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  • Online Resource  (15)
  • World Bank  (8)
  • Blom, Frans  (7)
  • 1
    Online Resource
    Online Resource
    Washington, D.C : World Bank
    UID:
    b3kat_BV049075613
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 2982
    Note: "February 24, 2003 , Includes bibliographical references , Title from title screen as viewed on February 26, 2003
    Additional Edition: Erscheint auch als Druck-Ausgabe Trade liberalization and labor market adjustment in Brazil
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 2
    UID:
    b3kat_BV040615960
    Format: 1 Online-Ressource (x, 76 p) , ill , 26 cm
    Edition: Online-Ausgabe World Bank E-Library Archive Sonstige Standardnummer des Gesamttitels: 041181-4
    ISBN: 9780821374580 , 9780821374597
    Series Statement: World Bank country study
    Note: Includes bibliographical references (p. 71-76) , Erscheinungsjahr in Vorlageform:c2008
    Additional Edition: Reproduktion von Blom, Andreas School and work in the Eastern Caribbean 2008
    Language: English
    Keywords: Karibik ; Bildungspolitik ; Globalisierung
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 3
    UID:
    b3kat_BV039983269
    Format: 1 Online-Ressource
    Series Statement: eHRAF World Cultures
    Content: The Tzeltal are Mayan people living in the central highlands of the Mexican state of Chiapas. This file consists of 11 documents, which except for one translation from Spanish (Guiteras Holmes), are all in English. The basic works are Nash and Hunt, but Villa Rojas contains an excellent general summary of Tzeltal ethnography and culture history which provides a very useful starting point for the study of Tzeltal culture
    Note: Culture summary: Tzeltal - Anonymous - 1995 -- - Clans and kinship system of Cancuc (Mexico) - Calixta Guiteras Holmes - 1947 -- - Notes on the ethnography of Tzeltal communities of Chiapas - Robert Redfield and Alfonso Villa Rojas - 1939 -- - Death as a way of life: the increasing resort to homicide in a Maya Indian community - [by] June Caprice Nash - 1967 -- - The Tzeltal - [by] Alfonso Villa Rojas - 1969 -- - Tribes and temples: a record of the expedition to Middle America conducted by the Tulane University of Louisiana in 1925 - [by] Frans Blom and Oliver LaFarge - 1927 -- - Interpretations of drinking performances in Aguacatenango - [by] Duane Metzger - 1964 -- - In the eyes of the ancestors: belief and behavior in a Mayan community - [by] June Nash - 1970 -- , - The dynamics of the domestic group in two Tzeltal villages: a contrastive comparison - [by] Muriel Eva Verbitsky - 1962 -- - The change of officials in Tzo?ontahal, Chiapas, Mexico: an analysis of behavior as a key to structure and process - [by] June C. Nash - 1970 -- - Aspects of language acquisition by Tzeltal children - by Brian Stross - 1970 [1971 copy] -- - Additional bibliography on the Tzeltal - Human Relations Area Files - 1993
    Language: English
    Subjects: Ethnology
    RVK:
    Keywords: Tzeltal
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
    UID:
    b3kat_BV049075198
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 3425
    Content: "Financial aid to students in tertiary education can contribute to human capital accumulation through two channels--increased enrollment and improved student performance. Canton and Blom analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. The authors use two data sources to investigate the second channel, student performance. They analyze administrative data provided by SOFES using a regression-discontinuity design, and survey data enable them to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students. This paper--a product of the Human Development Sector Unit, Latin America and the Caribbean Region--is part of a larger effort in the region to measure and evaluate the impact of the unit's programs"--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 10/5/2004
    Additional Edition: Blom, Andreas Can student loans improve accessibility to higher education and student performance?
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 5
    UID:
    b3kat_BV049074824
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 3800
    Content: "Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 12/16/2005
    Additional Edition: Sohnesen, Thomas Pave Is formal lifelong learning a profitable investment for all of life?
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 6
    UID:
    b3kat_BV049073828
    Format: 1 Online-Ressource
    Edition: Online-Ausg Also available in print
    Series Statement: Policy research working paper 4793
    Content: "Using nationally representative household surveys, this paper examines the trends in attainment, enrollment, and access to tertiary (higher) education in India from 1983 to 2005. The findings suggest that there has been considerable progress in attainment and participation; however, they remain low. Important gaps exist in enrollment between rich and poor, rural and urban areas, men and women, disadvantaged groups and the general population, and states. Analysis of transition rates from secondary education to tertiary education and regression analysis indicate that inequality in tertiary education between disadvantaged groups and the general population is explained by low completion rates of secondary education. Inequality in tertiary education related to income, gender, rural residence, and between states is explained by: (i) differences in completion rates of secondary education, and (ii) differences in the probability of transitioning from secondary education to tertiary education. In particular, the importance of household income has grown markedly. Equitable expansion of secondary education is therefore critical for improving the equity of tertiary education. There is also a need to help qualified youth from low-income families and rural backgrounds to attend tertiary education, in particular the technical and engineering streams, in which participation is lower. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009
    Additional Edition: Azam, Mehtabul Progress in participation in tertiary education in India from 1983 to 2004
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 7
    UID:
    gbv_724231404
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 4793
    Content: "Using nationally representative household surveys, this paper examines the trends in attainment, enrollment, and access to tertiary (higher) education in India from 1983 to 2005. The findings suggest that there has been considerable progress in attainment and participation; however, they remain low. Important gaps exist in enrollment between rich and poor, rural and urban areas, men and women, disadvantaged groups and the general population, and states. Analysis of transition rates from secondary education to tertiary education and regression analysis indicate that inequality in tertiary education between disadvantaged groups and the general population is explained by low completion rates of secondary education. Inequality in tertiary education related to income, gender, rural residence, and between states is explained by: (i) differences in completion rates of secondary education, and (ii) differences in the probability of transitioning from secondary education to tertiary education. In particular, the importance of household income has grown markedly. Equitable expansion of secondary education is therefore critical for improving the equity of tertiary education. There is also a need to help qualified youth from low-income families and rural backgrounds to attend tertiary education, in particular the technical and engineering streams, in which participation is lower. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    Additional Edition: Azam, Mehtabul Progress in participation in tertiary education in India from 1983 to 2004
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 8
    UID:
    gbv_724218556
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3800
    Content: "Lifelong learning is increasingly being recognized as a primary factor for knowledge diffusion and productivity growth. However, little economic evidence exists on the economic value of lifelong learning for the individual, especially in developing countries. This paper contributes to remedy this shortfall. It investigates one aspect of lifelong learning: returns to formal education across ages. In the absence of long-term longitudinal data, the paper estimates rates of return for simulated re-entry into the education system. The estimations use the method of internal rate of return and are based on observed education-age-earnings profiles from the Colombian national household survey. It finds that rates of return to all levels of education are only slightly smaller for 35 year olds than for young people, thus confirming the profitability of investment in adult education. Tertiary education continues to attract a positive return until late in life, 45-50 years, whereas the economic value of re-entering primary and secondary education is positive up till the age of 40-45. So, formal lifelong learning seems to remain a profitable investment for at least half of life. But lack of part-time work, high tuition fees, and prolonged study time reduce the return. The findings suggest that adult formal education initiatives should focus on the 20 to 40 year olds and be designed flexibly to allow learners to work part time. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 12/16/2005 , Also available in print.
    Additional Edition: Sohnesen, Thomas Pave Is formal lifelong learning a profitable investment for all of life?
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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  • 9
    UID:
    gbv_724213392
    Format: Online-Ressource
    Edition: Online-Ausg. World Bank E-Library Archive Also available in print
    Series Statement: Policy research working paper 3425
    Content: "Financial aid to students in tertiary education can contribute to human capital accumulation through two channels--increased enrollment and improved student performance. Canton and Blom analyze the quantitative importance of both channels in the context of a student loan program (SOFES) implemented at private universities in Mexico. With regard to the first channel, enrollment, results from the Mexican household survey indicate that financial support has a strong positive effect on university enrollment. Given completion of upper secondary education, the probability of entering higher education rises 24 percent. The authors use two data sources to investigate the second channel, student performance. They analyze administrative data provided by SOFES using a regression-discontinuity design, and survey data enable them to perform a similar analysis using a different control group. Empirical results suggest that SOFES recipients show better academic performance than students without a credit from SOFES. However, the results cannot be interpreted as a purely causal impact of the student loan program, since the impacts also could reflect (self-) selection of students. This paper--a product of the Human Development Sector Unit, Latin America and the Caribbean Region--is part of a larger effort in the region to measure and evaluate the impact of the unit's programs"--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 10/5/2004 , Also available in print.
    Additional Edition: Blom, Andreas Can student loans improve accessibility to higher education and student performance?
    Language: English
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 10
    UID:
    gbv_1755772300
    Format: 1 Online-Ressource (362 p)
    Edition: [Online-Ausgabe]
    ISBN: 9789048541935
    Series Statement: Heritage and Memory Studies 10
    Content: Frontmatter -- Table of Contents -- List of Figures -- Acknowledgements -- Introduction: On Hispanophobia and Hispanophilia across Time and Space -- PART I. Early Modern Discourses on Spain -- 1. Being Spanish in the Early Modern World -- 2. Spanish Exemplary Rulership? Antonio de Guevara's Relox de Príncipes (1529) in English (1557) and Dutch (1578) Translation -- 3. Between Love and Hate : Thomas Scott's Puritan Propaganda and His Interest in Spanish Culture -- 4. Enemy Treasures : The Making and Marketing of Spanish Comedia in the Amsterdam Schouwburg -- 5. 'The Barke Is Bad, but the Tree Good' : Hispanophilia, Hispanophobia and Spanish Honour in English and Dutch Plays (c. 1630-1670) -- 6. James Salgado: Anti-Spanish Sentiment and the Popish Plot -- PART II. Modern Discourses on Spain -- 7. From Hispanophobia to Quixotephilia : The Politics of Quixotism in the British Long Eighteenth Century -- 8. Spanish Politicking in British Periodical Reviews, 1808-1814 -- 9. Hispanophobia and Hispanophilia in the Netherlands : Continuities and Ruptures in the Nineteenth Century -- 10. From Azoteas to Dungeons : Spain as Archaeology of the Despotism in Alexander Dallas's Novel Vargas (1822) -- 11. Discordant Visions: Spain and the Stages of London in 1823 -- 12. Historical Fiction, Cultural Transfer and the Recycling of the Black Legend between the Low Countries and Britain: A Nineteenth-Century Case Study -- 13. 'Covering the Skeletons with Flesh and Blood' : Spanish Golden Age Drama in English and Dutch Nineteenth- Century Literary Histories -- Index
    Content: Spain has been a fruitful locus for the European imagination for centuries, and it has been most often perceived in black-and-white oppositions -- either as a tyrannical and fanatical force in the early modern period or as an imaginary geography of a 'Romantic' Spain in later centuries. However, the image of Spain, its culture and its inhabitants did not evolve inexorably from negative to positive. From the early modern period onwards, it responded to an ambiguous matrix of conflicting Hispanophobic and Hispanophilic representations. Just as in the nineteenth century latent negative stereotypes continued to resurface, even in the Romantic heyday, in the early modern period appreciation for Spain was equally undeniable. When Spain was a political and military superpower, it also enjoyed cultural hegemony with a literary Golden Age producing internationally hailed masterpieces. Literary Hispanophobia and Hispanophilia in Britain and the Low Countries (1550-1850) explores the protracted interest in Spain and its culture, and it exposes the co-existent ambiguity between scorn and fascination that characterizes Western historical perceptions, in particular in Britain and the Low Countries, two geographical spaces with a shared sense of historical connectedness and an overlapping, sometimes complicated, history with Spain
    Note: Mode of access: Internet via World Wide Web. , In English
    Language: English
    URL: Cover
    URL: Cover  (lizenzpflichtig)
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