Suchergebnisse

Education is politics. How it progresses in any one part of the world is not a function of the dissemination of knowledge among those skilled in the discipline; for if it were, one would have to conclude that communication on this planet had not yet emerged from the stage of runners with cleft sticks. It is rather a function of purely local struggles for power; from school district to school district, from state or province to state or province, from nation to nation in sophisticated Europe, the differences in practice are often extreme. Tyerman's survey of the state of special education across the European community is a revelation of scale: not only of geographical distance and attitudinal distance from one end of a continent to the other; but also of the range of organizations and activities entailed when a polity makes the commitment to extend the full rights of education to all the casualties of each generation. This survey may remind us also, not overtly, but in the intimacy with detail and the candour of comment in the author's approach, of the prevailing differences in style of action between two continents: the vision and drive that compels from above the unanimity of a great step forward by all together, and the patient pragmatism of care and humanity at the grass roots that may vary enormously in results, but - politics being what it is - may yet go further quicker.

Includes index. ; "This publication consists of the Rules of Special Education as promulgated in 1974 and amended in 1977." ; Mode of access: Internet.

Guidelines for sustainability linked to the government-approved National Curriculum for education in New Zealand emphasise values of empathy and respect for all life. These instruct educators to discuss different values around sustainability and conservation. I reviewed educational resources published or endorsed by government agencies to determine compliance with these sustainability Guidelines. The resources reviewed promote the view that non-native mammals should be killed. Some resources go further in giving instructions to children on how to do this, and how to source kill traps. Children are provided with material designed to engender dislike towards non-native mammals, particularly possums. Resources conflate issues of conservation by tying it in with protection of tourism, ornamental plants and primary industries. 2 This encouragement of killing in environmental educational resources appears unique to New Zealand. It is discussed in light of increasing evidence that performing or witnessing animal abuse is a causal factor for future violence towards human and non-human animals.

Purpose: There is a general inquisition regarding the monetary value of a research output, as a substantial amount of funding in modern academia is essentially awarded to good research presented in the form of journal articles, conferences papers, performances, compositions, exhibitions, books and book chapters etc., which, eventually leads to another question if the value varies across different disciplines. Answers to these questions will not only assist academics and researchers, but will also help higher education institutions (HEIs) make informed decisions in their administrative and research policies. Design and methodology: To examine both the questions, we applied the United Kingdom's recently concluded national research assessment exercise known as the Research Excellence Framework (REF) 2014 as a case study. All the data for this study is sourced from the openly available publications which arose from the digital repositories of REF's results and HEFCE's funding allocations. Findings: A world leading output earns between £7504 and £14,639 per year within the REF cycle, whereas an internationally excellent output earns between £1876 and £3659, varying according to their area of research. Secondly, an investigation into the impact rating of 25315 journal articles submitted in five areas of research by UK HEIs and their awarded funding revealed a linear relationship between the percentage of quartile-one journal publications and percentage of 4* outputs in Clinical Medicine, Physics and Psychology/Psychiatry/Neuroscience UoAs, and no relationship was found in the Classics and Anthropology/Development Studies UoAs, due to the fact that most publications in the latter two disciplines are not journal articles. Practical implications: The findings provide an indication of the monetary value of a research output, from the perspectives of government funding for research, and also what makes a good output, i.e. whether a relationship exists between good quality output and the source of its publication. The findings may also influence future REF submission strategies in HEIs and ascertain that the impact rating of the journals is not necessarily a reflection of the quality of research in every discipline, and this may have a significant influence on the future of scholarly communications in general. Originality According to the author's knowledge, this is the first time an investigation has estimated the monetary value of a good research output.

This keynote talk will present a state-of-the-art review of what we know about the nature, and outcomes, of school-based counselling in the UK: who attends, how they use the counselling, and whether or not it leads to reductions in psychological distress. The presentation begins with a summary of findings from a 2009 review of school-based counselling, which drew together data from around 30 evaluation and audit studies. It then goes on to discuss how these findings are supported, and challenged, by evidence from the recently completed evaluation of the Welsh Government school-based counselling Strategy, which has now delivered over 10,000 episodes of counselling to secondary school pupils across Wales. Finally, the review will look at recent attempts by BACP and colleagues to develop more rigorous tests of the effectiveness of counselling using randomised controlled designs.

This is a visual timeline created as part of the Norface funded CILIA project, as a collaboration between Samia Singh, designer and Yvette Taylor, Principal Investigator.

The EU DIAL funded 'Comparing Intersectional Lifecourse Inequalities among LGBTQI+ Citizens in Four European Countries'1 (CILIA-LGBTQI+) project examines intersectional inequalities and their impacts upon lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+) citizens in four European countries (England, Germany, Portugal, Scotland). We are concerned with inequalities at key points of life transition, including school to work, employment progression in mid-life, and the transition into retirement and later life. Drawing upon interviews and secondary analysis, this policy brief reflects on the findings from the CILIA- LGBTQI+ research conducted in Scotland.

Intro -- Preface -- Contents -- About the Author -- Abbreviations -- List of Figures -- List of Tables -- 1 Introduction and Overview -- 1.1 Introduction -- 1.2 Objectives and Hypothesis of the Study -- 1.3 Source of Data, Scheme of the Study and Methodology Adopted in This Study -- 2 Education-Related Policies and Review of Literature -- 2.1 Introduction -- 2.2 Funds Available Under RTE Act -- 2.3 Review of Literature-Related Implication of Various Educational Policies Pursued -- 3 Evolution of Indian Education with Special Reference to Punjab -- 3.1 State of Education in India -- 3.2 State of Education in Punjab -- 3.3 Disparities in Literacy Among Social Groups -- 3.4 Other Measures Used to Estimate Enrolment and Literacy Rates -- 4 Reworking the Estimates of Enrolment and Literacy Rates -- 4.1 Methodology Revised in This Study to Estimate Gross Enrolment and Gross Literacy Rates for Population Attending Educational Institutes by Completed Level of Education -- 4.1.1 Definition of Enrolment, Literate, Illiterate and Those Not Getting Opportunities Throughout Their Life to Attend Educational Institutes (Formal and Informal) -- 4.1.2 Eligible Age for Enrolment/Literacy at Various Educational Levels -- 4.1.3 Concepts and Issues Involved -- 4.1.4 What Should Be Taken as Size of Population Eligible for Enrolment? -- 4.1.5 Advantages of Using Concept of Population Age -- 4.1.6 Mapping of Enrolment Data at Each Age with Corresponding Ages at Higher Education Level to Estimate the Extent of Dropouts at Each Stage -- 4.1.7 Estimates of Enrolment and Literacy Derived Using 7-13 Age Group as Size of Population Eligible for Enrolment -- 4.2 Estimate of Students Never Got Chance to Enrol in Addition to Illiterates Among Enrolled -- 4.3 Age-wise Analysis of GERrm Through Formal and Informal Education System.