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"Explore what the authors label educational "duck and cover" policies-ideas that are no longer useful or are not scientifically sound or even logical. The authors offer recommendations for reconsidering, replacing, or just removing these dubious practices. Topics include standardized testing, college and career readiness, social and emotional learning, teaching evaluations, and professional development"--

Upbringing is regarded as a purposeful training to teach human values. By definition, upbringing engages the deep-lying moral attitudes of people, the moral and cultural values that have always been disputed by the society. Upbringing inevitably involves conflicts; moreover, its social utility is hard to measure. These two factors combined, without active interference of the State, may gradually kill the upbringing practices, which is far not the best possible option for the national policy. First, in this case general education school would stop existing as a social organization. Schools with stronger educational components are more stable. Second, upbringing only forms a part of human capital. Beside cognitive skills, human capital also includes social capital and creative capital, which are the real key players in post-industrial economies. If the upbringing component of the national education system is lost, it may degrade the quality of human capital required at the next stage of national economic development. Third, Russian upbringing practices are based on a significant experience of global importance; a lot of funds have been invested to organizational and financial structure of upbringing throughout many decades. To modernize upbringing, we should tie it closely to economic and social development needs of the country. Governmental or nonprofit grants could be provided to fund a number of projects to be implemented by regional teacher associations. The Creative Leader program, for example, consists in creating reliable instruments to measure creative and cooperation skills, developing reasonable standards to determine what creative and cooperation skills children must have and use at each age, reconciling these standards with those of general education, introducing a competitive program to create specific forms of working designed exclusively for contemporary children, and discarding without mercy everything that worked with previous generations only.

Pesantren is acknowledged to have participated in solving the problems of people in various aspects of life, such as education, da'wah, politics, economy, culture, religion, development, and other aspects. The great contribution of pesantren to the people of the nation and state does not then indicate that pesantren is an ideal and criticism-free institution. Many criticisms are addressed to pesantren. This paper is intended to reveal the practice of strengthening pesantren through education decentralization. Strengthening pesantren is aimed at improving the quality and functions of pesantren as one of the important centers of community development as a whole. With its distinct position, pesantren is expected to continually improve its condition and becomes an alternative of people-centered development as well as a value-oriented development center. The era of decentralization of education makes the existence of pesantren an ideal partner for government institutions to jointly improve the quality of existing education as a basis for the implementation of social transformation through the provision of qualified human resources and good moral. The process of social transformation in the current era of autonomy requires regions to be more sensitive to explore local potentials and community needs, so that existing capabilities in society can be optimized. Thus, pesantren should work harder to improve all its shortcomings and add new things to the needs of people of the present time. Therefore, the model of pesantren education based on conventional system today is not enough to assist in the provision of human resources that have integrative competence both in the mastery of religious knowledge, general knowledge, and technological skills.

Pesantren is acknowledged to have participated in solving the problems of people in various aspects of life, such as education, da'wah, politics, economy, culture, religion, development, and other aspects. The great contribution of pesantren to the people of the nation and state does not then indicate that pesantren is an ideal and criticism-free institution. Many criticisms are addressed to pesantren. This paper is intended to reveal the practice of strengthening pesantren through education decentralization. Strengthening pesantren is aimed at improving the quality and functions of pesantren as one of the important centers of community development as a whole. With its distinct position, pesantren is expected to continually improve its condition and becomes an alternative of people-centered development as well as a value-oriented development center. The era of decentralization of education makes the existence of pesantren an ideal partner for government institutions to jointly improve the quality of existing education as a basis for the implementation of social transformation through the provision of qualified human resources and good moral. The process of social transformation in the current era of autonomy requires regions to be more sensitive to explore local potentials and community needs, so that existing capabilities in society can be optimized. Thus, pesantren should work harder to improve all its shortcomings and add new things to the needs of people of the present time. Therefore, the model of pesantren education based on conventional system today is not enough to assist in the provision of human resources that have integrative competence both in the mastery of religious knowledge, general knowledge, and technological skills.

Modern vocational education is considered as a mechanism for managing the development of a competitive personality, its individual capabilities, socio-cultural, socio-moral and professional qualities and abilities that the future specialist needs to advance to be professional. The purpose of the article is to review the key competencies which pursued in vocational educational institution students. The study used a set of methods: study and analysis of literary sources on the problem of research, analysis, generalization and systematization of theoretical data. The article summarizes the content of such concepts as «competence», «competency», «competence approach», «professional competence» and «professionalism». The peculiarities of forming and comparing the components of professional competence of future specialists of different specialties (teachers, managers) are analyzed. In the process of theoretical data of groups of skills, knowledge and individual competences systematization there are four types of professional competence – special, social, personal and individual, while the components of professional competence have a similar structure, but differ significantly. This is due to the fact that certain activities include different components. The way of formation of professional competence in students from choice of specialty and educational institution to professional skill is analyzed. The results of the study helped to clarify the essence of professional competence, which is an integrated concept that combines the most important professional competencies. The choice of a profession and the formation of professional abilities are only truly successful when they are connected with the social and moral choice of a young person, which is reflected in the text of the article. A deep reform of the national education system is underway in Ukraine and there is a constant modernization of technological production processes. Against this background, it is advisable to focus further research on the continuous updating and improvement of the components of professional competence. Formation of the list of professional competences is a prerequisite for the training of specialists at the present stage. Prospects for further scientific research of the authors are to find and update the economic and organizational mechanisms of competence management in vocational education.

This article investigates the theoretical and practical aspects of tax morale among households in European Union countries. The attitude of households on tax payment is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household-level data received from the World Values Survey and the European Values Study. Weak tax morale among European Union households is mainly determined by the perception of corruption, disrespect to one's own country and parliament. Additionally, a household's tax morale depends on age, gender, religiousness, level of income and education. Based on the findings of this article, a more precise policy guidance is presented.

As societies face unprecedented challenges that are global in scope and "more-than-wicked" in nature, educators and educational policy makers emphasize the importance of deepening knowledge about the causes of these problems, creating policies to address them more efficiently, and offering more compelling moral arguments that might persuade people to change their convictions, and-as a consequence-their behaviour. These concerns shape how policies on the study of interculturality are approached in contemporary teacher education in our contexts in Canada and the UK. Our research, however, positions these as problems that cannot be solved with improved information, enhanced cross-cultural skills, or moral claims, because they are rooted in modernity's systems, which structure the possibilities for coexistence on the planet. We see these problems as ontological challenges of being that emerge from a modernist ontology rooted in colonial violences. Our approach therefore explores an orientation to intercultural education which enables student teachers to expand their understanding of cultural and ecological relationships beyond existing frameworks of mod-ernist knowledge, politics, and economic systems. In this paper, we share some of our current learning about the affordances and limitations of dominant approaches to intercultural education, and then explore how the method of "social cartography" can enable engagement with ontological problems in teacher education in a way that generates possibilities for imagining decolonial learning futures, beyond modernity.

Зроблено спробу філософського осмислення ролі і місця моральних начал у структурі вищої військової освіти України. Військова освіта визначена як соціально-ціннісний процес суб'єктно-суб'єктних стосунків, в якому має місце трансляція найновіших для суб'єкта теоретичних уявлень про закономірності соціального розвитку. Просліджується думка, що у військовій освіті культура не може бути чимось стороннім, бо саме в ній і через неї виражається сутність людини і все її єство, причому особлива місія в цьому процесі належить моральному вихованню. ; Сделана попытка философского осмысления роли и места нравственных начал в структуре высшего военного образования Украины . Военное образование определена как социально - ценностный процесс субъектно - субъектных отношений , в котором имеет место трансляция новых для субъекта теоретических представлений о закономерностях социального развития . Прослеживается мысль , что в военном образовании культура не может быть чем-то посторонним , так как именно в ней и через нее выражается сущность человека и все ее существо , причем особая миссия в этом процессе принадлежит нравственному воспитанию . ; An attempt to philosophical understanding of the role and place of moral principles in the structure of higher military education in Ukraine. Military education is defined as a socio- evaluative process of subject -subject relationship in which there is a translation for the subject of the latest theoretical ideas about the laws of social development. Traced the idea that military education culture can be something outsiders , because that in it and through it expressed the essence of man and all of nature , with a special mission in this process belongs to moral education.

Why do some people, but not others, participate in environmental activism? This article considers a potentially powerful yet underresearched explanation: variation in moral schemas. Drawing on Durkheim's theory about the role of sacredness in moral decision making, the article classifies respondents into three mutually exclusive groups: unenchanted, who do not believe nature is sacred; intrinsic, who believe that nature is sacred in itself; and creational, who believe nature is sacred because it is a divine creation. Group membership predicts environmental activism using the 2000 General Social Survey. Individuals holding an intrinsic schema are more likely than other groups to sign an environmental petition and participate in an environmental group. Individuals holding an intrinsic or creational schema are more likely to donate money to environmental causes, relative to the unenchanted. Findings are robust, controlling for religious tradition, education, and various predictors of biographical availability. Both sacredness and its source matter for proenvironmental behavior.

Referring to the national or regional level it is quite commonplace to acknowledge the existence of different types of social relations and structures, many traditional ones and some of more recent origin. The paper argues that with regard to the world-level, the concept of a modern world society has made some progress over the last few decades in contrast to and in competition with tradional state-centered and segmented world views. Only small minorities of the national populations hold internationalist values and convictions commensurate with a modern world society perspective. Results from the only (but somewhat dated) relevant world-wide survey of the various publics' attitudes towards the United Nations system illustrate the point. Evidence from various social-science disciplines substantiates the view that it is longer formal education that enhances an individual's capacity to accept highly abstract and encompassing values and handle corresponding cognitive information. The world-wide educational expansion of the last few decades is interpreted as having widened the value foundations of multilateralism.

Intro -- Contents -- Dedication -- Copyright © 2017 Hazel Magnussen -- Reviews -- Wildflower -- Foreword -- Preface -- Acknowledgements -- Introduction -- 1. Initiation Into Nursing -- Facing Death For The First Time -- Trustworthiness: An Essential Ingredient In Healthcare -- North to Alaska and Learning From Experience -- Questions for Reflection and Discussion -- 2. Breaking Ground For the Education of Nurse Practitioners -- Progress in Education and Regulation of Midwives and Nurse Practitioners -- Questions for Reflection and Discussion -- 3. A Humanistic Approach to Nursing -- Learning from Clients -- Questions for Reflection and Discussion -- 4. Growth of Technology Creates New Moral Issues -- Questions for Reflection and Discussion -- 5. Power in Physician-Nurse Relationships -- Shared Moral Work -- Questions for Reflection and Discussion -- 6. Asking and Living with the Moral Questions -- Workplace Culture -- Moral and Cultural Sensitivity -- Questions for Reflection and Discussion -- 7. Moral Distress In Nursing -- Historical Examples of Moral Distress -- New Research and Insights Regarding Moral Distress -- Asking Questions and Claiming the Nurses' Voice -- Questions for Reflection and Discussion -- 8. Healthcare Reform and the Invisible Work of Nursing -- Professional Nursing -- Collective Bargaining for Nurses -- Cuts in Healthcare Spending -- Ongoing Challenges -- The Invisibility of Nursing and the Moral Work of Nurses -- Nursing at the Crossroads -- Questions for Reflection and Discussion -- 9. Community Health Nursing: Public Health and Pandemic Ethics -- Ethical Issues in Public Health Nursing -- Pandemic Ethics -- Questions for Reflection and Discussion -- 10. Community Health Nursing: Moral Themes In Home Health and Primary Care -- Home Health Nursing -- Managing Ethical Issues in Primary Care Settings.

5 How Can Transnational Connection Hold? An Actor Network Theory Approach to the Materiality of Transnational Education GoverPart Three Knowledge Regimes; 6 Revealing Market Hegemony through a Critical Logics Approach: The Case of England's Academy Schools. Policy; 7 Test-Based Accountability and the Rise of Regulatory Governance in Education: A Review of Global Drivers; 8 Making Education News in Chile: Understanding the Role of Mediatization in Education Governance through a Bourdieuian Framewo; Part Four Institutional Regimes.