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Discusses the Spanish government's efforts to promote a liberal-conservative model of nationalism by emphasizing specific nationalist, economic, moral, & ecological values in public primary schools, 1875-1931. The government's educational measures were designed to manage the increasing pluralism in Spanish society, in particular, regionalist movements perceived as a threat to national unity. However, because the government implemented such measures only sporadically & in an uncoordinated fashion, they were unsuccessful in promoting a new nationalism or forestalling social change. J. Ferrari

Introduction: Academic Emergency Medicine (EM) departments are not immune to natural disasters, economic or political forces that disrupt a training program's operations and educational mission. Due process concerns are closely intertwined with the challenges that program disruption brings. Due process is a protection whereby an individual will not lose rights without access to a fair procedural process. Effects of natural disasters similarly create disruptions in the physical structure of training programs that at times have led to the displacement of faculty and trainees. Variation exists in the implementation of transitions amongst training sites across the country, and its impact on residency programs, faculty, residents and medical students.Methods: We reviewed the available literature regarding due process in emergency medicine. We also reviewed recent examples of training programs that underwent disruptions. We used this data to create a set of best practices regarding the handling of disruptions and due process in academic EM.Results: Despite recommendations from organized medicine, there is currently no standard to protect due process rights for faculty in emergency medicine training programs. Especially at times of disruption, the due process rights of the faculty become relevant, as the multiple parties involved in a transition work together to protect the best interests of the faculty, program, residents and students. Amongst training sites across the country, there exist variations in the scope and impact of due process on residency programs, faculty, residents and medical students.Conclusion: We report on the current climate of due process for training programs, individual faculty, residents and medical students that may be affected by disruptions in management. We outline recommendations that hospitals, training programs, institutions and academic societies can implement to enhance due process and ensure the educational mission of a residency program is given due consideration during times of transition.

The Indian diaspora consists of low- and semi-skilled migrants mainly tothe Middle-East; migration of the highly-skilled to developed countries;and cross-border students who seek employment and remain in their hostcountries. India initially viewed the migration of the best educated fromits prestigious institutions as 'brain drain'. However, with the reverse flowof these professionals, the diaspora came to be seen as 'brain gain'. Thehighly-skilled Indian diaspora assumed positions of responsibility in thecorporate world, in academia (including Nobel laureates), and in the politicaland social spheres in some host countries, thereby enhancing India'simage abroad. Key words: India, skilled migration, human aspirations, brain drain, braingain

AbstractElementary and secondary education policy making in the U.S. states is heavily influenced by the political bargaining of various actors, with teacher unions one of the most important actors. Yet previous studies that assess the impact of teacher unions on education reform use problematic measures of their direct political influence, instead opting for broader measures of membership or collective bargaining power. By contrast, the authors measure teacher union political activity by calculating the percentage of campaign contributions to candidates for state office that come from teacher unions. Using this measure, the authors find that increased teacher union political activity greatly reduces the chances that states enact reform-oriented education policies such as school choice and performance pay for teachers, while previous measures of teacher union strength bear little relationship to a state's adoption of these reform policies. These findings highlight the importance of paying careful attention to how political influence is operationalized in studies that assess the role organized interests play in shaping U.S. state policies.

Chapter 1 Conceptualizing concept-added policy chain: ideas and implications -- Chapter 2 The Chinese ideological education policy landscape: A concept-added policy chain perspective -- Chapter 3 The Chinese culture education policy landscape:A concept-added policy chain perspective -- Chapter 4 The Chinese teacher education policy landscape: A concept-added policy chain perspective -- Chapter 5 The Chinese family education policy landscape: A concept-added policy chain perspective -- Chapter 6 The Chinese equality education policy landscape: A concept-added policy chain perspective -- Chapter 7 The Chinese innovation education policy landscape: A concept-added policy chain perspective -- Chapter 8 The Chinese opening-up education policy landscape: A concept-added policy chain perspective -- Chapter 9 The Chinese inclusion education policy landscape: A concept-added policy chain perspective -- Chapter 10 Overview of The Chinese education policy landscape: A concept-added policy chain perspective

The evidence available points to a successful & steady improvement in the pedagogical caliber of satellite Sch's since 1950. Yet the same period witnessed a steady alienation of youth from Communism in Poland & Hungary & to a lesser degree also in Czechoslovakia & Rumania. It is suggested that the Sch's cannot easily fulfill the role assigned to them by totalitarian regimes. Unless there is some correspondence between the ideals they are asked to teach & actual reality, indoctrination may only increase the chances of youth disturbances. AA.

Die deutsche Bildungspolitik glänzt durch Kurzatmigkeit und Reformeifer. Kaum ein Jahr vergeht, ohne dass die Kultusministerien umfangreiche Richtlinien und Erlässe verabschieden und deren prompte Umsetzung einklagen. Gleichbehandlung ist das Zauberwort, die Folgen ihrer Verwirklichung bleiben unreflektiert. Mittlerweile wird das Abitur als Instrument der sozialen Chancenverteilung betrachtet. Damit gerät die Schule unter enormen Erwartungsdruck. Geistlose Interpretationen von Statistiken und internationalen Vergleichen sind ein Indiz für die Orientierungslosigkeit hiesiger Bildungspolitik