Suchergebnisse

Schoenbaum's book is a history of one of the most remarkable liaisons in international experience, a portrait of the special relationship between the last remaining superpower and the tiny Jewish state between the Jordan and the Mediterranean, and a study of how that relationship grew and works. From Truman to Bush, the United States has assured Israel's existence, while providing billions in military and economic support. Over the same period, no U.S. president has ever submitted a formal treaty of alliance to the Senate, or even moved the American embassy from Tel Aviv to Jerusalem. In fact, cross-purposes and mutual doubts have always coexisted with shared values, complementary interests, great expectations, and real achievements. Schoenbaum's book traces Israeli-American relations from their roots in both American and Jewish experience to the risks and opportunities of the current peace process. It also examines the relationship in the perspective of two world wars, the Cold War, the Gulf War, European colonialism and Middle Eastern nationalisms, global policy, and domestic politics in both countries. The result is the story of one of history's oddest international couples, hard-pressed to live together, but unable to live apart.

One of the most prominent educational social movements in the United States during the past two decades has been the opt-out movement, in which parents and caregivers refuse to have their school-aged children sit for federally mandated tests. Although early responses by government officials framed the movement in terms of race, class, and gender, in truth we know little about the actual motivations that drive opt-out activists. In this study, we build on social movements theories to examine who participate in the opt-out movement, as well as whether these partici-pants or their motivations changed over time. By doing so, we seek to build upon the existing literature by synthesizing the two primary theoretical perspectives on social movements and ac-tivism – uniting the focus on the social psychological determinants of individual activism with the focus on the role of external factors. Our analysis is based on data from two waves of the Na-tional Survey on Opting Out (2016: n=1,611; 2018: n=1,298). Our analysis show both stability and change in the opt-out movement between 2016 and 2018. Although the data reveal certain sociodemographic changes in the composition of the movement, these changes in demographics do not fully account for shifts in activist motivations over time. We also find that much of the variation in motivation across key social categories (e.g., political ideology, teachers/non-teachers, and parents/non-parents) holds over time. In contrast to common perceptions of the opt-out movement, which often portray parental concerns over their child's achievement as the pre-dominant motivation for participation, our study reveals that activists in the movement indicate they are motivated by political and ethical ideas. Participants in the opt-out movement are more concerned with collective problems, such as the well-being of teachers, broad curriculum, and privatization of public education, than with individual challenges. Given the massive changes that took place in the political and policy spheres during our period of study, the degree to which activist motivation stayed constant is notable – suggesting that many of these motivations are insulated from politics.

British (Rampton Report 1981 & Swann Report 1985) & US studies on the interaction of schooling, race, & education are reviewed; more discussion of race & higher education has taken place in the US than in GB. The practice of teaching topics concerning race in the British social science courses is complex, due to the contested nature of race. Teaching race cannot really be addressed in full with either pluralist multiculturalist or essentialist forms of antiracist education. Using interview data from lecturers & students, possibilities for a synthesis of the two forms in GB are discussed, including issues of curriculum, the teacher's subject position, student backgrounds, & conflicts among students in the seminar room. M. Pflum

Higher education is a critical mechanism for socioeconomic advancement among aspiring individuals and an important driver of economic mobility in our society. Moreover, a well-educated workforce is vital to our nations future economic growth. American companies and businesses require a highly skilled workforce to meet the demands of todays increasingly competitive global economy. Higher education is provided through a complex public-private market, with many different individuals and institutions participating. While postsecondary education has become increasingly important, there have also been growing concerns about the cost and affordability of higher education. This report discusses the current state of higher education, with a brief high-level overview of the market and a more detailed discussion and analysis of the financial aid system. It also points out the important changes that the President made to make higher education more accessible and affordable. ; U.S Department of the Treasury ; Department of Education

Most international attention on Myanmar has focused on the political situation, where the military, in power since 1962, continues to refuse to acknowledge the results of democratic elections, and on related human rights issues. This book, by focusing on education, health and environment, and on the institutions which formulate and deliver policy in these fields, shows how the international community can make a significant difference to strengthening Myanmar's civil society and to supporting a future democratic form of government, by encouraging institutional developments in these fields. Su.

Over two decades of external efforts at institution-building in Somalia have failed to revive a functional central government there. There are many reasons for this, not least of which are powerful local interests in perpetuating weak government institutions, facilitating corruption and other illicit activities. But some notable successes have occurred at the local level, both with formal and informal governance mechanisms. Municipalities have been particularly effective sources of formal governance in Somalia's failed state, providing basic security and services via legitimate and responsive local authorities. In addition, informal hybrid governance arrangements, drawing on a combination of customary authority, sharia courts, business leaders, women's market groups, and professionals, have been a critical source of routinized, legitimate governance and rule of law in Somalia. External actors have struggled to understand these arrangements and their place in wider state-building efforts. Where external aid has helped with local and informal governance in Somalia, it has been carefully calibrated and based on close contextual knowledge, not template-driven projects.

Ethics is properly defined as the discipline concerned with what is good and wrong in terms of moral duty and obligation. Ethics education is necessary in the curriculum to help students deal with ethical dilemmas in professional practice and life. The ethical codes and student's perceptions of these codes have an impact on how they perceive, maintain and act in accordance with the ethical standards set at their workplace or school. Moral values are a set of valuable principles that assist us in becoming better human beings. These values include a variety of aspects such as morality, respect for others, helping others, loving others and so on. Social, aesthetic, cognitive, spiritual, economic, religious, health, political, environmental and cultural values are among the several forms of moral values. Information about these values enables individuals to make a meaningful contribution to the community and nation's well-being, as well as to develop into moral and ethical human beings. Human values and human rights, professional integrity, respect and equality, privacy, building of trusting relationships, creating and participating in a culture of positive cooperation, respecting the competence of other professions, taking initiative, promoting an open culture and displaying loyalty towards goals and objectives are some of the factors that lead to the development of professional ethics. Moral standards can be improved through education, especially among students. Education, in my opinion, is the most effective means of instilling moral ideals in individuals. Student's emotional intelligence will be influenced by their moral ideals. As a result, moral values and ethics education is critical in our schooling. Moral and ethical values education will result in a society that is more egalitarian, diverse and inclusive.