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Intro -- FrontMatter -- Acknowledgments -- Contents -- Summary -- 1 Introduction -- 2 Landscape of Early Care and Education Financing -- 3 Current Financing for Early Care and Education: Financing a Highly Qualified Workforce (Principle 1) -- 4 Current Financing for Early Care and Education: Affordability and Equitable Access (Principle 2) -- 5 Current Financing for Early Care and Education: Ensuring High Quality Across Settings -- 6 Estimating the Cost of High-Quality Early Care and Education -- 7 A Vision for Financing Early Care and Education -- References -- Appendix A: Methodology and Policy Choices and Assumptions for Cost Estimation -- Appendix B: Cost Estimation Models -- Appendix C: Determining a Reasonable Share of Costs for Families to Pay -- Appendix D: Biosketches of Committee Members and Staff

"This collection addresses the learning transformation that is required to inspire action and ensure the future wellbeing of our plant. Through the insights and expertise of the contributing authors, this book provides innovative strategies from around the world to transform teaching and learning practices to achieve ecological sustainability. Chapters cover a range of areas such as student-led learning, incorporating indigenous understandings, climate change, social disillusionment and common barriers to meaningful change. This book will appeal to undergraduate and postgraduate students in a range of education and environmental courses"--

Frontmatter -- Contents -- Acknowledgments -- Abbreviations of Rousseau's Works -- Introduction -- 1 Judgment and the Standard of Nature -- 2 Learning to Move: The Body, the Senses, and the Foundations of Judgment -- 3 Books and Experience in the Education of Judgment -- 4 Judgment and Pity -- 5 Piety and Authority -- 6 Judgment, Love, and Illusion -- 7 Judgment and the Possibility of Partial Detachment -- 8 Judgment and Citizenship -- Notes -- Index

Purpose– This qualitative research aims to examine through their voices, why Japanese teachers who invited corporate lessons into their classrooms first became involved with business people and how their perceptions towards business may have changed.Design/methodology/approach– Out of 275 food companies in Japan, three leading companies were selected as cases. Their corporate websites were examined to identify the participating public schools and the teachers who had been recruited to evaluate their experiences with corporate programs.Findings– Teachers learned about corporate programs through governmental sources and direct mailings from the companies. They were motivated to use corporate lessons because of food education, creative experience-based activity, and a newly created school subject termed "integrated study", which became a great receptor for corporate programs. This study suggested that corporate lessons positively changed the perceptions of teachers toward the business community.Research limitations/implications– Because this is a case study, the findings may not be generalized to other situations or other countries. Schools that may have corporate programs but refused to be included on company websites were not counted because this research relied on corporate websites to identify participating schools.Practical implications– More companies should consider public schools for effective CSR communication channels, and more strategic CSR is imperative to capture the battleground of the "integrated study" market.Originality/value– No previous study has examined food education as social responsibility activity as meeting the emerging educational needs of the society with a focus on "integrated study" as a receptor for corporate food education lessons in Japan.

The following is a brief report, published in 1982 on Adult Education and Illiteracy Eradication in Kuwait during the years 1967-1980.

This article analyses the relationship between the politics of education and language, and armed conflict and ongoing peace process in Myanmar. It discusses the state education system, which since the military coup of 1962 has promoted the idea of the country based on the language and culture of the Bamar (Burman) majority community, and the school systems developed by ethnic armed groups which oppose the military government. Ethnic opposition education regimes have developed mother tongue-based school systems. In some cases, the Mon for example, these broadly follow the government curriculum, while being locally owned and delivered in ethnic languages; in others, such as the Karen, the local education system diverges significantly from the Myanmar government curriculum, making it difficult for students to transition between the two systems. This article explores the consequences of these developments, and how reforms in Myanmar since 2011 — including the peace process, which remains incomplete and contested — have opened the space for educational reform, and the possible "convergence" of state and non-state education regimes. Ethnic nationality communities remain determined to conserve and [End Page 128] reproduce their own languages and cultures, adopting positions in relation to language and education which reflect broader state-society relations in Myanmar, and in particular ethnic politicians' demands for a federal political settlement to decades of armed conflict. The article concludes that sustainable resolution to Myanmar's protracted state-society conflict is unlikely to be achieved until elites can negotiate agreement on ethnic language and teaching policies.

During the past fifty years physical education has emphasized such objectives as strength, health, recreation and education. Emphasis in physical education has been influenced by educational, economic and political conditions. As a result of these influences, the physical education programs have gone through various stages of development and change. During certain periods we have had calisthenics, dance, sports, games, and various combinations of these activities. During the past few years, leaders in the field have endeavored to effect a program of study in physical education to be used as a guide for teachers in that profession.

The new philosophy of cultural democracy in educ is discussed in relation to cognitive styles & how practices based on the exclusionist melting pot ideology have affected learning in culturally diff children, specifically, Mexican-Amer children. Cultural democracy is the individual's right to maintain a bicultural identity, that is, to retain his identification with his ethnic group while simultaneously adopting mainstream Amer values & life styles. Cultural democracy includes the right of each individual to be educated in his own learning style. The exclusionist melting pot philosophy, on the other hand, assumes that values & life styles differing from those of the Amer Mc are inferior & must be changed. G. S. Lesser, G. Fifer & D. H. Clark, in "Mental Abilities of Children from Different Social-Class and Cultural Groups," Monographs of the Society for Research in Child Development, 1965, 102, have shown that members of diff ethnic groups exhibit diff patterns of intellectual ability, each group performing better in some areas than in others. Intellectual patterns varied for each of 4 ethnic groups & the patterns were similar for diff SE groups within the same culture. These findings imply that intellectual patterns observed are manifestations of culturally unique learning styles. Rejection of an individual's culture is accompanied by rejection of his established learning, incentive-motivational, human relational, & COMM styles (or cognitive styles) which are determined through soc'ization, itself culturally determined. The hyp is developed that the primary reason for the failure of educ'al instit's to fulfill the needs of the majority of Mexican Amer's is that they do not recognize or reflect the cognitive styles of these people. This hyp is supported by a study in which the Portable Rod & Frame Test was admin'ed to 53 teachers & 711 elementary students. Results showed teachers to be more field independent than Mexican Amer students. The hope is put forth that this res will lead to the development of techniques for training teachers to teach in both styles, to write curricula & to develop assessment instruments which are appropriate for both field sensitive & field independent children. Modified AA.

Distributed to some depository libraries in microfiche. ; Shipping list no.: 2006-0033-P. ; "Printed for the use of the Committee on Health, Education, Labor, and Pensions." ; Mode of access: Internet.