Your search found 6636 results.

Descriptors:
Language Planning; Language Attitudes; Public Policy; Language Variation; Language Usage; Behavior Patterns; Values; Social Problems; Problem Solving; Civil Rights

Abstract:
In this article, the author applies Makiguchi Tsunesaburo's (1871-1944) perspectives to language policy and planning (LPP). One theoretical question in LPP theory is why individuals opt to use particular languages and varieties of languages in certain contexts. The author contends that Makiguchi's theory of value can be used to systematically explain behavior in language choice by understanding language choice as value-seeking behavior. The author also considers practical implications of Makiguchi's ideas to solve social issues related to LPP. These practical implications include value creation and attitude to deal with the issues of language choice, educational applications, and emphasis on the local community. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Human Capital; Educational Attainment; Outcomes of Education; Cost Effectiveness; Education Work Relationship; Health; Child Health; Spouses; Infant Mortality; Mortality Rate; Birth Rate; Parent Background; Cognitive Development; Psychological Patterns; Efficiency; Work Environment; Lifelong Learning; Citizen Participation; Civil Rights; Politics; Poverty; Crime; Conservation (Environment)

Abstract:
This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New "narrow" social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK "narrow" social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. (Contains 2 figures, 3 tables, and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Children; Information Dissemination; Conflict; Childrens Rights; Access to Education; Educational Quality; Civil Rights; Peace; War; Data Collection; Research Methodology; Educational Opportunities

Abstract:
Poor-quality, or completely absent, data deny millions of children the right to an education. This is often the case in conflict-ridden areas. The 2011 Education for All Global Monitoring Report (UNESCO 2011b) identified four failures that are holding back progress in education and damaging millions of children's lives: failures of protection, provision, reconstruction, and peace-building. Thus, the critical lack, and the varying quality, of data on education and on human rights violations against children during and after armed conflicts amount to what can be termed the fifth failure of the international community. This article examines how currently available data, and monitoring and evaluation systems, can be used and improved to better estimate the situation of children in conflict-affected countries, in particular with respect to education. In the light of international standards for data dissemination and data quality, it highlights the need for governments and the international community to expand our current capacity to provide general information on the impact that conflict has on education, children, parents, and schools, to ensure the right to education for millions of children living in conflict-affected countries. Such an effort would include specific steps to ensure higher data quality in terms of completeness and accuracy, timeliness, serviceability, and methodological soundness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Immigrants; Documentaries; Immigration; Whites; Racial Differences; Social Attitudes; Rhetoric; Affective Behavior; Emotional Response; Civil Rights; Identification (Psychology); Social Bias

Abstract:
Political advocates on the ideological right have long taken seriously what their counterparts on the left have not: white racialized affect. As left activists and scholars have alternately lamented and raged over the steady creep of the "middle" to the "right," they have documented in detail the outcomes of whites' refusal to engage in "genuine" racial atonement. I argue in this essay that there is still much to be gained critically, theoretically, and politically by taking collective, rhetorical production of white affect, particularly the retrieval of immigrant pain, as seriously as those who manipulate it. Key to that construction in the past two decades has been the archival and circulation of "the immigrant experience" in popular documentary films featuring Ellis Island. The success of "white rights" rhetorics owes much to equating and substituting that story for the mythos of "the nation of immigrants" as a whole. (Contains 75 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Federal Government; Legislators; Federal Legislation; Constitutional Law; Debate; Rhetoric; Voting; Civil Rights; Females; Feminism; United States History; Race; Immigrants; Politics

Abstract:
Through its analysis of the rhetorical means by which the US Congress overcame jurisdictional objections to federal action on the issue of woman suffrage, this essay argues that the stasis of jurisdiction operates as a mode of assemblage of discourses, institutions, and populations. In Congress, the woman suffrage issue helped re-organize federal and state prerogatives over the management of racial and ethnic relations at home and US leadership abroad. Thus, from a governmental perspective women did not emerge as constituents but as tools of public policy. As a legislative precedent, the 19th Amendment debates prompt critical attention to the particular constraints that the discourses of state institutions pose for feminist political change. (Contains 84 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Elementary Education; Illiteracy; Slavery; Foreign Countries; Social Change; Letters (Correspondence); Educational History; United States History; Civil Rights; Access to Education; Social Systems; Conflict; Poverty; Racial Bias; Social Bias; Educational Administration; Administrative Organization; Public Officials

Abstract:
The objective of this article is to analyse the process of institutionalisation of public elementary schooling associated with the political organisation of the constitutional monarchy and the legislation regarding citizen rights and prerogatives in Brazil, especially in the province of Minas Gerais, during the nineteenth century. During this century, two characteristics in Brazil were significant: the existence of a constitutional monarchy from 1822 to 1889 and the continuity of slavery until 1888. Paradoxically, the development of the idea of citizen rights and duties, and steps taken to provide access to elementary school, coexisted with these characteristics. Education was considered a decisive step for the effective implementation of social change. My hypothesis is that the new political structure also led to a new dynamic of interdependence between rulers and ruled as constituents of the civilising process underway. Even so, this was an extremely tense process whose results fell short of those intended by the elite governing authorities; by the end of the nineteenth century, Brazil still had an illiteracy rate of 85%. In order to understand this situation, an analysis of situations and conflicts present in the process of implementing public elementary education is essential. Important among these are poverty, ethnic and racial prejudice, political decentralisation of elementary education administration, disputes among local politicians and the definition of teachers as public servants and funding of school supplies. For this study, documents consulted included government reports, laws, official letters and correspondence among government officers, parents and teachers. The main theoretical concepts used were Norbert Elias' sociological theory for analysis of the civilising process and the dynamics of interdependence in the organisation of society, and the characteristics of postcolonial society discussed by Hilda Sabato, Marcelo Caruso and Miriam Dolhnikoff. (Contains 1 table and 27 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Freedom of Speech; Democracy; Constitutional Law; Political Attitudes; Court Litigation; Terrorism; Civil Rights; College Faculty; Academic Freedom

Abstract:
For years, libertarians had fought laws and policies barring Communists from teaching as direct assaults on the First Amendment, while supporters of loyalty programs had painted all Communists as mental slaves of Moscow. In 1952 the Supreme Court upheld New York's 1949 Feinberg Law, which required detailed procedures for investigating the loyalty of every public-school teacher and ousting anyone who had engaged in "treasonable or seditious acts or utterances" or joined an organization that advocated the overthrow of the government by "force, violence, or any unlawful means." It was a typical cold-war-era loyalty law; hence, "Adler v. Board of Education," the Supreme Court's 1952 decision upholding it, had nationwide repercussions. In "Adler," a majority of the court found no First Amendment problem with the Feinberg Law. Embracing the anti-Communist fervor of the time, the court said that teachers had no right to their jobs; and because they worked "in a sensitive area" where they shaped young minds, the authorities were entitled to investigate their political beliefs. Even at that unfortunate moment for free speech, however, the court was not unanimous. Fifteen years later, in 1967, "Adler" was overturned by the ruling on "Keyishian v. Board of Regents," which rejected the idea that restrictions on expression, ideas, and political associations are permissible under the First Amendment as conditions of public employment. Battles over free speech on the campus continue to bedevil the national politics. Today's war on terrorism has replaced anti-Communism as a justification for limiting civil liberties, both on the campus and off. Professors' free-speech rights are no greater than everybody else's. But their special task in furthering democracy requires protections. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Risk Management; Role Conflict; Ethics; Foreign Countries; Mental Retardation; Justice; Criminals; Caseworker Approach; Civil Rights; Correctional Rehabilitation; Vocational Rehabilitation; Change Strategies; Institutionalized Persons; Normalization (Disabilities); Ambiguity (Context); Therapy; Client Characteristics (Human Services); Individual Characteristics; Caregiver Role; Role Perception; Semi Structured Interviews; Focus Groups

Abstract:
In New Zealand, the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 provides diversion for persons with an intellectual disability who have been charged with, or convicted of, a criminal offence. This unique Act moves the responsibility for such "care recipients" from the criminal justice system to a disability sector that values a social model of disability and philosophies of autonomy, choice and normalisation. This research identified dilemmas faced by care managers legally responsible for care recipients. Care managers experienced: tension between imperatives of risk management, rehabilitation and human rights; role ambiguity between"custodian" or "therapist"; philosophical incongruity within their services; and ethical dilemmas over decisions to lengthen care orders. The changing care recipient population has intensified these dilemmas: services must now adapt to the needs of young, street-wise people with alcohol and drug problems and histories of criminal behaviour. The article makes recommendations about how these dilemmas can be addressed. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Access to Education; Partnerships in Education; African American History; Black Colleges; United States History; Civil Rights; Biographies; Public Officials; African American Organizations; Religious Cultural Groups; Equal Education

Abstract:
The 2013 Black History Month Programs at the U.S. Department of Education highlighted and celebrated emancipation, Civil Rights, the histories of key Black organizations and the contributions of Historically Black Colleges and Universities through a series of programs offered both in Barnard Auditorium at headquarters on Maryland Avenue, S.W, Washington, D.C. and in the Training and Development Center as lunch time activities. The Secretary of Education, Arne Duncan, represented the administration and expressed his personal and professional commitment to eliminating barriers to educational access and equity in the first program on February 6, 2013. The Deputy Secretary, Tony Miller, emphasized the importance of Historically Black Colleges and Universities and the White House's commitment to the students these institutions serve. National figures and experts presented data and historical facts from American history with a Black perspective. Appendixes include: (1) Introduction of Margaret Young and Darius Gray of the Latter Day Saints and Producers of the Documentary on Black Mormons; (2) Agenda for the February 6, 2013 Black History Month Program; (3) Bios of Presenters at the February 6, 2013 Program; (4) Secretary Duncan's Remarks at the February 6, 2013 Black History Month Program; (5) Transcript of February 6, 2013 Program; (6) Agenda of the February 19, 2013 Black History Month Program; (7) Biographies of Presenters at February 19, 2013 Program; (8) Tony Miller's Remarks at February 19, 2013 Program; (9) Dr. John Wolfe's Power Point Presentation; (10) Power Point of Jerry Isaac's Presentation; (11) Pictures from the February 6, 2013 Program; (12) Pictures from the February 19, 2013 Program; (13) Picture and Biography of Bernard Demczuk; (14) History of National Blacks In Government; (15) Flyers of Black History Month Programs; and (16) Article Based on February 6, 2013 appearing online at AllAfrica.com. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2650K)

Descriptors:
Principals; Educational Legislation; Administrator Responsibility; Legal Responsibility; Knowledge Level; Decision Making; Court Litigation; Constitutional Law; Civil Rights; Student Rights; School Law

Abstract:
Educational law is a critical piece of the education conundrum. Principals reference law books on a daily basis in order to address the wide range of complex problems in the school system. A principal's knowledge of law issues and legal decision-making are essential to provide effective feedback for a successful school.

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (246K)