Suchergebnisse

Although it is recognised that certain international agencies such as the OECD as key "globalising agencies", have acquired the capacity to "persuade" nation states towards certain policy priorities, little attention has been paid to making clear how these processes of persuasion may work. This volume investigates such processes, drawing on a study of the relationship between the OECD and educational policy directions in Australia. It investigates the link between three elements of education policy - the nation state, the OECD, and globalisation. These links are explored through case studies in higher education and vocational education and training policy developments, drawing on the Australian experience. The book also generates questions about educational purposes and decision making in the contemporary contexts which have wider applicability. (HoF/text adopted)

Cover -- Title -- Copyright -- Preface -- Acknowledgment -- Contents -- Dedication -- Introduction -- Methodology -- Summary of State Programs in Solid Waste and Recycling Education -- California-Solid Waste Management Board -- California-Golden Empire Health Planning Center -- Connecticut-Department of Environmental Protection -- Florida-Department of Education -- Illinois-Environmental Protection Agency -- Indiana-Office of School Assistance -- Kentucky-Western Kentucky University -- Kentucky-Natural Resources and Environmental Protection Cabinet -- Maine-Office of Waste Recycling and Reduction -- Massachusetts-Department of Environmental Protection -- Michigan-Department of Natural Resources -- Michigan-Genesee County Cooperative Extension Service -- Minnesota-Waste Management Board -- Missouri-Department of Natural Resources -- New Jersey-Department of Environmental Protection -- New York-Department of Environmental Conservation -- Oregon-Department of Environmental Quality -- Rhode Island-Department of Environmental Management -- Tennessee Valley Authority-Environmental/Energy Education Program -- Texas-Texas Education Agency -- Texas-Department of Health, Division of Solid Waste -- Vermont-Department of Education -- Vermont-Institute of Natural Sciences -- Virginia-Office of Litter Prevention and Recycling -- Washington-Department of Ecology -- Wisconsin-Bureau of Information and Education Department of Natural Resource. -- Wisconsin-Environmental Resources Unit, University of Wisconsin -- Educational Resources Information Center (ERIC) -- Respondent States with No Waste Education Programs -- Alaska-Department of Education -- Arkansas-Department of Pollution Control and Ecology -- Delaware-Solid Waste Authority -- District of Columbia-Office of Instruction -- Kansas-Department of Education -- Maryland-Department of Education.

This article focuses on issues related to ethics and training, part of a research project on ethical and deontological thinking in which, during its early stages, thirty six teachers from a variety of teaching levels were interviewed. We have identified some aspects related to the ethical training of teachers which are connected to other dimensions under study, namely the regulation and creation of a deontological code and the ethical, personal and professional conceptions of teachers. In addition to an interpretative analysis of data and a brief review of current legislation and studies, we have reflected on the perspectives and strategies to be considered in the ethical training of teachers. ; info:eu-repo/semantics/publishedVersion

"February 1984." ; Cover title. ; Mode of access: Internet. ; 2

A review essay on two books by Birgit Brock-Utne, Educating for Peace & Feminist Perspectives on Peace and Peace Education (Oxford: Pergamon, 1985 & 1989, respectively [see listings in IRPS No. 62]). Despite the similarity of titles these books are considered complementary, rather than overlapping: the first describes women's actions for peace & against armament & violence; & the second analyzes different perspectives on the position of women, & the concrete consequences of the author's broad notion of peace (absence of violence & equality of rights). Brock-Utne's standpoints on the sources of the underprivileged living conditions of women & on gender-specific socialization determinants, her analyses of historical perspectives on pioneer female peace activists, & of the effects of televised violence, & her concept of peace as absence of violence are criticized. The second book's analysis of peace education in the formal school system, it is suggested, lacks sufficient reference to relevant research. While the books contribute to peace education & research on it, the interrelation between individual, social, & national violent interactions requires further research. 5 References. I. Shagrir

"This paper is based on the premise that without integration of knowledge across disciplines, without integration of research with education, and without dialogue between science and stakeholders, opportunities to bound the complexity of environmental processes will be missed. Without adequate integration, solutions to environmental challenges will be partial at best, and new problems and unintended impacts will likely arise that prevent natural resource, economic and social systems from flourishing. On that premise, the paper explores what specifically needs to be integrated, and why, how that integration may occur, and what emotive, social and institutional conditions need to be achieved that may foster integration." (author's abstract)