Suchergebnisse

ABSTRACTThis paper examines the choice of residential location in the city of Chicago versus its suburban areas. Data from the 5 percent Public Use Microdata Sample from the 1990 and 2000 Census of Population and Housing are used. Particular attention is given to the effects of educational attainment. Place of work continues to dominate the residential location decision. However, conditioning on place of work, demographics, and income, educational attainment is found to be statistically significant in residential choice of the city versus the suburbs in 2000 for non‐Hispanic whites, especially those with graduate degrees. In contrast, more educated African‐Americans and Hispanics tend to locate in suburban areas.

The problems surrounding the integration of NY City Sch's are explicated, & a discussion of Negro & white perceptions of the problems. It is indicated that the achievement of better & integrated Sch'ing will be possible only if both groups dispense with slogans & similar techniques & candidly express their anxieties to each other. Moreover, Civil Rights groups must establish COMM between communities, & Sch admin'ors must share the admin of their Sch's with non-professionals. M. Farber.

This book includes an analysis of the broad stages in the developmental pattern, of the key variables that must shape it, of their function in moral judgement and of the principles that must lie behind a moral education that has autonomy as its goal.

Background of School Violence in Korea, Japan, and the U.S -- Frequency and Types of School Violence -- Perception of School Violence from Stakeholders' Perspectives -- National Characteristics and School Violence -- School Characteristics and School Violence -- Individual and Family Characteristics and School Violence -- Policy Implications from Comparative Perspectives. .

This is an historical study about the development of women's health curricula in medical education across the U.S. between 1983 and 2004, a period of a great deal of innovation. At that time, some physicians, medical educators, policy makers, and government officials became aware that most U.S. medical school curricula did not address women's health in a comprehensive manner and did not attend to many problems that were the primary causes of mortality and morbidity in women. In addition, medical research and medical education were based on a normative male model. Studies of medical education indicate that medical schools are particularly resistant to changing their curricula. It has been posited that the hidden curriculum makes curricular change difficult. My work addresses how curricular change is possible in relation to women's health. Between 2001 and 2004, I interviewed 29 women's health leaders across the U.S. about their efforts to create women's health programs and curricula, encompassing undergraduate, graduate, and continuing medical education. The empirical issues that I address are: how my respondents became aware that there were problems in women's health, what they did/created, how they did it, and what type of resistance they encountered. My respondents differed in their understanding about women's health based on their life experiences. They learned about women's healthcare and implemented that knowledge into their teaching and curricular development and created interdisciplinary curricula. They established their own credibility, the legitimacy of their efforts, and they mobilized resources. They encountered gender based resistance from other individuals and from the system of medical education. My work contributes to our understanding of how curricular change is possible within medical education, especially as it relates to comprehensive women's health issues.

Access to knowledge for everyone in the increasingly-interconnected society has been a tool for democracy. We discuss here the dangers of a world online and the growing concerns about state surveillance, security, privacy and exploitation. We discuss our right to protect our individual freedom. We conclude that privacy is a fundamental Human Rights in order to guarantee human dignity and freedom.