Suchergebnisse

Issued also in enlarged form as hft. 2., bd. II of Abhandlungen aus dem staats-, verwaltungs- und völkerrecht. ; Lebenslauf. ; Inaug.-diss.--Bonn. ; "Literaturnachweise": p. x-xi. ; Mode of access: Internet.

Includes bibliographical references. ; I. Teil: Die Gerichtsbezirk St. Gilgen, Neumarkt, Talgau.--II. Teil: Die Gerichtsbezirke Mattsee und Oberndorf. ; Mode of access: Internet.

Some pages interleaved with a guard sheet. ; Electronic reproduction. ; Mode of access: Internet. ; 44

Verlagsinfo: Der Franzose Gabriel Tarde (1843-1904) war einer der bedeutendsten und originellsten Soziologen seiner Zeit, wurde aber im 20. Jahrhundert weitgehend vergessen. Dieser Sammelband präsentiert Tarde nicht nur als zu Unrecht vernachlässigten Klassiker, sondern zeigt auch das große Potential seiner Soziologie der Differenz für die aktuelle soziologische Theoriebildung. Die internationalen und interdisziplinären Beiträge beschäftigen sich insbesondere mit der Rolle der Nachahmung und der Begehrensströme für das Funktionieren von Gesellschaft und Kultur. Damit schließt der Band an die sich neuerdings entwickelnde Tarde-Diskussion im Umfeld von Poststrukturalismus, Netzwerktheorien und Ästhetik an.

Youth empowerment is a structural and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement changes in their own lives and the lives of other people. It is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. Youth empowerment and development are vital stages in life for building the human capital that allows young people to avoid poverty and live better, and possibly have a more fulfilling life. All of these, probably could be achieved through dynamic curriculum of the higher education. // Upon this backdrop, this study examined higher education curriculum and youth empowerment in Nigeria. The study employed the descriptive research design of the survey type. The population for the study consisted lecturers of higher education in Ekiti and Oyo states, Nigeria. The sample used for the study was 500 lecturers who were purposely selected from the institutions. The instrument titled Questionnaire on Higher Education Curriculum and Youth Empowerment (QHECYE) was used for the study. Data collected were analyzed using t-test statistics. All the hypotheses raised were tested at 0.05 level of significant. // The study revealed significant relationship between conventional and, National Open Universities curriculum, and entrepreneurship education, Technical/Vocational education and youth's empowerment. The study strongly recommended full implementation of improved, innovative and dynamic curriculum in higher education in Nigeria to promote youth empowerment and development through skill acquisition and training. Also, the curriculum should specified one skill acquisition for all higher education students before awarded certificates. This study strongly believed that improved implementation of the practical areas of the curriculum would bring the convectional higher education and ODL to the attainments of its potentials. // Paper ID: 236

Educational provision in Scotland was revolutionised in the fifteenth century through the foundation of three universities, or studia generale, at St Andrews, Glasgow and Aberdeen. These institutions can be viewed as part of the general expansion in higher education across Europe from the late-fourteenth century, which saw the establishment of many new centres of learning, often intended to serve local needs. Their impact on Scotland ought to have been profound; in theory, they removed the need for its scholars to continue to seek higher education at the universities of England or the continent. Scotland's fifteenth-century universities were essentially episcopal foundations, formally instituted by bishops within the cathedral cities of their dioceses, designed to meet the educational needs and career aspirations of the clergy. They are not entirely neglected subjects; the previous generation of university historians – including A. Dunlop, J. Durkan and L. J. Macfarlane – did much to recover the institutional, organisational and curricular developments that shaped their character. Less well explored, are the over-arching political themes that influenced the evolution of university provision in fifteenth-century Scotland as a whole. Similarly under-researched, is the impact of these foundations on the scholarly community, and society more generally. This thesis explores these comparatively neglected themes in two parts. Part I presents a short narrative, offering a more politically sensitive interpretation of the introduction and expansion of higher educational provision in Scotland. Part II explores the impact of these foundations on Scottish scholars. The nature of extant sources inhibits reconstruction of the full extent of their influence on student numbers and patterns of university attendance. Instead, Part II presents a thorough quantitative and qualitative prosopographical study of the Scottish episcopate within the context of this embryonic era of university provision in Scotland. In so doing, this thesis offers new insights into a neglected aspect of contemporary clerical culture as well as the politics of fifteenth-century academic learning.