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Item 1015-A, 1015-B (microfiche) ; Distributed to some depository libraries in microfiche. ; Mode of access: Internet.

Ainu is the heritage language of the indigenous people of present-day southern Sakhalin, the Kurile Islands, present-day Hokkaidō, and northeastern Honshū (mainland Japan). The UNESCO Interactive Atlas of the World's Languages in Danger (2009) considered the Ainu language critically endangered with only 15 speakers remaining. This article scrutinizes UNESCO's assessment and analyzes the historical and current situation of the Ainu language and its transmission, particularly evaluating government policies related to the transmission of the Ainu language. Analysis in this article will draw upon our field observations and interviews conducted in Hokkaidō. Numerous formal and informal discussions were conducted with Ainu teachers, politicians, community members, and activists. Our findings indicate that the grassroots language revitalization efforts have been made and a growing number of youth speak Ainu, although their proficiency levels vary. While policymakers recognize the government's responsibility in reversing language shift, they have yet to articulate adequate policies. The authors conclude with a discussion of the state's positive responsibility to realize the rights ensured by the United Nations of Declaration on the Rights of Indigenous Peoples. This realization will facilitate the transmission of Ainu language and culture, and ensure its vitality in the future.

Contents: Foreword by Salvatore Rossi -- Introduction / Riccardo Viale and Umberto Filotto -- PART I FINANCIAL LITERACY AND FINANCIAL EDUCATION: RECOMMENDATIONS, EVIDENCE AND POLICY IMPLICATIONS -- 1 Broadening the scope of financial literacy to incorporate self-control, budgeting and heuristics / Hersh Shefrin -- 2 How financial decisions are affected by financial literacy levels, behavioral aspects and individual propensities: an empirical analysis of Italian young adults / Gian Paolo Stella, Umberto Filotto and Enrico Maria Cervellati -- 3 From financial education to economic education for citizenship / Anna Emilia Berti -- 4 Financial education in times of digitalization and FinTech (r)evolution / Rossella Locatelli and Alessandra Tanda -- 5 Financial and demographic education effectiveness in academic and vocational high schools: a randomised experiment / Luca Maria Pesando, Francesco C. Billari, Carlo Favero and Francesco Saita -- 6 Business education: do values make a difference? / Malte Petersen, Monika Keller, Jürgen Weibler and Wasilios Hariskos -- 7 Learning to wait, be altruistic, and fair: a primary school training in economic education / Antonella Marchetti, Teresa Rinaldi, Elisabetta Lombardi, Davide Massaro and Annalisa Valle -- 8 Financial education in action for socially fragile groups / Giovanna Paladino -- 9 Enhancing financial knowledge and risk literacy through edutainment: CONSOB's experience / Nadia Linciano -- PART II RISK LITERACY AND FINANCIAL DECISION-MAKING -- 10 Boosting and nudging: two paths toward better financial decisions / Ralph Hertwig and Till Grüne-Yanoff -- 11 Cultural Finance: how is financial information received? / Barbara Alemanni and Shabnam Mousavi -- 12 Using experiments to inform consumer protection policy in financial services / Shane Timmons and Peter D. Lunn -- 13 Risk seeking or risk averse? Phenomenology and perception / Caterina Lucarelli, Mario Maggi and Pierpaolo Uberti -- 14 Old age and the decline in investment performance / Michael S. Finke and Sandra J. Huston -- 15 The need for entrepreneurs' risk literacy: evidence from Italian SMEs and a call to arms / Enrico Maria Cervellati -- 16 The effect of ex-post information in choice under ambiguity / Francesco D. Zaffuto, Mateus Joffily and Giorgio Coricelli -- 17 Financial education among Italian SMEs / Fabrizio Guelpa -- 18 Finance, technology and financial education / Cristina Giorgiantonio and Zeno Rotondi -- Index.

Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited. In this article, Laudan Aron and Pamela Loprest assess how well the nation's education system is serving students with disabilities. Aron and Loprest trace the evolution of the special education system in the United States from its origins in the civil rights movement of the mid-twentieth century. They note the dual character of federal legislation, which both guarantees eligible children with disabilities the right to a "free, appropriate public education in the least restrictive setting" and establishes a federal funding program to help meet this goal. They then review the types of services and accommodations these children receive from infancy through young adulthood. The special education system has given children with disabilities much greater access to public education, established an infrastructure for educating them, helped with the earlier identification of disabilities, and promoted greater inclusion of these children alongside their nondisabled peers. Despite these advances, many problems remain, including the over- and underidentification of certain subgroups of students, delays in identifying and serving students, and bureaucratic, regulatory, and financial barriers that complicate the program for everyone involved. More important, the authors show that special education students still lag behind their nondisabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school, and are more likely to drop out of school. Only limited evidence is available on the effectiveness of specific special education services or on how to improve student achievement for this important subgroup of students. Improving the system will require better ways of understanding and measuring both ends of the special education continuum, namely, what services special education children need and receive, and what academic outcomes these students achieve. Without stronger evidence linking these two aspects of the system, Aron and Loprest argue, researchers will be unable to gauge the efficacy of the services now being delivered or to formulate effective reforms to the system as a whole.

The aim of this article is to explore inter-professional collaboration in literacy education. It examines factors that facilitate collaboration between teachers and librarians and the contributions to literacy education. The study was designed as a research and development project in multicultural schools in Norway (2007-2011). Its theoretical framework was cultural-historical theory of activity theory, and the theory of expansive learning. The methods were formative intervention, interviews, participant observation, and qualitative and quantitative analysis of student literacy. In the study, interprofessional collaboration made significant contributions to professional development and literacy education. Interprofessional collaboration was developed as a collective learning process. It was facilitated by research interventions, development of a shared object of activity and work with new theoretical concepts and cultural artefacts. The findings indicate that inter-professional collaboration can make important contributions to realization of the mandate of the teaching and library profession.

Confucian heritage culture holds that a good education is the path to upward social mobility as well as the road to realizing an individual's fullest potential in life. In both China and Chinese diasporic communities around the world, education is of utmost importance and is central to childrearing in the family. In this paper, we address one of the most serious resettlement issues that new Chinese immigrants face—children's education. We examine how receiving contexts matter for parenting, what immigrant parents do to promote their children's education, and what enables parenting strategies to yield expected outcomes. Our analysis is based mainly on data collected from face-to-face interviews and participant observations in Chinese immigrant communities in Los Angeles and New York in the United States and in Singapore. We find that, despite different contexts of reception, new Chinese immigrant parents hold similar views and expectations on children's education, are equally concerned about achievement outcomes, and tend to adopt overbearing parenting strategies. We also find that, while the Chinese way of parenting is severely contested in the processes of migration and adaptation, the success in promoting children's educational excellence involves not only the right set of culturally specific strategies but also tangible support from host-society institutions and familial and ethnic social networks. We discuss implications and unintended consequences of overbearing parenting.

National Institute of Education contract 400-76-0039. ; Distributed to depository libraries in microfiche. ; Series printed on t.p. as Papers in education finance. ; "Presented at the fifty-third Conference of the Western Economic Association, Honolulu and Kona, Hawaii, June 19-26, 1978." ; Bibliography: p. 23. ; Mode of access: Internet.

Abstract
With the incremented mass movement the society is in a significant transformation, this fact can be a risk for social unrest. Demographic evolution and change of the society stress the challenges for the institutions. The school represent one of the institutions where future citizens are educated and formed. The classroom is a mirror of the society in change. Today the school is a place of meeting of different cultures; we have more and more multicultural classes with pupils from different countries. The proposed work will analyse how intercultural education can influence the risk of social unrest and improve social contentment. In particular, will be stressed the concept of how the education of intercultural competences can allow the future adults to participate in a constructive and effective way to social and professional life.
Method: empirical analysis of literature and research done in the field of intercultural education analysis of the current situation through the ecological model of Brofenbrenner with a specific focus on micro and mesosystem and correlation between all ecosystems.

The article analyses the innovations of the Law on Education adopted in 2012, which is expected to become the basis for creating modernized education legislation that will allow the needs of the social and economic environment of the XXI century and the obligations engaged by Russia during the process of integration with the European educational space to be met.

Paradoxically, the contemporary phase of China's development under Communism is at once an extreme form of Westernisation and a partial reversion to traditional patterns. The totalitarian character of the present regime is not only reminiscent of the ancient autocratic order but is attributable to that tradition for its acceptance and acquiescence. On the ideological front, the state of confusion of thought, compounded by almost a century's cultural dislocation, has been brought to an abrupt end, with the promulgation of Marxism-Leninism as the state ideology which, though antithetic to Confucian orthodoxy in every essential way, is equally pervasive. Inasmuch as the ideological 'reconditioning of the Chinese nation is first and foremost an educational task, education has become the exclusive concern of the Communist state. Moreover, within the Marxian ideological framework, the pursuit of concrete national goals requires the education of the Chinese people. Hence there are two major aspects in the study of Chinese education under Communism: Fundamental principles and actual implementation; in short, theory and practice.

This book investigates how policy, family background, social class, gender and ethnicity influence young people's post-16 and post-18 employment and education access. It draws on existing literature, alongside new data gathered from a case study in a UK state secondary school, to examine how policy changes to the financial arrangements for further and higher education and the changing youth employment landscape have had an impact on young people's choices and pathways. Hoskins explores a number of topics, including the role of identity in young people's decision-making; the impact of changes to young people's financial arrangements, such as cuts to the Education Maintenance Allowance and increased university fees; and the influence of support from parents and teachers. The book will be of interest to students and researchers of Education and Sociology.

To monitor education trends, RAND fields more than a dozen surveys per year to teachers, principals, and superintendents. Five charts highlight findings across different areas—staff turnover, teacher well-being, guns in schools, quality of instruction, and politics in schools—that say a lot about the state of American public education.