‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

2 1 The innovative transport systems and the CityMobil project 10 1.1 The research questions 10 2 The state of art in the field of automatic transport systems 12 2.1 Case studies and demand studies for innovative transport systems 12 3 The design and implementation of surveys 14 3.1 Definition of experimental design 14 3.2 Questionnaire design and delivery 16 3.3 First analyses on the collected sample 18 4 Calibration of Logit Multionomial demand models 21 4.1 Methodology 21 4.2 Calibration of the “full” model. 22 4.3 Calibration of the “final” model 24 4.4 The demand analysis through the final Multinomial Logit model 25 5 The analysis of interaction between the demand and socioeconomic attributes 31 5.1 Methodology 31 5.2 Application of Mixed Logit models to the demand 31 5.3 Analysis of the interactions between demand and socioeconomic attributes through Mixed Logit models 32 5.4 Mixed Logit model and interaction between age and the demand for the CTS 38 5.5 Demand analysis with Mixed Logit model 39 6 Final analyses and conclusions 45 6.1 Comparison between the results of the analyses 45 6.2 Conclusions 48 6.3 Answers to the research questions and future developments 52

The European commission

The End of History and the Last Man

Pedagogia do Oprimido

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

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GATS and the education service industry: The politics of scale and global reterritorialization

The book 'Education plc. Understanding private sector participation in public sector education' is by Stephen Ball, London, Routledge, 2007, 216 pp., £22.99 (paperback), ISBN 0-41-539941-6

Book review: Review symposium: Education plc. Understanding private sector participation in public sector education

Using critical discourse analysis as a methodology for analysis, this paper sets out the nature and form of the challenges directed to the compulsory schooling sector by the knowledge economy that is contained in key policy and related documents put out by the OECD, the World Bank and the UK government. The OECD and the World Bank’s policy agendas are increasingly important in setting policy and programme agendas for the developed and developing countries respectively; however there are important differences between the two institutions regarding how education should be redesigned. The World Bank’s redesign of education favours the market and individualism as the means for developing knowledge and skills for the knowledge economy. The OECD, however, while concerned with human capital formation, rejects the market model in favour of an institutionally embedded liberalism to overcome the problems posed by tacit knowledge. The UK, on the other hand, has promoted the idea of personalized learning. The paper s...

Re‐imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems

Les questions relatives a la nature de la mondialisation et sa dynamique sont developpees dans cet article qui s'interesse ensuite a la croissance et aux structures diverses des organisations regionales et a leur role dans la mondialisation. Dans la derniere partie, les auteurs analysent la structure et les objectifs de trois organisations internationales majeures (UE, ALENA, APEC) et prennent en consideration quelques-unes des declarations faites au sein de ces organisations en matiere d'education. L'ensemble de ces donnees permet enfin de tirer des conclusions sur le fonctionnement de ces organisations et de comprendre leur impact sur les systemes educatifs nationaux.

https://www.jstor.org/stable/10.1086/324052

Susan L. Robertson

Papers

GATS and the education service industry: The politics of scale and global reterritorialization

Book review: Review symposium: Education plc. Understanding private sector participation in public sector education

Re‐imagining and rescripting the future of education: global knowledge economy discourses and the challenge to education systems

The Varying Effects of Regional Organizations as Subjects of Globalization of Education

Globalisation and Europeanisation in Education