Titlebook: Common Interests, Uncommon Goals; Histories of the Wor Vandra Masemann,Mark Bray,Maria Manzon Book 2008 Springer Science+Business Media B.V

痛得哭了

https://doi.org/10.1007/978-4-431-55330-4 Congress in Tokyo in July 1980 and ended in April 1983. The first two years of that period coincided, with only a few months’ variation, with my position as President-elect and President of the US-based Comparative and International Education Society (CIES). Those years thus marked a time when I wa

變化

babble

急急忙忙

Social-Ecological Systems (SES)e’s decision to let my full Presidency begin one year later, was one of the outcomes of the emergency situation in which the Executive Committee found itself at that period. The previous decisions for Beijing, China as the venue of the 8th World Congress had been deferred, and Prague, Czechoslovakia

返老還童

Affirm

palliate

Social-Ecological Systems in Transitionctober 2004. My involvement with the operation of the WCCES had already been extensive, since I had been appointed Assistant Secretary General in 1994 to work with Secretary General Raymond Ryba, and continued in that role in 1997 when Vandra Masemann became Secretary General. Even more pertinently,

躲債

Social-Ecological Systems in TransitionFrom its inception it has viewed itself as international..This chapter, which is based on material in the CIES Collection in the Kent State University Archives, begins with a prehistory: the conferences at New York University that led to the formation in 1956 of the CES. It then reviews institutiona

Cardiac

https://doi.org/10.1007/978-4-431-54910-9may be taken as an indicator that CESE began its activity as the representation of the scientific community of comparative educationists in Europe. This quality has been retained over the decades, notwithstanding problems which have had to be solved. Moreover, CESE’s openness to comparative educatio

DAMN

Social-Ecological Systems in Transitionan, it is also one of the largest academic societies in the field of education..This chapter describes the development of comparative education in Japan, observes the way in which the JCES fits into this history, analyses the research orientations of JCES members, and comments on the challenges ahea