Suchergebnisse

These are legal guidelines for colleges in South Carolina offering religious degrees.

In the last 15 years, two equilibria have arisen in the advanced world. On the one hand, wage dispersion has widened in those countries where unemployment has remained low (with cyclical variations). On the other hand, wherever income inequality has remained unchanged, unemployment has shot upward. To account for these distinct patterns, we develop a political-economic model showing that, controlling for the skills of the population, the effects of technological & trade shocks (that have affected OECD nations) are contingent on the institutional rules in place. Economies with generous unemployment allowances adjust through subsidized unemployment. By contrast, low levels of social protection lead to less unemployment but wider wage dispersion. The level of qualifications of the labor force determines the extent of the adjustment for a given institutional arrangement. We derive, in turn, the institutional structure of each country from the political conditions in place at the time of the shock. The empirical part successfully tests the model for the sample of European regions & US states. 6 Tables, 3 Figures, 2 Appendixes, 29 References. Adapted from the source document.

An underlying assumption of representative gov is that the legislator will identify with the values & reflect the att's & aspirations of the constituents & that he will manifest some of their other characteristics; evidence contradicting this popular conception is found in recent studies of the backgrounds of legislative decision-makers. The data here presented & analyzed suggest that the members of a US Senate & (to a lesser extent) the members of a Canadian House of Commons constitute pol'al elite groups which were highly unrepresentative of the pop's of which they were a part. This may be due to the low level of interest in pol on the part of the average citizen in the US & Canada, & to the high cost of entering & remaining in pol in these countries. IPSA.

Abstract
This essay examines the global impact of online education in the decade following the widely publicized introduction of MOOCs (Massive Open Online Courses) in 2012 - exploring the demographics and preferences of learners, the effectiveness of online learning, the surprising and substantial impact on the labor market, and the implications of scalability for reducing the cost of education. The essay concludes that online education has broadened the range of activities undertaken by leading universities and will continue to dramatically expand the population of learners with access to low-cost, high-quality education.

Middle classes are by definition ambiguous, raising all sorts of paradoxical questions, perceived and real, about their power and place relative to those above and below them in a class-structured society. Focusing on families of the new middle class in Istanbul, the authors of this study address questions about the social construction of middle-class reality in the context of the rapid changes that have come about through recent economic growth in global markets and the global diffusion of information technology. After 1980, Turkey saw a structural transformation from state-owned and managed

Few studies provide an overview of citizenship education from the primary to secondary grade levels in American schools. Citizenship education consists of specific teaching practices designed to encourage students to become more involved in their communities. This review critically evaluates three kinds of programmes related to citizenship education: (1) character education programmes, (2) political simulations and, (3) service-learning programmes. Students in the primary grades are mainly exposed to character education programmes, which emphasise the importance of developing ethical values. Political simulations are more common in high school civic courses, where students learn the importance of community-level civic engagement (e.g. volunteering). Service-learning programmes can help students in the secondary grades develop a broader range of civic engagement outcomes that pertain to the school and community-level context. This study reaffirms the importance of increasing students' exposure to citizenship education, while emphasising that certain instructional practices can be more effective in helping students develop civic engagement.

The article addresses how remnant or transformed colonialist structures continue to shape science and science education, and how that impact might be mitigated within a postcolonial environment in favor of the development of the particular community being addressed. Though cognizant of, and resistant to, the ongoing colonial impact globally and nationally (and any attempts at subjugation, imperialism, and marginalization), this article is not about anticolonial science. Indeed, it is realized that the postcolonial state of science and science education is not simply defined, and may exist as a mix of the scientific practices of the colonizer and the colonized. The discussion occurs through a generic postcolonial lens and is organized into two main sections. First, the discussion of the postcolonial lens is eased through a consideration of globalization which is held here as the new colonialism. The article then uses this lens to interrogate conceptions of science and science education, and to suggest that the mainstream, standard account of what science is seems to represent a globalized- or arguably a Western, modern, secular-conception of science. This standard account of science can act as a gatekeeper to the indigenous ways of being, knowing, and doing of postcolonial populations. The article goes on to suggest that as a postcolonial response, decolonizing science and science education might be possible through practices that are primarily contextually respectful and responsive. That is, localization is suggested as one possible antidote to the deleterious effects of globalization. Trinidad, a postcolonial developing Caribbean nation, is used as illustration.

I. The origin, organization and aims of the council. [1923] -- II. Filling the gap in modern education, by C. F. Kent. [1923] -- III. Religion at a great state university, by C. F. Kent. [1924] -- IV. The undergraduate courses in religion at the tax-supported colleges and universities of America, by C. F. Kent. [1924] -- V. State constitutional and legislative provisions and Supreme court decisions relating to sectarian religious influence in tax-supported universities, colleges and public schools, by H. L. Searles. [1924] ; No more published? ; Mode of access: Internet. ; Published by the council under its earlier names as follows: 1st, Council of schools of religion; 2d-3d, National council of schools of religion.