Vanessa Northington Gamble
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780195078893
- eISBN:
- 9780199853762
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195078893.003.0004
- Subject:
- History, American History: 20th Century
Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of ...
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Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of operating these hospitals, black reformers recognized that no movement for the improvement of black hospitals could succeed without the white's cooperation and financial assistance. This chapter studies the activities of three white philanthropic foundations—the Duke Endowment, the Julius Rosenwald Fund, and the General Education Board—with regard to black hospital reform. In particular, this chapter illustrates how the Rosenwald Fund maintained a broad-based black health program that supported programs in professional education, public health, outpatient services, and hospital care; the Duke Endowment's substantial financing for the operation and construction of black hospitals in North and South Carolina; and the General Education Board's (GEB) donation of funds for educational programs at selected hospitals.Less
Raising funds was one of the difficulties faced by hospital reformers in their aim to support black hospitals. Given the lack of financial capabilities of the patients and the increasing expense of operating these hospitals, black reformers recognized that no movement for the improvement of black hospitals could succeed without the white's cooperation and financial assistance. This chapter studies the activities of three white philanthropic foundations—the Duke Endowment, the Julius Rosenwald Fund, and the General Education Board—with regard to black hospital reform. In particular, this chapter illustrates how the Rosenwald Fund maintained a broad-based black health program that supported programs in professional education, public health, outpatient services, and hospital care; the Duke Endowment's substantial financing for the operation and construction of black hospitals in North and South Carolina; and the General Education Board's (GEB) donation of funds for educational programs at selected hospitals.
Colin Shaw
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198159377
- eISBN:
- 9780191673603
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198159377.003.0004
- Subject:
- Literature, Film, Media, and Cultural Studies
Children watch three distinct kinds of television programmes, even though the words ‘Children's Television’ may be used interchangeably to describe programmes made in order to instruct children, ...
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Children watch three distinct kinds of television programmes, even though the words ‘Children's Television’ may be used interchangeably to describe programmes made in order to instruct children, following in a formal and systematic way a particular pattern of study, as well as programmes made to entertain children outside school, though often having characteristics of an educative or informative kind. The categories are educational programmes, children's programmes, with a description of the very much larger third category, adult programmes, the programmes primarily intended for adults, but watched for much of the time in great numbers by children of all age-ranges. More information about forthcoming programmes is now available to American audiences following the introduction of a rating system for programmes containing sexual, violent, or indecent material. Under the Telecommunications Act 1996, the Federal Communications Commission was given the right to establish such a system, but its exercise of the right was deferred for twelve months.Less
Children watch three distinct kinds of television programmes, even though the words ‘Children's Television’ may be used interchangeably to describe programmes made in order to instruct children, following in a formal and systematic way a particular pattern of study, as well as programmes made to entertain children outside school, though often having characteristics of an educative or informative kind. The categories are educational programmes, children's programmes, with a description of the very much larger third category, adult programmes, the programmes primarily intended for adults, but watched for much of the time in great numbers by children of all age-ranges. More information about forthcoming programmes is now available to American audiences following the introduction of a rating system for programmes containing sexual, violent, or indecent material. Under the Telecommunications Act 1996, the Federal Communications Commission was given the right to establish such a system, but its exercise of the right was deferred for twelve months.
Madeline Y. Hsu
- Published in print:
- 2015
- Published Online:
- October 2017
- ISBN:
- 9780691164021
- eISBN:
- 9781400866373
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691164021.003.0008
- Subject:
- History, American History: early to 18th Century
This chapter analyzes immigration reform and the knowledge worker recruitment aspects of the Hart–Celler Act of 1965 to track the intensifying convergence of educational exchange programs, economic ...
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This chapter analyzes immigration reform and the knowledge worker recruitment aspects of the Hart–Celler Act of 1965 to track the intensifying convergence of educational exchange programs, economic nationalism, and immigration reform. During the Cold War, the State Department expanded cultural diplomacy programs so that the numbers of international students burgeoned, particularly in the fields of science. Although the programs were initially conceived as a way of instilling influence over the future leaders of developing nations, international students, particularly from Taiwan, India, and South Korea, took advantage of minor changes in immigration laws and bureaucratic procedures that allowed students, skilled workers, and technical trainees to gain legal employment and eventually permanent residency and thereby remain in the United States.Less
This chapter analyzes immigration reform and the knowledge worker recruitment aspects of the Hart–Celler Act of 1965 to track the intensifying convergence of educational exchange programs, economic nationalism, and immigration reform. During the Cold War, the State Department expanded cultural diplomacy programs so that the numbers of international students burgeoned, particularly in the fields of science. Although the programs were initially conceived as a way of instilling influence over the future leaders of developing nations, international students, particularly from Taiwan, India, and South Korea, took advantage of minor changes in immigration laws and bureaucratic procedures that allowed students, skilled workers, and technical trainees to gain legal employment and eventually permanent residency and thereby remain in the United States.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0007
- Subject:
- History, British and Irish Modern History
In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent ...
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In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent on the goodwill and contributions of many separate institutions and individuals, were particularly vulnerable to disruption. It is hardly surprising that uncertainty pervaded the correspondence and reports of the early months of both wars. The first effect of the declaration of war on 4 August 1914 was physical: the delegacy lost its home when the examination schools were requisitioned as a military hospital. With lecturers and tutors engaged in the services or on war-related work, there were opportunities for new teachers as well. The attitude of the tutorial classes movement was rather different. The expectancy that flowed through the adult education movement from 1916 developed into two separate educational campaigns with roots in Oxford.Less
In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent on the goodwill and contributions of many separate institutions and individuals, were particularly vulnerable to disruption. It is hardly surprising that uncertainty pervaded the correspondence and reports of the early months of both wars. The first effect of the declaration of war on 4 August 1914 was physical: the delegacy lost its home when the examination schools were requisitioned as a military hospital. With lecturers and tutors engaged in the services or on war-related work, there were opportunities for new teachers as well. The attitude of the tutorial classes movement was rather different. The expectancy that flowed through the adult education movement from 1916 developed into two separate educational campaigns with roots in Oxford.
Elizabeth Rose
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780195111125
- eISBN:
- 9780199854295
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195111125.003.0005
- Subject:
- History, Family History
This chapter discusses the introduction of nursery school and how this affected a mother's job of taking care of her children. Nursery schools during that time placed more focus on child development ...
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This chapter discusses the introduction of nursery school and how this affected a mother's job of taking care of her children. Nursery schools during that time placed more focus on child development rather than allowing mothers to earn. In the end it was determined that the arrival of nursery schools led to the laying of groundwork for public support of educational programs for young children in the future.Less
This chapter discusses the introduction of nursery school and how this affected a mother's job of taking care of her children. Nursery schools during that time placed more focus on child development rather than allowing mothers to earn. In the end it was determined that the arrival of nursery schools led to the laying of groundwork for public support of educational programs for young children in the future.
Lynne M. Healy and Rosemary J. Link
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780195333619
- eISBN:
- 9780199918195
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195333619.003.0050
- Subject:
- Social Work, Communities and Organizations
Social workers fulfill multiple roles in the international arena, and the profession has much to contribute to global social policy and programs. Social work educational programs must ensure that ...
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Social workers fulfill multiple roles in the international arena, and the profession has much to contribute to global social policy and programs. Social work educational programs must ensure that professionals are prepared with requisite knowledge, skills, and attitudes for practice in the globalized context of the 21st century. This chapter addresses the importance of expanding international content and learning opportunities, discusses learning objectives and models of international curriculum, addresses barriers and facilitating factors in internationalizing curriculum, and concludes with curriculum recommendations.Less
Social workers fulfill multiple roles in the international arena, and the profession has much to contribute to global social policy and programs. Social work educational programs must ensure that professionals are prepared with requisite knowledge, skills, and attitudes for practice in the globalized context of the 21st century. This chapter addresses the importance of expanding international content and learning opportunities, discusses learning objectives and models of international curriculum, addresses barriers and facilitating factors in internationalizing curriculum, and concludes with curriculum recommendations.
Stewart J. Brown
- Published in print:
- 1983
- Published Online:
- October 2011
- ISBN:
- 9780192131140
- eISBN:
- 9780191670039
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780192131140.003.0003
- Subject:
- Religion, History of Christianity, Church History
The Church of Scotland in Glasgow remained virtually silent about social suffering and it divisiveness and the breakdown of traditional relationships within the social order. One of the results of ...
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The Church of Scotland in Glasgow remained virtually silent about social suffering and it divisiveness and the breakdown of traditional relationships within the social order. One of the results of the decline of parish institutions in Glasgow was the increasing role of the voluntary association in social welfare matters. Chalmers was not confident with the voluntary associations. At the same time as he revived the office of the visiting elder, he also drew upon lay assistance for a parish educational programme. Early in December 1816, he instituted the first parish sabbath-day society in Glasgow. He achieved considerable success in educating his upper-class lay visitors on his social views, particularly to the importance of encouraging the poor to help themselves, rather than patronizing them with charity in the manner of a voluntary philanthropic society. This chapter presents Chalmers's St. John system.Less
The Church of Scotland in Glasgow remained virtually silent about social suffering and it divisiveness and the breakdown of traditional relationships within the social order. One of the results of the decline of parish institutions in Glasgow was the increasing role of the voluntary association in social welfare matters. Chalmers was not confident with the voluntary associations. At the same time as he revived the office of the visiting elder, he also drew upon lay assistance for a parish educational programme. Early in December 1816, he instituted the first parish sabbath-day society in Glasgow. He achieved considerable success in educating his upper-class lay visitors on his social views, particularly to the importance of encouraging the poor to help themselves, rather than patronizing them with charity in the manner of a voluntary philanthropic society. This chapter presents Chalmers's St. John system.
Dana Kaminstein and John Child
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199669165
- eISBN:
- 9780191749346
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199669165.003.0011
- Subject:
- Business and Management, Organization Studies, Knowledge Management
Max Boisot left a legacy of educational theory and practice, although it was not a major focus of his writings. Therefore, this chapter attempts to codify some of Max’s innovative approaches to ...
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Max Boisot left a legacy of educational theory and practice, although it was not a major focus of his writings. Therefore, this chapter attempts to codify some of Max’s innovative approaches to educational theory and practice. This chapter seeks to: 1) continue to build a bridge between educational theory and practice by use of the I-Space, 2) pull together some of Max Boisot’s nascent educational ideas so they can be more widely diffused, and 3) discuss some of Max Boisot’s innovative educational practices and how they can help the field of management education to attune its philosophy and practice more precisely to the need of the executives, managers and students it is eager to reach and impact. In order to supplement Max Boisot’s writing on education several former students and colleagues were interviewed. The chapter describes examples of the educational innovations that Max Boisot developed in the areas of: 1) educational philosophy, 2) educational design, 3) educational methodology/ instructional design, 4) educational technology, 5) transfer of knowledge, and 6) reception of knowledge. The power of the I-Space to transform our educational understanding and practice is discussed in detail.Less
Max Boisot left a legacy of educational theory and practice, although it was not a major focus of his writings. Therefore, this chapter attempts to codify some of Max’s innovative approaches to educational theory and practice. This chapter seeks to: 1) continue to build a bridge between educational theory and practice by use of the I-Space, 2) pull together some of Max Boisot’s nascent educational ideas so they can be more widely diffused, and 3) discuss some of Max Boisot’s innovative educational practices and how they can help the field of management education to attune its philosophy and practice more precisely to the need of the executives, managers and students it is eager to reach and impact. In order to supplement Max Boisot’s writing on education several former students and colleagues were interviewed. The chapter describes examples of the educational innovations that Max Boisot developed in the areas of: 1) educational philosophy, 2) educational design, 3) educational methodology/ instructional design, 4) educational technology, 5) transfer of knowledge, and 6) reception of knowledge. The power of the I-Space to transform our educational understanding and practice is discussed in detail.
Mihnea C. Moldoveanu and Roger L. Martin
- Published in print:
- 2008
- Published Online:
- October 2011
- ISBN:
- 9780195340143
- eISBN:
- 9780199851775
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195340143.003.0002
- Subject:
- Business and Management, Innovation
This chapter highlights and argues for a particular conception of the future high-value decision maker, embodying skills and characteristics that make him or her unique from the prototypes for ...
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This chapter highlights and argues for a particular conception of the future high-value decision maker, embodying skills and characteristics that make him or her unique from the prototypes for managerial success on which current versions of the MBA curriculum and design philosophy rest. It demonstrates why this high-value decision maker of the future will be in great demand and short supply given current trends in educational and selection technologies and programs. It also shows how the problems that the high-value decision maker must solve are likely the result of the current social and cultural context of business organizations.Less
This chapter highlights and argues for a particular conception of the future high-value decision maker, embodying skills and characteristics that make him or her unique from the prototypes for managerial success on which current versions of the MBA curriculum and design philosophy rest. It demonstrates why this high-value decision maker of the future will be in great demand and short supply given current trends in educational and selection technologies and programs. It also shows how the problems that the high-value decision maker must solve are likely the result of the current social and cultural context of business organizations.
Brinkley Messick
- Published in print:
- 1992
- Published Online:
- May 2012
- ISBN:
- 9780520076051
- eISBN:
- 9780520917828
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520076051.003.0006
- Subject:
- Anthropology, Middle Eastern Cultural Anthropology
This chapter presents a contemporary Yemeni skit that looks back at the old Quranic school. It then reviews the late-nineteenth-century appearance and later imamic hybridization of “new method” ...
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This chapter presents a contemporary Yemeni skit that looks back at the old Quranic school. It then reviews the late-nineteenth-century appearance and later imamic hybridization of “new method” schools. The Ottoman educational program marked the local advent of revolutionary new ideas concerning the nature of schooling and appropriate subjects for study. The features of madrasa 'ilmiyya are provided. Instruction was an essential policy area in the imam's shari'a style of politics in two distinct ways: one concerned madhhab control of the formation of jurists at the highest levels, which the new madrasa 'ilmiyya ensured; another was the perennially felt duty to push back the frontiers of ignorance by sending teachers out to rural districts to provide basic instruction. The alteration of the Great Mosque program in Ibb was associated with a local reorganization of the endowments system in the late 1940s and 1950s.Less
This chapter presents a contemporary Yemeni skit that looks back at the old Quranic school. It then reviews the late-nineteenth-century appearance and later imamic hybridization of “new method” schools. The Ottoman educational program marked the local advent of revolutionary new ideas concerning the nature of schooling and appropriate subjects for study. The features of madrasa 'ilmiyya are provided. Instruction was an essential policy area in the imam's shari'a style of politics in two distinct ways: one concerned madhhab control of the formation of jurists at the highest levels, which the new madrasa 'ilmiyya ensured; another was the perennially felt duty to push back the frontiers of ignorance by sending teachers out to rural districts to provide basic instruction. The alteration of the Great Mosque program in Ibb was associated with a local reorganization of the endowments system in the late 1940s and 1950s.
Wil Thissen
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781447313335
- eISBN:
- 9781447313359
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447313335.003.0014
- Subject:
- Political Science, Public Policy
In response to a need articulated by public agencies, utility companies and consultancies, Delft University of Technology has developed innovative Bachelor’s and Master’s educational training ...
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In response to a need articulated by public agencies, utility companies and consultancies, Delft University of Technology has developed innovative Bachelor’s and Master’s educational training programs in Systems Engineering, Policy Analysis and Management, and in Engineering and Policy Analysis. The basic idea is to educate (young) professionals who are able to build bridges between specialist engineers on the one hand, and policy makers on the other, and who are equipped with a combination of analytical skills and behavioural competences to deal with complex real-world policy processes. The focus is on policy analysis ex ante, i.e., ways to support policy makers and stakeholders faced with a policy issue in need of future-oriented decision making. The programs provide a novel synthesis of two complementary traditions: on the one hand, the rational, systems-analytic policy analysis tradition originally pioneered by the RAND corporation, and on the other, the policy sciences view on policy-centric, networked decision making emphasizing social interaction and strategic behaviour of actors in policy arena’s. The program explicitly acknowledges the multi-actor, multi-method, multi-style, multi-value characteristics of policy analysis, and it exposes the students to the variety of perspectives on and methods and tools for policy analysis, using case-based project work as an important teaching method.Less
In response to a need articulated by public agencies, utility companies and consultancies, Delft University of Technology has developed innovative Bachelor’s and Master’s educational training programs in Systems Engineering, Policy Analysis and Management, and in Engineering and Policy Analysis. The basic idea is to educate (young) professionals who are able to build bridges between specialist engineers on the one hand, and policy makers on the other, and who are equipped with a combination of analytical skills and behavioural competences to deal with complex real-world policy processes. The focus is on policy analysis ex ante, i.e., ways to support policy makers and stakeholders faced with a policy issue in need of future-oriented decision making. The programs provide a novel synthesis of two complementary traditions: on the one hand, the rational, systems-analytic policy analysis tradition originally pioneered by the RAND corporation, and on the other, the policy sciences view on policy-centric, networked decision making emphasizing social interaction and strategic behaviour of actors in policy arena’s. The program explicitly acknowledges the multi-actor, multi-method, multi-style, multi-value characteristics of policy analysis, and it exposes the students to the variety of perspectives on and methods and tools for policy analysis, using case-based project work as an important teaching method.
María Laura Alzüa, Catherine Rodriguez, and Edgar Villa
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226153742
- eISBN:
- 9780226153766
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226153766.003.0008
- Subject:
- Economics and Finance, Development, Growth, and Environmental
This chapter focuses on the role of prisons, which is an area where there are perhaps some of the biggest institutional differences between Latin America and developed countries and there is huge ...
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This chapter focuses on the role of prisons, which is an area where there are perhaps some of the biggest institutional differences between Latin America and developed countries and there is huge need for more research. The poor prison conditions in Latin America suggest the possibility that they increase the likelihood of recidivism for released prisoners. This chapter studies the in-prison conflict, which is one aspect that is important and the role of educational programs. This appears important in practice as several basic education and vocational training programs are in place in prisons in the region and a large proportion of criminals have low educational attainment. The data is collected on prisons in Argentina, noting that lack of incentives leads to few teachers being willing to work in prison educational programs, limiting their supply.Less
This chapter focuses on the role of prisons, which is an area where there are perhaps some of the biggest institutional differences between Latin America and developed countries and there is huge need for more research. The poor prison conditions in Latin America suggest the possibility that they increase the likelihood of recidivism for released prisoners. This chapter studies the in-prison conflict, which is one aspect that is important and the role of educational programs. This appears important in practice as several basic education and vocational training programs are in place in prisons in the region and a large proportion of criminals have low educational attainment. The data is collected on prisons in Argentina, noting that lack of incentives leads to few teachers being willing to work in prison educational programs, limiting their supply.
Laura Hernández-Guzmán and Juan José Sánchez-Sosa
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780195306088
- eISBN:
- 9780199847471
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195306088.003.0005
- Subject:
- Psychology, Clinical Psychology
Even though many Latin American universities date as far back as the 16th century and professions such as law or medicine have been regulated since the beginning of the 20th century, the teaching and ...
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Even though many Latin American universities date as far back as the 16th century and professions such as law or medicine have been regulated since the beginning of the 20th century, the teaching and practice of professional psychology is rather new and socioeconomic conditions hinder fast progression and consolidation as compared to in the United States, Canada, and most countries in Europe. To date, several national and international initiatives promote government globalization. The North American Free Trade Agreement (NAFTA), Central American Council of accreditation, and MERCOSUR or IESALC-UNESCO have limited the designation and accreditation of certain existing organizations that regulate the practice of psychology. Thus, local government departments of higher education assume the accreditation and certification or induced professional, with decentralized organizations acting as regulators under government supervision. Now, the challenge of Latin American countries is to create the necessary conditions and criteria for carrying out the evaluation of their educational programs and also the graduates from those programs.Less
Even though many Latin American universities date as far back as the 16th century and professions such as law or medicine have been regulated since the beginning of the 20th century, the teaching and practice of professional psychology is rather new and socioeconomic conditions hinder fast progression and consolidation as compared to in the United States, Canada, and most countries in Europe. To date, several national and international initiatives promote government globalization. The North American Free Trade Agreement (NAFTA), Central American Council of accreditation, and MERCOSUR or IESALC-UNESCO have limited the designation and accreditation of certain existing organizations that regulate the practice of psychology. Thus, local government departments of higher education assume the accreditation and certification or induced professional, with decentralized organizations acting as regulators under government supervision. Now, the challenge of Latin American countries is to create the necessary conditions and criteria for carrying out the evaluation of their educational programs and also the graduates from those programs.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.003.0009
- Subject:
- Sociology, Education
This concluding chapter emphasizes the importance of the examination of the experiences of students participating in the Cranford Program. It argues that friendships, social connections, cultural ...
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This concluding chapter emphasizes the importance of the examination of the experiences of students participating in the Cranford Program. It argues that friendships, social connections, cultural bridges and barriers, teaching styles, student strengths and needs, and learning opportunities are all pertinent in illuminating the educational experience of these children. The chapter also discusses some of the conclusions and implications drawn from this work.Less
This concluding chapter emphasizes the importance of the examination of the experiences of students participating in the Cranford Program. It argues that friendships, social connections, cultural bridges and barriers, teaching styles, student strengths and needs, and learning opportunities are all pertinent in illuminating the educational experience of these children. The chapter also discusses some of the conclusions and implications drawn from this work.
Robert A. Ferguson
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780300230833
- eISBN:
- 9780300235296
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300230833.003.0009
- Subject:
- Law, Criminal Law and Criminology
This chapter focuses on how advances in education are the ultimate source of improvement, and how it will require a many-tiered coordinated program. Empirical study shows that education makes all the ...
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This chapter focuses on how advances in education are the ultimate source of improvement, and how it will require a many-tiered coordinated program. Empirical study shows that education makes all the difference in reducing recidivism in prisoners. Recidivism rates vary depending on the quality and the level of educational programs, and quality is notoriously hard to gauge in a prison setting. Even so, all such programs have an impact, and some have a decisive one. If recidivism rates remain at an unacceptably high peak—well over 60 percent—the percentages drop with some education and reach single digits if a person in prison completes a college program. The chapter shows that educational potentials are greater in prisons for women and might, with a realization of what works, be carried into prisons for men.Less
This chapter focuses on how advances in education are the ultimate source of improvement, and how it will require a many-tiered coordinated program. Empirical study shows that education makes all the difference in reducing recidivism in prisoners. Recidivism rates vary depending on the quality and the level of educational programs, and quality is notoriously hard to gauge in a prison setting. Even so, all such programs have an impact, and some have a decisive one. If recidivism rates remain at an unacceptably high peak—well over 60 percent—the percentages drop with some education and reach single digits if a person in prison completes a college program. The chapter shows that educational potentials are greater in prisons for women and might, with a realization of what works, be carried into prisons for men.
Deborah Lucas and Damien Moore
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226496580
- eISBN:
- 9780226496597
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226496597.003.0008
- Subject:
- Economics and Finance, Econometrics
The existence of two competing government programs—the Federal Family Educational Loan Program (guaranteed program) and the Federal Direct Loan Program (direct program)—provides a unique opportunity ...
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The existence of two competing government programs—the Federal Family Educational Loan Program (guaranteed program) and the Federal Direct Loan Program (direct program)—provides a unique opportunity to compare the cost to the government of direct federal lending versus loan guarantees. Both the direct and guaranteed student loan programs offer their borrowers very similar loan products and terms, but they differ significantly from the perspective of other key stakeholders, including educational institutions, commercial lenders, and state guarantee agencies. This chapter proposes a methodology to provide a comprehensive cost estimate for the two programs in market value terms, and analyzes the sources of the differential. There are several reasons for emphasizing market values. Arguably, they are the best estimate of the cost of federal obligations from the perspective of taxpayers.Less
The existence of two competing government programs—the Federal Family Educational Loan Program (guaranteed program) and the Federal Direct Loan Program (direct program)—provides a unique opportunity to compare the cost to the government of direct federal lending versus loan guarantees. Both the direct and guaranteed student loan programs offer their borrowers very similar loan products and terms, but they differ significantly from the perspective of other key stakeholders, including educational institutions, commercial lenders, and state guarantee agencies. This chapter proposes a methodology to provide a comprehensive cost estimate for the two programs in market value terms, and analyzes the sources of the differential. There are several reasons for emphasizing market values. Arguably, they are the best estimate of the cost of federal obligations from the perspective of taxpayers.
Daniel Katz
- Published in print:
- 2011
- Published Online:
- March 2016
- ISBN:
- 9780814748367
- eISBN:
- 9780814763674
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814748367.003.0003
- Subject:
- History, Cultural History
This chapter explores the elements of Yiddishism that underpinned the ideology of Jewish radicalism through World War I and survived the crisis on the Left that was precipitated by the Russian ...
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This chapter explores the elements of Yiddishism that underpinned the ideology of Jewish radicalism through World War I and survived the crisis on the Left that was precipitated by the Russian Revolution. It places the educational programs of the International Ladies' Garment Workers' Union (ILGWU) in the context of the rivalry between radical groups and discusses the significance of women and non-Jews, especially Italians and Blacks, in the battles that took place through the 1920s. It argues that marginalized women and sympathetic men sought a political voice at all levels of union authority, including education. The efforts to control the content of courses and the operation of institutions such as Unity House were contests over union citizenship: who belonged and who deserved a voice. Just as in czarist Russia, where Jews developed educational and cultural forms to resist Russian domination, Fannia Cohn and others clung to their faith that education would serve to build a more democratic, inclusive union.Less
This chapter explores the elements of Yiddishism that underpinned the ideology of Jewish radicalism through World War I and survived the crisis on the Left that was precipitated by the Russian Revolution. It places the educational programs of the International Ladies' Garment Workers' Union (ILGWU) in the context of the rivalry between radical groups and discusses the significance of women and non-Jews, especially Italians and Blacks, in the battles that took place through the 1920s. It argues that marginalized women and sympathetic men sought a political voice at all levels of union authority, including education. The efforts to control the content of courses and the operation of institutions such as Unity House were contests over union citizenship: who belonged and who deserved a voice. Just as in czarist Russia, where Jews developed educational and cultural forms to resist Russian domination, Fannia Cohn and others clung to their faith that education would serve to build a more democratic, inclusive union.
Donald N. Levine
- Published in print:
- 2006
- Published Online:
- February 2013
- ISBN:
- 9780226475530
- eISBN:
- 9780226475783
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226475783.003.0014
- Subject:
- Education, Philosophy and Theory of Education
Having considered what a curriculum for liberal learning suited for the modern world might look like, and having reviewed a variety of ways in which one might think about teaching it, we face now the ...
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Having considered what a curriculum for liberal learning suited for the modern world might look like, and having reviewed a variety of ways in which one might think about teaching it, we face now the question of whether such an enterprise, however conceived, has a future. This book has shown that the enterprise of liberal learning takes time, self-searching, and communal openness. These features contrast with the ethos now sweeping the world and therewith many universities, an ethos that prizes quick fixes, instant gratifications, self-aggrandizement, and expanded gated communities based increasingly on the market model. Insofar as these two ethics stand in opposition, the hegemony of the latter will be served by educational programs that can only be described as illiberal, and which threaten to dominate the world of higher education.Less
Having considered what a curriculum for liberal learning suited for the modern world might look like, and having reviewed a variety of ways in which one might think about teaching it, we face now the question of whether such an enterprise, however conceived, has a future. This book has shown that the enterprise of liberal learning takes time, self-searching, and communal openness. These features contrast with the ethos now sweeping the world and therewith many universities, an ethos that prizes quick fixes, instant gratifications, self-aggrandizement, and expanded gated communities based increasingly on the market model. Insofar as these two ethics stand in opposition, the hegemony of the latter will be served by educational programs that can only be described as illiberal, and which threaten to dominate the world of higher education.
Katherine West Scheil
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801450426
- eISBN:
- 9780801464225
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801450426.003.0005
- Subject:
- Literature, Shakespeare Studies
This chapter shows how numerous black club women across the country claimed Shakespeare for their own educational and social agendas. These women saw knowledge of Shakespeare as a way to attain ...
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This chapter shows how numerous black club women across the country claimed Shakespeare for their own educational and social agendas. These women saw knowledge of Shakespeare as a way to attain intellectual development and social progress and frequently included Shakespeare as part of their educational programs, but they usually read Shakespeare in ways very different from those employed by the white women's clubs already discussed. First, few black clubs read only Shakespeare. Rather, the most common practice was to read Shakespeare as part of a wider curriculum that included other classic authors, African American writers, women authors, and usually a substantial component of civic work, more so than for most white women's clubs. In this context, reading Shakespeare was not the only goal for most black women readers, but it was a significant step in their commitment to education as a component of racial progress.Less
This chapter shows how numerous black club women across the country claimed Shakespeare for their own educational and social agendas. These women saw knowledge of Shakespeare as a way to attain intellectual development and social progress and frequently included Shakespeare as part of their educational programs, but they usually read Shakespeare in ways very different from those employed by the white women's clubs already discussed. First, few black clubs read only Shakespeare. Rather, the most common practice was to read Shakespeare as part of a wider curriculum that included other classic authors, African American writers, women authors, and usually a substantial component of civic work, more so than for most white women's clubs. In this context, reading Shakespeare was not the only goal for most black women readers, but it was a significant step in their commitment to education as a component of racial progress.
Annibal Guasco
- Published in print:
- 2003
- Published Online:
- February 2013
- ISBN:
- 9780226310534
- eISBN:
- 9780226310565
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226310565.001.0001
- Subject:
- Literature, Women's Literature
When eleven-year-old Lavinia Guasca began her new life as a lady-in-waiting at the court of Turin, she brought with her a parting gift from her father Annibal (1540–1619): a detailed guidebook he ...
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When eleven-year-old Lavinia Guasca began her new life as a lady-in-waiting at the court of Turin, she brought with her a parting gift from her father Annibal (1540–1619): a detailed guidebook he wrote to help steer her through the many pitfalls of court life. Lavinia had her father's Discourse published in 1586. The Discourse displays an incredibly far-sighted view of women's education. Annibal thought gifted young girls should develop their talents and apply them to careers outside the home. In the Discourse, he details the unique and extremely rigorous educational program to which he had subjected Lavinia almost from the cradle with this end in mind. To complete Lavinia's education, Annibal filled the Discourse with advice on spirituality and morality, health and beauty, and how to behave at court—everything a well-bred lady-in-waiting would need to know. This edition also includes an appendix that traces the later events of Lavinia's life through excerpts from her father's letters.Less
When eleven-year-old Lavinia Guasca began her new life as a lady-in-waiting at the court of Turin, she brought with her a parting gift from her father Annibal (1540–1619): a detailed guidebook he wrote to help steer her through the many pitfalls of court life. Lavinia had her father's Discourse published in 1586. The Discourse displays an incredibly far-sighted view of women's education. Annibal thought gifted young girls should develop their talents and apply them to careers outside the home. In the Discourse, he details the unique and extremely rigorous educational program to which he had subjected Lavinia almost from the cradle with this end in mind. To complete Lavinia's education, Annibal filled the Discourse with advice on spirituality and morality, health and beauty, and how to behave at court—everything a well-bred lady-in-waiting would need to know. This edition also includes an appendix that traces the later events of Lavinia's life through excerpts from her father's letters.
