Suchergebnisse

"Lebanon and Israel/Palestine are two political entities that expanded in 1920 and 1967 respectively, and became divided societies characterized by periods of stability and conflict. This book provides the first detailed comparison between the two states and also explores the effects of their expansion on their changing relations. It looks first at how both expanded states attempted to cope with their predicaments, focusing on the relationship between state, community and security, before moving on to analyze the de-stabilizing effects of expansion on Israeli-Lebanese relations. The book draws on previously unpublished official documents, memoirs, media resources and films produced in Lebanon and Israel/Palestine, in addition to existing works on the two states and the Middle East. Bridging the gap between comparative politics and international relations, it will interest students of Lebanon and Israel/Palestine, the Middle East, and conflict and peace."

World Bank declared that the quality of education in Indonesia currently is relatively minimum, although the expansion of educational access for community has significantly increased. One of the reasons is the uneven access to education or, in other words, there are still inequalities. The Johannesburg World Summit's role in 2002 on sustainability development in promoting Education and Sustainable Development (ESD) was very important to develop as a key concept in its implementation plan. This study was carried out through literature review and interviews with related parties. The study concludes that education is often explained as a big expectation to create a more sustainable future, and institutions of teacher training are considered as main agents of change in transforming education as well as its society. It is necessary to note that the content of sustainable development is not the focus here, but how sustainable development is supported and promoted in culture and society through education supported by government and related parties. Quality education for sustainable development contains key issues about sustainability development into teaching and learning which include knowledge, systems of thought, emotions, ethics and values and actions. From these five domains, we can develop how quality education for sustainable development is applied in Indonesia.

This article addresses the reentry challenges faced by low-skilled men released from U.S. prisons. The author empirically characterizes the increases in incarceration occurring since 1970 and assesses the degree to which these changes result from changes in policy as opposed to changes in criminal behavior. The author discusses what is known about the children of inmates and the likelihood that a child in the United States has an incarcerated parent. The article then addresses the employment barriers that former prison inmates face, with a particular emphasis on how employers view criminal records in screening job applicants. Finally, the author discusses a number of alternative models for aiding the reentry of former inmates. Transitional cash assistance, the use of reentry plans, traditional workforce development efforts, and transitional jobs for former inmates all are among the tools used across the United States. The author reviews the existing evaluation literature on the effectiveness of these programmatic interventions.

There has been a recent shift in Government policy in the Early Years. A growing discourse of a pedagogy of formal education has emerged as the view that learning key skills early might support narrowing the gap in educational attainment in later compulsory school. I was keen to unpack these discourses as my role is supporting the training of the Early Years Teacher. I selected a Foucauldian discourse analysis as the method for this research, as I wanted to understand how discursive formations can become a site of power and what impact this has on the wider Early Years sector.

This article provides an overview on higher education reform in Mongolia since the fall of the Soviet Union in 1991. Drawing upon the main elements of the most recent World Bank higher education policy statement the authors present their analysis along the four dimensions of institutional and financial diversification, the redefinition of the role of government and the intended improvement of quality, access and equity. By contrasting the World Bank's policy recommendations with reform initiative and results of the Mongolian govemment the article identifies the Mongolian experience as a successful case of adapting and modifying donor orientations according to the recipients' particular circumstances. (DIPF/Orig.)

Introduction -- Federal, state, and local relations -- States, cities, home rule: The historical perspective -- Localities in state politics -- The authority problem -- The revenue problem -- The takeover problem -- The restructuring problem -- Concluding note.