Suchergebnisse

Report of the Texas State Auditor's Office related to determining how the Lamar higher education institutions calculated and supported expenditure and revenue losses attributable to Hurricane Katrina and Hurricane Rita, and how the Texas State University System approved and allocated emergency funds.

"This book investigates the dilemma of educating students for future work in the context of the Philippines, one of the top sources of migrant labor in the world. Here, colleges and universities are expected to not only educate students for jobs within the country, but for potential employers beyond national borders. It demonstrates how human capital ideology reinforces such export-oriented education, creating an assumed relationship among academic credentials, overseas opportunity, and future migrant remittances. Findings indicate that attempts to produce migrant workers undermine the job security of college instructors, skew local curriculum towards foreign requirements, and challenge efforts to develop academic programs in line with local needs. As more developing nation's turn to migration as a development strategy, colleges and universities face increasing pressures to produce future migrant workers who will have an advantage over other nationalities. This book emphasizes the importance of understanding how this global phenomenon affects colleges and universities, as well as the teachers and students within these institutions. This book raises important questions on the role of universities in today's global economy and the effects of contemporary migration flows on developing countries."--Provided by publisher.

Preliminary Material /Edgar González-Gaudiano and Michael A. Peters -- Introduction /Michael A. Peters and Edgar González-Gaudiano -- Solar ethics: A new paradigm for environmental ethics? /Michael A. Peters and Ruyu Hung -- Ontological/epistemological pluralism within complex contested EE/ESD landscapes: Beyond politics and mirrors /Paul Hart -- Narrated lives: Contributions from an interpretative perspective for understanding the formation of an ecological self /Isabel Cristina de Moura Carvalho -- What does environmentally educated citizenship mean? /Edgar González-Gaudiano -- Should environmental education trust politics more than science? /Guillermo Foladori -- Ecojustice learning /Alberto Arenas -- Formation and identity of environmental educators /Adilson Januário da Silva and Marcos Reigota -- Environmental educational research in Latin America and the Caribbean /Alicia de Alba -- Qualitative environmental research, a look at the sustainability world: advances, opportunities and alternative indicators systems /José Gutiérrez Pérez -- Toward a new environmental contract in education /Jorge Rivas Diaz -- Globalization, resistance and resilience: Issues for environmental education /Lucie Sauvé -- The educational-recreational use of protected areas as a means of sustainability /María Muñoz and Javier Benayas -- 'After Neoliberalism': Environmental education to education for sustainability /Ruth Irwin -- What's in a name? Environmental education and Education for sustainable development as slogans /Coral Campbell and Ian Robottom -- Towards a language of probability for sustainability education in (South) Africa /Lesley Le Grange -- Popular education and environmental education in Latin America: Converging paths and aspirations /Haydée Torres de Oliveira -- Cochabamba and Colorado Conjoined: place-based education for a global perspective of environmental issues /Nicole Lamers -- The combination of environmental education and sustainable development for community programs: a case study by IPÊ in Brazil /Suzana Machado Padua -- Notes on Contributors /Edgar González-Gaudiano and Michael A. Peters.

Intro -- Economics, Aid and Education: Implications for Development -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- ECONOMICS, AID AND EDUCATION: IMPLICATIONS FOR DEVELOPMENT -- INTRODUCTION -- REFERENCES -- AFFILIATIONS -- PART I: THE POLITICS OF AID AND DEVELOPMENT -- THE ECONOMICS OF AID: IMPLICATIONS FOR EDUCATION AND DEVELOPMENT -- CURRENT DEBATES -- Thomas Dichter -- William Easterly -- Dambisa Moyo -- Roger Riddell -- David Ellerman -- DISCUSSION -- IMPLICATIONS FOR AID, DEVELOPMENT, AND EDUCATION -- Much More Money Is Needed -- Disburse some of that Money Directly to the Poor -- Real and Strong Participation should be the Fundamental Basis for Governance -- Replace the World Bank and the IMF -- Focus Aid on the Attainment of Human Rights -- More of the Same Research Is Not Needed -- NOTES -- REFERENCES -- AFFILIATIONS -- THE NEW GEOPOLITICS OF EDUCATIONAL AID: FROM COLD WARS TO HOLY WARS? -- INTRODUCTION -- FROM 'COLD WAR' TO 'NEW WARS' TO THE 'WAR ON TERROR': THE NEW GEOPOLITICS OF DEVELOPMENT -- UNDERSTANDING THE RISE IN AID TO EDUCATION IN CONFLICT ZONES -- ARE WE ALL SOLDIERS NOW?: EDUCATION AS COUNTERINSURGENCY -- CONCLUSIONS -- NOTES -- REFERENCES -- AFFLIATION -- AID IN EDUCATION: A PERSPECTIVE FROM PAKISTAN -- INTRODUCTION -- CONTEXTUAL BACKGROUND: EDUCATION REFORMS IN PUNJAB -- AID IN EDUCATION: SOME CONCERNS OF POLICY AND PRACTICE -- TO CONCLUDE: THE CONFUSION AND COUNTER MEASURES? -- REFERENCES -- AFFILIATION -- CRITICAL ANALYSIS OF ECONOMICS OF EDUCATION THEORIES WITH REGARD TO THE QUALITY OF EDUCATION -- INTRODUCTION -- Definition of Quality Related to Education -- Human Capital Theory -- Screening Hypothesis, Tail Hypothesis, the Theory of Labor Market Segmentation -- "Quality" Indicators of Education According to Human Capital Theory -- Criticisms of Human Capital Theory's Vision of Quality in Education.

The study examined the impact of parents – teenagers' communication on sex education. Three research questions were generated for this study. The study utilized a purposive sampling technique to select 246 parents in Abeokuta Metropolis. Results indicated that 59.8% of parents disagreed to discussing sex education with their children until they are fully matured, 76.8% of the parents wait for the right mood of their teenagers before giving them sex education and 63.7% of the parents reported that their teenage child find them boring whenever they want to give them sex education. It was recommended that parents should endeavour to be a friend to their children even before their teen years so as to enable an effective parent – teenagers' communication.

State education is neo/liberalism's preeminent form of self-governance, included in programmes of governance, which aim at integrating into the structures of the state populations (e.g. Roma) whose cultural constituencies and forms of knowledge are not yet subjected to market rationality. Based on interviews and participant observation, the dialectical communication between Roma local forms of knowledge and state education is critically explored by looking at interactions between teachers, school mediators, and Roma adults. Cultural idiosyncrasies are further analysed in relation to the utopian character of European neoliberal programme of social integration for the Roma. The article argues for a constructive dialogue between state education and idiosyncratic Roma forms of knowledge and culture, which can engender authentic forms of empowerment.

The article is based on documents from Russian national and regional archives, as well as modern scientific publications. It highlights and summarizes the main aspects the German Red Cross activities on the territory of Soviet Russia and the Ukrainian Soviet Socialistic Republic during the famine of 1921–1923. The German Red Cross was one of the member organisations of the Nansen International Committee for Aid to Famine in Russia and Ukraine and acted on its behalf independently, sending its own expedition to areas affected by famine and epidemics. Despite the quite unfavourable economic situation in Germany, humanitarian activities of the German Red Cross were conducted in several directions simultaneously: direct assistance to the starving population with food and clothing; healthcare; assistance to the Soviet healthcare authorities in carrying out the vaccination campaign; disinfection of infectious premises; assistance to Soviet scientists and educational institutions; delivery of medical equipment and deployment of scientific laboratories. Missions and representations of the German Red Cross worked in the Volga Region, eastern and southern Ukraine, the Autonomous Republic of Crimea, the cities of Petrograd, Moscow, Novorossiysk and Minsk. The contribution of the German Red Cross workers was marked with praise at the highest level by the Soviet leadership. Their energy and dedication are evidenced both by the results of their work and by the suffering and human losses they endured together with Soviet citizens.

"Universities for years have been the bright spot in our educational system. Today, these institutions are under siege from multiple constituencies including students, parents, legislators, government officials and their own faculties. Education has historically been a way for students to improve their lives and fortunes. However, the rising costs of college are a barrier to access for many students, reducing their chances for upward mobility. Is technology the solution, or is it just another costly problem for universities? The purpose of this book is to explore how new technology has the potential to transform higher education. However, this same technology also has the potential to disrupt universities. Much depends on how administrators, faculty and students apply technologically enhanced learning. Technology and the Disruption of Higher Education presents details on MOOCs, blended, flipped and online classes and their role in transforming higher education based on the author's experiences teaching all of these types of courses. These technology-enabled approaches to teaching and learning offer tremendous opportunities to schools, but they also threaten the traditional university. The book identifies some of these threats and opportunities and offers suggested strategies to take advantage of the technology. Is this technology enough to save the university system? While new ways of teaching and learning are exciting, they are only part of the puzzle. Radical change beyond what happens in the classroom is needed if our higher education system is to continue to flourish and some of these ideas are discussed in the last chapter of the book. The book is a call to action for educators to realize that the technology is both transformational and disruptive, and that some universities are going to fail in the next 15 years."--Provided by publisher.

A key component of all graduate level social work programs is the field-based educational experience designed to provide students the opportunity to practice while under the supervision of both a field-based mentor and a faculty member within the school. Social work programs must develop and maintain ties with organizations and agencies within the community to facilitate a wide variety of options for students. Separately, social work schools are increasingly developing relationships with other professional schools, most often with law schools, to allow students to study from an interprofessional perspective. In this article, the authors review existing literature regarding social work interprofessional education, focusing on law and social work. The authors will describe Michigan State University's School of Social Work Chance at Childhood Program, designed to train future social workers and lawyers from an interprofessional perspective in the classroom, in the field, and in a variety of community-based advocacy projects. Finally, the authors will discuss the results of preliminary research efforts designed to measure the program's effectiveness at achieving the program goals set forth in the program's logic model.