Suchergebnisse

Historically, relations between Brazil and Mexico have not been particularly close. One of the consequences of Brazil's rise was to draw the two countries together, although not necessarily in a harmonious way. The article argues that Mexican governments resented Brazil's attempts at becoming a global player at a time when they pursued the same goal. Mexico's response to Brazil's international projection was to approach it, trying to contain it, and to avoid exclusion from regional initiatives.

Poverty and Policy in American History is about people who needed help in the nineteenth and early twentieth centuries. It is about the ways in which the perception of poverty and other forms of dependence affected the development of public programs and the conduct of voluntary reform. It also about the ways in which people have written about welfare. The book contains three chapters and opens with a description of the life and death of a poor family in early twentieth-century Philadelphia based on case records. It attempts to show many of the themes in the lives of the poor through the close

published_or_final_version ; Public Administration ; Master ; Master of Public Administration

Приоритетным направлением развития образования является обновление его содержания и методов обучения с целью достижения новых высоких результатов [1]. В статье освещена актуальная на сегодняшний день и имеющая неоднозначное мнение среди психологов, педагогов и родителей проблема цифровизации дошкольного образования, представлен анализ возникающих проблем, с которыми сталкиваются дошкольные образовательные учреждения в связи с организацией цифровой доступности. Цифровизация учебно-воспитательного процесса в дошкольном учреждении рассматривается с точки зрения ее доступности и адаптируемости с учетоминклюзивности образовательной среды. Цифровая доступность предполагает тесную связь многих ее составляющих компонентов (цифровая социализация лиц с ОВЗ, цифровая инфраструктура образования, цифровая организация учебной работы, цифровая доступность инклюзивного образования, цифровые инструменты, сервисы, учебно-методические материалы для детей с ОВЗ), где доступность и адаптируемость играют важную роль в условиях детского сада, создающего особую инклюзивную образовательную среду. В статье раскрыта сущность понятий «доступность цифрового ресурса» и «адаптируемость цифрового ресурса». Анализ отечественных и зарубежных исследований позволил сформулировать определения данных понятий. На основе результатов теоретического анализа и практического мониторинга формулируются рекомендации по обеспечению доступности цифрового материала для разных групп пользователей: для детей, развивающихся в норме, и для детей с особыми образовательными потребностями. Цифровые платформы и ресурсы должны соответствовать основным принципам: воспринимаемости, удобства, понятности и надежности. В статье рекомендации по обеспечению доступности сгруппированы по четырем разделам: текстовому контенту; изображениям, видео и другим мультимедийным ресурсам; навигации; таблицам и формам. Результаты теоретического исследования и наблюдения на практике за учебно-воспитательным процессом с применением цифровых ресурсов позволяют прийти к выводу о том, что цифровая доступность включает в себя множество возможностей для обучения и воспитания детей с особыми образовательными потребностями.
The priority direction of the development of education is to update its content and teaching methods in order to achieve new high results [1]. The article highlights the problem of digitalization of preschool education, which is relevant today and about which psychologists, teachers and parents have rather a controversial opinion. The paper presents an analysis of the emerging problems which preschool educational institutions face in connection with the organization of digital accessibility. Digitalization of the educational process in a preschool institution is considered from the point of view of its accessibility and adaptability, taking into account the inclusiveness of the educational environment. Digital accessibility implies a close connection of many of its components (digital socialization of persons with disabilities, digital education infrastructure, digital organization of educational work, digital accessibility of inclusive education, digital tools, services, teaching materials for children with disabilities), where accessibility and adaptability play an important role in a kindergarten that creates a special inclusive educational environment. The main purpose of this article is to reveal the essence of the concepts of accessibility of a digital resource and adaptability of a digital resource. The analysis of Russian and foreign studies allowed us to formulate definitions of these concepts. Based on the results of theoretical analysis and practical monitoring, recommendations are formulated to ensure the availability of digital material for different groups of users: for children developing normally and for children with special educational needs. Digital platforms and resources must comply with the basic principles: perceptibility, convenience, comprehensibility, and reliability. In the article, accessibility recommendations are grouped into four sections: textual content; images, videos, and other multimedia resources; navigation; tables and forms. The results of theoretical study and practical observation of the educational process with the use of digital resources allow us to conclude that digital accessibility includes many opportunities for teaching and educating children with special educational needs.

The goal of this paper is to suggest that municipalities can facilitate the central government's ability to carry out its desired policy goals. Using three institutional variables that provide internal evidence for each case, the author argues that within some institutional configurations the center may seek uniformity of outcome by trying to circumvent governors and/or regional intermediation and forge a direct relationship with municipalities. Based on research from the area of social protection policy in Brazil and Argentina, the author suggests that direct national-local collaboration contributed to the ability of the Brazilian central government to bypass governors and evenly spread non-contributory welfare goods across its territory and alleviate poverty. She argues that such policy collaboration is less likely to be institutionally feasible in a federal system like Argentina's, where such equivalent collaboration is impeded by the ability of its provinces to directly capture local units of government and undermine national policy outcomes and executive preferences. (GIGA)

The goal of this paper is to suggest that municipalities can facilitate the central government's ability to carry out its desired policy goals. Using three institutional variables that provide internal evidence for each case, I will argue that within some institutional configurations the center may seek uniformity of outcome by trying to circumvent governors and/or regional intermediation and forge a direct relationship with municipalities. Based on research from the area of social protection policy in Brazil and Argentina, I suggest that direct national-local collaboration contributed to the ability of the Brazilian central government to bypass governors and evenly spread non-contributory welfare goods across its territory and alleviate poverty. I argue that such policy collaboration is less likely to be institutionally feasible in a federal system like Argentina's, where such equivalent collaboration is impeded by the ability of its provinces to directly capture local units of government and undermine national policy outcomes and executive preferences. Adapted from the source document.

In 1969, investigators from the Department of Health, Education, and Welfare visited Armstrong State College to report on the state of its desegregation activities. For two decades afterward, Armstrong, nearby Savannah State College, and the entire University System of Georgia were part of a national effort to enforce postsecondary desegregation across the South amidst the tumultuous political and legal shifts on the issue of desegregation. This presentation will describe the history of postsecondary desegregation enforcement, focusing on how desegregation plans in Georgia and other states influenced educational policies on remediation, retention, and educational access.

Cover -- Half Title -- Title Page -- Copyright Page -- About the Editors -- Table of Contents -- Introduction -- Stepfamilies from a Historical Perspective -- Stepfamilies in 1984 and Today-A Scholarly Perspective -- Confronting Nuclear Family Bias in Stepfamily Research -- Step-Family Variations -- How Society Views Stepfamilies -- Stepfamilies from the Stepfamily's Perspective -- Stepfamily as Project -- Stepfamilies from the Child's Perspective: From Stepfamily to Close Relationships -- Stepfamilies from Siblings' Perspectives -- The Stepparent Role from a Gender Perspective -- Stepfamily Therapy from the Client's Perspective -- Current Knowledge About Child Abuse in Stepfamilies -- Stepfamilies from a Legal Perspective -- Stepfamilies from a Policy Perspective: Guidance from the Empirical Literature -- Stepfamily Policy from the Perspective of a Stepfamily Organisation -- Family Life Education Programs for Stepfamilies -- Step- and Foster Families: A Comparison -- Index.