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A report of the Illinois State Aid Equalization Study. ; Papers prepared by Mary P. McKeown and David Koltun. ; Includes bibliographical references. ; Mode of access: Internet.

1. Introduction 2. History of Modern Japan and Nuclear Energy 3. Becoming Insider and Outsider in Fukushima 4. Contested Defintions of Risk in Fukushima 5. Reconstruction and Creating Spaces for Healing 6. Discrimination Against Hibakusha and Developing Global Networks 7. The OECD Tohoku School 8. Love for Genpatsu and Forming New Relationships 9. Conclusion

This chapter explores the complex historical, political and religious context that frame discussions around citizenship and democracy within education in Ireland, as an independent nation, and as a member of the European Union. What it means to be a citizen in Ireland will be explored.The focus is primarily on the Republic of Ireland, though issues that arise in Northern Ireland will also be covered. The chapter will focus on curriculum subject areas that touch on citizenship and democracy, past and present. The extent to which policy and practice can map onto the key concepts set out in the Council of Europe's framework of competences for democratic culture will be explored, with a specific focus on the extent to which teachers are trained to be able to teach these subjects. ; "Chapters from all Taylor & Francis books are eligible for green open access. Each individual author or contributor can also choose to upload one chapter from the 'Accepted Manuscript' (AM). An AM is typically the post-contract but pre-production (i.e. not copy –edited, proofread or typeset) Word Document/PDF of the chapter. Authors may upload the AM chapter to a personal or departmental website immediately after publication of the book - this includes posting to Facebook, Google groups, and LinkedIn, and linking from Twitter. Authors can also post the AM book chapter to an institutional or subject repository or to academic social networks like Mendeley, ResearchGate, or Academia.edu after an embargo period of 18 months for Humanities and Social Sciences books or 12 months for STEM books." https://www.routledge.com/info/open_access/by_the_chapter

This article uses theories of liberation psychology to analyse a youth civic engagement project enacted in a US urban school. Drawing on classroom observations and student and teacher interviews, the analysis illustrates the possibility of fostering students' character development – in this case, what the teacher and students called 'positivity' – while supporting their broader social understandings and commitment to a collective good. The project's intertwined focus on character and social structures troubles the potential tensions between these areas. The article raises conversations about the enacted civic curriculum as well as about the value of using theories of liberation psychology to inform and analyse such curriculum.

SOCIALIST THOUGHT IS EXPECTED TO SHOW CONCERN FOR MATTERS OF SUCH IMPORTANCE AS EDUCATIONAL INSTITUTIONS AND PRACTICES. HOWEVER, SOCIALISM'S TENDENCY TO DISTRUST THE STATE AS A CONTEXT FOR AUTHENTIC POLTIICAL PRAXIS AND ITS OPPOSITIONS TO THE DIVISION OF LABOR HAVE COMBINED TO HOBBLE SOCIALIST THINKING AND PLANNING ABOUT REFORMING THE EDUCATIONAL "SORTING MATCHINE" IN FAVOR OF MILLENNIAL NOTIONS OF THE LEVELING OR DESTRUCTION OF SUCH MACHINERY. THIS ARTICLE EXPLORES SOVIET EDUCATION AND COMES TO SOME CONCLUSIONS ABOUT IT. IT ANSWERS THE QUESTIONS: WAS SOVIET PROGRESSIVISM'S FAILURE IN THE 1920S PRIMARILY THE RESULT OF INHERENT IMPRACTICALITY? OR DID ITS FAILURES COME FROM HORRENDOUS ECONOMIC AND SOCIAL CRISES AND MORE ESPECIALLY FROM CHOICES THAT WERE MADE ABOUT THEM, OR INDEED CAUSED THEM?

Der Autor versammelt in seinem essayistischen Beitrag aktuelle ökonomische, ökologische und politische Strömungen, die sich um das Nachdenken und Gestalten der Zukunft bemühen, gerahmt von Überlegungen zur Moderne und Postmoderne. Skizziert werden u.a. die Idee handlungs- und nutzungsoffener Räume, die gemeinsam gestaltet werden ("Commons"), eine Kunst des Zusammenlebens, die die Beziehung und die Zusammenarbeit würdigt und es zugleich ermöglicht, einander zu widersprechen ("Konvivialismus"), die zwei Gesichter der Globalisierung nach Michael Hardt und Antonio Negri ("Empire" und "Multitude") sowie eine Verfassung des Gemeinsamen in einer direkten Demokratie. Diese Strömungen knüpfen dem Autor zufolge an Fragen an, die in der Bildungstheorie schon lange bearbeitet werden. Es sind das jene, die Wolfgang Klafki 1994 als "epochaltypische Schlüsselprobleme" der Gegenwart und Zukunft ausmachte. Daraus können sich auch neue Orientierungen für die Erwachsenenbildung ergeben. (DIPF/Orig.) ; In this essay-like article, the author brings together contemporary currents in economics, ecology and politics that make an effort to reflect on and shape the future framed by considerations of the modern and the postmodern. Outlined in the article are the idea of spaces open to action and use that are jointly organized ("commons"), an art of living together that honours relationship and cooperation and at the same time allows for contradiction ("conviviality"), the two faces of globalization according to Michael Hardt and Antonio Negri ("empire" and "multitude") as well as a constitution of the common in direct democracy. According to the author, these currents are linked to questions that educational theory has been working on for a long time. These are what Wolfgang Klafki recognized as "key problems typical to the epoch" of the present and future in 1994. They may also yield new orientations for adult education. (DIPF/Orig.)

Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the United States's long-term economic growth and security. In this article, we review and discuss current research on STEM education in the United States, drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (a) attainment of education in general, and (b) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social-psychological characteristics matter for both components, as do structural influences at the family, neighborhood, school, and broader cultural levels. However, whereas commonly used measures of socioeconomic status (SES) predict the attainment of general education, social-psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with fewer economic resources. Explanations for group disparities within the United States and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches.

This volume will provide educators at all levels with a research and evidence based understanding of the educational opportunities and challenges facing refugees. The chapters focus on language, teaching and pedagogical issues surrounding refugee education

The paper considers tendencies of journalistic education development in higher education institutions under conditions of journalist profession transformation caused by increasing influence of social and technology factors. Based on the comparative analysis of reorganization process of leading Russian and German centers of higher professional educations of journalists conclusions of blurring professional journalistic education subject definiteness, technocratization, which aggravates contradictions between forms and content of teaching process, and overvaluation of multimedia factor, which often replaces classification universality with, are drawn. The paper's authors consider the change of base model of professional education focused on traditional competences in the area of media works creation the principal direction of overcoming negative trends in institutional training of journalists. A new competence-based model should reflect principal changes of journalistic working conditions: increase in information scope requiring for processing; increase in operational efficiency; transformation of technological cycle of media production and media convergence; appearance of new interactive opportunities of interaction with audience and means of journalist's communication skills realization. In order to be successful on the media market the modern journalist should know ever-changing information legislation and be able to apply corresponding knowledge in practice; to master defense skills against aggressive media influence, media violence and manipulations and initiation of communication in interactive environment; to properly perceive and understand the reality around and consequently create media texts adapted to the needs and capacities of different publics. The essential condition for competence-based model of students' training is stability of educational process ideology based on acknowledgement of journalist's high social and occupational status. DOI:10.5901/mjss.2015.v6n3s3p107