Suchergebnisse

Financial socialization, or who and how individuals were influenced financially, while growing up, has an impact on their current financial literacy and well-being. Little is known about African Americans' financial socialization, so this study explored their financial socialization through the best and brightest of the community-educated African Americans; and then determine if the way in which they were socialized has an impact on their financial knowledge. The African American community is a heterogeneous community and differences in education levels would probably produce differences in financial outcomes. Primary data and 2015 FINRA survey data were used in this study. This study found that participants' top three financial influences were parents, followed by life experiences, and then formal influences. Furthermore, those who were financial socialization by self-directed influences were more likely to be more financially knowledgeable than those who were financially socialized by other informal influences.

AbstractThis article examines the legal transfer of restrictive race-based immigration laws across self-governing settler societies in the United States, Canada, Australia, New Zealand and South Africa in the late nineteenth and early twentieth century. These societies shared the common policy objective of limiting Chinese and other 'non-white' immigration. They each also faced informal and formal restrictions on implementing overtly racist immigration policies. This created fertile ground for legal transfers. When an innovation was found that could achieve the policy goal of race-based immigration restriction, without direct reference to race, it quickly spread across all jurisdictions operating in that paradigm. The legal transfer of three mechanisms is examined: (1) landing taxes; (2) passenger-per-ship restrictions; and (3) literacy tests. The article concludes by drawing parallels with contemporary transfers of restrictive border control policies targeting asylum seekers and irregular migrants more broadly.

How does third-party intervention in civil war influence citizens' physical quality of life (QOL) after civil war? I find that the effects of intervention on postwar QOL depend on its type, unilateral intervention, and United Nations (UN) intervention. Unilateral interveners seeking self-interest tend to impede the improvement in postwar QOL particularly in terms of life expectancy and infant mortality rate. They are likely to do so through producing their protégé's military victory or negotiated settlement, expanding their influence on postwar government, and resultingly forming a government less responsive to citizens' hardship and reducing resources available for welfare. UN intervention on humanitarian grounds tends to promote postwar social development particularly in the fields of public health, although it has no significant effect on literacy rate. It is likely to do so by increasing resources available for postwar reconstruction, even though it goes where postwar social development is relatively difficult.

The paper suggests a classification of visual knowledge codification (diagramming) techniques for multi‐perspective business systems analysis and design. The classification is based on seven main categories of knowledge: what‐knowledge, how‐knowledge, who‐knowledge, why‐knowledge, what for‐knowledge, when‐knowledge and where‐knowledge. The classification defines both knowledge type and the most appropriate kind of diagramming technique. Examples for use of this classification system for marketing function applications are presented. Specific examples of these applications include mind map, concept map, Ishikawa diagram, strategy map, business process models and function trees. It is hoped that the new classification will allow better practical use of diagramming techniques in business and lead to fewer professional misunderstandings and more effective business communication. The aim of this research is thus to improve visual literacy among both business practitioners and educators. Copyright © 2016 John Wiley & Sons, Ltd.

This special issue on anthropology and literature invited proposals for
original contributions focusing on relationships between anthropology
and literature. We were especially interested in the following questions:
what role does literature play in anthropology? Can literature be considered
as ethnography? What are the relationships between anthropology
and literature, past and present? Are anthropology and
anthropological motives used in literature? We also looked for critical
readings of writers as anthropologists and critical readings of anthropologists
as writers. Moreover, we wanted to assess the influence of
literature on the invention of traditions, rituals and cultural performances.
All these different questions and topics are clearly connected
with the study of literacy, illiteracy and popular culture. They also lead
to questions regarding potential textual strategies for ethnography and
the possibilities of bringing together the field of anthropology (more
associated with the social sciences) and literary studies (traditionally
part of the humanities).

This study reports on an inductive, qualitative content analysis exploring depictions of the United States and U.S. citizens in translated, international literature for children. The sample included 18 titles recognized with the Batchelder Award or Honor, a recognition given to U.S. publishers who translate and publish outstanding children's literature with international origins. The study was situated within the framework of cosmopolitanism, a theoretical perspective acknowledging the importance of local values, culture, and traditions while embracing the global and the unfamiliar. Findings revealed depictions of the United States on the local level as a destination, refuge, and glamorized place of diversity. On the global level, the United States was portrayed as a world power with regard to its military, economics, media, and culture. These findings promote perspective taking and critical literacy as they offer a window for U.S. students into how people from other nations perceive their country.

Ms. Veliswa Tshetsha, Research and Scholarly Communication Librarian from the Cape Peninsula University of Technology (CPUT), South Africa, presents on various aspects of South Africa. Her presentation includes discussion of the eleven official languages, the South African freedom movement, public holidays, and heritage sites that were established as a result of the political movements. She briefly touches on South African political history, student movements in the 1970s, and the current turmoil in higher education in South Africa. She also speaks of her strong motivation to visit VT, which is based on CPUT's need to advance library research support necessary for the expansion of scholarly communication (SC) in the university. Topics include Open Journal System (OJS), editors, students, coding opportunities, Open Educational Resources (OER), Copyright, Creative Commons, Researcher profiles, SC, Open Access (OA), Impact/Altmetrics, and SC Literacy Curriculum. ; Virginia Tech. University Libraries

Thanks to the effort of two local educational authorities, in two regions of North Italy (Valle d'Aosta and the autonomous province of Trento) the PISA 2009 test was re-administered to the same students one year later. This paper is the first to analyse in the OECD-PISA context the potential advantages of re-testing the same students in order to provide better measures of schools' contributions to student achievement. We show that while cross-sectional measures of school value added based on PISA student literacy, which measures "knowledge for life", tend to be very volatile over time whenever there is a high year-to-year attrition in the student population, longitudinal measures of school value added are very robust to student attrition (even without controlling for sample selection). Moreover, persistence in individual test scores tends to be higher in highly "selective" (i.e. high drop-out) school environments.

Against the background of global concern about the political and social consequences of human rights, this article uses an ideological lens to explore the (non)existence of the right to education in South Africa. We argue that post-apartheid education actively (re)normalises the in(ex)clusions of the poor in education within neo-liberal capitalist human rights frameworks. Data from the NRF funded project Human Rights Literacy: A quest for meaning (Roux, 2012) indicate that student-teachers are aware of the ideological illusion presented in the Real and contrasting educational realities. We conclude by arguing for the need to assume common responsibility for the in(ex)clusions of the poor in education. The importance of human rights literacies cannot be underestimated in this regard. Human rights literacies open spaces in which student-teachers in common responsibility can engage with issues such as poverty and in(ex)clusions in education.

Some scientifically well-established results—such as the fact that emission of greenhouse gases produces global warming—are rejected by sizable proportions of the population in the United States and other countries. Rejection of scientific findings is mostly driven by motivated cognition: People tend to reject findings that threaten their core beliefs or worldview. At present, rejection of scientific findings by the U.S. public is more prevalent on the political right than the left. Yet the cognitive mechanisms driving rejection of science, such as the superficial processing of evidence toward the desired interpretation, are found regardless of political orientation. General education and scientific literacy do not mitigate rejection of science but, rather, increase the polarization of opinions along partisan lines. In contrast, specific knowledge about the mechanisms underlying a scientific result—such as human-made climate change—can increase the acceptance of that result.

Moroccan agricultural policies have not encouraged farmer participation in the design of development projects. However, changes are underway in Moroccan rural society, involving democratic opening and higher literacy rates. The present study analysed how farmers exercised agency in the design of two projects for the production and marketing of apples. These farmers had limited patronage networks to provide leverage on the main actor involved in decision-making, but their leaders had a good level of education. Farmers actively negotiated the characteristics of the projects, especially by making counter-proposals that took public actors' objectives and constraints into account. For negotiations at higher levels, they formed coalitions with the local administration. Key characteristics of the projects were modified according to farmers' proposals. This way of exercising agency is innovative in the sense that it is not based on claiming rights or on cultivating relations with influential figures.

Abstract
This study investigates how text features and item characteristics are associated with early adolescents' performance in large-scale assessments in civic education (CIVED). Examining responses to multiple-choice items from the IEA CIVED assessment, the study identified linguistic features related to item difficulty. These features account for more than one-third of the variance in difficulty level of 38 test items for a national sample of 3000 US ninth-grade students. On this test in CIVED short words, words with concrete meanings, intentional verbs and certain noun phrases were likely to facilitate students' comprehension and ability to correctly answer an item. Contrariwise, lengthy words, words with abstract meanings and complex syntactic structure hindered student performance. Some linguistic features significantly predict the performance of students from homes with high literacy resources, but do not reach significance for less advantaged students. Kintsch's situation model helps to interpret these results.

T aking a historical view , the authors reviewed 40 years of dissertation research by deaf scholars (1973–2013) related to reading. Using a qualitative interpretive analysis approach (J. Smith & Osborn, 2003), the authors selected 31 dissertations as primary texts, reviewing them for themes over five time periods. The first finding was a trend of themes on communication methodology in the 1970s (first period), to English reading skills in the 1980s (second period), to American Sign Language/English bilingualism to support acquisition of English literacy during the third, fourth and fifth periods (1990–2013). The second finding was that most of the dissertations used a combination of qualitatively similar and qualitatively different epistemologies in their research. These two findings are related to (a) the role of the deaf reading researcher, (b) historical and current trends in reading research, and (c) the qualitative similarity hypothesis (Paul, Wang, & Williams, 2013).

This article examines how digital methods can provide a way to search for 'Digital Asia' in its networks, interfaces, and media contents. Using the example of higher education institutions in Beijing, Hong Kong, and Taipei, the paper explores how search engines, institutional homepages, and hyperlink networks provide access into the workings and representations of academia online. The article finds that even a seemingly cosmopolitan endeavour such as academia exists in rather parochial spheres, and that users that enter those spheres do so in highly biased ways. Further reviewing the digital tools that lead to these findings, the article also argues that while digital methods promise to bring together the 'digital turn' and the 'spatial turn' in the humanities and social sciences, they also pose new challenges. These include theoretical concerns, like the risk of implicitly reproducing views of neoliberal modernity, but also practical concerns related to digital literacy.

Dentro del desarrollo de la educación permanente en la Unión Europea durante la segunda mitad del siglo XX, distinguimos cuatro grandes etapas: 1ª (1950-1992): desarrollo de la alfabetización, la formación profesional y la formación continua; 2ª (1993-1995): primeros pasos en la nueva concepción de la educación permanente; 3ª (1996-1999): consolidación del aprendizaje permanente en la Unión Europea, y 4ª (2000-2002): lograr la sociedad del conocimiento a lo largo de toda la vida. ; In the development of permanent education in the European Union in the period of 1950-2002, the transformation is differentiated in four great stages: one (1950-1992): development of literacy and professional and continous training; two (1993-1995): initial steps in a new concept of permanent education; three (1996-1999): consolidation of permanent learning in the European Union, and four (2000-2002): society's attainment of knowledge for the rest of their life.