Suchergebnisse

Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school curricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching­learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHSC courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in TEIHSC teaching modality comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espírito Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss curricular convergences and divergences from the background of the following courses: a) Brasil: Agriculture, Surveying, Agro livestock, Environmental control, Forestry, Environment, Mining Oil and Gas; b) Portugal: Environmental Management, Food and Beverage Outlets, Forest and Environmental Resources, Tourism, Environmental and Rural Tourism, Viti winery. The investigation will produce a comprehensive panorama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should attempt to recompose the basic needs to help citizens for taking well­founded decisions about socioeconomic, political and environmental changes.

A discussion of the nature of the Indian state & bureaucracy. During the 1980s, it was widely believed that Indian bureaucracy constituted a dominant class & that this dominance is the root cause of economic stagnation. However, analysis of government survey data reveals a much more complex reality. A revised theoretical framework of the role of the state & public bureaucracy in India is outlined. 3 Tables, 1 Figure, 61 References. Adapted from the source document.

POST COLD WAR INSURGENTS IN ADMINISTRATIVELY WEAK STATES PROVE INCREASINGLY LIKELY TO ABJURE IDEOLOGICAL MOTIVES, OR TO ORGANIZE THEMSELVES AS REFORMIST ALTERNATIVES TO A REGIME IN EXCHANGE FOR SUPERPOWER PATRONAGE. THEY CONTINUE TO ENJOY ACCESS TO WEAPONS AND TO BENEFIT FROM THE GROWING RELUCTANCE OF STRONG STATES TO INTERVENE AGAINST THEM DIRECTLY. OFFICIALS IN STRONG STATES CHOOSE TO EXERCISE INFLUENCE THROUGH RECRUITING PRIVATE INVESTORS AND PRIVATE SECURITY COMPANIES AS PROXIES. THE RESULT IS A DECREASE IN RULERS' INTERESTS IN MAINTAINING INTERNAL ADMINISTRATIVE HIERARCHIES.

This article reports a critical analysis of older adult education in Malta. In educational gerontology, a critical perspective demands the exposure of how relations of power and inequality, in their myriad forms, combinations, and complexities, are manifest in late-life learning initiatives. Fieldwork conducted at the University of the Third Age (UTA) in Malta uncovered the political nature of elder-learning, especially with respect to three intersecting lines of inequality - namely, positive aging, elitism, and gender. A cautionary note is, therefore, warranted at the dominant positive interpretations of UTAs since late-life learning, as any other education activity, is not politically neutral. ; peer-reviewed

This book examines todays central and yet often misunderstood and misconstrued notion of interculturality. It specifically focuses on one aspect of intercultural awareness that has been ignored in research and education: the presence and influence of things on the way we experience, do, and reflect on interculturality. This book provides the readers with opportunities to engage with interculturality by reflecting on how our lives are full of things and entangled with them. It urges teachers, teacher educators, scholars, and students to open their eyes to the richness that the more-than-human, with which we can reflect, has to offer for intercultural communication education.

Treballs Finals del Màster d'Economia, Facultat d'Economia i Empresa, Universitat de Barcelona, Curs: 2014-2015, Tutors: Xavier Raurich Puigdevall i Montserrat Vilalta-Bufí ; We analyze the effects of population aging on public expenditure when government is not fully efficient. We build an overlapping generations model in which government collects money from the households through a proportional tax on wages and distributes the resources in the form of pensions and a subsidy to education. The individual votes for the level of public assistance to receive in order to maximize her utility. We find that the solution of the model depends on the preferences of the median voter and that as population ages, more pensions are demanded in the economy relative to the subsidy to education, which makes the individuals invest less in the human capital formation of their children and lead economy to be less productive. We also demonstrate that government inefficiency plays a crucial role in the redistribution of resources and that the solution of such an inefficiency gap may slow down the negative e¤ects of population aging.

Teachers comment that there is no time in the day to cover social studies as they struggle to implement new programs designed to increase the reading levels of the students in their classrooms. Successfully adapting the project called Kids Voting USA during the fall, 2004 election helped pre-service teachers learn how to infuse civic learning goals, social studies, and voting education into the primary classroom on a daily basis. Pre-service teachers taught lessons on the voting process to students in a public school district in grades kindergarten through second, during their internship course in the fall of 2004. Students learned how their vote made a difference and discussed the issues when presented with the facts. Pre-service teachers developed a list of children's literature to support the skills that were being taught. Data compiled at the end of the project confirmed that the students were able to use their skills across the curriculum while pre-service teachers not only increased their understanding of civic learning goal, but also increased their own knowledge of the voting process.

Using Spanish data from European Union Household Panel Survey corresponding to 2001, we find that the incidence and the consequences, monetary and non-monetary, are different for the job-worker qualification and education mismatches. In fact, only 36% of workers have the same type of fit under both criterions of classification. Additionally, the qualification mismatches have worse consequences for workers than education mismatches. Specifically, the monetary consequences are neutrals for overqualified workers, but negatives for underqualified workers, while the wage of educational mismatched workers is not significantly different of those who have similar characteristics and are accurately match in terms of formal education. However, the overeducated workers earn higher wages than their well-matched co-workers and the wage penalization for one year of undereducation is lower than the reward for one year of required education. On the other hand, the analysis of the non-monetary consequences, by means of job satisfaction, shows that the qualification mismatched workers have lower probability of being completely satisfied than those who are accurately match in terms of qualification, while the effects of education mismatch situations on job satisfaction are no significant. However, among similar jobs, the years of educational mismatch can have an effect even positive on job satisfaction.

The report presents some demographic data, policies affecting immigrant students, challenges and opportunities in California State. ; The Education Trust West

In this review, we integrate three bodies of scholarship—education stratification research, political-historical sociology of higher education, and sociological theories of race and racism—to understand the production of "separate and unequal" postsecondary experiences for racially marginalized college students in the United States. We argue that the US postsecondary system is plural, heterogeneous, and stratified partly as a result of hundreds of years of contested efforts to deploy higher education in the service of white supremacy and capital accumulation. Organizational stratification of higher education along racial lines leads to horizontal stratification in individual experiences within the same level of schooling, and even within the same university. We review literature on racialized sorting between schools, which channels racially marginalized students to different parts of the postsecondary system relative to their racially advantaged peers. We also describe stratification within schools, as students are tracked, often by race, into divergent academic and social pathways internal to a single university. Both types of sorting have racial consequences for students' career trajectories, economic security, and well-being. Finally, we detail recent efforts to challenge horizontal stratification, responses to those efforts, and avenues for future research.