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the necessity to increase person's national self-esteem, value system and self-valuation are conditioned by the aspect of national interests. The formation of national values and person's self-cognition in Armenia are considered to be important and up-to-date. Armenian pedagogical thought yet in the 19th century addressed to the pupil and stateд that developing and forming necessary personal requirements are necessary not only for the nation but also for the person.

Although women’s police centers have been gaining popularity as a measure to address domestic violence, to date no quantitative evaluations of their impacts on the incidence of domestic violence or any other manifestations of gender equality have been done. This paper estimates the effects of women’s police stations in Brazil on female homicides, as a measure of the most severe form of domestic violence. Given that a high fraction of female deaths among women ages 15 to 49 years can be attributed to aggression by an intimate partner, female homicides appear the best available proxy for severe domestic violence considering the scarcity of data on domestic violence. The paper uses a panel of 2,074 municipalities and takes advantage of the gradual rollout of women’s police stations from 2004 to 2009, to estimate the effect of establishing a women’s police station on the municipal female homicide rate. Although the analysis does not find an association on average, women’s police stations appear to be highly effective among some groups of women: women living in metropolitan areas and younger women. Establishing a women’s police station in a metropolitan municipality is associated with a reduction in the homicide rate by 1.23 deaths per 100,000 women (which roughly amounts to a 17 percent reduction in the average homicide rate in metropolitan municipalities). The reduction in the homicide rate of women ages 15 to 24 is even higher: 5.57 deaths per 100,000 women. Qualitative work suggests that better economic opportunities and less traditional social norms in metropolitan areas may explain the heterogeneous impacts of women’s police stations in metropolitan areas and outside them.

This paper defines economic inclusion as the ability of all people, including the disadvantaged, to share in economic gains, that is, the conditions that allow for broadly shared prosperity. Beyond the “right” to access consumption in cities, and beyond relatively standardized safety net policies that support economic security, inclusion demands intentional, flexible, context-appropriate strategies aimed at shifting the dynamics of local land and labor markets, public education, and other institutions. The paper analyzes the varied contexts for designing and supporting such strategies in a rapidly changing society, where urban regions have long been critical to incorporating a broad cross-section of people, including immigrant newcomers. Four dimensions are particularly crucial: an urban area’s level of economic growth, the quality of its jobs, its demographic profile, and its geography of opportunity (degree and form of spatial inequality). Economic inclusion is particularly urgent in America’s strongest local markets, which are pricing out the lowest-wage workers and showing a disturbing tendency to import rather than grow the talent needed for the emerging, innovation-driven economy. But weak-market regions face important challenges—and a range of options for leveraging demographic and other changes—as well. And for now, in all types of cities, innovative and promising strategies remain small in scale, in part because they are competing for support with entrenched, underperforming systems.

Several studies explore the differences in men’s and women’s labor market participation rates and wages. Some of these differences have been linked to gender disparities in education attainment and access. The present paper contributes to this literature by analyzing the relationship between the proclivity of a firm to have a female top manager and access to education among women relative to men in the country. The paper combines the literature on women’s careers in management, which has mostly focused on developed countries, with the development literature that has emphasized the importance of access to education. Using firm-level data for 73 developing countries, the analysis finds strong evidence that countries with a higher proportion of female top managers also have higher enrollment rates for women relative to men in primary, secondary, and tertiary education.

This paper studies the sharp increase in violence experienced in Mexico after 2006, known as The War on Drugs, and its effects on human capital accumulation. The upsurge in violence is expected to have direct effects on individuals schooling decisions, but not indirect effects, because there was no severe destruction of infrastructure. The fact that the marked increases in violence were concentrated in some municipalities (and not in others) allows for implementation of a fixed-effects methodology to study the effects of violence on educational outcomes. Different from several recent studies that have found significant negative effects of violence on economic outcomes in Mexico, the paper finds evidence that this is not the case, at least for human capital accumulation. The paper uses several sources of data on homicides and educational outcomes and shows that, at most, there are very small effects on total enrollment. These small effects may be driven by some students being displaced from high-violence municipalities to low-violence municipalities; but the education decisions of individuals do not seem to be highly impacted. The analysis discards the possibility that the effects on enrollment of young adults appear small because of a counteracting effect from ex-workers returning to school. The results stand in contrast with recent evidence of the negative effects of violence on short-term economic growth, since minimal to 0 effects on human capital accumulation today should have little to no adverse effects on long-term growth outcomes in Mexico.

Živimo v družbi znanja, lahko se imenujemo tudi učeča se družba, inovativna družba. Veščine zaposlenih v največji meri vplivajo na kvaliteto njihovega življenja. Najboljša investicija je znanje - investirati vase, saj se moramo zavedati pomena lastnega razvoja in osebne rasti. Izobraževanje je naložba, ki prinaša dragocene obresti. Znanje, tisto, ki ga imamo in tisto, ki je še na tem, da ga odkrijemo v postopku izobraževanja, lastna spoznanja, izkušnje, spretnosti – vse to je vrednost današnje dobe. Pri tem pa igra odločilno vlogo tudi motivacija vsakega posameznika - motivacija za izobraževanje. Kako najti jasne cilje, katere nam zastavi delodajalec ali pa mi sami? Pomembno je, da si te cilje vsak, ki išče motivacijo za izobraževanje, zna predstaviti v konkretni, oprijemljivi obliki, privlačne in take, ki jih je mogoče doseči. Glede na dejstvo, da podjetju koristijo osebe, ki se zavedajo nujnosti izobraževanja, naj vsak posameznik v podjetju razmisli o tem ali bi bilo potrebno se lotiti kakega izobraževanja. Gospodarstvo se mora v pogojih globalizacije nenehno prilagajati, ravno tako pa njen najmanjši in najmočnejši člen – zaposleni. Stalno je poudarjena nujnost izobraževanja in izpopolnjevanja, še pomembnejša je funkcionalna in inovativna uporaba pridobljenega znanja. Preprosto moramo verjeti, da se izobraževanje vselej izplača, kajti brez znanja, brez izobraževanja ter usposabljanja si ne moremo več predstavljati, da bi šli v korak z vse hitrejšimi spremembami. V diplomskemu delu smo proučevali motivacijo in pripravljenost za nadaljnje izobraževanje zaposlenih, njihovo zadovoljstvo z možnostmi za izobraževanje, čemu so se zaposleni pripravljeni odpovedati za izobraževanje, kateri dejavniki jih motivirajo za izobraževanje in kateri dejavniki lahko ovirajo njihovo odločitev za izobraževanje proučevali in ocenjevali smo tudi ocene zaposlenih glede dosedanjih izobraževanj v podjetju. V raziskavi so bila ugotovljena naslednja pozitivna dejstva: 75 odstotkov zaposlenih izkazuje pripravljenost in motivacijo za nadaljnje izobraževanje ob delu 62 odstotkov zaposlenih je pripravljena dodatnem izobraževanju posvetiti od 4 do 8 ur tedensko zaposleni so pripravljeni na izobraževanje, v kolikor bi jim to omogočilo podjetje. Ugotovljena so bila tudi manj pozitivna dejstva: 25 odsotkov zaposlenih si izobraževanja ne želi, 62 odstotkov zaposlenih je pripravljena na udeležbo izobraževanja izključno med delovnim časom, 75 odstotkov zaposlenih očitno ni zadovoljna z možnostmi, ki jih podjetje ponuja za izobraževanje. Zaposleni so v 100 odstotkih odločili za zaslužek kot največji motivator za dodatno izobraževanje, z izvedbo dosedanjih internih izobraževanj niso zadovoljni. We live in the knowledge society, we can also be called a learning society, innovative society. Employee’s skills have the greatest effect on the quality of their lives. The best investment is knowledge – we have to invest in us, since we know the importance of self-development and personal growth. Education is an investment that brings valuable interest. Knowledge, what we have and one which is about to discover through education, experience, skills – all of this is the value of today. In this process a crucial role is individual motivation – motivation for education. How to find clear goals? It is important that we are looking for motivation for learning in order to achieve our goals, which must be attractive and also can be achieved. According to the fact that the company benefits from employees who are aware of the necessity of education, every employee should thing about the additional learning. The economy must be in terms of globalization continually adapt, but also should be the company's smallest part – employee. Constantly emphasized the necessity of education, even more important is the functional using of knowledge. We simply need to believe that we benefit from education because without knowledge we can’t imagine that we would be able to follow rapid changes in the world. In diploma thesis we studied the motivation for further education of employees, their satisfaction with the opportunities for education, why are employees willing to give up on education, what factors motivates them for education and what factors may impede their decision on education. We studied and evaluated also assessment of current training of employees in the company. The study revealed the following positive results: 75 percent of employees showing willingness and motivation for further education, 62 percent of employees are willing to education from 4 to 8 hours per week, employees are ready to educate as far as the company pays costs. Less positive results of the study: 25 percent of employees are not prepared for further education, 62 percent of employees are willing to participate in education only during working time, 75 percent of employees are not satisfied with the education which company provides in the past. 100 percent of employees are motivated for education only by higher earnings.

Introduction: The purpose of this thesis was to explore how young people in Botswana experience different transitions in their life, and how they cope with these. Method: This qualitative study included 4 focus groups with 19 participants, 4 individual interviews with young people and 2 individual interviews with key informants. The data was analysed utilising a thematic network analysis. Results: The results showed that the participants found themselves in a life situation characterised by many and intertwined challenges which all affected each other. The most surprising and interesting finding was how education was seen as a compulsory requirement for doing well in life. Nontheless, many of the participants had useful resources to cope with the challenges and transitions that affected their lives. The implications of the findings is discussed in relation to the salutogenic model. Master of Philosophy in Health Promotion HEPRO350 MPHEPRO

Viet Nam has undergone a major socio-economic transformation over the past quarter century, rising from one of the poorest countries in the world to a middle income country. Today it continues to develop rapidly, becoming more integrated with the global economy and undergoing significant regulatory and structural changes. Viet Nam has also made remarkable progress on gender equality, but important gender differences still remain. On the positive side Viet Nam has had considerable progress in addressing gender disparities in education, employment and health. The gender gap in earnings is lower in Viet Nam than in many other East Asian countries. Indeed by a number of measures, women's outcomes have improved significantly. However, upon deeper examination of the data, a number of challenges still remain. The report is organized into five chapters. The current chapter has provided a background to the report and the process through which it has been prepared. The next three chapters will deal with the substantive issues, focusing primarily on gender but addressing ethnicity and other forms of social inequality where relevant. Chapter two will provide an analysis of the situation and trends in gender equality in relation to the multiple dimensions of poverty, some of which are included in the Millennium Development Goals (MDGs). Chapter three will provide an in-depth gender analysis of livelihoods and employment, bearing in mind the likely impact of the recent crisis as well as the challenges of transition to middle income status. Chapter four will pick up on the issue of women's political participation in leadership positions and in the wider society. The final chapter will synthesize the key findings of the report and prioritize key recommendations.

Url: http://sutad.selcuk.edu.tr/sutad/article/view/418, Âşıklar halkın dilinden, halka şiirleri ve türküleriyle tercüman olan ve onlara yol gösteren sanatçılardır. Bu yüzden âşıkların şiirlerinin toplumun eğitime bakış açısını yansıtması ve toplumu etkilemesi yönleriyle incelenmesi gerekmektedir. Âşık Feymânî, Türkiye’de âşıklık geleneğinin önde gelen ustalarından biridir. 1942 yılında Osmaniye’nin Kadirli ilçesine bağlı Azaplı Köyü’nde doğan Âşık Feymânî’nin nasihat türü şiirleri, eserlerinde önemli bir yer tutar. Bu araştırmada Âşık Feymânî’nin şiirlerinde eğitimin önemi ve eğitim unsurlarının nasıl yer aldığının ortaya konulması amaçlanmıştır. Araştırma karma modelde desenlenmiştir. Veriler doküman incelemesi ve görüşme yöntemleri ile toplanmıştır. Veriler içerik analizi ve betimsel analizle incelenmiştir. Araştırmada, Âşık Feymânî’nin eğitime ve eğitimin unsurlarına önem verdiği ve şiirlerinde eğitimin önemi ve eğitim unsurlarını sık sık işlediği, câhilliğin zararları üzerinde özellikle durduğu sonucuna ulaşılmıştır. Âşık Feymânî’nin şiirlerinde; “ders, eğitim, ilim, kitap, kalem, okul, okumak, öğrenmek, öğretmen ve yazmak” gibi eğitim unsurlarına sık sık yer verdiği tespit edilmiştir. Araştırma sonuçlarına dayanarak Âşık Feymânî’nin pek çok şiirinin ilköğretim ve orta öğretimde çeşitli derslerin öğretiminde kullanılması önerilmiştir., Ashiks1 are the artists, who articulate the thought of the people and guide them. Therefore, it is necessary to investigate the poems of the Ashiks, in view of their reflecting the perspective of the society and in terms of their affecting the society. Ashik Feymânî is one of the leading masters of the Ashik Tradition in Turkey. Advice sorts of poems of Ashik Feymânî, borne in Azapli Village depending on Kadirli, Osmaniye, in 1942, take up an important space in his woks. In this study, it’s aimed to bring up how the importance of the education and the elements of education in Ashik Feymânî’s poems take place. The study was designed in mixed model. Data were collected through reviewing the documents and interview method. The data were supported by content analysis and narrative analysis. At the end of the study, it was concluded that Ashik Feymânî paid attention the education and the elements of education; often treated the importance of the education in his poems and the elements of education; and especially emphasized the harmful effects of ignorance. It was identified that the poems of Ashik Feymânî often included the elements of education such as “course, education, science, book, pen, school, teacher, to read, to learn, and to write”. Based on the results of the study, it was proposed that some poems should be utilized for teaching various courses and in the textbooks in the education of primary an secondary schools.

University of Technology, Sydney. Faculty of Education. This thesis explores connections between ideology and language in selected works of Katherine Paterson with a view to understanding the ways in which her Christian ideology informs the language and narrative. The tools of analysis are literary and linguistic: the thesis brings together the triangulation of literary criticism, postmodern literary theory and linguistic structuralism as the means of analysing text. Ideology is strongly identifiable in Katherine Paterson’s work and represents a profoundly Christian worldview, especially in relation to the theological notion of grace as ‘unconditional love’. However, the texts do not have to be read as ‘Christian’ and offer options of multiple readings through strongly identifiable positive values. The overall narrative design in the novels is to tell stories of diverse experiences of childhood, through what is represented as the focalized voice of the child. The family and one’s place in it become critical issues, as does the role of fathers in the family structure. The child’s journey can be seen in metaphorical terms as both dark and light, the former representing the deep, intense spiritual struggle within (often initiated by abjection), the latter representing emergence from the struggle into a more positive, mature future with hope. The study demonstrates how linguistic analysis provides a tool for identifying focalization in texts and examining the voice of the child thus revealed. This, in turn, helps to reveal ideology. The study confirms how literary theory and linguistic analysis complement and reinforce each other. It also notes that despite the overt Christian ideology espoused and declared by the author, readers can still read Paterson’s novels and enjoy them without either understanding or sharing that ideology. The thesis explores, again through both linguistic and literary analysis, concomitant ideologies that reflect Paterson’s social context. Thus, her works give voice to female protagonists and reveal values, attitudes and assumptions relating to such issues as the importance of education as an agent of social empowerment; the connections between poverty, class and education; the value of loyalty; the significance of creativity and imagination, and the value of finding an identity and place for self in both the family and community.