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Temporary Aid to Needy Families (TANF) has dramatically decreased welfare rolls, but has it reduced the college attendance rate of welfare recipients or limited the college enrollment of those who might have been on welfare without this policy change? The authors examine whether the work-first emphasis of welfare reform has reduced postsecondary education enrollment, principally in community colleges. Second, they consider short-term, noncredit programs at the expense of degree-granting curricula. Third, they assess whether states with more restrictive formal policies regarding higher education have lower enrollment of welfare recipients than those with less restrictive policies. Finally, they examine whether welfare reform has affected the enrollment rates of young single mothers who might have been on welfare in the absence of TANF. They review enrollment data from a variety of sources & present original analysis of data on postsecondary enrollment patterns from multiple national data sets. 4 Tables, 2 Appendixes, 36 References. [Copyright 2003 Sage Publications, Inc.]

The article considers the issue of the relationship between higher education and financial behavior of citizens of the Russian Federation. The points of view formed in the scientific literature on the factors determining the rationality of financial behavior. In addition, the role of education and training as a tool for the formation of responsible financial behavior of the population are presented. The observed manifestation of financial behavior was the demand for financial services provided by the Central Bank of the Russian Federation, as well as data on the availability of higher education, which were reflected in the All-Russian Population Census of 2020. As a result of the study, five groups of indicators were formed: accounts of individuals; placement of funds by individuals; loans /loans of individuals; payment services; insurance. The calculations were carried out in the context of the Federal Districts of the Russian Federation and allowed us to identify the following connections: strong direct (fixed for all groups of indicators), average direct (all except insurance), feedback (placement of funds by individuals; loans/loans of individuals) and weak communication (accounts of individuals; placement of funds by individuals; loans/loans of individuals). The presence of higher education shows a noticeable connection with the consumption by households and individuals of such services as: remote service and non-cash payments, exchange investments, deposits in banks, insurance protection. The level of involvement in interaction with the banking system, loans and overdue debts in non-bank financial organizations are at a comparable level in all federal districts. The higher the level of education, the lower the interest in such services as: placement of funds in micro-credit organizations and credit consumer cooperatives, loans that are small in volume and time taken in credit consumer cooperatives without the use of remote technologies. The assumption that higher education helps residents of Russia to make long-term decisions, avoid mistakes and follow models of responsible financial behavior has been empirically confirmed.

The U.S. has undergone downturns in the business cycle, what have often been viewed as necessary and temporary cuts to public higher education funding have instead become the new normal, and per-student funding has generally been on a downward trajectory for many years. The consequences of this austerity, neglect, and lack of political fortitude are felt most acutely by todays students, the most diverse in the nations history. That todays students face far higher college prices than previous generations is not in dispute. But the picture is not the same across the country, with wide variation in the levels of state commitments to higher education and to working-class students in particular. Even in states where support seems strong, working-class families face tuition bills that make up very large portions of their family income. This report lays out where the affordability and funding crises are most acute, taking a state-by-state look at where students can hope to work their way through college, how much each state prioritizes public higher education, and where white students have the greatest advantage in being able to pay the rising price. ; Demos

"Viral modernity is a concept based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and their basic application to understanding the role of information and forms of bioinformation in the social world. The concept draws a close association between viral biology on the one hand, and information science on the other to understand 'viral' technologies, conspiracy theory and the nature of post-truth. The pandemic COVID-19 is a major occurrence and momentous tragedy in world history with millions of infections and many deaths worldwide. It has disrupted society and the global economy has caused massive unemployment and hardship. Michael A. Peters and Tina Besley, explores human resilience and the collective response to catastrophe, and the philosophy and literature of pandemics, including 'love and social distancing in the time of Covid-19.' These essays, a collection from Educational Philosophy and Theory, also explore the politicising of COVID-19, the growth of conspiracy theories, its origins, and the ways it became a 'viral' narrative in the future of world politics"--

Part I: Introduction -- Intersections: A Paradigm for Languages and Cultures? J Jean Fornasiero, Sarah M.A. Reed, Rob Amery, Eric Bouvet, Kayoko Enomoto & Hui Ling Xu -- Part II: Redrawing Disciplinary Frontiers -- Research Intersections in Language Studies; Alison Lewis -- Rebranding Translation; Anthony Pym -- Conceptualizing China in Modern Europe; Yixu Lu -- Part III: Histories of Languages: Intersecting Trajectories -- Remembering Language Studies in Australian Universities: An Italian Case Study; John Hajek & Jennifer Baldwin -- French Studies at the University of Melbourne (1921-1956); Véronique Duché -- Engaging with the Past: Lessons from the History of Modern Languages at the University of Adelaide; John West-Sooby -- Part IV: Policy Directions: Negotiating Impasses and Finding Pathways -- The Position of Languages in the University Curriculum: Australia and the UK; Anthony J. Liddicoat -- Cross-Institutional Study for Languages: A Case Study in Ad Hoc Planning; Yuko Kinoshita -- Making the Case for Languages in Postgraduate Study; Natalie Edwards & Christopher Hogarth -- Three Provocations about Retention and Attrition and their Policy Implications; Matt Absalom -- Part V: Languages in the Workspace -- Languages at Work: Defining the Place of Work-Integrated Learning in Language Studies; Lara Anderson, Kay Are & Heather Merle Benbow -- Learning Language "In Action": Creating a Work Placement Program in Languages; Eric Bouvet, Javier Díaz, Daniela Cosmini, Maria Palakstoglou, Lynn Vanzo & Rosslyn von der Borch -- Developing Global Graduate Capabilities: Integrating Business, Language and Culture in an Interdisciplinary Space; Carmela Briguglio & Fernando Porta -- Part VI: Planning the Connected Classroom -- Online Delivery of a Beginners Course in Japanese: Its Costs and Benefits; Hiromi Muranaka-Vuletich -- The Development and Delivery of an Online Modern Greek Language Program; Maria Palaktsoglou, Michael Tsianikas, Antonios Litinas & Cecily Wright -- Adaptive and Mobile Learning at University. Student Experience in Italian Beginners Language Classes; Francesco De Toni, Federica Verdina, Marinella Caruso & John Kinder -- Part VII International Exchanges and Intercultural Connections -- Blending Italian through Skype: A Diachronic and Comparative Account of a Telecollaborative Project; Giovanna Carloni & Brian Zuccala -- How Do Language Learners Enact Interculturality in E-Communication Exchanges? Colette Mrowa-Hopkins & Olga Sánchez Castro -- Part VIII: Ways to Deeper Language Learning -- Developing Learner Autonomy: A Comparative Analysis of Tertiary Chinese and Spanish Language Cohorts; Hui Ling Xu & Jane Hanley -- Drawing Upon Disciplinary Knowledge To Foster Long-Term Motivation: Implementing Future L2 Selves in the Australian Tertiary Language Classroom; Riccardo Amorati -- Promoting Collaborative Learning in the Spanish Language and Culture Classroom; Lorely Aponte Ortiz -- Part IX: Revisiting the Languages and Cultures Nexus -- The Language of Food: Carving out a Place for Food Studies in Language Curricula; Matt Absalom & Lara Anderson -- Language Learning with Performance Techniques and Flow; Alexandra Ludewig, Patricia Benstein & Iris Ludewig-Rohwer -- Teaching and Assessing Language and Culture through Translation; Ana María Ducasse & Brigid Maher -- Part X Indigenous Languages Education: International Variations in Planning and Practice -- The Honua of the Hawaiian Language College; William H. Wilson -- Access and Personnel Policy in Minority Language Education: A Case Study at Yúnnán Mínzú University of China; Jie Yang -- Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages through the TAFE Sector in South Australia; Mary-Anne Gale -- Part XI: Australian Indigenous Languages in Academe: Constructing Pathways -- Teaching Aboriginal Languages at University — To What End? Rob Amery -- The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model; Mary-Anne Gale, Dan Bleby, Nami Kulyuṟu & Sam Osborne -- Yolŋu Languages in the Academy: Reflecting on 20 Years of Tertiary Teaching; Yasunori Hayashi -- How Universities Can Strengthen Australian Indigenous Languages: The Australian Indigenous Languages Institute; John Giacon. .

This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.

Foreword by the Right Reverend Marcus Stock, Bishop of LeedsAcknowledgementsList of AbbreviationsKey TermsIntroduction 1. Setting the Scene 2. The History of the Strategic Partnership between Church and State 3. Church Teaching on Education 4. Four Major Contributors 5. The Theological Dimension6. The Advent and Era of Academisation 7. Challenging Issues in the Relationship between Church and State 8. Fresh Understandings and New Requirements 9. Conclusion: Towards a Preferred Future BibliographyIndex

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Part I: History -- 1 An Argument for Practice-Based Evidence in Reading Education -- 2 The National Writing Project: The Heart and Soul of a Reform that Works -- 3 Fiction or Reality? The Reciprocity of School Film Literacy Representations and Educational Policy, 1955-2017 -- 4 Limiting EL Students to a Monolingual Education: A Movement of Failure -- Part II: Effects -- 5 How Close Is Too Close? The Ethics of Reading and Neoliberal Education Reform -- 6 The Effects of High-Stakes Testing: A Narrowing of Student Writing -- 7 The Impact of Portfolio-Based Performance Assessments on the Development of Preservice Literacy Teacher Reflection -- 8 The "Real World" of Schooling: The Market as Ethic in Education Practice and Policy -- Part III: Advocacy -- 9 "Tell Them I Can Do This Test in Spanish": Re-envisioning Literacy Assessment Practices for Young Bilingual Learners -- 10 Teacher as Advocate for Social Justice: Integrating Advocacy into the Theory and Pedagogy of Literacy Education -- 11 "You Can't Just Wave a Flag in This Place": Using Social Justice Literacies for Reform -- 12 Preservice Teacher Inquiry into Histories of Education Reform and Advocacy in Clinical Sites -- 13 Finding the "Brave Spaces": Reclaiming Teacher Professionalism -- Contributor Biographies -- Index

Economy, Work and Education: Critical Connections addresses effects of neoliberal capitalism in particular regard to work and education. The book elaborates key aspects and problems of generalized policy models of knowledge-based economies and learning societies in contexts of liberalized firm action, accelerated competitiveness and labor market flexibility. It discusses limits and paradoxes of higher skilled, knowledge-based economies which include significant disparities in labor market absorption of higher level skills, a deterioration of qualitative conditions of work and a re-subordination of workers. This volume provides a research-intensive crossing of these fields to contribute a closer disciplinary and scholarly dialogue between interested thinkers across fields who too often must labor and converse apart. It offers the vantage point afforded by traversing old boundaries and exploring concerns shared by many scholars and researchers in international circles in pursuit of social and cultural innovation in the governance of work and education and advancing wider social debate.