Suchergebnisse

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Chapter 1: Introduction: Pandemic, Climate Change and the Networked Society -- Educational Policy Issues -- Illustrating Education, Climate Change, Technology and Networked Learning: The Australian Brush Fires -- Always Watched and Online Instruction -- Pandemic, Climate Change, School Budgets and Violence -- Educational Policy Actors -- Major Actors in Creating and Implementing Educational Policies -- Notes -- Chapter 2: Religion and Educational Policy -- U.S. Schools and Religious Policies -- Free Market for Education and School Choice -- Religion and School Choice: U.S. Secretary of Education Betsy DeVos: Religious Crusader for Charter Schools -- Christianity and Enlightened Capitalism: Steve Bannon and Donald Trump -- Divided Media: School Prayer, Antiabortion and Abstinence Education -- Religion, Free Enterprise and the U.S. Department of Education -- DeVos Calls for Equal Treatment of Faith-Based Education and Gives School Prayer Guidance -- Guidance on Constitutionally Protected Prayer and Religious Expression 2020 -- Official U.S. Department of Education Guidelines (2020) For School Prayer and Religious Study -- Education Freedom Scholarships: Supporting Faith-Based Schools and Competition -- School Choice: Charter Schools and Home Schooling -- Ideological Management: The End of Common School Policies to Create a National Morality -- Notes -- Chapter 3: Nationalism and Immigrant Education -- Patriotism and Nationalism -- The Meaning of Nationalism and Patriotism -- Global Nationalism: China -- Nationalism and Global Migration -- Nationalism: U.S. Reaction to Global Migration -- Immigration and U.S. Schools: Undocumented Students and Plyler v. Doe -- Unaccompanied and Homeless Undocumented Students -- DACA: Deferred Action for Childhood Arrivals.

"True, the concept of Britain dates back to Roman times, but it was James I that founded Britain in the modern sense. With his accession to the throne in 1603 for the first time Scotland, England, Wales and Ireland were united - with James bestowing on himself the title of 'King of Great Britain'. Before this time, Scots and Irishmen may have served in the English Army as mercenaries, but it was known as an English Army - but now the King's (or British) flag flew over the castles and forts throughout the land. The army raised by Charles I in 1625 for his war against Spain -and subsequently, with France - is most famous for its failure. However, it is one of the best-documented armies of the early 17th century. Using archival and archaeological evidence, the first half of the book covers the lives of the officers and men serving in the army at this time - as well as the women who accompanied them. The author discusses the origins of officers and why they decided to serve in the army - and how the men from England, Scotland and Ireland were recruited (as well as how they were clothed and what they ate; the medical care; and the tactics used by the army at this time). It also covers the hidden faction of tailors, armorers and merchants who helped to put the army into the field. The second half of the book covers not only the expeditions to Cadiz, the Isle de Rhe and the siege of La Rochelle, but also their effect on an England who feared a Spanish (and later a French) invasion. Also covered are the campaigns of Count Ernest von Mansfeldt's and Sir Charles Morgan's armies at this time, which fought at Breda, Dessau Bridge and against the forces of the Holy Roman Empire. The final chapter looks at what became of the soldiers and their widows once the army had been disbanded - therefore, the book will be essential reading for anyone interested in Early Modern History, including the English Civil War and the Thirty Years War." --Publisher description

Trust in the citizens of a potential partner country may affect the decision to trade with or to migrate to a foreign country. This paper employs panel data to examine the causal impact of such bilateral trust on international trade and migration patterns. We apply instrumental variables (IV) approaches that capture the exogenous variance of bilateral trust separately with eight indicators of genetic ('somatic') distance between country-pairs. These indicators work equally well at the first stage. However, second-stage results very much depend on the exact measure employed as instrument. Overall, we find little evidence that bilateral trust affects international movements of goods and labor. More generally, we highlight the potential fragility of IV estimations even when the instruments seem plausible on theoretical grounds and when standard statistical tests confirm their validity.

This volume offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy; the current industrial-consumer paradigm is not supportive of either happiness or long life.