Suchergebnisse

The study of education can be to complex societies what the study of religion has been to societies variously characterized by anthropologists as 'simple,' 'cold' or 'elementary.' Recognizing this potential, sociologists and social anthropologists have recently indicated a renewed interest in the study of how schooling, especially higher education, implicitly defines and transmits a culturally valued cognitive style, 'a set of basic, deeply interiorized master-patterns' of language and thought on the basis of which other patterns are subsequently acquired (Bourdieu 1967: 343; see also Cole, Gay, Glick and Sharp 1971).

We assessed the vocational personality of 104 graduate students in school counseling, mental health counseling, and school psychology programs using Holland's () theory of personality and career choice. The correlational findings confirmed the importance of vocational personality traits in relation to the academic performance of graduate students. Among the Self‐Directed Search–Revised vocational personality types, the Investigative type emerged as a consistent predictor of performance on all sections of the Graduate Record Examination. The participants from 3 graduate programs predominantly identified Social as their primary vocational personality type, with variability in the secondary and tertiary code positions. The student group with the highest degree of congruence, defined as the degree of fit between one's personality and the environment, had the highest graduate grade point average, indicating the relationship between the degree of congruence and achievement. Theoretical and practical implications of the findings are discussed.

Der Artikel untersucht den von Kenia und Tansania unternommenen Versuch, die Sekundärerziehung zu ändern, um berufsorientierte Fachkenntnisse zu vermitteln. Unter diesem Gesichtspunkt wird die Bildungspraxis in den beiden Ländern verglichen und der Einfluß der verschiedenen Aspekte der Diversifizierungsprogramme bewertet. (DÜI-Ott)

Essential services are commonly defined as those services whose interruption might inflict substantial harm on the population at large. Police, firefighters, and emergency medical professionals are paradigmatic examples of essential service providers. In recent years, some governments have resolved that formal primary education should be added to this list of essential services. The immediate practical implication of designating education as an essential service is that workers tasked with providing this service will face new limitations or even outright prohibitions on their freedom to strike. This paper analyzes the harm-based justification for declaring formal primary public education an essential service—that is, to consider if education is one service whose interruption might inflict substantial harm on the population at large. I argue that there is no compelling case to be made for changing the status of primary education from non-essential to essential and discuss why teachers' right to strike should be protected. On the one hand, it is unclear to what extent educators' participation in strikes can produce a type of harm that justifies limiting their right to strike. On the other hand, restricting that right has costs that must be weighed in any plausible harm-based account.

Will protectionist sentiment in the United States result in the imposition of barriers ultimately impeding the flow of this foreign technology, or will the realities of reciprocity soften the restrictive legislation in some of the developing countries which are increasingly becoming technology exporters? It is clear that the international economic system becomes increasingly interdependent each year. What is ever more apparent is that trade flows, international capital movements, and the transnational transfer of technology are inextricably interrelated with other issues involved in the Global Dialogue, such as the role of energy in development, (including petroleum and alternate sources), the stabilization of commodity prices, and the access to developed countries' markets for lesser developed countries' exports.

The article analyses the essential components of the strategy of a catch-up growth. It is shown how much does mean a competent economic, especially industrial and foreign trade policy of the state. The author argues that, while having successfully managed the transition from a command economy to the mixed model, Russia stopped at the next-stage of development – the formulation and realization of an optimal strategy for a long-term modernization. Only in 2008 the government approved the Concept of country's development until 2020 in which the transition to the innovative model of development is advertised. However, it is likely that the due time for the establishment of an information and diversified economy is lost. We should expect a significant drop in world prices for oil and natural gas as result of the rapid development of gas production from shale and the transfer of cars on self-contained power supply. The country transition to the innovative way of development is hampered not only by the economic factors but also by the current political situation. All this does not promise quick success for implementation of a catch-up growth model in Russia.

This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities

The previous essays have presented a (frequently tragic) history of the Muslims of Southeastern Europe. The development of national identities among the Muslim populations has been an important chapter in this story. A recurring theme in the different case studies presented in this special issue is that the ways in which the Balkan Muslim population perceived itself did not always match the perception of the Christian population, especially the nationalists. Likewise, while the non-Muslim population often considered all Muslims to be an undifferentiated mass (usually referred to as "Turks"), the Muslims themselves often had highly nuanced and complex self-perception. While this self-identification included Islam as an important component, Islam was by no means the only, or even most important, aspect of identity.