Suchergebnisse

This article aims to account for why the redistributive effect of the Korean welfare state remains meagre. Given the fact that its small size is already a well-known factor, it directs its attention to the design and structural features of key social provisions and their distributional profile. Its findings suggest that the design features of social provisions are progressive but their distributional profiles are not. This is because there are other factors that undermine the seemingly progressive design of the welfare system in Korea. The article argues that in order to establish a fair and efficient welfare state, it is not only any increase in size that is important but also correction of the factors that diminish the progressivity of the welfare system.

This study investigated the sex education experiences of adults with visual impairments who attended either an itinerant or residential service delivery model during their school age years in the United States. We sought to answer the research questions through an online survey instrument that included quantifiable survey items. Findings demonstrate particular sex education content presented to participants in the school curriculum was more frequent for participants who attended residential schools. However, there were little or no meaningful methods or materials (e.g., role plays, explicit talk, tactile graphics, electronic materials, anatomically correct models) used by the participants in their sex education experiences regardless of their educational school setting. The information reported by participants in this study underscores the claim that more thorough and in-depth sex education is needed in all types of service delivery models that takes into account the needs of students with visual impairments.

"This book invites Multiracial readers, their allies, and those people who interact with and influence the daily lives of Multiracial people to explore issues of identity and self-care, build coalitions on campus, and advocate for change. For administrators, student affairs personnel, and anyone concerned with diversity on campus, it opens a window on a growing population with whom they may be unfamiliar, mis-categorize, or overlook, and on the need to change systems and structures to address their full inclusion and unveil their full impact"--

AbstractThis study analyzes the relationship between state-level variables and Twitter discourse on genetically modified organisms (GMOs). Using geographically identified tweets related to GMOs, we examined how the sentiments expressed about GMOs related to education levels, news coverage, proportion of rural and urban counties, state-level political ideology, amount of GMO-related legislation introduced, and agricultural dependence of each U.S. state. State-level characteristics predominantly did not predict the sentiment of the discourse. Instead, the topics of tweets predicted the majority of variance in tweet sentiment at the state level. The topics that tweets within a state focused on were related to state-level characteristics in some cases.

Codes of Ethics and Codes of Conduct for Using ICT in Education
Codes of conduct and codes of ethics are a way of ensuring that positive impact in the community prevails. Tertiary education environments that have standardised ICT management show higher quality of performance if compared to those that have not yet standardised it. Moreover, characteristic of these environments is their strong willingness for change. University is a place of scientific communication and, thus, ICT and especially the Internet represent the entry point into a new developmental phase to which the best universities are strongly dedicated. In this way, ethics returns to the core of the mission undertaken by higher education institutions. Many countries around the world are adopting National Educational Technology Standards (NETS) that have been developed and are continuously updated within the ISTE Association and at the same time represent a code of conduct for students, faculty teachers, administrators and all others involved in high-quality study. Those standards must be supported by codes of ethics as they depend on the compliance with the relevant moral values.

The United States system of higher education, including colleges and universities, technical/vocational schools and community colleges, is comprised of over four thousand schools with enrollment of almost sixteen million students. 1 "Prestigious and knowledgeable observers have said that this system is 'the most advanced in the world,' 'the envy of the world,' and 'the most effective system of higher education the world has ever known.'"2 In addition to the primary mission of preparing students for success in their chosen endeavors, these institutions annually produce research and scientific discovery across a broad range of topics. However, there are a growing number of critics who feel that as the number of students increases, programs at all levels of higher education are reducing quality. This paper will examine the development of higher education including landmark legislation, the impact of that legislation in making a college education more accessible to the masses, and the changing attitudes and expectations of students over time. Finally, it examines the system's prospects for the future which contemporary trends suggest-that a college education has become a commodity rather than an intellectual experience.

Diner reviews 'Religion and State in the American Jewish Experience' by Jonathon D. Sarna and David G. Dalin.

THIS ARTICLE EXAMINES THE ECONOMICS OF INSTITUTIONS APPROACH WHICH PURPORTS TO EXPLAIN THE RISE OF SOVEREIGN TERRITORIAL STATES AS THE PREVALENT UNIT IN THE INTERNATIONAL SYSTEM. ACCORDING TO THIS INSTITUTIONAL ANALYSIS, SOVEREIGN TERRITORIAL STATES EMERGED AS THE DOMINANT UNIT BECAUSE THEY WERE MORE EFFICIENT THAN OTHER POLITICAL ARRANGEMENTS IN THE INTERNATIONAL SYSTEM. THIS ARGUMENT FRAMES THE FAILURE OF MOST NON-WESTERN POLICIES TO BECOME SOVEREIGN TERRITORIAL STATES BY THE BEGINNING OF THE TWENTIETH CENTURY AS AN INSTANCE IN WHICH INSTITUTIONAL STRUCTURES WERE EFFECTIVE NEITHER AT MEETING INDIVIDUALS' GOALS, NOR AT RESOLVING COLLECTIVE ACTION DILEMMAS, PARTICULARLY WITH REGARD TO SECURITY AND ECONOMIC EXCHANGE. APPLYING THAT ARGUMENT TO A NINETEENTH-CENTURY AFRICAN KINGDOM, THE AUTHOR FINDS THAT THE FACTORS WHICH EXPLAIN THE ASSIGNING OF COLONIAL, NOT SOVEREIGN, STATUS TO THAT KINGDOM ARE OF A TRADITIONAL ECONOMIC ORIGIN, WITH CULTURAL BIASES AND RELATIVE MILITARY CAPABILITY COMING INTO PLAY WHEN ECONOMIC COMPETITION TIGHTENED.

Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET). In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills. Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET. Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.

Examines political science research and curricula in the US; 6 articles. Contents: Do we preach what we practice? a survey of methods in political science journals and curricula, by Andrew Bennett, Aharon Barth, and Kenneth R. Rutherford; Is this the curriculum we want? doctoral requirements and offerings in methods and methodology, by Peregrine Schwartz-Shea; Perspectives on pluralism, by Bear F. Braumoeller; Diversity through specialization, by James D. Morrow; Progress and poverty in political science, by Rogers M. Smith; Practicing discipline, by Dvora Yanow.

This article examines the legacy of American and Canadian welfare state development to explain surprisingly comparable levels of child care provision. It highlights the ironies of policy history while demonstrating the importance of ideas as independent causal factors in the development of public policies and the effect of their institutionalization on future policy development. Maternalist, nativist, and eugencist imperatives led U.S. governments to intrude in areas normally considered part of the private sphere and led to the adoption of policies to respond to a perceived decline primarily of the White population. These policies provided a normative and institutional basis for future government involvement in child care funding and programs, even after the conditions that led to the original policies changed. In Canada, the lack of large-scale entrenchment of similar ideas constrained an otherwise more interventionist government and made it more difficult for child care policies to find governmental and societal acceptance.