Presents an argument for expanding the definition and measurement criteria for at-risk students, based on solid cognitive and pedagogical research. Together with the next two volumes in the series, this volume provides a perspective on adult education as well as general theory. Contains chapters on areas such as at-risk students in college, evolution of adult and developmental education philosophies, and cognitive approaches to curriculum creation. Annotation copyrighted by Book News, Inc., Portland, OR
Presents an argument for expanding the definition and measurement criteria for at-risk students, based on solid cognitive and pedagogical research. Together with the next two volumes in the series, this volume provides a perspective on adult education as well as general theory. Contains chapters on areas such as at-risk students in college, evolution of adult and developmental education philosophies, and cognitive approaches to curriculum creation. Annotation copyrighted by Book News, Inc., Portland, OR
The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized. The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research. The World Yearbook of Education 2009 volume is organized into 3 sections: Section 1: Examines the global construction of childhood development and learning Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections. The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.
Openness and development are key words of central importance in describing the dynamism within the present world economy. Openness denotes the entire process of internationalization and liberalization now underway in the commodity markets, factor markets and financial mar kets. Today there is hardly anational economy or company left which can afIord to ignore international dependencies. In the broadest sense of the word, development encompasses an those dynamic endogenous economic processes which create prosperity and a high standard of living via inno vation and structural change. Modem economic research has shown that both of these fields of economic causalities - which are themselves afIected by a wide variety of interdependencies - detennine the economic destiny of the national economies and of their actors in the industrial, newly industrializing, transitional and developing countries. The present volume focuses on the significance of these two key words while conveying, at the same time, an impression of the broad spectrum of related issues. It contains papers written by economists working at uni versities and research institutes as well as papers submitted by "economic practitioners"; the latter, in particular, provide valuable insights on current issues by taking account of theoretical and practical considerations. Whereas the papers printed in Part I analyze their subjects from a general perspective, the emphasis in Part TI is on specific regional aspects. Part I begins with a theoretical-empirical study on the development of foreign trade.
The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized. The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research. The World Yearbook of Education 2009 volume is organized into 3 sections: Section 1: Examines the global construction of childhood development and learning Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections. The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.
The eleventh in the series of yearbooks on Human Rights in Developing Countries, this volume marks a departure from previous editions and a new beginning. The Yearbook will now bear the title of Human Rights in Development, to reflect the fact that it will explore the role of human rights as an integral part of the development process. The new title is also an indication of the fact that the scope of the Yearbook has widened to include human rights topics and issues in the more developed parts of the world as well as in the developing countries covered hitherto. Moreover, human rights are themselves in development and the new Yearbook plans to keep track of standard-setting in the human rights field. Finally, the new title reflects the Yearbook's aim of engaging in more international and comparative studies on the one hand and in more focused local issues on the other. With the rapid spread of new information technology and improved local monitoring capacity in developing countries, there may be less of a need for the type of nation-level country studies the Yearbook performed in the past. Two themes cut across the series of articles contained in the current edition. One, human rights promotion, is explored in various ways; one article looks at the establishment of national human rights institutions as instruments of promotion; another analyses development interventions in terms of their impact on local populations, drawing on UN and World Bank experience; yet another argues the case for using aid in human rights promotion, exemplified by Dutch aid to Guatemala; a fourth investigates the policies of the EU and ASEAN in seeking to improve the human rights situation in Burma; and finally one article looks at the work of the ILO in standard-setting and implementation in the field of child labour. The other theme, local conflict, is addressed in two articles, one looking at local communities in Latin America caught between local customs and ideologically charged civil wars and the other investigating the tensions between centralized rule and local autonomy in Kenya, recently erupting into ethnic violence. The Human Rights in Development Yearbook is a joint project of the Chr. Michelsen Institute, Bergen; the Danish Centre for Human Rights, Copenhagen; the Icelandic Human Rights Centre, Reykjavik; the Ludwig Boltzmann Institute of Human Rights, Vienna; the Netherlands Institute of Human Rights, Utrecht; the Norwegian Institute of Human Rights, Oslo; and the Raoul Wallenberg Institute of Human Rights and Humanitarian Law, Lund.
