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M. Najeeb Shafiq Jessica Mason Taylor Seybolt Kristin DeLuca 《Peabody Journal of Education》2014,89(1):141-158
We investigate the nature of protests by students (age 18 and older) in Algeria, Jordan, Morocco, and Yemen by using subsamples of students from nationally representative and acclaimed public opinion data (the 2006–07 Arab Barometer). We find between 22.1% (Jordan) and 54.7% (Yemen) participated in either the signing of petitions, or marching in street protests, or both between the years 2003–07. To explain student protest participation, we draw from the political economy literature to test four grievance-based hypotheses that link protest to student perceptions on the performance of the economy, personal family socioeconomic status, political exclusion, and preference for democracy. Ordered probit regression analyses indicate that students protest for different reasons in the four countries. We find statistical evidence that student protests are associated with grievances about the economy (Algeria and Morocco) and lack of democracy (Algeria only). Joint hypothesis tests reveal that the four grievances jointly matter in Algeria, Morocco, and Yemen but not Jordan. 相似文献
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Adenoids and Tonsils. By Algernon Coolidge, M.D.: Harvard University Press, Cambridge, 1916. Cloth, price 50 cents. 相似文献
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Robb Mason 《Studies in Continuing Education》2013,35(1):4-18
This paper puts forward the proposition that in times of fiscal stringency adult educators have relied on two basic responses: either align programs to suit current political imperatives or bring pressure to bear to maintain the status quo. However, neither of these may be adequate to cope with what now appears to be a more fundamental change in our economy resulting in permanently high unemployment and the increasing importance of work in the informal economy. These two factors emphasise the difficulty of continuing to accept the current work‐leisure dichotomy that underlies much of our thinking and presage a dramatic change in the ways some people may have to gain their livelihood. Adult educators have had a significant role to play in individual and community economies but this is largely unrecognised due to the fact that adult education practitioners have tended to justify their work on quality‐of‐life or numbers grounds. Such justifications may no longer be adequate. If adult educators wish to maintain their programs in hard financial times they certainly have the capacity to do so but they will have to rethink their rationale, reject outmoded beliefs and patterns and justify their work through the outcomes of their programs and not just the outputs. 相似文献
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