Suchergebnisse

Based on the study of archival materials, the article considers an impact of the emerging system of «industrialism» on the economic well-being of the largest landowners of the Russian Empire in 1890–1914. As the analysis of the origin, composition and volume of the so-called «paper» funds in the capital means of some of the Russian aristocracy richest families shows, that period was a time of active conversion of some of their land holdings into the stocks, bonds and other securities of various state and commercial banks, as well as of joint-stock companies. That economic strategy, characteristic of most of the largest landowners, was explained by quite pragmatic reasons: favorable market conditions in the sphere of securities turnover, the availability of spare cash through the sale of part of land, significant revenues from the agricultural estates and mortgage lending. The conversion of part of the capital into the stocks and bonds provided the aristocracy with an opportunity to receive a more guaranteed income without serious risks associated with farming or industrial entrepreneurship. As a result, on the eve of 1914, various securities (the stocks and bonds of state and commercial banks, of industrial societies and railway companies) as part of the capital means of the largest landowners of the Russian Empire reached 20–30% of the total value of their fortune, as well as the dividends received from them as part of the total income. It seems that the strengthening of the economic position of the aristocracy by that time was explained not only by the progress in the organization of agricultural production in the estates, the growth of income from forestry and the urban real estate, but also by the emergence of the new form of wealth as bank accounts and interest-bearing securities

This text systematically brings together the developments in the social & political theory of education. It offers an introduction to the debates within the field & provides an argument for a democratic & normative view of education. It looks at the major disputes within social, cultural & political approaches to education

Intro -- Contents -- The Implication of Societal Perception and Value on Quality Education: The Nigeria Example, 1999-2019 -- 1 Introduction -- 2 Theoretical Framework for Analysis -- 3 Conceptual Clarification -- 3.1 Society -- 3.2 Societal Perception -- 3.3 Societal Value -- 4 The State of Education in Nigeria Between 1999 and 2019 -- 5 The Relevance of the Societal Perspective and Value to the State of Education Nigeria, 1999-2019 -- 5.1 Government -- 5.2 Parents/Guardians -- 5.3 The Students -- 6 Conclusion -- References -- Impact of TETfund Intervention on Quality Assurance of Basic Education in Plateau State, Nigeria -- 1 Introduction -- 2 Statement of Problem -- 3 Research Questions -- 4 Theoretical Framework -- 5 Conceptual Discuss on TETFund Intervention and Quality Assurance of Basic Education in Nigeria -- 6 Methodology -- 7 Results -- 8 Discussion of Findings -- 9 Conclusion -- 10 Recommendations -- References -- Multiculturalism, Multidisciplinarity and Inclusivity in African Education and Healthcare -- 1 Introduction -- 2 Inclusivity in Multuculturalism and Multidisciplinarity -- 3 Uses and Applications -- 4 Theoretical Framework of Intersubjective Multiculturalism -- 5 Inclusivity in Education -- 6 Anticipating and Addressing Challenges -- 7 Inclusion in Healthcare Industry -- 8 Recommendations and Conclusion -- References -- The Challenges of Girl Child Education in Sokoto State, Nigeria and Its Implications for National Development -- 1 Introduction -- 2 Conceptual Definition of Terms -- 3 Statement of the Problem -- 4 Theoretical Framework -- 5 The Concept of Girl Child Education -- 6 Research Methodology -- 7 Population -- 8 Sampling Technique and Sample Size -- 9 Instrumentation -- 10 Validity of the Instrument -- 11 Reliability of the Instrument -- 12 Summary of the Major findings -- 13 Conclusion -- 14 Recommendation.

Introduction Do you have skin in this game? -- Rule 1 Always ask why -- Rule 2 Be an intellectual and make your decisions about the mode -- Rule 3 Laugh like a Medusa and maintain the confidence of a mediocre white man -- Rule 4 Empowered groups have to be confident in their power to give some away -- Rule 5 Intellectual generosity is the foundation of scholarly life -- Rule 6 Simply because you work in a university does not mean you are an expert in higher education -- Rule 7 Freedom to read is more important than freedom of speech -- Rule 8 Be a leader rather than complain about leadership -- Rule 9 Teaching matters. Learning matters more -- Rule 10 Women are humans, citizens and fully formed people -- Rule 11 Respect the vulnerable, the sick, the dying and the dead -- Rule 12 Be the change you want to see -- Conclusion Our future is in the post.

This book draws together for the first time expertise in cultural geography and geographical education that synthesises the main ideas in these fields to improve our cultural understanding of the world and to demonstrate how such understanding may be interwoven into the geography curricula at different levels of education. Its aim is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding, and education. Through contributions from international researchers and educators, this publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and, wherever possible, improve them for future generations of citizens. Therefore, geography can be effective in the promotion of lifelong learning for groups of people who interact in both real and virtual worlds in the twenty-first century

This pioneering volume applies critical whiteness studies in a variety of educational contexts in the United Kingdom. The author uses ethnographic, biographical and documentary research to show how whiteness 'works' in education. The book also considers policy issues, and discusses how critical whiteness studies might function in anti-racist practice, shows how 'white supremacy' continues to dominate educational discourse and practice and discusses how this can be resisted.

The launching of the Universal Basic Education scheme in Nigeria in 1999 was the country's response to the global call for universalization of access to basic education. The Universal Basic Education Act, enacted in May 2004, serves as the legal framework for the programme and it provided for primary education to be free and compulsory. Much has been done by different tiers of government to ensure the achievement of this objective. This study evaluated the extent to which primary education was free and compulsory in public schools in Ogun State, Nigeria between 2004 and 2012. The findings show that though tuition was free, pupils still paid for Development Levy and Parent Teachers Association Levy. The findings also show that parents purchased textbooks, exercise books, uniforms, sandals, socks and other school materials for their wards. Furthermore, the results show that more than half a million children of school-going age in the state were out of school during the 2012 – 2013 academic session. These show that primary education was neither free nor compulsory in the state during the period under study. The implication is that Nigeria's objective of achieving national primary education goals within the global EFA context had not been achieved.Keywords: Evaluation, Implementation, Policy, Primary Education, Basic Education

This article examines the root causes for the overrepresentation of African American students in special education classes and their under representation in gifted and talented programs in America's public schools. The article (a) provides a historic overview of the legal struggles for educational equity, (b) examines key issues surrounding the academic status of African American students, (c) discusses multicultural education as a remedy, and (d) recommends an appropriate course of action for educators and policy makers.