Assessing sector performance and inequality in education / / Emilio Porta ... [and others]

• Record Nr.: UNINA9911093878503321
• Pubbl/distr/stampa: Washington, D.C. : , : World Bank, , c2011
• ISBN: 0-8213-8717-0
• Edizione: [1st ed.]
• Descrizione fisica: xix, 192 pages : illustrations ; ; 24 cm
• Collana: Streamlined analysis with ADePT software
• Altri autori (Persone): PortaEmilio
• Disciplina: 379.2/60285
• Soggetti: Educational indicators - Data processing; Educational equalization - Data processing
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Contents -- Foreword -- Preface -- Abbreviations -- Overview -- Chapter 1 Introduction to ADePT Edu: Broadening Access to School and Household Data in Education -- The Need for Data -- Complementing ADePT Edu: Broadening the Availability of Education Projections Modules -- Education Projections Modules -- World Bank Education Projects Database -- Public Expenditure Database -- ADePT Edu As a Tool for Analyzing Education Inequality -- Notes -- References -- Chapter 2 Using Household Survey Data -- Use of Household Surveys to Analyze Educational Inequality and Education Sector Performance -- Main Household Surveys -- The Living Standards Measurement Study -- The Demographic and Health Survey -- The Multiple Indicator Cluster Survey -- Which Survey Is Best for Analyzing Education Inequality? A Quick Guide -- Advantages and Limitations of Using Household Surveys in Data Analysis -- Enrollment versus Attendance -- Level of Education Reported in Household Surveys -- Age, Timing, and Duration of Household Surveys -- Standard Errors -- Poverty Quintiles and Poverty Groups -- Missing and Contradictory Values -- Notes -- References -- Chapter 3 Using ADePT Edu: A Step-by-Step Guide -- System Requirements -- Hardware Requirements -- Software Requirements -- Installing ADePT -- Using ADePT -- Starting and Closing ADePT -- ADePT's Computation Process -- Loading Data -- Specifying Variables -- Using Compound Fields -- Generating Tables and Figures -- Choosing a Reporting Option -- Performing ; Common Tasks -- Generating Tables on a Subsample of Observations -- Generating Tables with Standard Errors and Tables of Frequencies -- Describing a Complex Survey Design -- Defining Missing Values -- Specifying Expressions in Variables Fields -- Running Simulations -- Adjusting Settings -- Changing the Screen and Output Language.; Selecting the Computational Engine and Output Viewer -- Working with Projects in ADePT -- Using ADePT Project Files on a Different Computer -- Replicating Results -- Using ADePT in a Batch Mode -- Updating ADePT -- Troubleshooting ADePT -- Resolving Problems Encountered during Installation -- Using the Debug Mode -- Notes -- Chapter 4 Generating and Interpreting Output Tables and Graphs -- Output Information Tables -- The Contents Table -- The Notifications Table -- Original Data Report -- School Participation Indicator Tables -- Table A1: School Attendance Ratios and Out of School, by Level -- Table A2: Primary Grade 1 Intake, Over-Age in First Grade, and Survival Rate to Grade 5 -- Table A3: On-Time, Under-Age, and Over-Age in Primary Education -- Table A4: On-Time, Under-Age, and Over-Age by Single Grade of Primary Education, according to Background Characteristics -- Table A5: Percentage of the Population That Has Ever Attended School, by Age -- Table A6: Out-of-School Reasons -- Table A7: Typology of Out of School -- School Progression Tables -- Table B1: Promotion, Repetition, Dropout, and Completion Rates by Level, and Transition Rates -- Table B2: Promotion, Repetition, and Dropout Rates by Single Grade of Primary Education -- Table B3: Promotion, Repetition, and Dropout Rates by Single Grade of Secondary Education -- School Attainment Tables -- Table C1: School Attainment of Adult Population -- Tables C2-C5: Proportion of Adult Population That Completed Each Grade -- Table C6: Proportion of 10- to 19-Year-Olds Expected to Complete Each Grade -- Table C7: Inequality in Years of Schooling -- Education Expenditure Tables -- Table D1: Primary Level -- Table D2: Secondary Level -- Table D3: Postsecondary Level -- Labor Market Outcome Tables -- Table E1: Earning Inequalities -- Tables E2, E2a, and E2b: Employment for Youth.; Table E3: Employment by Sector -- Table E4: Earnings by Education Level -- Table E5: Economic Independence -- Table E6: Returns to Education -- ADePT Education Graphs -- Notes -- References -- Chapter 5 Analyzing Education Inequality with ADePT Edu -- Reporting Education Inequality with ADePT Edu -- Global Educational Inequality -- The Gini Coefficient in Education -- Correlation between Inequality in Income and Inequality in School Attainment -- Correlation between Inequality in School Attendance and Inequality in School Attainment -- Correlation between School Completion and Inequality in School Attainment -- Correlation between Extreme Poverty and Inequality in School Attainment -- How Has Inequality in Educational Attainment Changed over Time? -- Educational Inequality and Internal Efficiency in the Education Sector -- Disparity in School Participation -- Disparity in School Progression -- Disparity in the Number of Years of Schooling -- Educational Inequality across Regions -- Regional Disparity in School Participation -- Regional Disparity in School Progression -- Regional Disparity in School Attainment -- Concluding Comments -- Notes -- References -- Bibliography -- About the Authors -- Index -- Box -- 4.1: UNESCO's Method for Estimating the Percentage of Children Out of School -- Figures -- 1.1: Percentage of Countries Reporting Data on Education, 1990-2008 -- 1.2: Global Availability of Data Needed to Estimate MDG Indicators for Education, 1990-2008 -- 4.1: Estimates of Percentage of Out-of-School Children, by Type -- 5.1: The Education Lorenz Curve -- 5.2: Relationship between Gini Coefficient of School Attainment and Gini Coefficient of Income -- 5.3: Relationship between ; Gini Coefficient of School Attainment and Net Primary School Attendance Ratios.; 5.4: Relationship between Gini Coefficient of School Attainment and Primary Completion Rate -- 5.5: Relationship between Gini Coefficient of School Attainment and Extreme Poverty -- 5.6: Sources of Global Disparity in Educational Attainment among the 26-29 Cohort, 1985-2007 -- 5.7: Sources of Global Disparity in School Participation among the 15-19 Cohort, by Education Level -- 5.8: Sources of Global Disparity among Out-of-School Children -- 5.9: Sources of Global Disparity in School Progression among the 15-19 Cohort -- 5.10: Sources of Global Disparity in School Attainment among the 15-19 Cohort -- 5.11: Sources of Global Disparity in Net Primary Attendance Rates, by Region -- 5.12: Net Primary Attendance Ratios in Benin, 2006 -- 5.13: Sources of Disparity in Net Secondary Attendance Rates, by Region -- 5.14: Sources of Disparity in Gross Postsecondary Attendance Rates, by Region -- 5.15: Sources of Disparity in Net Intake Rate for First Grade of Primary School, by Region -- 5.16: Sources of Disparity in Children Out of Primary School, by Region -- 5.17: Sources of Disparity in Dropout Rates, by Region -- 5.18: Sources of Disparity in Late Entry among Out-of-School Children, by Region -- 5.19: Sources of Disparity among Out-of-School Children Who Never Attended School, by Region -- 5.20: Sources of Disparity in Primary Completion Rates, by Region -- 5.21: Sources of Disparity in Secondary Completion Rates, by Region -- 5.22: Primary and Secondary Completion Rates in India, 2005 -- 5.23: Sources of Disparity in Primary to Secondary Transition Rates, by Region -- 5.24: Sources of Disparity in Total Years of Schooling, by Region -- 5.25: Gini Coefficient of School Attainment, by Region -- Graphs -- 4.1: Educational Attainment of 15- to 19-Year-Olds in Nicaragua, by Income Quintile.; 4.2: Enrollment Rates for Boys and Girls 6-14 Years Old in Rural and Urban Areas of Nicaragua -- 4.3: Grade Survival Profiles for 10- to 19-Year-Olds in Nicaragua, by Income Quintile -- 4.4: Enrollment Pyramid for 6- to 24-Year-Olds in Nicaragua, by Income Quintile -- 4.5: Educational Attainment Profiles for Men and Women 30-39 Years Old in Rural and Urban Areas in Nicaragua -- 4.6: Typology of Out of School, by Subpopulation and Level in Nicaragua -- 4.7: Reasons Why Primary School-Age Children Are Out of School in Nicaragua -- 4.8: Lorenz Curve for Years of Schooling in Nicaragua -- 4.9: Age-Earnings Profile by Education Level -- 4.10: Earnings by Years of Schooling and Labor Market Experience in Nicaragua -- Screenshots -- 3.1: Accepting the License Agreement -- 3.2: Installing ADePT -- 3.3: Completion of Setup -- 3.4: Starting ADePT Using the Start Menu -- 3.5: Selecting a Module -- 3.6: Guide to the Main Screen -- 3.7: Opening a Dataset -- 3.8: Full Path of the Selected Dataset -- 3.9: Labeling the Dataset -- 3.10: Opening a Stata Data File -- 3.11: Variable Names and Labels -- 3.12: Variable Names in the Main Form -- 3.13: Specifying Variable Names in the Education Tab -- 3.14: Variable Names for the Labor Market Tab -- 3.15: Variable Names for a Loaded Dataset -- 3.16: Disabled Variables in Gray, Active Variables in Bold -- 3.17: Compound Field for Missing Values -- 3.18: Table and Figure Window: Selecting the Education Tables to Generate -- 3.19: Record and Stop Button for Creating Tables -- 3.20: Selecting a Level of Reporting -- 3.21: Clearing Contents or Changing Fonts -- 3.22: Using the Global Filter -- 3.23: Setting an If-Condition -- 3.24: Example of an If-Condition -- 3.25: Clearing an If-Condition -- 3.26: Generating Tables with Standard Errors, Frequencies, or Both -- 3.27: Adding Household Weights and Other Parameters.; 3.28: Changing the Code for Missing Values.
• Sommario/riassunto: This book gathers in one volume all the information needed to use ADePT Edu, the software platform created by the World Bank for the reporting and analysis of education indicators and education inequality. It includes a primer on education data availability, an operating manual for the software, a technical explanation of all the education indicators generated, and an overview of global education inequality using ADePT Edu. The World Bank developed ADePT Edu to fill the need for a user-friendly program designed to give everyone the ability to organize and analyze education data from households. ADePT Edu can be used with any household survey with the aid of its user friendly interface, generating education tables and graphics that comply with international standards for performance indicators. Because this volume is a compendium its chapters can be consulted independently of each other, depending on the need of users.

Bilder konsumieren : Inszenierungen 'exotischer' Körper in früher Bildreklame / Miriam Oesterreich, Gregor Stemmrich, Klaus Krüger

• Record Nr.: UNINA9911152299603321
• Autore: Oesterreich Miriam
• Pubbl/distr/stampa: Paderborn, : Brill | Fink, 2018
• ISBN: 3-8467-6324-1
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource
• Collana: Berliner Schriften zur Kunst, , 1861-9460
• Disciplina: 741.609034
• Soggetti: 19. Jahrhundert; Allegorie; Bildreklame; Exotismus; Fetisch; Kunstgeschichte; Moderne; Visualität; Populärkultur
• Lingua di pubblicazione: Tedesco
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Originally presented as the author's thesis (doctoral)--Freie Universität Berlin, 2015.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Preliminary Material -- Einleitung -- ‚Exotische‘ Körper in der Bildwerbung für Kolonialwaren im späten 19. und frühen 20. Jahrhundert -- Darstellungen des ‚Exotischen‘ in anderen Bildgattungen – eine (nicht nur) ikonografische Genese -- Konzentration und Zerstreuung: Sehen im 19. Jahrhundert -- Personifikationen des ‚Exotischen‘ oder ‚exotische‘ Personen? Allegorie und Fetisch – zwei Annäherungen an die Körper - Repräsentationen des ‚Exotischen‘ -- Schluss -- Literatur -- Abbildungsnachweis -- Register.
• Sommario/riassunto: Im späten 19. Jahrhundert setzte die neu erfundene Bildreklame alles in Szene – Bilder bewarben Massenprodukte und wurden selbst zum ersten Mal massenhaft verbreitet. Vor allem ‚exotische‘ Bilder, mit denen für Produkte wie Kaffee oder Kakao geworben wurde, wurden als Spektakel erfunden, das massenhaft konsumiert werden konnte.Dadurch wurde die Rezeption des ‚Anderen‘ grundlegend verschoben: Das ‚exotische‘ Produkt und der ‚fremde‘ Körper, mit dem es beworben wird, verschmelzen zu immer noch wirksamen Stereotypen. In der Analyse von Inszenierungen ‚exotischer‘ Körper in früher Bildwerbung wird der Frage nachgegangen, wie exotistische Werbebilder um 1900 gefasst werden können. Kunsthistorische Referenzen zu Traditionslinien der Imagination des ‚Exotischen‘ spielen dabei ebenso eine Rolle wie die Frage nach der zeitgenössischen Rezeption der Bilder im Kontext einer radikalen Veränderung der Sehkultur im 19. Jahrhundert.