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"First printed, in 1901, in fifty-two successive numbers of the Interstate Architect and Builder."--Introd. ; "Limited editon." ; Mode of access: Internet. ; 10 14

The antipathy of federal and state courts toward equal protection arguments in lawsuits challenging the public funding of education have forced education activists to search for alternative doctrinal hooks as they continue to seek reform in states' funding and management of schools. These activists have turned to state constitutions' education clauses, which impose duties on state governments to provide an "adequate" education for all children in the state. However, the art of defining and measuring an "adequate" education has advanced little beyond its state in 1973, when Justice Thurgood Marshall found the term unhelpful. In this Note, Josh Kagan surveys various means of defining and measuring adequacy used by state courts, including the use of existing legislative or executive standards, the use of future legislative or executive standards, a variety of educational outputs (such as standardized test scores), and educational inputs (such as quality of teachers, curricula, or school buildings). Applying scholars' theories of state constitutional interpretation and the history of state education clauses, Kagan argues that state courts should be aggressive in their use of educational inputs to define and measure educational adequacy. Unique factors of state governmental structure justify state court involvement in education policy questions that federal courts would consider inappropriate. These factors, coupled with the history of state education clauses, enable state courts to draw on a wide set of historical and current sources to define educational inputs required by state constitutions, and provide jurisprudential guidelines for this necessarily policy-laden analysis. Such an approach also encourages education activists to seek remedies other than reform to school financing systems; instead, activists can target states' provision of particular educational inputs.

This article examines the role that the element of surprise plays in the implementation of the art curriculum at the Higher Education level. My critical analysis and evaluation of the subject matter are based on the outcomes of three case studies, organised and realised in the South African politico-economic and socio-cultural framework. Consequently, the research develops in the context of three most significant streams of policies in Education: socio-cultural inclusion policy, multiliteracies in education and the needs of the Fourth Industrial Revolution for soft skills. The aim of the study is twofold: to demonstrate an appropriate climate of interaction among students and educators in Visual Arts and Design discipline, and to propose different teaching strategies for the enhancement of skilful planning, accurate decision taking, as well as analysing and synthesising creative ideas under unfamiliar and challenging circumstances.

Das Buch beschäftigt sich mit dem Thema Gewalt im Jugendalter und dem Peer-Ansatz. Es werden detaillierte theoretische Ausführungen über Peer Involvement, bzw. Peer Education als pädagogische Methode, die in einer wachsenden Anzahl von Projekten Anwendung finden, gemacht. Dabei wird der Peer-Ansatz im Hinblick auf seine Praxisrelevanz für die partizipative Arbeit mit Kindern und Jugendlichen und speziell auf seine Möglichkeiten zur Gewaltprävention betrachtet. Das Thema Jugendgewalt, welches vermehrt in den Fokus von Öffentlichkeit und Medien geraten ist, wird unter Berücksichtigung von Ursachen und Entstehung und dem tatsächlichen Vorkommen dargestellt und analysiert. Besonderheiten des Jugendalters, aktuelle Gewaltzahlen und Gewalt in der Schule stehen hierbei im Mittelpunkt. Ein besonderer Fokus des Buchs liegt auf der Verbindung von Peer Education und Gewaltprävention. Zu diesem Zweck wird das Gewaltpräventionsprojekt 'Schlag.fertig' dargestellt und evaluiert. Empirisch wird der Frage nach gegangen, ob mithilfe von Peer Education Gewaltprävention in der Schule praktiziert werden kann. Hierfür werden Daten von Schulklassen untersucht, die an einer 'Schlag.fertig'-Präventionsaktion teil-genommen haben. Im Projekt 'Schlag.fertig' werden ehemalige gewalttätige Jugendliche geschult und ent-wickeln Präventionsaktionen, welche sie anschließend mit Schulklassen durchführen. Die Schülerinnen und Schüler dieser Aktionen werden an drei Zeitpunkten hinsichtlich ihres eigenen (Gewalt-)Verhaltens und im Hinblick auf die Wirksamkeit der Präventionsaktionen schriftlich befragt. Sowohl die theoretischen Grundlagen als auch die Ergebnisse der Evaluation werden neben ihrer Praxisrele-vanz und den Möglichkeiten der Übertragung auch im Hinblick auf kritische Aspekte untersucht

Purpose
The aim of this paper is to highlight the utility of different sources of learning in informal, formal and non-formal venues in lifelong learning developing under variable contextual conditions. This calls for an integration of two fields that have been isolated for too long, namely, citizenship education and peace education.


Design/methodology/approach
Untrue, indoctrinating and even coercive communications negate learning that contributes to the formation of convictions based in conscientization. Political awareness is imperative for strengthening the human being's influence as an historical subject and participant in present and future social movements.


Findings
Traditionally, citizenship education focused on citizens' understanding of and relation to national political systems and domestic affairs. This focus was later enlarged to both a sub-national civic culture and to international orientations with an increasing interest in the global dimension. Peace education originated in peace research and action embedded in an understanding of peace from a value perspective aiming at transformation towards alternative visions of the future. Learners' perceptions of problems, conflicts and contradictions ranging from local to global levels are starting points for a politicization approach in peace education.


Originality/value
It is claimed in this paper that this comprehensive approach in peace education is imperative in citizenship education in any society. The rationale for this integration of citizenship and peace education is that becoming and being a citizen involves a lifelong process of learning aiming at increasing political awareness and influence.