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Author: Elihu Katz
Publisher: Puq
ISBN: 2760533727
Category : Art
Languages : en
Pages : 192
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Book Description
"Non-public" was used for the first time in May, 1968, by those working professionally in the cultural domain in France. At the time, they were gathered in Villeurbanne at the head office of the TNP (French National Popular Theatres), and they used this notion in a very militant way to describe all those who were excluded from culture, and whom they considered to have a fundamental right to all cultural offers. In this book, nine researchers from France, Quebec and Mexico tackle these questions through both qualitative and quantitative contributions dealing with various cultural sectors in which the question of non-publics remains unanswered. In fact, the non-public is not so much a group of non-participants but individuals blatantly incapable of appreciating a culture that is unfamiliar, even foreign. For over a century, the popular education movement, in its initial project to bring public and culture closer together, has emphasized this cultural gap, which even today, justifies the necessity for cultural mediation policies. The near-militant voluntarism of the active players in cultural mediation engenders certain expectations: after a large investment in cultural creation is it not justifiable to aspire to reach the largest possible audience?"
Author: Elihu Katz
Publisher: Puq
ISBN: 2760533727
Category : Art
Languages : en
Pages : 192
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Book Description
"Non-public" was used for the first time in May, 1968, by those working professionally in the cultural domain in France. At the time, they were gathered in Villeurbanne at the head office of the TNP (French National Popular Theatres), and they used this notion in a very militant way to describe all those who were excluded from culture, and whom they considered to have a fundamental right to all cultural offers. In this book, nine researchers from France, Quebec and Mexico tackle these questions through both qualitative and quantitative contributions dealing with various cultural sectors in which the question of non-publics remains unanswered. In fact, the non-public is not so much a group of non-participants but individuals blatantly incapable of appreciating a culture that is unfamiliar, even foreign. For over a century, the popular education movement, in its initial project to bring public and culture closer together, has emphasized this cultural gap, which even today, justifies the necessity for cultural mediation policies. The near-militant voluntarism of the active players in cultural mediation engenders certain expectations: after a large investment in cultural creation is it not justifiable to aspire to reach the largest possible audience?"
Author: Charles J. Russo
Publisher: R&L Education
ISBN: 1607092409
Category : Education
Languages : en
Pages : 148
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Book Description
The Law of Special Education and Non-Public Schools provides an informed explanation of Section 504, the IDEA, their regulations, and the cases that they have generated. Even though, the authors offer educators information on the rights of children in non-public schools, this book is not a how-to manual. It is designed to help make educators and parents aware of the requirements governing the laws that impact the rights of children with disabilities in order to implement both Section 504 and the IDED. In light of the detail that the book provides, it serves as a current and concise desk reference for educators ranging from building or district level administrators to classroom teachers to resource specialists in special education and related fields.
Author: Christopher A. Lubienski
Publisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299
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Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Author: United States. Environmental Protection Agency
Publisher:
ISBN:
Category : Water-supply
Languages : en
Pages : 234
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Book Description
Author:
Publisher:
ISBN:
Category : Drinking water
Languages : en
Pages : 224
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Book Description
Author:
Publisher:
ISBN:
Category : Private schools
Languages : en
Pages : 12
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Book Description
Author: National Institute of Mental Health (U.S.)
Publisher:
ISBN:
Category : Mental health facilities
Languages : en
Pages : 28
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Book Description
Author: Gêmo, Hélder R.
Publisher: Intl Food Policy Res Inst
ISBN:
Category : Political Science
Languages : en
Pages : 27
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Book Description
The role and impact of non-state extension services providers have not been studied adequately. In this paper, we assess the performance of the non-State extension service provision through farmers organization (FOs) in Mozambique. Using participating methods, focused group discussions, and key informant interviews, we provide an assessment of extension services provision to FOs. The result indicates only 3% of the 1264 surveyed FOs were categorized as "type A", the highest FOs rating scale used by services providers (SPs) in the three regions of the country. Effective monitoring and evaluation (regular, analytical, participatory) at field level and close working interaction between the Public Agricultural Extension Services (PAES) and the SPs were of paramount importance to track the progress made in empowering the FOs. SPs' pro-activeness and competence were critical factors to adequately address the various training needs of the different categories of FOs and local services providers. SPs' financial autonomy was key to compensate for the delays in the disbursements by the PAES. The selection criteria for the participating farmers (trainees) from targeted FOs makes a difference. Younger and more literate farmers (including women) have shown greater motivation and engagement in the training sessions. Outsourcing can be a valuable alternative for the provision of extension services if it targets specific intervention areas (for example, training for FOs), a limited number of activities, well-defined deliverables (including quality and sustainability issues) and timelines. Post-training (and post-project) actions at the policy level and extension services providers are required to contribute to the sustainability of the investment made. Based on these findings, the paper documents several operational lessons from the implementation of the program.
Author: Saint Louis (Mo.). Board of Education
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 300
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Book Description
Author:
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 738
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Book Description
Includes section "Books and reports."
