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Descriptors:
Foreign Countries; Physical Environment; Regional Characteristics; Economic Factors; Pollution; Psychological Patterns; Well Being; Climate; Social Indicators; Sociometric Techniques; Environmental Influences; Correlation

Abstract:
This paper explores the relationship between air pollution, climate and reported subjective well-being (or happiness) in Spanish regions. The results show that, after controlling for most of the socio-economic variables affecting happiness, there are still significant regional differences in subjective well-being. Evidence also suggests that climate and air pollution variables play a significant role in explaining these regional differences in happiness. The analysis also allows us to calculate the monetary value of air quality and climate, deriving the average marginal rate of substitution between income and air quality and climate for the Spanish regions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Social Isolation; Questionnaires; Social Stratification; Asians; Social Indicators; Sociometric Techniques; Economic Factors; Social Influences; Social Capital; Quality of Life; Surveys; Predictor Variables; Cross Cultural Studies; Politics

Abstract:
Using data from surveys on "social quality survey questionnaires", carried out by the Asian Consortium for Social Quality between 2009 and 2011, this study investigates the causes of social exclusion in six Asian societies. About 6,460 questionnaires were completed and the analysis of the data reveals the features and the causes of social exclusion in these societies. The study concludes that the impact of social factors (marital status, parental relations, and personal relations with local communities) on social exclusion is stronger than the political and economical factors (including class stratification and lack of financial resources). The findings indicate that the lack of social capitals is the most significant cause of social exclusion in these societies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Policy; Foreign Countries; National Security; Ideology; Educational Change; Political Influences; Economic Factors; Educational Legislation

Abstract:
The aim of this article is to analyse and show in detail the influence of the National Security and Development Doctrine, the main ideological prop of the 1964 civilian-military coup, on the education policy implemented by the regime. Special attention is given to the MEC-USAID agreements, the setting up of the Meira Matos Commission and the reform of elementary, middle and high school education, which was put into effect by the enactment of Law 5692/1971. It purports to show that their overriding purpose was to adapt the education system to the economic and political model in place at that time, so as to transform it into a tool for the promotion of national security and development as perceived by that doctrine. The article concludes that the changes that took place in Brazilian education can only be fully comprehended in the light of their interaction with the processes that fostered the manifestation of the National Security ideology in Latin America as a whole and Brazil in particular. (Contains 90 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Liberal Arts; Class Activities; Student Attitudes; Undergraduate Study; Service Learning; Undergraduate Students; Community Needs; Course Content; Criminals; Barriers; Time; Economic Factors; Family Relationship; Law Enforcement

Abstract:
In recent years, more university programs have been encompassing service learning components to augment their academic studies. Service learning engages students in activities that meet community needs. The students acquire a deeper understanding of course content, requirements within the discipline, and civic responsibilities. This paper will explore the attitudes and perceptions that Criminal Justice students have toward service learning. A sample of 54 undergraduate students from a liberal arts university in the Pacific Northwest were asked to reflect on their service learning classes, out of class activities, and discuss any barriers that made service learning classes more difficult. The results indicate that while students found service learning experiences beneficial to their undergraduate education, the barriers of time, money, and family obligations prevent many students from participating. Educators can utilize this insight when deciding if and when to utilize service learning in their courses. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Foreign Countries; Private Education; Curriculum; Interpersonal Relationship; Self Concept; Security (Psychology); Economic Factors; Educational Attainment; Educational Practices; Family Relationship; Academic Aspiration; Occupational Aspiration; Expectation; Extracurricular Activities; Interviews; Student Attitudes; School Choice

Abstract:
This paper takes as its starting point the concept of concerted cultivation as coined by Annette Lareau. It examines whether a focus on concerted cultivation adequately captures the various practices observed in young women's experiences of being privately educated in four schools in one area of England. We suggest that a variety of practices of cultivation are evident in the reasons reported as influencing the choice of private education, the ways schools present themselves and organise the curriculum, the manner in which young women in such schools relate to one another, and the experiences young women have in securing different forms of accomplishment. Regardless of whether this accomplishment is "effortless" or more worked at, the outcomes of these practices support young women in having a high degree of surety in the self. This surety is facilitated through family and school practices and is grounded, for the most part, in educational and economic security. Together, these processes support the reproduction of various forms of privilege in and through young women's lives. (Contains 1 table and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mexicans; Migration Patterns; Semi Structured Interviews; Decision Making; Academic Aspiration; Economic Factors; Social Influences; Acculturation; Youth; Immigration; Mexican Americans; Family Influence; Family Characteristics

Abstract:
We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; Graduation Rate; Foreign Countries; Academic Persistence; Economic Factors; Social Influences; Commuter Colleges; Commuting Students; Dropouts

Abstract:
This article focuses on the cross-national relevance of theories of college student departure formulated by U.S. scholars. Some aspects of U.S. developed theories of college student departure hold some semblance of cross-national relevance. Economic and sociological perspectives provide such aspects. The weighing of costs and benefits inherent in the economic perspective appears relevant in the countries of Ghana, Czech Republic, Hungary, and Slovenia where the dual-payment system prevails. Concepts of both the social inequality and interactionalist aspects of the sociological perspective appear relevant cross-nationally. Social inequality in student graduation rates transpires along socioeconomic lines in Ghana and the United Kingdom. Moreover, key aspects of the interactionalist perspective concerning departure from commuting institutions such as support from significant others, the problems associated with commuting, and academic integration appear to differentiate between students who continue their enrollment and those who depart in the countries of Jordan and Turkey. (Contains 1 table and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Parent Attitudes; Paying for College; Higher Education; Money Management; Parent Financial Contribution; Family Financial Resources; Parent Responsibility; Economic Factors; Motivation; Family Income; Racial Differences; Ethnicity; Student Loan Programs; Grants; Goal Orientation

Abstract:
Sallie Mae has conducted an ongoing study, "How America Pays for College," annually since 2008. Through that study, the researchers are able to provide a clearer picture of how the typical American undergraduate is paying for college today. This report is the third in the "How America Saves for College" series conducted since 2009. Interviews took place in August 2012 with a nationally representative sample of more than 1,600 parents. Sallie Mae's "How America Saves for College 2013" shows American families overwhelmingly expect their children to attend college and that most parents are optimistic about their ability to save for it. It also shows that anticipated savings often don't tie to the amount that families are currently saving, nor meet with the reality of the cost of college. Families who have set a savings goal for themselves plan to save close to $39,000 for each child's college education costs. When asked another way, parents who are saving plan to save about 32 percent of the future cost of college. Based on families' current savings behaviors, actual savings will amount to about half their goal amount. (Contains 10 figures, 54 tables, and 10 footnotes.) [For 2010 report, see ED540411.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Finance; Student Participation; College Preparation; Graduation Rate; Academic Persistence; School Holding Power; Student Financial Aid; Profiles; Income; Educational Trends; Trend Analysis; Economic Factors; Tuition; Community Colleges; African American Students; Comparative Analysis; College Students; Adult Students; Educational Indicators; Hispanic American Students; Enrollment Trends; Academic Achievement

Abstract:
The statute [T.C.A. Section 49-7-202(c)(7)] requires the Tennessee Higher Education Commission to prepare a biennial report for the governor and the general assembly, "commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education." The purpose of this report is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on five broad policy issues important to the state: (1) State context of higher education; (2) Student preparation; (3) Student participation; (4) Student progression; and (5) State higher education finance. (Contains 29 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Change; Educational Research; Educational Policy; Economic Factors; Global Approach; Internet; Job Skills; Older Adults; Higher Education; Family (Sociological Unit); Educational Trends; Trend Analysis

Abstract:
What does it mean for education that our societies are increasingly diverse? How is global economic power shifting towards new countries? In what ways are the skills required in the world of work changing? "Trends Shaping Education 2013" brings together international evidence to give policy makers, researchers, educational leaders, administrators and teachers a robust, non-specialist source to inform strategic thinking and stimulate reflection on the challenges facing education, whether in schools, universities or programmes for older adults. It will also be of interest to students and the wider public, including parents. The trends presented are based on high-quality international data, primarily from the OECD, the World Bank and the United Nations. The charts contain dynamic links so that readers can access the original data. "Trends Shaping Education 2013" is organised around five broad themes, each with its own "Find out more" section: (1) A global world; (2) Living well; (3) Labour and skill dynamics; (4) Modern families; and (5) Infinite connection. [For 2010 report, see ED518234.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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