Suchergebnisse

As Brazil moved from a highly controlled and concentrated economy to a freer and more competitive one, the antitrust regime developed. The article outlines this historical process. We begin by addressing how the first norms with antitrust-like provisions were created from the 1930s until 1962. We then discuss the difficult operation of the competition authority (CADE) during the military regime from 1964 to 1985. After examining a transition period marked by democratization and a new constitutional order, we correlate the market-oriented reforms of the 1990s with what became the first antitrust statute to be effectively implemented. We then present the more well-known history of this 1994 statute: the initial focus on merger control and the subsequent shift toward cartel enforcement. The article concludes by examining the main challenges facing the Brazilian competition authorities today, including the implementation of the new antitrust statute passed in December 2011.

This article intends to argue that the movement of students through the Brazilian mandatory school only acquires signs of an educational political problem from the 1930's on. It indicates that the current sense of the notion of student failure came to be defined only in the twentieth century, although it was possible to fail students since before. It intends to show further that, in articulation with political and cultural changes in education – such as the emergence of compulsory school, the definition of grade-based model of school, and the primacy of homogeneity of classes – the emergence of better and systematic statistics after 1931 contributed decisively in defining the conditions for the possibility of inclusion of student failure as a problem on the political agenda.

Intro -- About the Project -- Contents -- 1 Introduction -- 1.1 Research Question -- 1.2 Research Significance -- 1.3 Literature Review at Home and Abroad -- 1.3.1 Research on the Definition of Educational System -- 1.3.2 Theoretical Research on the Reform of Educational System -- 1.3.3 Empirical Research on the Reform of Educational System -- 1.3.4 Research on the Evaluation of the Reform and Development of the Educational System -- 1.4 Research Design -- 2 The Concept Exploration and Theoretical Basis -- 2.1 The Concept Exploration -- 2.1.1 System and Education System -- 2.1.2 Mechanism and Education Mechanism -- 2.1.3 The Relationship and Function Between Education System and Education Mechanism -- 2.1.4 The Comprehensive Reform of Education System -- 2.1.4.1 The Connotation of Comprehensive Reform of Education System -- 2.1.4.2 Extension of Education System Reform -- 2.1.4.3 Characteristics of the Comprehensive Reform of Education System -- 2.2 The Main Theories of Comprehensive Reform of Education System -- 2.2.1 The Public Choice Theory and New Public Management Theory -- 2.2.2 The Systematic Theory -- 2.2.3 The Theory of Multiple System Logic -- 3 Reform Course and Development Status of China's Education System -- 3.1 Reform Course and Development Status of China's Higher Education System -- 3.1.1 Reform Course of China's Higher Education System -- 3.1.1.1 School-Running System Reform of Higher Education Institutions -- Unitary Nationalized School-Running System (1949-1977) -- A School-Running System with One Owner and Multiple Participants (Since 1978) -- Rise of Non-state Institutions of Higher Learning (1978-1991) -- Rapid Development Period of Non-state Colleges and Universities (1992-2001) -- Legalization Period of Non-state Higher Education (Since 2002) -- 3.1.1.2 Reform Course of Higher Education Funds Investment System

"Street Matters links urban policy and planning with street protests in Brazil. It begins with the 2013 demonstrations that ostensibly began over public transportation fare increases but quickly grew to address larger questions of inequality. This inequality is physically manifested across Brazil, most visibly in its sprawling urban favelas. The authors propose an understanding of the social and spatial dynamics at play that is based on property, labor, and security. They stitch together the history of plans for urban space with the popular protests that Brazilians organized to fight for property and land. They embed the history of civil society within the history of urban planning and its institutionalization to show how urban and regional planning played a key role in the management of the social conflicts surrounding land ownership. If urban and regional planning at times benefited the expansion of civil rights, it also often worked on behalf of class exploitation, deepening spatial inequalities and conflicts embedded in different city spaces"--

This handbook examines policy questions on education in the USA. It reflects the premise that each member of society must take an active role in ensuring in children the cultivation of skills and responsibilities necessary for a free and virtuous social order