No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
The Case against Education: Why the Education System Is a Waste of Time and Money, by Brian Caplan
... This kind of websites often choose MySQL database for software development. Database [5]. ...
How to achieve effective communication between school parents on online platforms, online office work on campus, and storage and sharing of massive learning resources will surely become important issues facing early childhood education. The purpose of this article is to design a kindergarten teacher education system based on the remote network system. This paper uses the increasingly perfect non-relational database technology to help store massive big data resources, and uses its characteristics to improve the access and operation speed of big data resources, which will effectively solve campus information management and improve the processing efficiency of resource storage and access. Develop a comprehensive platform for online office, communication, learning, and resource sharing for early childhood education. Research In order to realize the storage of massive data and the rapid operation of the system, the system database chose a complementary method of combining MySQL database and MongoDB database, using MySQL to store data involving operations such as relational lookup, and using MongoDB to store various file and photo resources. The system is developed using the SSH framework. First, the functional and non-functional requirements of the system are analyzed. The functional requirements use UML to establish the overall use case diagram of the foreground and background modules respectively. Through the complementary technology of MySQL and MongoDB, the storage and access efficiency of big data and the operating speed of the system’s functional modules are greatly improved.
This paper first draws on the political philosophy of R.H. Tawney to outline some universal principles for the provision of socially just education. It then moves onto a more pragmatic approach, analysing where the injustices lie in contemporary British education and outlining policies and practices that are socially just, not in an instrumental neoliberal sense but in terms of more egalitarian social democratic and socialist traditions. The final section of the paper focuses on Finland as the closest example of a socially just education system, before arguing for a rethinking and reworking of Tawney's educational thinking for the twenty-first century.
This paper interrogates the relationship between working-class participation in higher education (HE) in England and social and cultural mobility. It argues that embarking on a university education for working-class people has been construed in governmental discourses as an instrumental means of achieving upward mobility, or of aspiring to ‘become middle class’. Education in this sense is thus not only understood as having the potential to confer value on individuals, as they pursue different ‘forms of capital’, or symbolic ‘mastery’ (Bourdieu, 1986), but as incurring a form of debt to society. In this sense, the university can be understood as a type of ‘creditor’ to whom the working-class participants are symbolically indebted, while the middle classes pass through unencumbered. Through the analysis of empirical research conducted with staff from working-class backgrounds employed on a university Widening Participation project in England, the article examines resistance to dominant educational discourses, which understand working-class culture as ‘deficient’ and working-class participation in HE as an instrumental means of securing upward mobility. Challenging the problematic notion of ‘escape’ implicit in mobility discourses, this paper concludes by positing the alternative concept of ‘fugitivity’, to contest the accepted relationship in HE between creditor and debtor.
Behavior genetics has always been a breeding ground for controversies. From the “criminal chromosome” to the “gay gene,” claims about the influence of genes like these have led to often vitriolic national debates about race, class, and inequality. Many behavior geneticists have encountered accusations of racism and have had their scientific authority and credibility questioned, ruining reputations, and threatening their access to coveted resources.
In Misbehaving Science, Aaron Panofsky traces the field of behavior genetics back to its origins in the 1950s, telling the story through close looks at five major controversies. In the process, Panofsky argues that persistent, ungovernable controversy in behavior genetics is due to the broken hierarchies within the field. All authority and scientific norms are questioned, while the absence of unanimously accepted methods and theories leaves a foundationless field, where disorder is ongoing. Critics charge behavior geneticists with political motivations; champions say they merely follow the data where they lead. But Panofsky shows how pragmatic coping with repeated controversies drives their scientific actions. Ironically, behavior geneticists’ struggles for scientific authority and efforts to deal with the threats to their legitimacy and autonomy have made controversy inevitable—and in some ways essential—to the study of behavior genetics.
First publ.in French,Paris,Ed.de Minuit,1970,La Réproduction: éléments pour une théorie du système d'enseignement.Incl.bibl., index,app., glossaire
Are prisons obsolete
- A Davis
Decolonising the university: the challenge of deep cognitive justice
- B D S Santos
Tuition fee statistics. House of Commons Library Briefing Paper 917
- P Bolton
Understanding the intersection of race and dis/ability: common sense notes of culture and learning
- E Mendoza
- C Paguyo
- K Gutiérrez