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Purpose - The aim of this paper is to contribute to the debate concerning health education and health promotion at schools, particularly with regard to food and nutrition. Design/methodology/approach - Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the School Feeding Program in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the Health Promoting School paradigm. Findings - The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, through very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications – The notion of community participation at school can be seen to be better aligned with a socio-ecological health promotion perspective to include the community agenda too. The participatory HPS approach needs to consider that community participation can include the possibility of the community challenging the social order at school, and the educational policies and practices. When addressing community participation, counter-participating and non-participating can be also considered as legitimate forms of participating. Originality/value – The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

To improve the quality of work and life in the country's schools, Ministry of Education and Sports has taken the initiative "Schools as Community Centre - A friendly school for all". Minister of Education and Sports, Mrs. Lindita Nikolla, presented this initiative and development incentives, aimed at turning the school into space where it will build a new partnership teacher-family-community. Our legislation on education, the law on university education in the Republic of Albania, the Implementing Provisions of this law, the draft of undergraduate education strategy 2013- 2020, and other documents supporting the functioning of a school open to join decision with family and the community. The concept of community school center, is based on the Convention on the Rights of the Child, and presents a comprehensive approach that links all aspects of education reform in the child's placement in the center of attention in all activities organized and implemented at school. The school as community center, a friendly school for all is an approach (a promotional and developmental movement) to turn the school into the place where the partnership school-familycommunity is built and where it is cooperated to develop the full potential of each student. For more than two decades, Albania developed a number of initiatives which have prepared the society towards the creation of a culture, philosophy, practice and policy in support of child-friendly school which is inclusive and open to the community. It provides the opportunity for the evaluation of school performance regarding the cooperation school-familycommunity and on this basis, strategies to support the establishment of a community school model through cooperation with all stakeholders.

School choice has developed into one of the most contentious policy debates in K–12 education. Proponents argue that choice leads to competition among schools, thereby raising school quality for all students, while opponents claim that school choice often results in racial segregation and worsens inequity. The findings of this study, collected from qualitative interviews with school administrators and quantitative analysis of school performance and enrollment data, suggest that a common form of school choice, intradistrict transfer, may not always have the desired impacts on administrators, particularly with regard to intradistrict transfer programs. In addition, the author finds important differences in criteria that shape transfer decisions at different grade levels, and in the factors that shape the decision to transfer away from a school versus those that influence decisions about which school to transfer into.

The Tweed Family Papers consists primarily of correspondence between Mrs. Richard Tweed and her children, relatives, and friends. Diaries, essays and poetry written by family members, newspaper clippings (photocopies), and financial and legal material are also included, as are a handful of photographs. All related primarily to the life of Mrs. Richard Tweed and her descendants. ; Mrs. Richard Tweed, upon whom the majority of the materials focus, was the sister-in-law of William Marcy ("Boss") Tweed, who controlled the Democratic political machine at New York City's Tammany Hall during the mid-19th century. He and his associates misappropriated public funds on a large scale, leading to his arrest and imprisonment in 1871. ; The Tweed Family Papers are organized by the following categories: Correspondence, Newspapers, Literary Production, Photographs, Financial Material, Printed Material, Scrapbook Material, Legal Material, and Artifacts. ; Tweed Family Papers, 1836-1932 and undated, Southwest Collection/Special Collections Library, Texas Tech University, Lubbock, Texas ; Box 1, File 14

Description based on: 1936; title from cover. ; Mode of access: Internet. ; Issues for 1914- published as University of the State of New York Bulletin.

Economic, political, and demographic changes, technological advances, two crashes of the economy, ethical scandals, and other developments in the business environment have strained the roles and enrollments of American universities' business schools. The b-schools have not responded adequately. Prevailing theories in many of the management disciplines have broken down, partly as a result of the same environmental changes. Again, schools and curricula have not adapted. Collegiate business education is in dire crisis. In this paper we document the crisis, note measures that have been taken - both constructive and otherwise - and make further suggestions for improving the situation.

Early American political thinkers deemed universal education essential to the proper functioning of a republican form of government. Accordingly, each state developed a public school system supported by general taxation. The Washington Constitution requires the system to be both "general" and "uniform." Common schools, for which certain school funds are constitutionally reserved, are the most important and only mandatory component of the system. Recent charter school proposals raise questions as to whether such institutions fit within a general and uniform system and whether they are "common schools" entitled to common school funds. In order to provide a framework for such an analysis, this Comment surveys the history and development of common schools in the United States and particularly in Washington State. It then interprets Washington's Education Article in light of the original purposes of state-funded public education and concludes that the concept of independent "charter" schools is inconsistent with the comprehensive constitutional plan.