Suchergebnisse

Foreword -- Part I: The International Value of Doctorate Degrees on the Labor Market -- Part II: Doctorate Holders: Employment Outcome and Mobility -- Part III: Human Resources in Science and Technology and Their Professional Carrers -- Part IV: Conclusions.

"The article takes the recent (re-)emergence of punitive concepts as a starting point to reflect on the relation between the notion of childhood as a happy phase of life and disciplinary styles of education. While the two ideas seem incommensurable at first glance, several interconnections can be found in a historical perspective. The example of the 'Zeitschrift für Kinderforschung' reveals how romantic notions of childhood were activated between 1896 and 1914 to reproduce the hierarchical structures of Wilhelminian Germany. Moreover, analysis shows that happiness was seen as having a conditional and limited character in relation to children and therefore may also refer to disciplinary concepts of education." (author's abstract)

Der Artikel diskutiert jüngere Auseinandersetzungen um die Rolle privater Akteure in der Hochschulpolitik in Sri Lanka. Der Inselstaat ist der einzige in Südasien, der Privatuniversitäten weiterhin nicht zulässt. Vor dem Hintergrund eines historisch-institutionalistischen Theorierahmens werden die Gründe für diese Sonderstellung dargestellt. Im Anschluss an die Unabhängigkeit des Landes (1948) wurden egalitäre Bildungsinstitutionen von hoher öffentlicher Legitimität geschaffen, die bis heute eine solche Reform trotz der Entstehung eines globalen Hochschulmarktes und der wiederholten Expertenempfehlungen erschweren. Veränderungen der Sozialstruktur und die vermehrte Nachfrage nach privaten Bildungsangeboten werden jedoch wohl zur Zulassung von Privatuniversitäten beitragen. (DIPF/Orig.) ; The author discusses recent debates on the role of private operators in the field of higher secondary education in Sri Lanka. The island of Sri Lanka is the only country in South Asia which still does not yet tolerate private universities. Against the background of a historical-institutionalist theoretical framework, the reasons for this special status are outlined. After the country had become independent in 1948, egalitarian educational institutions of a high public legitimacy were created, which have impeded such a reform well into the present despite the development of a global market of higher secondary education and despite repeated experts´ recommendations. However, changes in the social structure and the increase in demand for private educational programs will probably lead to the approval of private universities. (DIPF/Orig.)

The book's audience is primarily evangelical Christian college students, and the authors argue for the need for rigorous intellectual study of humanity and nature. Interestingly, the general message of the final part stands somewhat in contrast to the historical overview that takes a much more nuanced view of other forms of non-Christian humanism.

In Badges and Incidents, Michael J. Kaufman undertakes an interdisciplinary investigation of American education law and pedagogy. By weaving together the invaluable insights of law, education, history, political science, economics, psychology, and neuroscience, this book illuminates the ways in which the design of the American educational system does not reflect how human beings live and learn. It examines the principles of the nation's Founders and demonstrates how a distorted presentation of the Founders' views curtailed the development of a truly democratic educational system. The influence of this distortion on several critical Supreme Court decisions is exposed, and these decisions have largely failed to facilitate the educational system the Founders envisioned. By placing contemporary challenges in context and endorsing social constructivist pedagogy as the best path forward, Kaufman's study will prove invaluable to advocates of equity in education, helping them navigate a contentious political climate with an eye toward future reform efforts.

AbstractThis article examines ambivalence—the simultaneous holding of two or more conflicting values or beliefs about a political issue—among Indonesian citizens' attitudes about vote buying. Using an original survey taken during the 2014 Indonesian elections, we analyse the factors related both to citizens' normative views about vote buying and their willingness to accept gifts from candidates. A large number of citizens demonstrate ambivalence by viewing the practice as unjustified or corrupt and yet expressing willingness to accept money from candidates. We also examine the differential effects of education and income on these attitudes. Consistent with "demand side" theories of vote buying, low income creates economic pressure to accept money but does not influence normative attitudes about vote buying. Education, however, has a broader effect by influencing both normative attitudes and willingness to accept money. We consider implications of these results for Indonesian officials focused on reducing vote-buying behavior.

Objective. This article examines the effects of education & work-related training on wage-growth trajectories for two cohorts of women as they aged from their early 20s & 30s into their early 30s & 40s. I test whether occupational training compensates for an earlier lack of education, thereby decreasing earnings inequality over time within cohorts. Because the broader economic context may influence the relationship between wages, education, & training, I test the assumption that the experiences of a given cohort may be generalized to others. Methods. Following NLS Young Women between 1977 & 1987 & NLSY79 Women between 1988 & 1998, growth-curve analyses test whether returns to investments in human capital vary over time, across & within cohorts. Results. Women who did not update their skills over time experienced stagnation or declines in real wages, leading to growing wage inequality within education levels. However, women without a high school degree who engaged in on-the-job training experienced the greatest returns to training, thus reducing the initial education-based wage gap. Conclusion. Education & training in adulthood can deflect the accumulation of disadvantage, but can also solidify an already uneven distribution of resources across social strata. Tables, Figures, References. Adapted from the source document.

Continuation of hearings on U.S. Cold War informational and educational programs for military personnel. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VII ; Continuation of hearings on U.S. Cold War informational and educational programs for military personnel. ; Mode of access: Internet.

Tobacco education has gained widespread popular and political support and Is incorporated into many public schools' curricula. However, evaluation studies indicate that such programs do not decrease adolescents' smoking rates because program content is often dissonant with adolescents' interpretations of smoking. This study uses social constructionism and content analysis to explore tobacco education literature used in an alternative high school for at-risk youths. Findings indicate that the content's construction of smoking and cessation is dissonant with adolescents' subcultural social contexts. Dissonance-generating elements include decontextualization of smoking; suggested alternatives that are Improbable in adolescents' social contexts; and image biases that reflect stereotypes of age, class, and gender. The conclusion suggests ways to eliminate context dissonance in order to increase adolescents' receptivity to intervention efforts.

"The author argues in his essay on the Revolution of the Right to Education that the birth of the human right to education, after a millennia-long gestation, has opened up a new chapter in the History of Education. Moreover, its normative, jurisprudential, doctrinal, and programmatic developments are constituents of an International Education Law that is now the highest source in the hierarchy of the contemporary normativity on education, to which the Education Law in States Parties should conform. Therefore, it should be recognised and studied as a new legal and educational discipline, the source of principles of legitimacy and quality of education. This book offers an interdisciplinary and topical introduction to the International Education Law, broadly defined. It explains in what ways the normative integrity of the right to education carries far-reaching revolutionary significance, corollary of the Revolution of Human Rights and the Revolution of the Rights of the Child"--

Lotteries are widely used to decide places (seats) at schools, colleges and universities. Conall Boyle explores many examples to find out why. The emotional turmoil that the use of ballots can cause to students and parents alike is graphically described. But lottery selection teaches lessons too; now we can find proper answers to controversial questions like "Does choice work?"This book will be of interest to parents, pupils and teachers as well as educational administrators. Any student applying for admission to a university course should learn about the amazing weighted lottery for entry to medical schools in the Netherlands. There is a better way: it's a lottery!.