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Introduction Do you have skin in this game? -- Rule 1 Always ask why -- Rule 2 Be an intellectual and make your decisions about the mode -- Rule 3 Laugh like a Medusa and maintain the confidence of a mediocre white man -- Rule 4 Empowered groups have to be confident in their power to give some away -- Rule 5 Intellectual generosity is the foundation of scholarly life -- Rule 6 Simply because you work in a university does not mean you are an expert in higher education -- Rule 7 Freedom to read is more important than freedom of speech -- Rule 8 Be a leader rather than complain about leadership -- Rule 9 Teaching matters. Learning matters more -- Rule 10 Women are humans, citizens and fully formed people -- Rule 11 Respect the vulnerable, the sick, the dying and the dead -- Rule 12 Be the change you want to see -- Conclusion Our future is in the post.

Should education be subsidized for the purpose of redistribution? The usual argument against subsidies to education above the primary level is that the rich take up most education, so a subsidy would increase inequality. We show that there is a counteracting effect: an increase in the stock of human capital reduces the return to human capital and, therefore, pre-tax income inequality decreases. We consider a Walrasian world with perfect capital and insurance markets. Hence, in the absence of a strive for redistribution, the market generates the efficient level of investment in human capital. When there is a demand for redistribution, the general equilibrium effects on relative wages might make a subsidy to education an ingredient of a second-best optimal redistribution policy. Stimulating human capital formation results in a compression of the wage distribution, and hence reduces the need for distortionary redistributive taxation. We also study the political viability of education subsidies.

Higher education has always been a fundamental cornerstone for development and prosperity in the United States. It is incumbent upon the government and other stakeholders to formulate policies to ensure our institutions of higher education are well resourced and funded to enable economic development. The unprecedented price hikes in tuition at universities and colleges, coupled with high student loan interest rate has compelled a lot of students to drop out of college [1]. Majority of the dropouts are now resorting to drug sale and other nefarious activities in order to sustain their lives. The current pandemic has put a huge strain on the American economy with over a million death and unemployment is at all-time high. This article critically examines the severity of insufficient funding for higher education and the adverse impact of the escalating tuition fees. To regulate the rising tuition fees, suggestions are made with reference to sustainability of strategies and policies to stem this phenomenon.

Cover -- Half Title Page -- Title Page -- Copyright Page -- Original title Page -- Original Copyright Page -- Contents -- Preface -- 1 Sociology and the classroom -- 2 Theoretical considerations -- 3 Mapledene Lane: the school and its environment -- 4 The school ethos -- 5 The teacher's perspectives -- 6 Social stratification in the classroom: an ideal type -- 7 Social stratification in the classroom: dimensions of variability -- 8 The social structuring of pupils' identities: some examples -- 9 The child centred ethos as an accounting system -- 10 The parents -- 11 Summary and conclusion -- Appendix: a note on methodology -- Notes -- Bibliography -- Index

Understanding young lives across time and space -- The development of longitudinal youth research -- Longitudinal youth research with Lithuania's Soviet and post-Soviet generations -- Using prospective and retrospective interviews to understand girls' educational aspirations, subjectivities and social change -- Conclusion: The practice of longitudinal research -- Understanding change through Australian longitudinal mixed-method multicohort youth research -- Insights on gender through Argentinian longitudinal youth research -- Young people and sudden post-socialist changes in Estonia at the beginning of the 1990s: experiences conducting longitudinal research -- Conclusion: Insights from longitudinal research -- Working with creative and dialogic methods in longitudinal research.

The article is devoted to the analysis of the value-worldview aspect of modern university education. The "mass university" of the last quarter of the 20th — early 21st centuries, which set itself the underestimated task of "providing educational services" for the formation of a society of "qualified consumers", practically ignored the classical experience of transferring knowledge associated with the spiritual education of the personality of an intellectual, the formation of his worldview. The Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values, put into effect in 2022 by the Decree of the President of Russia, require overcoming this defect of the modern educational paradigm and bringing its parameters to adequate traditions and modern realities of the social norm. The authors of the article dedicate that in accordance with the list of the main traditional Russian values given in the documents of the strategic development of Russia, it is necessary to portray the image of a university graduate in the middle of the 21st century as a highly qualified specialist with critical thinking, historical memory and a broad cultural horizon. For this, among other things, it is necessary to solve an interdisciplinary task: to bring the most important value and worldview concepts into the normative system, to make the list generally understandable and generally accepted for all participants in the processes of education and upbringing. This should be work involving specialists in various fields of knowledge, including philologists, lawyers, educators, philosophers, cultural and political scientists, sociologists and, no doubt, theologians. The theology of Christianity and other traditional religions ads the deepest and most complete source of value worldview. Therefore, according to the authors of the article, basic theological principles should become a necessary element of education in a modern Russian university.

Within the United States, bilingual education has historically been both accepted and restricted. Throughout the context of social and political events, diversity has impacted the educational system of the nation as millions of immigrants have become a part of American society. This continually changing demographic has proven to have a divisive as well as controversial impact on the concurrent political climate. Politicians and policy makers have mirrored the changing dichotomy of the United States nation through legislation that has impacted language minority students who have continually struggled to achieve academic success. Within the research, the author examines the historical background of legislation impacting immigrants and English learners throughout the years. Specific timeframes ranging from an era of linguistic tolerance to an era of linguistic value discuss the response to subsequent diversity. The disparities are examined as well as the changing bilingual program models that have evolved. To examine California's current educational state, ten pieces of enacted legislation have been evaluated in order to determine if bilingual education has been perceived as a problem, a right, or a resource. By framing the legislation and the impact that it has had, it served to negotiate an understanding of each situation, point to a cause, determine an alternative, and thereby promote change. The author has concluded that California has made strides towards creating an educational system where bilingualism and language diversity are perceived as resources that have led to implementation of increased numbers of dual immersion programs. Cautionary steps and guidelines are discussed, as well as programmatic recommendations for implementation of effective programs that will value and build on a child's native language rather than rebuke it.