provincia de Buenos Aires, la Ciudad Autónoma de Buenos Aires, la provincia de Salta y la de Misiones. Los resultados revelan que el actual nivel de desarrollo de e-gobierno aplicado a Educación es básico, que la disposición de los eservicios, en el caso de las cuatro jurisdicciones que ocupan los primeros puestos en el ranking, no nace de la aplicación de una estrategia para el desarrollo del e-gobierno y que los sitios oficiales replican la arquitectura organizacional y la forma de conducir de las instituciones que gobiernan el área. SUMMARY The evolution of the practice and the forms of government have been lasted centuries. Nowadays there are five actual forms but the arrival of the technologies experts from all over the world admonished about the rising of a new form of government: the electronic form. Its settlement rises as a necessity within an updated debate about the State role. State that the more gets responsibilities the more divides and share responsibilities in some areas until to be taken by the Chief Executive and his Ministers. The technologies' application and internet in the public sphere supposes an upgrade in public's administration and State's modernization. Thus to know its application and present level of development in Education Area we watched the official web from the 23 Argentinean provinces and the City of Buenos Aires and we also analyzed projects and structures of local e-government and we interviewed the experts. We analyzed the places form the user's perspective and getting results we elaborated a ranking that indicates each jurisdiction's rank taking it in order considering the level of development reached in government's standard for e-government. The projects and structures' analysis and the experts' interviews demonstrate some aspects of the organizational architecture that supports the e-government services that indicates in witch level of work is been boosted the development of e-government for Education Area.The four first places of the ranking are placed by the province of Buenos Aires, the City of Buenos Aires, Salta and Misiones. Considering a large sort of possibilities this study revels that the present level of development of e-government applied to the Education is in the basic level and the offering of e-services is not a result of the implementation of a strategy for development of the e-government. The official local web Education sites are characterized basically for replying the structure of the institutions that govern the Education and its form of conduction." ; Artopoulos, Alejandro

Care of the Person with Dementia responds to the urgent need for health practitioners to take an innovative approach to the challenge of dementia. The first Australian text of its kind, it combines evidence-based resources with interprofessional education and practice, exploring the ethical, social and environmental repercussions of dementia to provide a comprehensive overview of dementia care in an Australian context. The text is structured around a model of interprofessional education and practice (IPE) tailored to dementia care. This model incorporates the context of care, an important element missing from other recognised models of IPE. Throughout the book, principles of IPE are explained within the context of dementia, drawing on exemplars from a body of current, well-researched and evaluated dementia practice. Written by experienced academics, and providing national and international perspectives, this is a unique and crucial resource to develop collaborative skills and professional knowledge in the management of dementia.

A well-informed and knowledgeable community is of vital importance for the economic and social development of a modem society. The knowledge and skills required for present day activities are much more complex than those required in the past. Today, many jobs require expert thinking and non-routine analytical skills, to identify and solve problems. Mathematics education focuses on developing a person's analytical and problem solving abilities. Thus a high quality mathematics education win ensure that students develop the skills that are essential not only in science and technology, but also in everyday life and the workplace. The government of Sri Lanka, recognizing the need for a high quality mathematics education has implemented several reforms in the recent past. Although the progress achieved is commendable, there is still room for improvement in certain important aspects of the learning teaching process. The main aim of the mathematics curriculum under these reforms is to create individuals who are able to think mathematically and apply mathematical knowledge effectively and responsibly in problem solving and decision making.