The early career paths of UK-educated intra-European mobile graduates

Students and graduates alike are encouraged to enhance their skills and knowledge by moving to a different European country as both national governments and European institutions anticipate individual skill gains, closer European networks and a boost to national economies as a result. Using data from a longitudinal survey, this paper follows UK-educated intra-European mobile graduates from undergraduate courses into employment, further study or other activities, and compares their early pathway with graduates who remained in the UK (UK stayer). UK-educated mobile graduates are divided into three groups according to their residency and location after their undergraduate course: UK nationals moving to a different European country (UK movers); nationals of other European countries returning to their home country (returners); and nationals of other European countries moving to a third European country (other mobile graduates). Empirical findings show that mobility for UK movers is mainly employment-driven whilst mobility of returners and other mobile graduates is education-driven. However, if employed, UK-educated mobile graduates are more likely to work in skill-appropriate occupations compared to UK stayers. The transition to either employment or further study of most UK-educated mobile graduates does not take longer compared to UK stayers.     

The problem of secondary education completion: The case study of Cape Verde,a small island developing state

Like many small island developing states, Cape Verde faces a challenge with secondary school completion. The lack of global development goals for secondary education results in the lack of government policies to promote secondary education, which may in effect be partially responsible for the drop in primary school completion The purpose of this paper is to identify the student populations who leave secondary school prior to completion based on Cape Verde’s Ministry of Education data, which is disaggregated by municipality and school. In addition we link these student populations to socioeconomic factors in order to examine possible causes for their abandonment of schooling. This paper intends to draw attention to the issues facing secondary education in a small, developing island nation and highlight policies that have proven effective in similar contexts. The case study of Cabo Verde can be used to generate secondary education policy discussions in other small island developing states (SIDS), as well as other sub-Saharan African nations.     

社会经济地位与新教师发展期待的关系研究

新教师的入职适应和发展期待一直受到国家、地方、社会和学校的密切关注,是教师参与专业发展的关键事件,不仅能够为教师专业发展奠定基础,而且有助于凝聚有效教育资源,推动教师专业发展,建立和谐的师生关系。社会经济地位作为影响教师发展期待的环境变量,对于新教师来说亦是如此。本研究主要参照美国心理协会编制的《社会经济地位量表》,设计更加具体的衡量指标,重新编制了符合教师群体的调查量表;同时编制了新教师的发展期待量表,继而探讨社会经济地位与新教师发展期待之间的关系,希冀基于此帮助新教师寻求实现发展期待的可能路径。     

Area-socioeconomic disparities in mental health service use among children involved in the child welfare system

Relying on data from a nationally representative sample of youth involved in the child welfare system (CWS) in 1999–2000 (the National Survey of Child and Adolescent Well-Being, Cohort 1) and 2008–2009 (Cohort 2), this study implemented a diverse set of disparity indicators to estimate area-socioeconomic disparities in mental health (MH) services use and changes in area-socioeconomic disparities between the two cohorts. Our study found that there are area-socioeconomic disparities in MH service use, indicating that the rates of MH service use among youth referred to the CWS differ by area-socioeconomic positions defined by county-level poverty rates. We also found that area-socioeconomic disparities increased over time. However, the magnitude of the increase varied widely across disparity measures, suggesting that there are different conclusions about the trend and magnitude of area-socioeconomic disparities, depending upon which disparity measures are implemented. A greater understanding of the methodological differences among disparity measures is warranted, which will in turn impact how interventions are designed to reduce socioeconomic disparities among children in the CWS.     

Learning on the go: voices of highly mobile urban students

Highly mobile students experience schools and learning in different ways than their more stable peers. Repeated transfers result in discontinuity of instruction and relationships with teachers and peers. Interviews with transient urban students in grades 9–12 reveal the issues they face upon their arrival and afterward. Mobile students give insight into perceptions of teacher practice, peer-group induction, receptivity to classroom instruction, and classroom and administrative practices. Findings include fear, loneliness, embarrassment, and anxiety in new settings or when faced with another school change. While students expressed achievement concerns, peer social and emotional concerns were primary immediately following enrollment in a new school. Students found themselves unable to focus on academic studies until they could secure a peer group with which to interact. Implications for high-mobility schools include the need for structures providing transitional services and community-building environments to counteract the negative academic and developmental effects of frequent mobility.     

An effective connected dominating set based mobility management algorithm in MANETs

This paper proposes a connected dominating set （CDS） based mobility management algorithm, CMMA, to solve the problems of node entering, exiting and movement in mobile ad hoc networks （MANETs）, which ensures the connectivity and efficiency of the CDS. Compared with Wu＇s algorithm, the proposed algorithm can make full use of present network conditions and involves fewer nodes. Also it has better performance with regard to the approximation factor, message complexity, and time complexity.     

Mobilities of policy and mobile parents – creating a new dynamic in policy borrowing within state schooling

ABSTRACT

In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space.     

Toronto multiagency child abuse research project: The abused and the abuser

Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family.     

农民工的流动与参政权的流失——鄂豫川三省农民工政治参与的调查与思考

政治权利是实现经济权利和社会文化权利的有力保障。农民工在流向城市的过程中，其经济社会和文化权利的缺失，与他们政治权利的流失有莫大的关系。农民工参政权的流失主要表现为村庄的政治参与低效甚至虚置，与所在城市社区的公共管理基本上无缘，打工单位无意见表达的渠道。农民工参政权流失与我国缺乏尊重公民政治权利的文化和传统、城乡分治的二元社会结构、城乡经济和公共资源的分配不合理以及农民工自身的经济文化组织资源的匮乏等因素有关。维护农民工的政治权利，通过政治权利促进经济权利和社会文化权利的保障和实现，是以人为本、城乡统筹的科学发展观的时代要求。