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This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts.

Intro -- Foreword -- Preface -- Contents -- About the Authors -- List of Figures -- List of Tables -- Chapter 1: Introduction -- Chapter 2: National Reform Processes: Examples of Six European Countries -- 2.1 Recent Reforms of Austrian Universities -- 2.1.1 Point of Departure -- 2.1.1.1 University System in Austria -- 2.1.1.2 Austria's Reform of 1975: University in a Democracy, Democracy in the University -- 2.1.2 The Reform of 2002: Preceding Debates and Key Elements -- 2.1.2.1 Preceding Debates -- 2.1.2.2 The Main Goal of the 2002 Reform: 'Institutionalisation' of the University -- 2.1.2.3 The Role of the Rectors' Conference (Now: Uniko) -- 2.1.2.4 The Reform of 2002: Staffing and Financial Autonomy -- 2.1.2.5 The Reform of 2002: Governance Structure and Organisational Autonomy -- 2.1.3 Sequencing of the 2002 Reform and Its Main Impact -- 2.1.3.1 Points of Critique of the Reform 2002 -- 2.1.3.2 Sequencing of the Reform -- 2.1.3.3 Impact of the Reform -- 2.1.4 Open Issues -- 2.2 Opportunities for Change: University Reforms in Denmark -- 2.2.1 Introduction -- 2.2.2 Background for Higher Education Reforms in European Countries -- 2.2.3 Fundamental Drivers of Reforms in Higher Education Systems -- 2.2.4 Precursors to Reforms in Denmark -- 2.2.5 Implementing Five Waves of Higher Education Reforms in Denmark (See Fig. 2.2) -- 2.2.6 A Modernised Higher Education System? -- 2.2.7 What Was the Outcome of These Reforms? The Case of Aarhus University -- 2.2.8 Conclusion: Addressing Contemporary Challenges with a View Towards the Future -- 2.3 Structural Reforms in the Finnish Higher Education System -- 2.3.1 Introduction: Background of Historical Developments in Finnish HE -- 2.3.1.1 The Financing of Universities Moved Gradually Towards a More Performance-Based System -- 2.3.2 Reforms and Why? -- 2.3.3 Implementing the Changes and How?.

Preface -- Acknowledgements -- 1. Introduction: Matthew Ryan Hauge & Andrew W. Pitts -- Part I: Educational Contexts and Settings -- 2. The Torah versus Homer: Jewish and Graeco-Roman -- Catherine Hezser, SOAS, University of London, UK -- 3. Exodus from the Cave: Moses as Platonic Educator -- Craig Evan Anderson, Claremont School of Theology in California, USA -- 4. Observing a Teacher of Progymnasmata -- Ronald F. Hock, University of Southern California, USA -- 5. The Seven Sages, The Delphic Canon and Ethical Education in Antiquity -- James R. Harrison, Sydney College of Divinity, Australia -- Part II: Early Christian Appropriations -- 6. Fabulous Parables: The Storytelling Tradition in the Synoptic Gospels -- Matthew Ryan Hauge, Azusa Pacific University, USA -- 7. The Origins of Greek Mimesis, Ancient Education, and Gospel of Mark: Genre as a Potential Constraint in Assessing Markan Imitation -- Andrew W. Pitts, Arizona Christian University, USA -- 8. Luke and Progymnasmata: Rhetorical Handbooks, Rhetorical Sophistication and Genre Selection -- Sean A. Adams, University of Glasgow, UK -- 9. Luke's Antetextuality in Light of Ancient Rhetorical Education -- Dennis R. MacDonald, Claremont School of Theology in California, USA -- 10. A School pf Paul? The Use of Pauline Texts in Early Christian Schooltext Papyri -- Jennifer R. Strawbridge, University of Oxford, UK -- 11. How Did the 'Teaching' Teach? The Didache as Catechesis -- William Varner, The Master's College, USA --

Most comparisons of Thomas Hobbes and Baruch Spinoza focus on the difference in understanding of natural right. We argue that Hobbes also places more weight on a rudimentary and exclusive education of the public by the state. We show that the difference is related to deeper disagreements over the prospect of Enlightenment. Hobbes is more sanguine than Spinoza about using the state to make people rational. Spinoza considers misguided an overemphasis on publicly educating everyone out of superstition—public education is important, but modes of superstition may remain and must be offset by institutions and a civil religion. The differences are confirmed by Spinoza's interest in the philosopher who stands apart and whose flourishing may be protected, but not simply brought about, by rudimentary public education. Spinoza's openness to a wisdom-loving elite in a democracy also sets up an interesting parallel with Thomas Jefferson's own commitment to the natural aristocracy needed to sustain republicanism. In demonstrating the 17th century philosopher's skepticism toward using the state exclusively to promote rationality, even as he recognizes the importance of a sovereign pedagogical role and the protection of philosophy, we move to suggest that Spinoza is relevant to contemporary debates about public education and may reinvigorate moral and political discourse in a liberal democracy.

A reply to Janet A. Weiss's, John Coons's, & Jeffrey R. Henig's comments on Godwin et al's "Liberal Equity in Education: A Comparison of Choice Options" (all, 1998) maintains that a program using a graduated voucher system with low-income quotas for choice schools will help to alleviate inequalities of opportunity, diversity, & rights of lower-income families. It is agreed that more research is needed, but contended that the necessary data will only be obtained by instituting a pilot program that includes sectarian schools & does not restrict vouchers. Further, suggested integration requirements for schools accepting vouchers would prevent the greater class & ethnic segregation predicted by school choice opponents & would enhance diversity, which includes an expansion of the range of groups that support differing worldviews. It is not suggested that the state's role would increase governmental power, but simply that the national government should protect minority viewpoints often denied at the local level. The importance of moral self-perfection in promoting tolerance is discussed. 6 References. J. Lindroth

Der englischsprachige Text liefert eine aktuelle Bestandsaufnahme zu den zentralen Bereichen der Erwachsenen- und Weiterbildung in Frankreich. Die Autorin Silke Schreiber-Barsch stützt sich auf vielfältige Daten und Informationen. Beginnend mit der historischen Entwicklung spannt Schreiber-Barsch den Bogen über die politischen, finanziellen und institutionellen Rahmenbedingungen bis zu Angebot, Teilnahme und Lehrpersonal. Abschließend umreißt sie den Forschungsstand zur Erwachsenenbildung und deren Rolle im Hochschulsystem.

Das Länderporträt bietet fundiertes Einstiegswissen und eine gute Orientierung über das System der Erwachsenen- bzw. Weiterbildung in Frankreich.

Cover -- Copyright -- ABOUT THE AUTHOR -- TABLE OF CONTENTS -- Glossary -- List of Figures -- List of Abbreviations -- Preface -- Chapter 1 Introduction To Hospitality Industry -- 1.1. Introduction -- 1.2. History Of Hospitality Industry -- 1.3. Nature And Characteristic Of Hospitality Industry -- 1.4. Growth And Development Of The Hotel Industry Around The World -- 1.5. Four Key Segments Of The Hospitality Industry -- 1.6. Technology In The Hospitality Industry -- 1.7. Significance Of Hospitality Industry In A Country's Economy -- 1.8. Advantage And Disadvantage Of Hospitality Industry

The leading value of "Four Good Teachers" in China -- The teacher salary management policy in China -- The teacher evaluation policy in China -- The teachers' professional title appointment policy in China -- The teachers' ethic policy in China's education system. .

Introduction. The steppe zone of the Volga basin is interesting in connection with the study of the Orlovskaya, Cis-Caspian, and Khvalinskaya cultures. These cultures have an important significance for the prehistorical archaeology of Eastern Europe. The Orlovskaya culture is characterized by the appearance of the most ancient ceramics in the region, early signs of domestication are connected with the Cis-Caspian culture but the earlier metal items were found in the Khvalinskaya culture. Together with the main features of these cultures, the important question is a determination of reliable boundaries of them. From 2007 more than 60 radiocarbon dates were obtained. The basis consisted of the materials of the Varfolomeevskaya site. The most of dates had been done on the organics from ceramics. That was under dispute. Methods and materials. During the last eight years, more than 30 radiocarbon dates were obtained on the different organic materials (charcoal, animal bones, and food charred crusts) from new open stratified sites – Algay and Oroshaemoe. This set of dates gave the possibility to develop a reliable chronological schema for the Neolithic-Eneolithic in the region under consideration. The comparison of dates on the different organic materials has been done. Results. The chronological framework of the Orlovskaya culture, the Cis-Caspian culture of transition period and the Eneolithic Khvalinskaya culture for the steppe zone of the Volga basin was determined. The place of the Orlovskaya cultural antiquities among of Neolithic cultures of neighboring regions was established. The age of transitional Neolithic-Eneolithic Cis-Caspian culture with the earliest pieces of evidence of domestication in Eastern Europe was definite. The chronological framework of the Khvalinskaya Eneolithic culture in the steppe zone was considered and made the comparison with the Cis-Caspian culture. Authors' contribution. A.A. Vybornov is prepared the archaeological part of the article and did analysis and their interpretation of the radiocarbon dates on the Neolithic of the steppe zone of the Volga basin. F.F. Giljazov collected all dates of the Orlovskaya culture of the Algay and Oroshaemoe sites. N.S. Doga did an analysis of dates of the Cis-Caspian and Khvalinskaya cultures on these sites. M.A. Kulkova obtained the radiocarbon dates for different layers of the Algay and Oroshaemoe sites and did the correlations on the different organic materials. B. Philippsen obtained the AMS dates on charcoal, bones, charred crusts and did their correlation.