Public Education

Public education in the U.S. is now facing increasing competition from private educational initiatives especially in the virtual domain. In Pennsylvania public education is partially funded by the State, based upon student enrollment and attendance. The increasing numbers of two groups of students, those who are homebound and those who are homeschooled, are adversely affecting the monetary resources available to districts . Homebound students fall into two subsets. The larger is composed of students who have been expelled for disciplinary reasons or inappropriate social behavior and are not permitted to be in school. Districts must provide them with a free education until the age of 17. The second subset consists of stude nts that are homebound due to medical reasons. Districts find educating homebound students to be inordinately expensive. The homeschooled group consists of students whose parents are instructing their students at home. School districts do not receive state aid for ...

The purpose of this article was to describe a model of clinical/disaster psychology and illustrate how one psychologist applied training in the aftermath of Hurricane Katrina. The primary focus of the article relates to training graduate students of clinical psychology and assisting evacuees, public education and dissemination, and research. Psychologists may find themselves in similar positions when disasters occur in the future, and the linkage of research and theory with anecdotal accounts may provide mental health professionals with ideas regarding avenues of training to pursue and the various roles that may be served in times of disaster. Recommendations are offered to training programs with regard to infusing tenets of clinical/disaster psychology into their curriculum. This article describes a variety of strategies that a psychologist may pursue to assist in the mental health response to natural disasters. It is primarily based on my perspective (SES) 1 as an Assistant Professor in Clinical Psychology at The University of Mississippi who arrived at this position with specialized doctoral training in clinical/disaster psychology from The University of South Dakota's Disaster Mental Health Institute (DMHI). I hope that my experiences will inform training programs and mental health professionals about how clinical/ disaster training may be pursued and applied when a natural disaster occurs. Training in Clinical/Disaster Psychology Training programs and their directors should consider both formal and informal training opportunities for those interested in preparing to provide disaster assistance. Doctoral training in a formal program such as the Disaster Mental Health Institute (DMHI) at The University of South Dakota (http://usd.edu/dmhi/) is an important way to gain preparatory training. The DMHI offers a variety of training programs, including a doctoral Specialty Track in Clinical/Disaster Psychology, which is earned conjointly with the Clinical Training Program's Ph.D. degree. Students take disaster-related coursework, STEFAN E. SCHULENBERG received his doctorate in clinical psychology from The University of South Dakota, where he also specialized in clinical/disaster psychology through the University's Disaster Mental Health Institute. Dr. Schulenberg is an assistant professor in the Department of Psychology at The University of Mississippi. His research interests include clinical/disaster psychology, psychological assessment, test validation, and logotherapy. KIRSTEN A. DELLINGER received her doctorate in sociology from the University of Texas at Austin. She is an associate professor of sociology in the Department of Sociology and Anthropology at The University of Mississippi. Her research interests include gender and sexuality in the workplace and qualitative methods. ANGELA J. KOESTLER received her doctorate in counseling psychology from the University of Southern Mississippi. She currently works in private practice at the Nordal Clinic in Vicksburg, Mississippi. Her clinical and research interests include the treatment of chronic pain and natural disaster response. ANN MARIE K. KINNELL received her doctorate in sociology from Indiana University at Bloomington. She is an assistant professor of sociology in the Department of Anthropology and Sociology at the University of Southern Mississippi. Her current research examines the experience of a team of researchers implementing a survey in the context of a natural disaster. DAVID A. SWANSON received his doctorate in sociology from the University of Hawaii, where he specialized in population studies and worked at the East West Population Institute. He is a professor of sociology in the Department of Sociology and Anthropology at The University of Missis-sippi. His research interests include applied demography, forecasting and estimation methods, and mortality differentials.

The research reported in this special issue addresses important areas for the continued development of empirically supported school-based treatments. Although advances in the development and evaluation of treatment services have occurred, there is little public demand for the widespread dissemination of these treatments. In this commentary, the authors draw data from historical examples, related research, and personal experience to demonstrate the need to create a societal mandate for change. They present specific implications for future areas of research and the type of public education and marketing campaign that will be needed to create a demand for empirically supported school-based treatments.

Breast cancer is the most common cause of cancer-related death among women worldwide, with case fatality rates highest in low-resource countries. Despite significant scientific advances in its management, most of the world faces resource constraints that limit the capacity to improve early detection, diagnosis, and treatment of the disease. The Breast Health Global Initiative (BHGI) strives to develop evidence-based, economically feasible, and culturally appropriate guidelines that can be used in nations with limited health care resources to improve breast cancer outcomes. Using an evidence-based consensus panel process, four BHGI expert panels addressed the areas of early detection and access to care, diagnosis and pathology, treatment and resource allocation, and health care systems and public policy as they relate to breast health care in limited-resource settings. To update and expand on the BHGI Guidelines published in 2003, the 2005 BHGI panels outlined a stepwise, systematic approach to health care improvement using a tiered system of resource allotment into four levels-basic, limited, enhanced, and maximalbased on the contribution of each resource toward improving clinical outcomes. Early breast cancer detection improves outcome in a cost-effective fashion assuming treatment is available, but requires public education to foster active patient participation in diagnosis and treatment. Clinical breast examination combined with diagnostic breast imaging (ultrasound ± diagnostic mammography) can facilitate cost-effective tissue sampling techniques for cytologic or histologic diagnosis. Breast-conserving treatment with partial mastectomy and radiation therapy requires more health care resources and infrastructure than mastectomy, but can be provided in a thoughtfully designed limited-resource setting. The availability and administration of systemic therapies are critical to improving breast cancer survival. Estrogen receptor testing allows patient selection for hormonal treatments (tamoxifen, oophorectomy). Chemotherapy, which requires some allocation of resources and infrastructure, is needed to treat node-positive, locally advanced breast cancers, which represent the most common clinical presentation of disease in low-resource countries. When chemotherapy is not available, patients with locally advanced, hormone receptor-negative cancers can only receive palliative therapy. Future research is needed to better determine how these guidelines can best be implemented in limited-resource settings.

Abstract
In 2013, according to National Public Radio, two-thirds of Americans had not heard of the Common Core State Standards Initiative (CCSSI). A year later, 80% knew about it, and 60% were opposed. The confluence between Big Business and Big Government support for CCSSI has fed growing opposition from parents and teachers across the political spectrum. While much debate concerns the standards’ contents, this paper focuses on the mendacity used to justify CCSSI and the cronies pushing it.

Supporters claim CCSSI is state-led, internationally benchmarked, and based on the latest research, but it is not. In July 2009, $4.35 billion in federal funding was made available to recession-shocked states through the Race to the Top program. States had to adopt CCSSI and join one of two approved testing consortia to participate. Before standards had even been written, 46 states and Washington, D.C. agreed to join. As of May 2014, only 26 states and D.C. remained in the program. Advocates say CCSSI is state-led and voluntary; critics say federal funding is bribery and intimidation.

Additionally, opponents worry about centralization and the collection of real-time data on students and teachers. Mandatory curriculum, textbooks, lesson plans, and Core-aligned tests remove teachers from heretofore-key elements of education. To many, the use of cameras and biofeedback devices on students to obtain fine-grained data is Orwellian. Critics fear such monitoring of classrooms will transform education from an art into an exercise in industrial-style Taylorism. We can do better.

Im Freistaat Sachsen gibt es einen Streit zwischen dem Verwaltungsgericht Dresden und dem Oberverwaltungsgericht Sachsens um die Rechtmäßigkeit von Kopfnoten auf Abschlusszeugnissen. Insbesondere geht es um die Frage, ob das Sächsische Schulgesetz eine ausreichende Rechtsgrundlage für die Erteilung von Kopfnoten darstellt.

In 1989, former President Bush stated that, as one of the national goals, “the United States would be first in the world in math and science. ” Little did we realize at that time how this would prove to be quite a challenge as the nation was just gearing up to face the challenges and opportunities put forth by the exploding technology revolution coupled with disappointing science test scores. Many different approaches have been suggested for improving public education in this country. A common element in many of these approaches has been the emphasis on technology. Reform literature often cites the need for more extensive and more effective computer and telecommunication network instructional applications. The motivation underlying these calls for reform potentially was linked to the observation that technology has fundamentally transformed corporate America, yet technology’s impact in our nation’s classrooms has usually been very modest. In 1994, Goals 2000: Educate America Act bec...

Re es su um me en n: : Este artículo pretende aportar elementos para la reflexión en torno a la función y situación actual de la educación pública en un contexto de globalización como el que nos envuelve, incidiendo principalmente en la cuestión de la participación de la comunidad educativa en la misma, la atención a las diferencias en nuestro entorno multicultural y los procesos de exclusión social y educativa que conlleva la puesta en práctica de políticas educativas que no contemplen el fenómeno de la desigualdad, ni fomenten procesos interculturales como elementos clave para el futuro de la calidad de la educación en una sociedad plural y democrática.

The history of Chilean education is an unequivocal expression of the country’s political, socioeconomic, and cultural conditions. These multi- faceted inequalities are bound to urban and rural settings, the tripartite schooling system, and the neoliberal policies treating school as another part of the market economy, what we label “market education.” Education in Chile cannot be unfastened from the vestiges of neocolonialism, imperialism, dictatorship, and currently, neoliberalism. This study on education, focusing primarily on the public school system, explores interconnected links that confront a present grappling with a troubled past. By way of a new generation of students, hope for a brighter future is on the horizon. In this text, we hope to provide a general account of Chilean public education, and highlight the multiple socio- political milestones achieved by students. Since October 2019, high- school students have become the vanguard embodying a much desired transformation, which translates as fierce resistance and conscious praxis engagement. Their involvement has changed the outlook on public education. The future belongs to them.

N No on n--P Pu ub bl li ic c S Sp pe ec ci ia al l E Ed du uc ca at ti io on n P Pr ro og gr ra am ms s: : E Ev va al lu ua at ti in ng g t th he e C Co os st ts s o of f W Wi it th hi in n S Sc ch ho oo ol l A Al lt te er rn na at ti iv ve es s f fo or r S St tu ud de en nt ts s w wi it th h E Em mo ot ti io on na al l D Di is st tu ur rb ba an nc ce e

UK public sector financial cuts of up to 25% over the next four years threaten service delivery in a number of areas and it is likely that public protection agencies will not be immune. This article explores ways in which a 'world leading' public protection process can continue to effectively manage a consistently growing 'problem' whilst its component parts struggle to set new operational priorities in the face of severe financial restraints. It also suggests that nascent coalition government efforts, although creditable, are still not immune from the punitive rhetoric of its predecessor and remain vulnerable to media constructions of dangerousness. The suggestion here is that in addition to modifications to legislation and practice, and, indeed, an attempt to reinvent professional discretion, a major philosophical shift and public education programme are necessary. By reducing the size of the public protection caseload it may be that savings are made in terms of lives and serious harm as well as money.

In emerging economies pension programs of public sector workers tend to be more generous than pension programs of private sector workers. In this paper we study the adverse effects of these generous pension schemes on income and welfare, using a two-sector overlapping generations model. We argue that opportunity costs of running generous public pension schemes for civil servants are potentially large in emerging economies, where there is often severe lack of public investments in education and infrastructure. Calculating transitions to the post reform steady state, we find that welfare gains for the generation born before the reform can only be realized when freed up resources are reinvested into public education public, but not when these freed up resources are used for tax cuts or for infrastructure investments.

This paper presents empirical evidence on input and output equity of expenditures, teacher resources, and performance across 840 elementary and middle schools in New York City. Historically, researchers have studied interdistrict distributions, but given the large numbers of pupils and schools within many urban districts, it is important to learn about intradistrict distributions as well. The empirical work is built on a framework of horizontal, vertical, and equal opportunity equity. The results show that the horizontal equity distributions are more disparate than what would be expected relative to results of other studies, vertical equity is lacking, especially in elementary schools, and equality of opportunity is at best neutral but more often absent. Middle schools exhibit more equity than elementary schools. The paper is one of the first to measure output equity, using levels and changes in test scores to do so. 

Quantitative and qualitative methods are employed to investigate the extent to which proximity to 14 supportive housing facilities opening in Denver from 1992 to 1995 affects crime rates. The econometric specification provides pre-and post-controls for selection bias as well as a spatial autocorrelation correction. Focus groups with homeowners living near supportive housing provide richer context for interpreting the econometric results. The findings suggest that developers paying close attention to facility scale and siting can avoid negative neighborhood impacts and render their supportive housing invisible to neighbors. Implications for structuring local regulations and public education regarding supportive housing facilities follow.

The use of captive breeding in species recovery has grown enormously in recent years, but without a concurrent growth in appreciation of its limitations. Problems with (1) establishing self-sufficient captive populations, (2) poor success in reintroductions, (3) high costs, (4) domestication, (5) preemption of other recovery techniques, (6) disease outbreaks, and (7) maintaining administrative continuity have all been significant. The technique has often been invoked prematurely and should not normally be employed before a careful field evaluation of costs and benefits of all conservation alternatives has been accomplished and a determination made that captive breeding is essential for species survival. Merely demonstrating that a species" population is declining or has fallen below what may be a minimum viable size does not constitute enough analysis to justify captive breeding as a recovery measure. Captive breeding should be viewed as a last resort in species recovery and not a prophylactic or long-term solution because of the inexorable genetic and phenotypic changes that occur in captive environments. Captive breeding can play a crucial role in recovery of some species for which effective alternatives are unavailable in the short term. However, it should not displace habitat and ecosystem protection nor should it be invoked in the absence of comprehensive efforts to maintain or restore populations in wild habitats. Zoological institutions with captive breeding programs should operate under carefully defined conditions of disease prevention and genetic~behavioral management. More important, these institutions should help preserve biodiversity through their capacities for public education, professional training, research, and support of in situ conservation efforts.

For any Lie algebra g equipped with a second Lie product (engendered by a so-called R-matrix) a natural integrable system arises from the invariant functions on the dual g*. if g has the structure of an associative algebra and admits a trace-form, then in addition to the linear Lie-Poisson structure on g* a quadratic as well as a cubic Poisson bracket arises leading to tri-Hamiitonian formulations of the integrablc equations. The results are applied to PDE's (Korteweg-de Vrics and Boussinesq equation) as well as to lattice systems (classical and relativistic Toda lattice).

This article argues that the neoliberal renaissance of the 1980s marketized education, with distinctly negative social consequences. We examine the emergence and promotion of a national-level discourse that positioned schools in the service of the economy. Based on ethnographic research conducted in North Carolina, we then show how local growth elite utilized this discourse to further their own race and class interests to the exclusion and detriment of poorer, African American parents and students. We suggest that ethnographic studies of policy formation help to socially and historically contextualize contemporary debates and denaturalize unwarranted assumptions about the public good.

The Tucson Unified School District has come under fire recently, particularly in light of several judicial decisions regarding the responsibilities of the district to desegregate the schools, provide culturally relevant curriculum, and stay within the bounds of Arizona law.  TUSD finds itself on both sides of the litigation: on one hand, it must defend its failure to desegregate the schools under the Unitary Services Plan (USP) it negotiated with Plaintiffs, who represent Mexican- and African-American students in the district.  On the other hand, TUSD claims that the State of Arizona violated the Constitution when it passed ARS § 15-112. 

Tucson Unified School District (TUSD) leaders developed a Mexican American Studies (MAS) Program in 1998 in an effort to close achievement gaps, improve academic achievement, and desegregate the district.  In part the decision was made to honor a federal court order to desegregate TUSD schools that has been in place since the 1980s.  At that time, Plaintiffs alleged discrimination against TUSD.  Under court oversight, therefore, TUSD has developed desegregation agreements in collaboration with Plaintiffs, including most recently, a Unitary Status Plan (USP). 
Under the USP, TUSD must provide culturally relevant courses (CRC).  However, under Arizona law, TUSD is not permitted to continue the MAS Program, despite the program’s potential to raise student achievement markers, including test scores and graduation rates.  That is because state legislators enacted A.R.S. § 15-112 to eliminate MAS in TUSD.  TUSD has taken the matter to court to decide whether the law is constitutional.
In 2015, in Arce v. Douglas, the Ninth Circuit affirmed the conclusion that a prong of A.R.S. § 15-112(A) is unconstitutional.  However, the remainder of the statute stands—until and unless Plaintiffs can prove at trial that the Arizona legislature applied the statute with discriminatory intent, or they can show that the legislature violated their First Amendment rights.

In the wake of Arce, Arizona State Superintendent Douglas has implied her willingness to work with TUSD to develop appropriate CRC; however, there seems to remain an unwillingness to acknowledge that A.R.S. § 15-112, as a whole, is problematic.  On the other hand, TUSD has not dealt with matters in the most deft fashion.  The District finds itself repeatedly in the news and in court.  Further, the court has seemed to lose patience with the District’s seeming incapacity to develop wholly appropriate, effective plans for desegregation and high student achievement.  Although Arce was remanded for further consideration, TUSD would be best served by avoiding litigation altogether and settling matters by quiet negotiation and other political processes outside of court.

The following paper will provide an overview of the conditions facing public education in Idaho, provide a snapshot into current conditions, make specific recommendations for improvement, and tie the subject into the broader subject of sustainability within the state.

Though the general presumption concerning educational excellence revolves around the funding issues facing primary, secondary and higher education institutions within the state (and those expenditures that have a direct impact on those constraints, primarily teacher/student ratios) when the subject is viewed through the lens of sustainability the matter becomes more deeply integrated into the financial and employment concerns facing each community within the state. This paper will attempt to draw a correlation between each community’s educational resources, and its ability to foster an environment for long-term economic and employment stability.

Moving forward will only be materialized through investing in the nation’s human capital. Human capital investment, through public education expenditure, is generally contributes directly and indirectly to economic development. Hence, many governments across the globe are trying to improve human capital by investing more in the education sector. But the issue is whether such a spending is of value, or it just represents a consumption spending rather than an investment one. On this ground, this paper is an attempt to evaluate the public education financing policy in Egypt during the period (1980-2015) in terms of three criteria; Adequacy, Equity, and Efficiency, in order to know the beneficiary of public education spending policy, and its effectiveness. The available data revealed that the share of public education spending out of GDP is still low compared to other developing countries with similar socio-economic conditions. Besides, there is an apparent spending bias toward higher e...

Fear of emotions is hypothesized to be a primary reason for individuals' negative attitudes toward seeking psychological treatment. This study examined the effects of emotional openness and other potential predictors of attitudes toward seeking psychological help in a sample of 311 college students. Results of simultaneous multiple regression analyses indicated that gender (male), perception of stigma, discomfort with emotions, and lower psychological distress accounted for 25% of variance in attitudes toward seeking psychological help. The implications of the findings and recommendations for increasing the effectiveness of public education efforts are discussed.

An examination of the school-to-prison pipeline through analysis of education and prosecution resources, compared to demographics and literacy rates of public high school students and juvenile defendants in Little Rock, Arkansas.

This paper examines the school-to-prison pipeline in Little Rock Arkansas, a place of National Historic significance because of its place in history as a flash-point in our nation's history of our federal system of government, public education, and racial justice.

The school-to-prison pipeline perpetuates social stratification through long-term maintenance of inequitable systems and institutions. This paper expresses this dynamic through presentation of rates of literacy and prosecutions as compared to demographics and relative public accountability of each.  Findings relate to the concurrence of under-served schools and students, high-cost, low-performing, un-accountable senior administration, and juvenile defendants and prosecutions. In the public school district, relative resources and power of public institutions are disparately distributed in an entrenched status quo that remains firmly in place despite a state takeover four years ago.

There are presently insufficient mechanisms for the stakeholder public to access basic and important information about the operations and performance of their local county court house juvenile divisions. New means of access to information are needed to gauge the effectiveness of the adults responsible for delivering these important public services with life-long implications for all of our community’s young people and families they serve.

Schools and prisons are connected through allocations of police power and financial resources at all levels. The status quo perpetuates youth failure while it rewards adult failure, and it entrenches identifiable adults at the expense of the same youth and families they are employed to serve. When children and their families cannot enjoy and exercise the benefits of their rights as Americans, the general welfare is undermined, and these dynamics work against the well-being of a healthy society.

In recent weeks we have seen President, Donald J. Trump, and his appointed Secretary of Education, Betsy DeVos, attempt to dismantle the very foundations on which public education was built upon. According to a draft of the President's education budget proposal, which was obtained by the Washington Post, Trump plans to cut federal education programs to the tune of $10.6 billion. In this executive push for school choice, Trump plans on eliminating 22 federally funded programs while allocating most of the budget cuts to expanding charter schools and funding school vouchers for private and religious schools. These budget cuts are expected to affect the families of disadvantaged students as well as many college graduates that have acquired student loan debt.

Զեկույցում ամփոփված են «Հաշմանդամություն և ներառական զարգացում» հասարակական կազմակերպության (ՀԿ) կողմից իրականացված «Հանրակրթական դպրոցների մատչելիությունը. օրենքը գործնականում» մասնակցային մոնիտորինգի արդյունքները։ Մոնիտորինգն իրականացվել է «Թրանսփարենսի Ինթերնեշնլ հակակոռուպցիոն կենտրոն» ՀԿ-ի (ԹԻՀԿ) «Պահանջատեր հասարակություն՝ հանուն պատասխանատու կառավարման» ծրագրի շրջանակներում, ԱՄՆ Միջազգային զարգացման գործակալության (USAID) աջակցությամբ։ Մոնիտորինգի նպատակն է ուսումնասիրել 2007թ․ հետո Երևանում, Գյումրիում և Վանաձորում կառուցված և վերակառուցված թվով 20 հանրակրթական ուսումնական հաստատությունների համապատասխանությունը Հայաստանի Հանրապետության (ՀՀ) քաղաքաշինության նախարարի մատչելիության շինարարական նորմերի մասին հրամանին: Ուսումնասիրությունն իրականացվել է քանակական և որակական մեթոդաբանությունների համադրմամբ. քանակական մասում կիրառվել է որակական՝ տիպային ներկայացուցչական ընտրանք՝ 2 չափանիշի հիման վրա՝ ներառականություն (ներառական կրթություն իրականացնող և չիրականացնող) և վերակառուցման ֆինանսավորման աղբյուր (պետական և ոչ պետական), տվյալները հավաքագրվել են ձևայնացված դիտարկման մեթոդի կիրառմամբ և վերլուծվել՝ քանակական հետազոտական ավանդույթի շրջանակներում։ Որակական մասում իրականացվել է 2 ֆոկուս խմբային քննարկում՝ հաշմանդամություն ունեցող երեխաների համադասարանցիների և ծնողների մասնակցությամբ՝ առանձին խմբերով։ Մոնիտորինգի արդյունքների վերլուծությունը թույլ է տալիս ընդհանուր պատկերացում կազմել ուսումնասիրության ենթարկված 20 դպրոցների շինությունների՝ մատչելիության նորմերին համապատասխանության մասին։ Արդյունքները ցույց են տալիս, որ մատչելիության շինարարական նորմերը կարգավորող՝ ՀՀ քաղաքաշինության նախարարի համապատասխան հրամանը ամբողջությամբ չի կիրարկվել, իսկ որոշ դեպքերում՝ ամբողջությամբ և կոպտորեն խախտվել է։ Ըստ այդմ՝ կարելի է պնդել, որ ուսումնասիրված հանրակրթական դպրոցները անհասանելի են հաշմանդամություն ունեցող աշակերտների համար, քանի որ մեծամասամբ չեն համապատասխանում մատչելիության չափանիշներին։ Զեկույցում ուսումնասիրության արդյունքները ներկայացվել են 2 հիմնական գլխում։ Առաջին գլխում ամփոփված են մատչելիության շինարարական նորմերի պահպանման շուրջ իրավական այն կարգավորումներն ու հետազոտական այն բացահայտումները, որոնք վերաբերում են արտաշենքային մատչելիության չափանիշներին, ներառյալ՝ դպրոցների հարակից տարածքների և հիմնական մուտքի վերաբերյալ։ Երկրորդ գլխում ներառված են ներշենքային մատչելիության չափանիշներին վերաբերող հետազոտական բացահայտումներն ու իրավական կարգավորումները, այդ թվում՝ դպրոցի նախասրահի, միջանցքների, հարկերի, դասասենյակների, այլ սենյակների և հավելյալ սարքավորումների վերաբերյալ։ Զեկույցի գլուխներից յուրաքանչյուրը կազմված է 2-ական ենթագլխից, որոնցում համապատասխանաբար ամփոփված են իրավական կարգավորումները և հետազոտական բացահայտումները։ Արդյունքների վերլուծության հիման վրա մշակվել են կիրառական առաջարկություններ՝ ուղղված ՀՀ համապատասխան գերատեսչություններին՝ Քաղաքաշինության պետական կոմիտե (ՔՊԿ), Կրթության և գիտության նախարարություն (ԿԳՆ), դրանց ստորաբաժանումներին (քաղաքապետարաններ, համայնքապետարաններ և այլն), դպրոցների վերակառուցումը ֆինանսավորող սուբյեկտներին, ինչպես նաև հանրակրթական դպրոցների ղեկավարություններին։

Social Marketing

A social marketing campaign proposal targeting consumers and distributors of shark fin soup in the Chinese community. The purpose of this campaign is to change the audience's behaviours and attitudes towards the consumption and distribution of shark fin soup, as well as understand the negative ecological implications shark fishing has on the environment and shark population.

This paper proposes strategic solutions to social, cultural and business driven pressures to serve or consume shark fin soup. A SWOT analysis identifies organizational strengths and weaknesses, opportunities and threats that have influenced the structure of this campaign.

We are surrounded these days by endless digital online content that interprets historical and/or archaeological materials for the general public. From 3D immersive historical recreations , to photogrammetry models of excavation blocks, to augmented geospatial models of entire past landscapes, the resolution and amount of this content is increasing more rapidly than the ripeness of a banana in a brown paper bag. With this vastly increasing quantity of material, one might expect that we have a good handle on the objectives for creating it. Most online digital historical or archaeological content however, seems to follow a model of interpreting the specific context of a location, a time, or event, as if the end-user is visiting a historic site or seeing a visual landscape. In many ways, this material seems to represent only the objectives of the archaeologists or historians involved, and is not part of a larger preservation plan. Being able to digitally recreate , or interpret, the past in new and exciting ways is obviously a good thing. But how do we incorporate larger educational objectives? What do we want the public to learn from their experience? How do we ensure that they retain that knowledge? Preservation of historical or archaeological heritage means passing knowledge, not just materials or online content, onto future generations. At Sonoma State, we are beginning to grapple with ideas on how to bridge this gap, and move from online content as supplemental material to interpret a location, or site, to using it as one tool for larger educational goals and engagement with future generations.

Ghana (West Africa) underwent a currency change in July 2007. This paper explores the adaptation to the New Ghana Cedi one year post-redenomination using the theoretical framework of the Money Illusion Effect and the relearning-rescaling hypotheses. Study 1 revealed that the old and new currencies appeared to be valued similarly, based on the ratings of gains and losses in the old and new currencies. This result is consistent with the slogan of the Ghanaian redenomination public education campaign and suggests that people can be inoculated against the Money Illusion Effect through education. In study 2, attributes of the new currency were rated more positively than those of the old currency, suggesting a preference for the New Ghana Cedi.

We are grateful to Tim Smeeding and Lee Rainwater for their generous guidance and support in the development of the new policy database. We would also like to thank Sheila Kamerman for her helpful comments on an earlier draft of this paper. In addition, we would like to express our appreciation to the country representatives who so generously gave us their time and expertise; their names are listed in Appendix 6.

Public school teachers are given the trust of taxpayers, parents, and legal guardians and as such are bound to uphold a professional standard of ethics and conduct. The following articles may be adopted by individual school teachers, local schools and principals, unions, and teachers' federations:

Background: Although most donor and development agency attention is focussed on communicable diseases in Kenya, the importance of non-communicable diseases including mental health and mental illness is increasingly apparent, both in their own right and because of their influence on health, education and social goals. Mental illness is common but the specialist service is extremely sparse and primary care is struggling to cope with major health demands. Non health sectors e.g. education, prisons, police, community development, gender and children, regional administration and local government have significant concerns about mental health, but general health programmes have been surprisingly slow to appreciate the significance of mental health for physical health targets. Despite a people centred post colonial health delivery system, poverty and global social changes have seriously undermined equity. This project sought to meet these challenges, aiming to introduce sustainable mental health policy and implementation across the country, within the context of extremely scarce resources. Methods: A multi-faceted and comprehensive programme which combined situation appraisal to inform planning, sustained intersectoral policy dialogue at national and regional level; establishment of a health sector system for coordination, supervision and training of at each level (national, regional, district and primary care); development workshops; production of toolkits, development of guidelines and standards; encouragement of intersectoral liaison at national, regional, district and local levels; public education; and integration of mental health into health management systems. Results: The programme has achieved detailed situation appraisal, epidemiological needs assessment, inclusion of mental health into the health sector reform plans, and into the National Package of Essential Health Interventions, annual operational plans, mental health policy guidelines to accompany the general health policy, tobacco legislation, adaptation of the WHO primary care guidelines for Kenya, primary care training, construction of a quality system of roles and responsibilities, availability of medicines at primary care level, some strengthening of intersectoral liaison with police, prisons and schools, and public education about mental health.

This study serves as a tool to identify one of the key problems regarding the lack of quality education in public education institutions located in a developing country. By researching the meaning of the didactic method in public institutions in contrast with private institutions, the quality of the training and outdated strategies of mentors in the public sector and the overall differences in methodologies in educational institutions, this study encompasses collective statistics and gathers interviews with varied perspectives that look for a common solution in solving the issue of unequal educational opportunities due to a lack of mentor training or motivation.

Dans ce bulletin 2021 les voix de :
Guillaume #Suing , Marinella #Correggia , Rene #Sansa, Dr Romeo #Quijano, Michel #Chossudovsky, Vanessa #Beeley, Adel #Samara, Ariel #Petrucelli, Fulvio #grimaldi tous ont participe a l’Edition de ce bulletin 2021.
SOMMAIRE
Note Alba Granada North Africa Coordination
Guillaume Suing : Remdesivir, vaccins à ARN…Obsolescence programmée des molécules : Le capitalisme est un frein pour la #science (FR)-page 12
Marinella Correggia : les solutions des autres, (Tanzanie, Madagascar, RD du Congo, Cuba, Nicaragua, Vietnam, Pakistan, Inde, Suède, Biélorussie…)  (FR)- page 23
Rene sansa : Les #Grundisse de Karl Marx, Sur l’automatisation et la Robotisation (FR)-page 40
Romeo F. Quijano: La vaccination ou l’instrument le plus insidieux de l’impérialisme (FR)-page 46
Michel Chossudovsky: La pandémie Covid-19: Détruire la vie des peuples. Dépression économique provoquée. Coup d état « mondial? (FR)-page 57
Vanessa Beeley: Coronavirus- Who controls the British Government response to Covid–19?  Part One/ Part Two (ENG)-page 69
Adel Samara: Capital and Capitalized Covid-19 in Class War against Labor) It is the matter of accumulation (ENG)- page 89
Ariel Petrucelli: covid-19 autoritarismo e izquierda confinada (ESP) page 97
Fulvio Grimaldi: SINISTREIDE—- Da Arditi del Popolo a conigli in tana -L’OMS E I SUOI, NUDI ALLA META: Pandemia? Strage? Manco un piano pandemico!( IT) page 107
Conclusion
Annexe- page 120
Avec cette initiative nous rendons hommage au
BUREAU DE LA RESISTANCE ANTI FASCISTE CHILIENNE A ALGER (1973-1980)

By the early nineties a Chilean network on computers and education for public schools had emerged. There were both high expectancies that technology could revolutionize education as well as divergent voices that doubted the real impact of technology on learning. This paper presents an evaluation of the Enlaces network, a national Information and Communication Technologies (ICTs) and education initiative designed as part of a series of programs to overcome inequity and quality issues of public education in Chile, by integrating teachers and learners into the knowledge society. Data gathered and the results obtained in four major areas of educational policies -infrastructure, digital literacy, conditions of learning, and the impact on school learning of major national and international testsare presented and fully analyzed. The strengths and weaknesses of Enlaces as a visible component of the educational system and educational reform are also discussed. Enlaces has provided basic infrastructure tools, connectivity, ICTs, and teacher training to a huge number of schools, but critical results are narrow in terms of classroom learning and no additional competencies have been observed. Data and results are limited by structural bottlenecks in the educational and social system. Finally, the lessons learned after more than 15 years of implementing technology in Chilean schools are presented and fully discussed.

During the past 30 years, emergency medical services (EMS) in the United States have experienced explosive growth. The American health care system is now transforming, providing an opportune time to examine what we have learned over the past three decades in order to create a vision for the future of EMS. Over the course of several months, a multidisciplinary steering committee collaborated with hundreds of EMS-interested individuals, organizations, and agencies to develop the "EMS Agenda for the Future." Fourteen EMS attributes were identified as requiring continued development in order to realize the vision established within the Agenda.