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There is a growing body of research that explores how school climate, order, and procedural justice are related to violence within American public schools. What remains in the background, however, is how school climate, order, and justice are related to aspects of education such as dropping out. This study uses multilevel analysis, drawing from the Educational Longitudinal Study of 2002, to examine the effect of school climate, order, and justice on dropping out. Results indicate that, when considering the various dimensions of school climate, order, and justice, a student receiving a formal school sanction remains the strongest factor related to the likelihood of a student dropping out of school. These results underscore the importance of careful design and implementation of school discipline and safety policies.

Examines NATO's Training and Education Enhancement Program (TEEP), focusing on national training establishments in Partnership countries.

Large differences in mortality rates across those with different levels of education are a well-established fact. This association between mortality and education may partly be explained by confounding factors, including intelligence. Intelligence may also be affected by education so that it becomes a mediating factor in the causal chain. In this paper we estimate the impact of education on mortality using inverse probability weighted (IPW) estimator, using either intelligence as a selection variable or as a mediating variable. We develop an IPW estimator to analyse the mediating effect in the context of survival models. Our estimates are based on administrative data, on men born in 1944-1947 who were examined for military service in the Netherlands between 1961-1965, linked to national death records. For these men we distinguish four education levels and we make pairwise comparisons. From the empirical analyses we conclude that the mortality differences observed by education are only attributable to education effects for high educated individuals. For low educated individuals the observed mortality gain is mainly attributable to differences in intelligence.

Die Regierungen in der Europäischen Union retten Unternehmen in Schwierigkeiten durch staatliche Rettungs- und Umstrukturierungsbeihilfen. Diese Dissertation besteht aus drei Kapiteln, die solche Beihilfen analysieren. Im ersten Kapitel nutze ich Daten von 86 Fällen aus den Jahren 1995-2003 um zu prüfen, wie wirksam die Beihilfen bei der Konkursprävention sind. Es gibt drei Ergebnisse. Erstens steigt die geschätzte diskrete hazard rate in den ersten vier Jahren nach der Subvention und sinkt danach, was nahelegt, dass einige Sanierungen den Konkurs eher verzögern als verhindern. Zweitens, Regierungen favorisieren staatliche Unternehmen bei Beihilfeentscheidungen, obwohl diese keine besseren Überlebenschancen haben. Drittens, die Wahl, ob Rettungs- oder Umstrukturierungsbeihilfe gewärt wird, ist eine endogene Variable in der Analyse. Wenn man sie als exogen betrachtet, unterschätzt man die Auswirkungen auf die Konkurswahrscheinlichkeit. Das zweite Kapitel ist eine Studie über die Auswirkungen von Bailouts auf Marktstruktur und Wohlfahrt in einem internationalen, asymmetrischen Cournot -- Duopol. Es wird gezeigt, dass die optimale Beihilfe positiv ist, auch wenn der Marktaustritt einer Firma nicht verhindert werden kann. Der Grund hierfür ist ein strategischer Effekt, der die effizientere Firma zu einer zusätzlichen kostenreduzierenden Maßnahme veranlasst. Wird der Marktaustritt verhindert, ist Effizienz geringer. Das dritte Kapitel enthält empirische Belege der politischen, institutionellen und wirtschaftlichen Determinanten der Sanierungsubventionspolitik. Ich nutze einen neuen Datensatz über Entscheidungen über Rettungs- und Umstrukturierungsbeihilfen während der Jahre 1995-2003 zusammen mit Informationen über Wahlergebnisse in den Europäischen Ländern. Das wichtigste Ergebnis ist, dass die Beihilfen in Ländern mit Mehrheitswahlsystem wahrscheinlicher sind, insbesondere während der Jahre vor Wahlen. ; Governments in the European Union bail out firms in distress by granting Rescue and Restructuring Subsidies. This thesis consists of three chapters analyzing European bailouts. In the first chapter, I use data from 86 cases during the years 1995-2003 to examine the effectiveness of bailouts in preventing bankruptcy. The results are threefold. First, the estimated discrete-time hazard rate increases during the first four years after the subsidy and drops after that, suggesting that some bailouts only delayed exit instead of preventing it. Second, governments'' bailout decisions favored state-owned firms, even though state-owned firms did not outperform private ones in the survival chances. Third, subsidy choice is an endogenous variable and treating it as exogenous underestimates its impact on the bankruptcy probability. Policy implications are discussed in the chapter. The second chapter is a study of the effects of bailouts on market structure and welfare in an international asymmetric Cournot duopoly. I show that the subsidy is positive also when it fails to prevent the exit. The reason is a strategic effect, which forces the more efficient firm to make additional cost-reducing effort. When the exit is prevented, allocative and productive efficiencies are lower than in case of exit. The third chapter provides evidence of political, institutional and economic determinants of bailout policies. I use a new data set based on rescue and restructuring aid decisions during the years 1995-2003 merged with information about electoral outcomes in European countries. The main finding is that in countries with majoritarian democratic institutions bailouts are more likely, in particular during years preceding elections. Since bailouts are a targeted fiscal policy, the evidence supports the theory of Persson and Tabellini (2000) predicting that electoral systems shape incentives for fiscal policy choices.

Whereas children's agency and their right to civic participation have been extensively discussed in childhood studies, especially within sociology, their presence in pedagogical studies is still scarce. We intend to contribute to tentatively plugging that gap by analysing the need for a change of perspective in school settings based on acknowledging children as participatory social actors. We are committed to an epistemological broadening of the expression "inclusive education" that complements the traditional and necessary meaning of "reaching to all learners"; a broadening grounded on the configuration of intergenerational relationships in which children participate in schools as learners and partners, as agents who are part of their community and take part in it. Schools are thus transformed into inclusive democratic educational communities or fellowships that include children in the decision‐making on those aspects that affect them, according to their progressive autonomy, while validating their knowledge and experiences. The article is framed on the sustainable development goals (SDG), specifically on SDG no.4, to ensure inclusive, equitable, and quality education, and SDG no.16, which urges to promote just, peaceful, and inclusive societies and the consolidation of institutions. Our stance is that a significant step forward to achieving these goals is that schools should prepare for life in democracy by being experienced and run democratically. This involves children's gradual participation in school management, from the micro to the macro level. To this end, we focus on three key elements: children's rights to participation, the principle of progressive autonomy, and acknowledging children's agency in schools.

In the context of global interest in inclusive education, the demand for effective teacher training on inclusion in education has grown significantly. This paper aims to identify opportunities for engaging pre-service teachers in learning about inclusive education within Romania's existing initial teacher education curriculum. The analysis delves into the curricula of psycho-pedagogical training programs (Level I and II) offered by universities through the Teacher Education Departments and the curricula of four subjects included in the teacher training program (Level I). Specific subject contents suitable for an infusion approach of inclusive education are identified. The study suggests learning activities that can be integrated into the analysed subjects' curriculum. The proposed approach and activities represent valuable resources for university teachers involved in psycho-pedagogical training programs, offering adaptable strategies for university teaching practice and potential extension to other disciplines with necessary adjustments.

This literature review synthesizes what is known about the relationships between education, training and the labour market in Ghana. It focuses upon the returns to education and training in both formal and informal sectors of the economy. The implications of recent trends in these returns are discussed. Characteristics of the broader labour market environment in Ghana, and of pathways from education and skills training to employment, are identified. Priorities for research are indicated.

A common problem in contemporary western societies is segregation,which is also reflected in schools. The point of departure for this study is apolitical initiative in Sweden, where pupils are being transported by busfrom a suburb to different schools in the city with the aim of promotingintegration and improved performance results. The study focuses on theteaching practice of Physical Education (PE) at one of the schools where'the bus for inclusion' stops every morning. The research questionconcerns how 'the political action' of the bussing project is 'acted upon'in the subject of PE. The purpose is to explore what becomes of thisparticular PE practice, in terms of rationalities encompassing a PEteacher's pedagogical actions and the pupils' ways of acting on them. Thedata, gathered through extensive fieldwork, including lesson observationsand interviews, is analysed from a governmentality perspective [Foucault,1978/1994. Governmentality. In Power (pp. 201–222). New York: The NewPress]. The findings highlight three underlying rationalities in regards tointegration, aiming at promoting intercultural encounters, collaborationand mutual respect. These rationalities, manifested through the PEteacher's pedagogical actions, offer guidance for the pupil seen as 'asubject seeking to construct himself or herself' [Wieviorka 2014. A critiqueof integration. Identities, 21(6), 633–641, 636–637]. In case of compliance,the notion of 'us and them' is countered and a shared experience ofbelonging is achieved through teamwork and self-regulation. In case ofresistance, segregation is maintained in the school community as well asin society as a whole. This study does not contribute any incontestableevidence of social inclusion through PE [cf. Bailey, 2005. Evaluating therelationship between physical education, sport and social inclusion.Educational Review, 57(1), 71–90; Dagkas, 2018. Is social inclusion throughPE, sport and PA still a rhetoric? Evaluating the relationship betweenphysical education, sport and social inclusion. Educational Review, 70(1),67–74]. However, the findings indicate that 'action upon action' in aculturally heterogeneous PE practice makes a difference insofar asintegration is understood as a process of subjectivation [Wieviorka 2014.A critique of integration. Identities, 21(6), 633–641]. Depending on thedirection of the PE teacher's guidance, the process might tend towardseither cultural assimilation or pluralistic integration [Grimminger, 2008.Promoting intercultural competence in the continuing education ofphysical education teachers. Sport-Integration-Europe, 310–320]. ; Funding Agency: Örebro Universitet

This essay discusses the Phenomenology and Human Formation according to Edmund Husserl's perspective. It is a reflection of use of the term "phenomenology', which provides the understanding of the meaning and significance of the phenomenon. It also points out that a major concern in phenomenology as method is to evidence the structures in which the experience occurs. Phenomenology must disclose, in the description of the experiences, the universal structures where they are based. It presents the categories of intentionality and epoche and the essay looks foward to the aknowledgement of every act of knowledge (noema) and its correspondence to an specific mode of consciousness (noesis). It also presents the husserlian category of Lebenswelt (the world-of-life), which is a fundamental and significant conception for Husserl throughout his career as a man and rigorous researcher. The text discusses the European humanity and human crisis and it offers a contribution to problematize education and current problems faced by humanity.