Suchergebnisse

Cover -- Half Title -- Dedication -- Title -- Copyright -- Contents -- List of Contributors -- Introduction -- Part I Developing World -- 1 Whole-Child/Youth Development Initiatives in the Ethiopian education policy reforms and practices: Lessons from the past and harnessing future intentions -- 2 The status of early childhood education in South Africa: A systematic review on the alignment of policy and practice for whole-child development -- 3 Achieving whole-child development in Nepal: Navigating through equity within diversity and resource limitation in education -- 4 Education for Vietnamese youth: Status, challenges, and development issues in the context of new rural development -- Part II Developed World -- 5 Does the International Baccalaureate Diploma Program (IBDP) contribute to Whole-Person Development? The Rise of the IBDP in Asia and its implications for education reform -- 6 Singapore's Student-Centred, Values-Driven education system: A case study of Teacher Professional Learning -- 7 The Oxymoron of Free Semester Program (FSP) in Korea: Intended and unintended policy consequences for whole-person development -- 8 Fighting social inequalities at schools and whole-child development approach: A challenging reconciliation in France -- 9 The long Chilean road toward an inclusive education system: From Laissez-Faire to state regulation and constitutional change -- 10 Re-envisioning American Education Reform: How and why whole community environment matters for whole-child development -- Part III Globe -- 11 Policy challenges and promising strategies: Lessons on global efforts to advance whole-child development -- Index.

Bibliography: p. 191-205. ; This dissertation seeks to determine how the socio-economic and political changes, following the 1989 revolutions in Central Europe, have found reflection and led to the emergence of interest groups in the education debate. It looks at the reforms initiated by the new ruling .power-elite in Poland, Hungary and Czechoslovakia. This reform process, embodying the value system of the new governments, has led, the dissertation seeks to show, directly to new and vibrant interest groups on the educational landscape. This study identifies the seven prominent interest groups - seeking to satisfy their own interests - which engage the government in the education policy making arena. This policy making arena, which I refer to as the "arena of power", is analysed through focussing on the relationship of power between the seven interest groups and the state. The Halasz (1986: 123) classification of interest groups in communist Hungary in 1986, forms the point of departure for my examination of post-1989 interest groups. Each chapter highlights the circumstances that influenced the development of interest groups and the extent of their participation in reforms. The dissertation concludes with a reclassification of post-1989 interest groups in Central Europe, in order to facilitate a better understanding of the dynamics of interest groups in the "arena of power".

examine key questions that arise from a cross-cultural approach to the study of depression / begins with consideration of cultural variation in dysphoric affect and the import of such variation for universalist definitions of depressive disorder / examine cross-cultural evidence on somatic components of depression and explore the concept of somatization in relation to depression and the communication of distress / review the evidence of cross-cultural variation in depressive symptomatology this anthropological perspective is presented through examination of a series of theoretical, substantive, and methodological issues / review the social and cultural contexts within which depression originates, examining the role of gender, social class, family relations, migration, political violence, and social change cross-cultural aspects of depression / the cultural construction of emotion / the ethnopsychology of emotion / culture and depressive affect / somatization and depression / gender and depression / socioeconomic status and depression / depression among refugees and immigrants / depression and family factors / depression and social change / methodological problems in cross-cultural research on depression (PsycINFO Database Record (c) 2016 APA, all rights reserved)

examine key questions that arise from a cross-cultural approach to the study of depression / begins with consideration of cultural variation in dysphoric affect and the import of such variation for universalist definitions of depressive disorder / examine cross-cultural evidence on somatic components of depression and explore the concept of somatization in relation to depression and the communication of distress / review the evidence of cross-cultural variation in depressive symptomatology this anthropological perspective is presented through examination of a series of theoretical, substantive, and methodological issues / review the social and cultural contexts within which depression originates, examining the role of gender, social class, family relations, migration, political violence, and social change cross-cultural aspects of depression / the cultural construction of emotion / the ethnopsychology of emotion / culture and depressive affect / somatization and depression / gender and depression / socioeconomic status and depression / depression among refugees and immigrants / depression and family factors / depression and social change / methodological problems in cross-cultural research on depression (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Intro -- Table of Contents -- Introduction: Toward a Transformational Agenda for Global Education Reform -- Global Education Reform: Trends, Ideology, and Crisis -- A Transformational Agenda for Global Education Reform -- References -- 1 Capitalism and Global Education Reform -- Introduction -- Schools Are Failures and Teachers Are to Blame -- Dominant Discourses -- Who Are the Purveyors? -- What Is Being Sold: Privatization -- What's Wrong with Capitalism? -- What to Do? -- Acknowledgments -- References -- 2 The Business Sector in Global Education Reform: The Case of the Global Business Coalition for Education -- Introduction -- Business Participation in Global Education Reform -- Conceptualizing the Role of Business in Education in Contexts of Humanitarian Crisis -- The Global Business Coalition for Education (GBC‐E) -- GBC‐E Participation in the Syrian Refugee Crisis -- Conclusion -- References -- 3 Venture Philanthropy and Education Policy‐Making: Charity, Profit, and the So‐Called "Democratic State" -- Introduction -- From the Rear Guard to the Frontline: A New Role for Philanthropy -- New/Effective/Impact/Strategic/Engaged/Venture Philanthropy -- Change in the Nature of Investments: Both For‐Profit and Not‐For‐Profit -- Back to the Future… -- References -- Annexes -- 4 Nodes, Pipelines, and Policy Mobility: The Assembling of an Education Shadow State in India -- Introduction -- Network Ethnography -- Pipelines, Conduits, and Nodes -- Thought Leadership -- Technology in the Classroom -- Discussion -- References -- 5 Reframing Teachers' Work for Global Competitiveness*: New Global Hierarchies in the Governing of Education -- Introduction -- Methods and Data -- Bringing Teachers into View as Policy Problem and Solution -- The TALIS Program: A Brief Introduction -- The TALIS ensemble -- Tensions and Contradictions in the TALIS Program

Cultures in Contact: Studies in Cross-Cultural Interaction provides an in-depth analysis of the processes that takes place in cross-cultural interaction. The title covers the outcomes of cross-cultural interaction along with the effect of such interaction to individuals involved. The text first details the social psychology of cross-cultural relations, and then proceeds to discussing the historical account of the development of research that tackles cross-cultural contact. Next, the selection deals with the processes that took place when individuals with different cultural background interact.