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"The neglect of faith and religious diversity within educational practices poses a significant challenge in fostering inclusive learning environments. The current educational landscape often overlooks the profound impact of religion on individuals' identities and beliefs, leading to a lack of understanding and appreciation for diverse faith perspectives. This omission limits the potential for meaningful dialogue and hinders the development of equitable educational spaces.The Role of Faith and Religious Diversity in Educational Practices, edited by Jason DeHart, offers a compelling solution to address this critical issue. This transformative book explores the intersections between faith and educational practices, drawing on research-based narratives and studies to illuminate the implications of policy and practice through a faith-based lens. By embracing a broad definition of religion and faith, it fosters diverse perspectives and encourages critical reflection on the importance of religious diversity in education. Through practical insights and evidence-based guidance, this book empowers researchers and educators to create inclusive spaces for faith-related discussions and develop policies that honor and respect religious identities. By engaging with this book, scholars and educators can take tangible steps toward cultivating inclusive and enriching learning environments that value and celebrate the diverse religious perspectives of all students."--

The work of the objective patterns of the development of new forms of social labour organization considers the need to move clusters into the form of education and health services. The scientific innovative health cluster is presented as an innovative economic system in miniature, the systemic analysis method is based on the form of a model of causal elements that has been used to identify the directions of its digital transformations to define a strategy to increase the synth of the cluster, improving its competitiveness both its constituents elements and the system as a whole. Identify the role of digital technologies in improving the educational and scientific process of practical skills of continuing medical education.

China has been one of the most important markets for western firms, but negotiating with the Chinese is quite a challenging task. Researchers have been investigating the distinctness in Chinese negotiation and conflict management styles, but have yet to provide solid evidence for it. An attempt is made in this study to illustrate how Chinese people approach conflicts, and thus how this affects their negotiation behaviours during business negotiation, which provides an empirical test of Chinese conflict management styles and their impact on negotiation outcomes. Results show that compromising and avoiding are the most preferred methods of conflict management in China, while accommodating and competing lead to more satisfaction during business negotiation. Managerial implications and future studies are then discussed.

This book has been designed as a key resource in supporting student teachers during and beyond their teaching training, as well as others interested in education, to begin to understand how, and to be able, to address the special educational, and/or additional support, needs of children and young people within schools and colleges. Legislation across the United Kingdom and in Northern Ireland has established the legal requirement to ensure the availability of provision for special educational needs, or additional support, needs and disabilities in schools and, as in England for the first time, in further education colleges. In England, for example, the Children and Families Act, introduced in September 2014, has strengthened and extended this legislation. Under the terms of Section 19(d) of Part 3 of this Act, simply to ensure that young people with special educational needs and disability (SEND) have access to an appropriate education is no longer sufficient. Instead, it specifies access that enables young people to 'achieve the best possible' educational and other outcomes. This reflects a new and higher level of outcome required by law. Codes of Practice to ensure that education law in this area is implemented in schools and colleges have been developed in each of the four countries. These Codes have the status of statutory guidance. Teachers in schools (and, in England, colleges) continue to be expected to provide effective learning opportunities for all their pupils, including those who have special educational needs and/or disabilities. Schools, colleges and other settings have clear duties under the statutory guidance of the Code that applies in their own geographical area. Current legislation promotes the inclusion of (almost) all young people in mainstream schools and colleges. However this often has to be implemented within a national context of school and college 'improvement' and competition and market-oriented practices where, in some (but not all!) places, young people who experience difficulties may not be welcomed. Such challenges are not necessarily insurmountable however and the book discusses the debates and dilemmas and offers practical suggestions to address these. It is essential that all involved understand what 'having' a special educational, or additional support, need or disability means for the young person and his/her family, and what addressing such needs and/or disabilities entails in schools.

'Das Erfassen von Einkommen wird in der Umfrageforschung auf sehr unterschiedliche Art durchgeführt, unterschiedlich hinsichtlich der Definition des Begriffs, der Operationalisierung der Fragestellung, des Umfangs der Abfrage und den Strategien zur Reduktion von Non-Response. Verantwortlich hierfür ist einerseits die Forschungsfrage (welchen Stellenwert hat das Einkommen für die Analyse) und andererseits der 'Respekt', den der Forscher und seine Interviewer vor dieser Frage haben (welches Antwortverhalten wird bei der Abfrage von Einkommen unterstellt). Bewegt man sich auf der Ebene von internationalen Vergleichen, so sind zusätzlich kulturelle Unterschiede in der Handhabung von Statistik und Umfragen zu berücksichtigen. Ziel dieser Ausführungen kann es nicht sein, das einzig wahre Instrument für die Messung von Einkommen in der Umfrageforschung - am besten international gültig - darzustellen: Es gibt weder ein einziges noch ein wahres Meßinstrument. Ziel ist es, dem Forscher aufzuzeigen, wie die Wirklichkeit in der Einkommensmessung aussieht und was national und international vergleichend bei der Einkommensmessung zu berücksichtigen ist. Hierzu werden wir unterschiedliche Operationalisierungen für die Erfassung von Einkommen vorstellen und die Punkte herausarbeiten, die der Forscher bei einer vergleichenden Analyse von Einkommen berücksichtigen sollte.' (Autorenreferat)

This article addresses the life and educational thinking of Victor Lytton, second Earl of Lytton, who not only involved himself in a wide number of social causes but was instrumental in contributing to the development of progressive education in the early decades of the twentieth century. This he did through his work with the New Ideals in Education conferences but also as he became embroiled with Homer Lane and the Little Commonwealth. Lytton also write a number of books that developed a new theory of education. Drawing upon the archives held at Knebworth House, the paper seeks to explore Lytton's life and thought both by exploring his involvement with various causes but also by a close textual reading of his unique educational philosophy, which appeared as a combination of Christ and Freud. By so doing it seeks to reintegrate Lytton as a significant figure in the progressive educational tradition.

ABSTRACTThe lack of consensus and consistency in measuring resilience undermines the ability of the development aid community to objectively monitor and verify the effects of programs that are intentionally designed to build resilience. In this paper we compare conceptual and analytical models of resilience used by various development organizations, critically evaluating their strengths and weaknesses from a program implementation and measurement point of view. We provide the reader with a clear synthesis of the literature and a classification system for these resilience models. Lastly, we bridge the 'measurement gap' by mapping each resilience model to their set of indicators and by building a list of indicators and metrics directly distilled from the literature and classified using SMART filters.

This article addresses two questions: Is blindness a disadvantage to educational or occupational expectations? and, Do expectations vary according to the degree of vision? A comparison of two independent samples of legally blind and sighted high school students in Ontario, Canada, indicated that legally blind students generally had lower occupational, but not educational, expectations than did their sighted counterparts. Regression analyses, using only the sample of blind students, revealed an unanticipated negative relationship between expectations and the students' degree of vision. The students' self-concept of academic ability, socioeconomic status, friends' educational plans, and degree of vision accounted for 38 percent ( p< .001) of the variance in the level of educational expectations, while their self-concept of academic ability, socioeconomic status, and degree of vision accounted for 33 percent (p< .001) of the variance in the level of occupational expectations.

In low-income countries, primary school students often fall far below grade level and primary dropout rates remain high. Further, in some countries, educators encourage their weaker students to drop out before reaching the end of primary school. These educators hope to avoid the negative attention that authorities direct to a school when its students perform poorly on the primary leaving exams that governments use to certify primary completion and eligibility for secondary school. We report the results of an experiment in rural Uganda that sought to reduce dropout rates in grade six and seven by offering bonus payments to grade six teachers that rewarded each teacher for the performance of each of her students relative to comparable students in other schools. Teachers responded to this Pay for Percentile (PFP) incentive system in ways that raised attendance rates two school years later from .56 to .60. These attendance gains were driven primarily by outcomes in treatment schools that provide textbooks for grade six math students, where two-year attendance rates rose from .57 to .64. In these same schools, students whose initial skills levels prepared them to use grade six math texts enjoyed significant gains in math achievement. We find little evidence that PFP improved attendance or achievement in schools without books even though PFP had the same impact on reported teacher effort in schools with and without books. We conjecture that teacher effort and books are complements in education production and document several results that are consistent with this hypothesis.

Doubts have been raised recently on the findings of panel studies of purchasing power parity (PPP) on the grounds that they ignore serial correlation and cross‐sectional dependence, and consequently suffer from severe size biases and loss of power. We implement an alternative panel unit root test that controls for serial correlation and cross‐sectional dependence as well as the heterogeneity of dynamics and error variances across groups, and find strong support for PPP. Our findings are consistent with other recent studies on the subject.