Why Did Class Inequalities in Educational Attainment Remain Unchanged over Much of the Twentieth Century?

2005 ◽  
Author(s):  
Richard Breen
Keyword(s):  
Twentieth Century ◽  
Educational Attainment ◽  
Empirical Studies ◽  
Class Inequality ◽  
Inequality In Education

This chapter is concerned with changes in the level of educational attainment in Britain. It discusses and evaluates sociology's contribution to understanding class inequalities in educational attainment. It begins with empirical studies documenting the extent of class inequality in education. It then describes methodological work concerned with measuring class differentials in educational attainment. Finally, it explores possible explanations for the persistence of class inequalities.

scholarly journals Confusions about ‘Inner’ and ‘Outer’ Voices: Conceptual Problems in the Study of Auditory Verbal Hallucinations

2021 ◽  
Author(s):  
Franz Knappik ◽  
Josef J. Bless ◽  
Frank Larøi
Keyword(s):  
Twentieth Century ◽  
Clinical Assessment ◽  
Empirical Studies ◽  
Diagnostic Value ◽  
Assessment Tools ◽  
Auditory Verbal Hallucinations ◽  
Early Twentieth Century ◽  
Conceptual Problems ◽  
The Mind

AbstractBoth in research on Auditory Verbal Hallucinations (AVHs) and in their clinical assessment, it is common to distinguish between voices that are experienced as ‘inner’ (or ‘internal’, ‘inside the head’, ‘inside the mind’, ...) and voices that are experienced as ‘outer’ (‘external’, ‘outside the head’, ‘outside the mind’, ...). This inner/outer-contrast is treated not only as an important phenomenological variable of AVHs, it is also often seen as having diagnostic value. In this article, we argue that the distinction between ‘inner’ and ‘outer’ voices is ambiguous between different readings, and that lack of disambiguation in this regard has led to flaws in assessment tools, diagnostic debates and empirical studies. Such flaws, we argue furthermore, are often linked to misreadings of inner/outer-terminology in relevant 19th and early twentieth century work on AVHs, in particular, in connection with Kandinsky’s and Jaspers’s distinction between hallucinations and pseudo-hallucinations.

scholarly journals The Consequences of the 1959–1961 Chinese Famine for Educational Attainment

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Margaret J. Lay ◽  
Johannes Norling
Keyword(s):  
Twentieth Century ◽  
Longitudinal Study ◽  
Educational Attainment ◽  
Geographical Variation ◽  
Middle Part ◽  
Place Of Residence ◽  
Intensity Information

AbstractThis paper finds that the Great Chinese Famine of 1959–1961 reduced lifetime educational attainment by up to 3.8 years for people who lived in areas most severely hit by the famine. Using geographical variation in famine intensity, information about place of residence during the famine, and educational attainment recorded in the China Health and Retirement Longitudinal Study, the paper demonstrates that the decline in educational attainment was particularly sharp for women. This decline interrupted substantial gains in schooling achieved in China during the middle part of the twentieth century.

scholarly journals French subject island? Empirical studies of dont and de qui

2020 ◽  
Vol 30 (3) ◽  
pp. 275-300 ◽  
Author(s):  
Anne Abeillé ◽  
Elodie Winckel
Keyword(s):  
Twentieth Century ◽  
Relative Clauses ◽  
Empirical Studies ◽  
First Century ◽  
Romance Languages ◽  
Frequent Use ◽  
Recent Innovation ◽  
The Subject ◽  
Corpus Data ◽  
Relative Pronouns

AbstractDont has been claimed to be an exception to the ‘subject island’ constraint (Tellier, 1991; Sportiche and Bellier, 1989; Heck, 2009) and to contrast with true relative pronouns such as de qui. We provide corpus data from a literary corpus (Frantext), which show that relativizing out of the subject is possible with dont and de qui in French relative clauses, and is even the most frequent use of both relative clauses. We show that it is not a recent innovation by comparing subcorpora from the beginning of the twentieth century and from the beginning of the twenty-first century. We also show, with an acceptability judgement task, that extraction out of the subject with de qui is well accepted. Why has this possibility been overlooked? We suggest that it may be because de qui relatives in general are less frequent than dont relatives (about 60 times less in our corpus). Turning to de qui interrogatives, we show that extraction out of the subject is not attested, and propose an explanation of the contrast with relative clauses. We conclude that in this respect, French does not seem to differ from other Romance languages.

Childhood Health and Human Capital: New Evidence from Genetic Brothers in Arms

2015 ◽  
Vol 75 (1) ◽  
pp. 30-64 ◽  
Author(s):  
John Parman
Keyword(s):  
Twentieth Century ◽  
Human Capital ◽  
World War Ii ◽  
Educational Attainment ◽  
Investment Decisions ◽  
World War ◽  
Economic Success ◽  
Environmental Characteristics ◽  
Childhood Health ◽  
New Evidence

Negative shocks to childhood health can have a lasting impact on the economic success of an individual by altering families' schooling investment decisions. This article introduces a new dataset of brothers serving in World War II and uses it to demonstrate that improvements in childhood health led to substantial increases in educational attainment in the first one-half of the twentieth century. By exploiting variation in health within families, the data show that this relationship between childhood health and educational attainment holds even after controlling for both observed and unobserved household and environmental characteristics.

Counting civil society: deconstructing elite participation in the provincial English city, 1900–1950

Urban History ◽  
2013 ◽  
Vol 40 (2) ◽  
pp. 287-314 ◽  
Author(s):  
NICK HAYES
Keyword(s):  
Twentieth Century ◽  
Civil Society ◽  
Urban Governance ◽  
Empirical Studies ◽  
Social Commitment ◽  
Political Activities ◽  
Social Trends ◽  
The Social ◽  
The Right

ABSTRACTWith few dissenting voices, the historiography of twentieth-century urban civil society has been relayed through a prism of continuing and escalating elite disengagement. Within a paradigm of declinism, academics, politicians and social commentators contrast a past offering a richness of social commitment against a present characterized by lowering standards in urban governance. Put simply, the right sorts of people were no longer volunteering. Yet the data for such claims is insubstantial, and the applied methodology flawed. What are lacking are detailed empirical studies which offer flexible measures of status across a range of voluntary and political activities, so that we can better understand the social trends of urban volunteering across the first 50 years of the twentieth century.

How does education inequality respond to policy? A method and application to survey data from Albania and Nepal

2016 ◽  
Vol 43 (2) ◽  
pp. 166-177 ◽  
Author(s):  
Satis C. Devkota ◽  
Mukti P. Upadhyay
Keyword(s):  
Developing Countries ◽  
Educational Attainment ◽  
Survey Data ◽  
Household Survey ◽  
Cost Effective ◽  
Content Type ◽  
Education Inequality ◽  
Public Subsidy ◽  
Decomposition Procedure ◽  
Inequality In Education

Purpose – The purpose of this paper is to measure inequality in education and examine how socioeconomic factors affect education inequality in Albania and Nepal. Design/methodology/approach – Using large household survey data sets the authors calculate income-related inequality in education and decompose the inequality into factors that determine educational attainment. The decomposition procedure establishes the role played by two sets of factors: elasticities of education demand with respect to its determinants; and inequalities in those determinants. The paper then proposes a new mechanism to quantify the effects of policy simulations regarding income, urbanization, and distance to school on education inequality. Findings – Both the countries show significant inequality in education. Educational attainment in Albania and Nepal is determined by socioeconomic, demographic and geographic factors of which three are particularly significant in affecting inequality – income, urbanization and distance to school. Research limitations/implications – While schooling for most individuals is largely financed by public subsidy in the countries, attainment is also likely affected by the price of education services and cost of health care. Identification of those factors in the context of more comprehensive data will enable researchers in future to draw firmer conclusions. Practical implications – The proposed method can help to identify cost-effective and sustainable policies to reduce socioeconomic inequality in education in developing countries. Social implications – Reduction in education inequality can lead to higher income and better health which are instrumental in uplifting the poor in developing countries. Originality/value – This is the first paper to measure education inequality using a concentration index and to propose a new mechanism to show the effect of simulated policies on education inequality.

The Early Ampleforth College

2007 ◽  
Vol 28 (4) ◽  
pp. 511-528
Author(s):  
Peter Galliver
Keyword(s):  
Twentieth Century ◽  
Educational Attainment ◽  
Present State ◽  
Religious Life ◽  
Early Years ◽  
Small School ◽  
Early School ◽  
Monastic Community ◽  
Innovative Enterprise ◽  
The Church

The early school at Ampleforth was built on the Catholic educational tradition established in continental exile. It was also, in its first three decades, an ambitious and innovative enterprise achieving a degree of success, from the perspectives of educational attainment and social prominence, that was not matched in its history until the twentieth century and its emergence as a major school within the English public school tradition. In its early years, however, Ampleforth was far removed from the Anglican schools that were to develop this tradition.The school at Ampleforth was not originally intended to educate boys other than those intended for the religious life. The plan of the President of the English Benedictine Congregation, Fr. Bede Brewer, was that Ampleforth should be an exclusively monastic community, while Catholic lay boys were to be educated in Lancashire at the Benedictine school established earlier at Parbold. The Parbold school was derived from a small school for the sons of the gentry founded in 1789 by Fr. Gregory Cowley at Vernon Hall. The last Prior of Dieulouard, Fr. Richard Marsh, had taken control of this school in 1797 and then moved it, and the Community of St. Laurence, to Parbold in 1802. When subsequent plans to move the community again, this time to Yorkshire, were being made, Brewer had written, ‘I wish the school in Lancashire to continue as it is established though on a different plan. I would not admit to Ampleforth any boys other than such as the parents are willing, if they have a vocation, to take the Church.’ The beginnings of Ampleforth as a school for intending religious can be seen in a letter of 1803 from Brewer to Mrs. Metcalfe regarding the education of her sons, John and Edward, both of whom did join the community. The letter details the financial provisions for the arrangement. In total £450 was to be paid, ‘but in case the said sons or either of them should not choose or not be judged by the Master of Ampleforth Lodge School proper and fit to enter on any ecclesiastical state of life, or if the school should be discontinued or could not maintain itself at the present state of its pensions… this will be deducted at the rate of £25 per annum from the time entered into the school.’

Using Neuroscience to Image the Creative Brain

2019 ◽  
pp. 169-184
Author(s):  
Nancy C. Andreasen
Keyword(s):  
Twentieth Century ◽  
Creative Thinking ◽  
Brain Activity ◽  
Empirical Studies ◽  
High Intelligence ◽  
Historical Accounts ◽  
Early Phases ◽  
Iq Tests

The nature and sources of creativity have intrigued people for many years. During the early phases of this effort, people relied on anecdotal or historical accounts, but in the twentieth century the emphasis shifted to empirical studies. Assuming that high intelligence (“genius”) was associated with creativity, investigators relied on IQ tests to select subjects for study. In the mid-twentieth century the emphasis shifted to custom-designed tests that assessed more specific components of creative thinking. With the development of neuroscientific methods and neuroimaging, the emphasis has shifted to include methods that directly measure brain activity, based on the assumption that creative ideas are the product of brain activity.

Sign in / Sign up

Export Citation Format

Share Document