Educational inequalities in parental care time: Cross-national evidence from Belgium, Denmark, Spain, and the United Kingdom

2017 ◽  
Vol 63 ◽  
pp. 166-180 ◽  
Author(s):  
Pablo Gracia ◽  
Joris Ghysels
Keyword(s):  
United Kingdom ◽  
Parental Care ◽  
Educational Inequalities ◽  
The United Kingdom ◽  
Cross National

A cross-national analysis of PhD models

2020 ◽  
Vol 22 (3) ◽  
pp. 233-245
Author(s):  
Yasmine Dominguez-Whitehead ◽  
Felix Maringe
Keyword(s):  
United States ◽  
South Africa ◽  
United Kingdom ◽  
The United States ◽  
Content Type ◽  
The United Kingdom ◽  
Supervision Models ◽  
Phd Supervision ◽  
National Analysis ◽  
Cross National

PurposeThis paper provides a cross-national analysis of PhD supervision models, milestones and examination procedures in order to compare PhD programs and their practices.Design/methodology/approachA comparative approach is employed, which systematically interrogates PhD supervision models, milestones and examination procedures in the United Kingdom, South Africa and the United States via a comprehensive review of the practices and literature.FindingsThe findings indicate the ramifications of the different approaches and highlight the benefits and drawbacks associated with the different models.Originality/valueBy making explicit the dominant supervision models, milestones and examination procedures that exist in the United Kingdom, South Africa and the United States, the authors shed light on the somewhat obscure path to earning a PhD degree.

scholarly journals A Cross-National Perspective on School Bullying in Northern Ireland: A Supplement to Smith, et al. (1999)

2003 ◽  
Vol 93 (1) ◽  
pp. 279-287 ◽  
Author(s):  
Conor McGuckin ◽  
Christopher Alan Lewis
Keyword(s):  
United Kingdom ◽  
Northern Ireland ◽  
Current Literature ◽  
School System ◽  
School Bullying ◽  
Religious History ◽  
The United Kingdom ◽  
Wide Range ◽  
National Perspective ◽  
Cross National

There is great value in exploring the prevalence of school bullying from a cross-national perspective. Smith, Morita, Junger-Tas, Olweus, Catalano, and Slee in 1999 presented a cross-national perspective on the nature, prevalence, and correlates of school bullying that encompassed a wide range of countries. However, Northern Ireland was not included, despite potentially being an important country to include, given its volatile social, ethnic, and religious history—leading to the concern that the population has become somewhat habituated to low level aggression. Thus, the present paper provides a review of the current literature on school bullying in the Northern Ireland school system. Evidence presented suggests that the incidence of school bullying in Northern Ireland may be higher than that in the rest of Ireland and the United Kingdom.

Postprint - Would I be Helped? Cross-National CCTV Footage Shows That Intervention Is the Norm in Public Conflicts

2019 ◽  
Author(s):  
Richard Philpot ◽  
Lasse Suonperä Liebst ◽  
Mark Levine ◽  
Wim Bernasco ◽  
Marie Rosenkrantz Lindegaard
Keyword(s):  
South Africa ◽  
United Kingdom ◽  
Violent Crime ◽  
Systematic Study ◽  
Real Life ◽  
Bystander Intervention ◽  
Current Paper ◽  
Bystander Behavior ◽  
The United Kingdom ◽  
Cross National

Half a century of research on bystander behavior concludes that individuals are less likely to intervene during an emergency when in the presence of others than when alone. By contrast, little is known regarding the aggregated likelihood that at least someone present at an emergency will do something to help. The importance of establishing this aggregated intervention baseline is not only of scholarly interest, but is also the most pressing question for actual public victims—will I receive help if needed? The current paper describes the largest systematic study of real-life bystander intervention in actual public conflicts captured by surveillance cameras. Using a unique cross-national video dataset from the United Kingdom, Netherlands, and South Africa (N = 219), we show that in nine-out-of-ten public conflicts, at least one bystander, but typically several, will do something to help. We record similar likelihoods of intervention across the three national contexts, which differ greatly in levels of recorded violent crime. Finally, we find that increased bystander presence is related to a greater likelihood that someone will intervene. Taken together these findings allay the widespread fear that bystanders rarely intervene to help. We argue that it is time for psychology to change the narrative away from an absence of help and towards a new understanding of what makes intervention successful or unsuccessful.

Educational Inequalities in the United Kingdom: A Critical Analysis of the Discourses and Policies of New Labour

2002 ◽  
Vol 46 (2) ◽  
pp. 138-153 ◽  
Author(s):  
Carole Leathwood ◽  
Annette Hayton
Keyword(s):  
United Kingdom ◽  
Social Inclusion ◽  
New Labour ◽  
Widening Participation ◽  
Educational Inequalities ◽  
Current Policy ◽  
Third Way ◽  
The United Kingdom ◽  
Education Support ◽  
Participation In Higher Education

This paper explores the intentions and attempts of the New Labour government in the United Kingdom (UK) to challenge educational inequalities. It begins with an overview of ‘Third Way’ philosophy and New Labour's commitment to social justice and social inclusion, then moves on to examine three policy themes in some detail: the economising of education; support for ability setting and selection; and policy related to widening participation in higher education. The paper highlights the contradictions in New Labour educational policies and pronouncements, and concludes that current policy developments are likely to reinforce rather than ameliorate educational inequalities.

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