Suchergebnisse

Breast cancer remained a hidden disease among women in the United States until the 20th century. It was initially brought into the open with public revelations from individual women, which was followed by the development of support groups and ultimately the formation of political activist groups with various priorities. Those concerned with toxic environmental exposures as a potential cause of breast cancer organized, demonstrated, and lobbied for research funding and eventually became partners in the research that arose from their efforts. One representative example was the Breast Cancer and Environment Research Centers (BCERC) Project (2003–2010), supported by the National Institute of Environmental Health Sciences (NIEHS) and the National Cancer Institute (NCI). The BCERC embedded a Community Outreach and Translational Core into its formal organizational infrastructure to ensure advocate involvement in the standing scientific subcommittees of BCERC, the first project funded by NIEHS and NCI to do so. The formal integration of advocates as partners in scientific studies focused on breast cancer is embedded in a rich history of action on the part of many courageous women. This article describes the historical evolution of breast cancer activism in the United States, which provided a critical foundation for the formation of BCERC. This description is followed by a discussion of BCERC as an example of the transdisciplinary research model, a paradigm that strives for inclusion of multiple stakeholders and increased interaction between scientists from a wide spectrum of disciplines, advocates, and lay audiences in order to more effectively conduct critical research and to translate and disseminate its findings.

Black students participate in international education or study abroad experiences far less than other college students. The reasons, as stated in previous literature, include choice of major, attrition rates, lower levels of social economic affluence, and the lack of encouragement and support. These conclusions were tested with a sample of Black high school graduates enrolled in a residential, summer college-preparatory program. Results contradicted previous findings and led to the creation of a model to increase Black students' participation in international education through a service learning pedagogy using short, intensive study abroad experiences.

The need for a new profession devoted to environmental matters is asserted. The qualities of such a profession are sketched, and it is argued that new initiatives in environmental education are needed in the form of graduate, professional programs with primary emphasis on practice. An example 2-year program is presented. A fundamental requirement is scientific competence; undergraduate preparation in the sciences or engineering is mandatory. The graduate curriculum itself is built on three primary cores: environmental science and engineering, business and management, and public policy. Additionally, an environmental round table is proposed as a focal point for academic, industrial, governmental, and public discussion on environmental matters. The round table would provide oversight for the professional educational program and an affiliated research institute.

General education is one of the glories of American higher education; it is one of its major headaches as well. The concern for general education highlights some of the distinctive virtues of American universities and colleges. First it illustrates the ability to be open to different traditions and to forge them into something new. Liberal education, the older and still widely used term for general education, is the bequest of British higher education where it was taught to an elite of young gentlemen, destined for careers in politics and the professions. The notion of the well‐rounded gentleman in turn goes back to the Renaissance. Its authoritative portrayal was Castiglioneʹs Book of the Courtier (1528), translated into English within little more than a generation. The tie between liberal education and the seven liberal arts reminds us that general education has still deeper roots inthe Middle Ages and classical antiquity.

This thesis provides an analysis of the problems associated with the dual labor market structure and credentialism in Korea. In Chapter 2, I evaluate the effectiveness of an education policy in Korea that regulates operating hours of private tutoring academies, called hagwon, to reduce private tutoring consumption. Since 2009, 16 provincial education offices have placed a restriction on operating hours of hagwon in their ordinances. Since then, some regions have strengthened their initial curfew while the others have maintained the initial curfew. We take advantage of these shifts to identify the treatment effect by using a difference-in-differences estimation. Our findings suggest that strengthening the curfew does not generate a significant reduction in the time and money spent on private tutoring. High school students increased their consumption of alternative forms of private tutoring when their consumption on hagwon type tutoring had to be limited. Chapter 3 examines whether and how labor market duality can be alleviated through legislation that prohibits discrimination based on employment type. In 2007, the Korean government undertook a labor reform banning discriminatory treatment against fixed-term, part-time, and dispatched workers. By exploiting a gradual implementation of the anti- discrimination law by firm size targeting a subset of non-regular workers, I identify the treatment effects of the anti-discrimination law, taking a difference-in-difference-in- differences approach. The results suggest that the anti-discrimination law leads to significant increases in hourly wages and the probabilities of being covered by national pension, health insurance, and employment insurance for targeted non-regular workers in small firms, relative to other workers. The presence of labor unions contributes to reducing gaps in labor conditions between regular and targeted non-regular workers. Chapter 4 studies the union wage premium in Korea. We disentangle the overall union wage effect into the heterogeneous effects ...

AbstractThis article deals with the relationship between conflict and education. The author examines that linkage in both causal directions. A particular paradigm dominant in educational and policy systems, Realpolitik, tends to be reinforced by conflict; an alternative paradigm, Idealpolitik, tends to facilitate and strengthen development of a peace and conflict studies culture.

Purpose: This article explores linkages and disjunctions between citizenship education and character education in England.Approach: The article undertakes a theoretical discussion of what both forms of education are and involve, and a historical overview of their development over the past twenty years, utilising a wide range of primary and secondary sources.Findings: Citizenship education programmes tend to place much greater emphasis than character education on the development of the necessary knowledge and skills that enable participation in political and democratic activities. The focus of character education is on personal ethics rather than public ethics, and the particular understanding of character education advanced by British politicians has been narrow and instrumental, linking the development of character with individual 'success', especially in the jobs market.Research implications: Comparative research is now needed to examine the strengths and weaknesses of these two forms of education as they are delivered in other countries, and to explore the similarities and differences between the experiences of different countries.Practical implications: Policy-makers concerned to ensure that young people have the knowledge, skills, values and attitudes they need to engage in civic and political activity should focus on programmes of citizenship education rather than character education.

This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity. Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today's globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world. In recent years, the development of global citizenship education and the building of students' global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging. This volume aims to contribute to the debate, question the relevancy of global citizenship education's policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. ;

Informal education systems in the traditional African systems were aimed at, among other things, passing on cultural values, norms and knowledge skills from one generation to the next. In addition, the youth were taught to preserve their cultural identity. Owing to fundamental shifts in classical family systems and educational practices in Africa, countries such as Zimbabwe have come to recognise the need for including societal values and norms, ethics, morals and responsibilities in thewhole school curricula in order to inculcate value systems and maintain the national legacy and cultural heritage. One strategy for achieving the desired cultural ethos is implementing a deliberate Citizenship Education programme which should be incorporated into the formal education system. Citizenship Education could also be inculcated through extra curricula activities such as sport.Besides the transmission of the cultural norms and values, Citizenship Education should incorporate humanitarian issues such as inclusion of people with disabilities in social processes. In the same vein, the Citizenship Education programme should be flexible to cater for the needs of learners with special needs. This paper explores the relevance of Citizenship Education to the prevailing Zimbabwean situation. In the long term, Citizenship Education has the capacity to improve the socio-political and economic advancement of a country. The paper concludes that Citizenship Education is relevant to the Zimbabwean situation, despite that it has been heavily politicised and has, in some cases, lost its original intention. In the long term, the programme has a propensity to improve the socio-political and economic conditions of the country. De-politicisation of Citizenship Education could be the first step towards re-aligning it to the intended national ethos and ideals. This should be policy driven.The programme should endeavour to inculcate values and norms that facilitate nation building and should not be used for partisan political orientation.