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UID/CPO/04627/2013 ; Portuguese public health policies do not surpass eighty years in terms of concerted decision-making, and it is inappropriate to speak of a national health policy before the second half of the twentieth century. This article describes the pathway of policymaking from 1900 to 2013, concerning Portuguese Welfare State emergence. It systematises the main stages of the Portuguese health policies, and analyses its stronger lines, highlighting the relationship between political stability, resources and the State's intervention, strongly related to the emergence of the Welfare State. It summarises the milestones of health policy decisions and describes each of them since 1910. A larger description of changes occurred after the democratic regime and the origins of the Welfare State, embodied in the creation of the National Health Service are given, emphasising the process of epidemiological transition, the decline of infant mortality rate and the growth of life expectancy average levels. ; publishersversion ; published

Problem Statement The literature from Cameroon depicts that the implementation of inclusive education is not only in its embryonic stage but faces resistance from educators who are still not accepting of the presence of students with disabilities in general education classrooms. This resistance has been attributed to several factors ranging from attachment to customs and traditions that encourage the isolation of persons with disabilities, to the lack of resources and professionals needed for the successful implementation of inclusive education programs. These unfavorable attitudes have been a cause for concern among parents, educators, and especially government leaders who do not want to be left behind the international community in embracing inclusive education. Researchers have found that unsuccessful inclusive programs stem from teachers' perceptions of the concept of inclusion, their teaching ability, classroom management, and benefits/outcomes of inclusion. As a result, this study sought to examine if there is a relationship between teachers' characteristics (such as gender, age, the level of education, years of teaching experience, experience teaching in inclusive classrooms, training, and teachers' language of instruction), and their attitudes toward inclusive education. Method A quantitative non-experimental descriptive survey research design was used in this study. Participants included 346 full-time state licensed general education teachers from seven bilingual secondary schools participating in SEEPD pilot inclusive education program in the North West Region of Cameroon. A survey instrument "Opinions Relative to the Integration of Students with Disabilities" (ORI) was used to collect data in determining the attitudes of general education teachers toward inclusion. The Statistical Package for Social Sciences Software (SPSS) was used to analyze the data, organize the results, and provide descriptive statistics, multivariate and univariate analysis of variances (MANOVA, and ANOVA). Results Teachers' attitudes toward inclusive education in Cameroon were negative on how they perceived the concept of inclusion and perceptions of their ability to teach in inclusive classrooms. They had positive attitudes toward managing students with disabilities in inclusive classrooms, and about the outcomes/benefits of inclusion. Overall, most teachers in the pilot inclusive education program in the North West Region of Cameroon were not accepting of the presence of students with disabilities in general education classrooms. These negative attitudes were manifested in teachers' self-perceptions of their inability or lack of training in both special and inclusive education. There was no significant difference in attitudes on the basis of the language of instruction. However, differences were found regarding the other demographic variables such as age, gender, experience, and education. Male teachers were more favorable to inclusion than their female colleagues. Additionally, older, more experienced, more qualified, and more educated teachers, were more likely to be supportive of inclusive education than younger, less experienced, less qualified, and less educated ones. Conclusion This study was conducted in general education secondary schools actively engaged in a pilot effort to introduce inclusive classroom practices in seven selected bilingual secondary schools in the North West Region of Cameroon. It is not certain what the level of acceptance the practice of integrating students with disabilities into the general education classroom would be if the study were carried out in schools not actively involved in the inclusive education initiative. Nonetheless, what stands out about the findings of this study is that most teachers showed negative attitudes about the success or outcome of inclusive education and indicated that the training they received in special education and inclusive education was not enough to ensure a successful integration of students with disabilities into general education classrooms. These findings support not only the rationale but also the urgent need for investment by all Cameroonian education stakeholders, especially the leading sponsor of education, the government, in the training of special education professionals and paraprofessionals in the country. These revelations also constitute a call for needed action from instructional leaders and higher education leaders who can make a difference by promoting professional development through seminars and workshops as well as creating targeted special education programs in the various institutions of higher learning in the country.

What is the difference between research that uses art, research about art, and research through art? Is arts-based educational research (ABER) a method or medium? What does arts-based research look like? How is it used and evaluated? Editors Cahnmann-Taylor and Siegesmund recruited an arresting array of contributors: paradigmatic pioneers, noted artist-scholars, as well as newcomers to the field. This volume condenses the history, unique features, social contributions, and controversy into a readable, scholarly, and practical text. Each artist-researcher develops a chapter comprised of multiple elements: biography, explanation of intent, critique, photos and open-ended questions. True to ABER epistemology, these contributors cultivate more questions than answers.

Success of the 4-H Youth Development (4-H) program relies heavily on the recruitment and retention of volunteers who implement 4-H programs. 4-H volunteers—in turn—rely on program professionals to continually improve the education and support systems they need to succeed. In this study, the researchers used a mixed-methods survey based on the 4-H Volunteer Research and Knowledge Competency (VRKC) taxonomy across the Washington State 4-H program to uncover (a) what education volunteers want for themselves and their county program, (b) what challenges they face in their role, and (c) what they need to succeed. The results of this study indicate that program professionals may improve volunteer education and support systems by focusing on 4 essential volunteer needs: (a) supportive teams, (b) engaged youth and families, (c) facilitation skills in experiential education and positive youth development, and (d) effective program administration, communication, and information systems. While this study focuses on 4-H, the results and implications may be relevant to other youth development programs that are charged with educating and supporting adult volunteers.

Is there any relation between education and democracy? Once we correct for weak instruments and identify education as `weakly exogenous` we find new evidence that education systematically predicts democracy. Our results are robust across model specification, instrumentation strategies, and samples.

While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders – organisations, educators, and students – this has been a new and challenging experience and has been described in policy terms as 'emergency remote education'. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a 'new normal' that embraces 'global citizenship' while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.

The history of astrology in twentieth-century Hungary has not yet been a subject of research. Consequently, the attitude of Hungarian state security agency towards astrologers and astrology during the communist era is unknown – especially since the files of agents have not been made public in Hungary. In the present article, I examine the question through the cases of Sándor Raisz, András László, Zoltán Lemhényi and Viktor Juhász-Schlatter, using sources preserved in the Historical Archives of the Hungarian State Security Services (Állambiztonsági Szolgálatok Történeti Levéltára). I conclude that the secret service was only interested in astrologers because they met regularly with their students, all regular and secret meetings being politically suspicious. Astrology as an illegal activity or a subject of contempt only appears in sources from the 1980s. All the astrologers discussed in my article were in one way or another opposed to the ruling communist regime. Part of the reason for this is that astrology was a popular intellectual, middle-class activity in the Horthy era, and representatives of this stratum were considered enemies of the regime after 1945. Also, the communist system represented an avowedly materialist ideology, while astrology flourished primarily among those interested in mysticism, theosophy and anthroposophy. The picture that emerges from the sources is that astrology classes were not overtly political, but their participants were nevertheless bound together by the knowledge that they were listening to forbidden, secret teachings. In this respect, astrology can be classified as counterculture in the era. The topic also offers a valuable insight into the overlapping subcultures in twentieth-century Hungary.

Major earthquakes were predicted on both sides of the Pacific in Shizuoka Prefecture, Japan, and the state of California, the United States, at roughly the same time. These predictions differ from those made previously in that (1) the location, scale, and likelihood in a given timeframe have been specified; (2) the predictions for both regions have been taken seriously by the governments; and (3) there has been an unprecedented increase in earthquake concern among the area's residents. In the present study, the American and Japanese reactions to these earthquake predictions are compared in terms of earthquake policy and the impact on residents' lifestyles. Conclusins are that (1) there is a major difference in the time, money, and energy spent on earthquake policy, Shizuoka being far better prepared than California; (2) Tokai earthquake policy is premised on the assumption of short-term predictability, but California policy is not; and (3) Shizuoka residents are ahead of Californians in earthquake preparedness, but public earthquake awareness is growing steadily in California, and should be considerably enhanced in the near future.

AbstractOur central argument in this article is that the introduction of computers in African states fails to produce the intended results. This is precisely because the trajectory of development of bureaucratic institutions in Africa has resulted in internal and external contexts that differ fundamentally from those of the Western states within which computing and information technology has been developed. This article explores the context in which computers were developed in Western industrialized societies to understand the circumstances that the technologies were designed to respond to and the bureaucratic culture that helped produce desired results. We then proceed to analyse the truncated nature of institution building in the colonial state, and how it structured the peculiar setting of the post‐colonial African state and dynamics surrounding the integration of the new information and communication technologies. We argue that the colonial state bequeathed to its post‐colonial successor three crucial characteristics that are of central importance to understanding why the introduction of computers does not produce anticipated improvements in public administration. These are the very limited technical capabilities of the bureaucracy; authoritarian decision‐making processes under the control of generalist administrators; and the predominance of patron–client relationships. Copyright © 2001 John Wiley & Sons. Ltd.

The purpose of this research is to see how the budgets saved for education in the republic period shaped according to the social, political and economic conditions of that period. In the current history of Turkish education literature, it has been observed that not enough studies had been made about education budgets and education finance. It has been considered that this research will produce a new research area in Turkish education history and that the acquired findings will have importance in terms of being a source to the researches that will be made on this subject. As this research is aimed at explanation and interpretation of events and facts that happened in the past, the historical scanning method had been used. The population of the research is the government budgets of the 1923-1950 periods. The results of the research are valid for the budgets of the inspected years. According to the research findings, the inspected period has been divided into two parts as the Atatürk and the Inönü periods. ÖzetBu araştırmanın amacı, cumhuriyet döneminde eğitime ayrılan bütçelerin dönemin sosyal, siyasal ve ekonomik koşullarına göre nasıl şekil aldığıdır. Mevcut Türk eğitim tarihi literatüründe, eğitim bütçeleri ve eğitim finansmanı konularında yeterli çalışma yapılmadığı görülmüştür. Araştırmanın ilgili yıllarda gerçekleşen eğitim politikalarının gelişiminde mali kaynakların dağılımını görmek bakımından yararlı olacağı düşünülmektedir. Bu araştırmanın Türk eğitim tarihinde yeni bir araştırma alanı açması ve elde edilen bulguların daha sonra bu konuda yapılacak araştırmalara kaynak oluşturması bakımından önem arz edeceği düşünülmektedir. Bu araştırma, geçmişte gerçekleşen olay ve olguları açıklama ve anlamlandırmaya yönelik olduğundan tarihsel tarama yöntemi kullanılmıştır. Araştırmanın evreni 1923-1950 dönemi devlet bütçeleridir. Araştırma bulgularına göre incelenen evre Atatürk ve İnönü dönemi olmak üzere ikiye ayrılmıştır. Atatürk ve İnönü dönemleri de kendi içinde kısımlara ayrılmıştır.

Introduction : federal education policy in historical perspective -- The politics of policy regimes -- The early federal role in education to 1988 : ESEA and the equity regime -- From devolution to national goals in education : George H.W. Bush and America 2000, 1988-1992 -- Laying the foundation for a new accountability regime : Clinton, the 1992 presidential election, and Goals 2000, 1992-1994 -- Showdown : the conservative assault on the federal role in education, 1994-1996 -- Stalemate : the Republican retreat on education and the search for a new consensus, 1996-2000 -- Maneuver : George W. Bush, the 2000 election, and the new politics of education -- Convergence : the No Child Left Behind Act and the new federal education policy regime, 2001-2005 -- Conclusion : education, swing issues, and contemporary American politics -- Appendix. Interviews conducted for this study