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Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

For many years translation theorists have discussed the degree of translational freedom a legal translator has in rendering the meaning of a legal source text in a translation. Some believe that in order to achieve the communicative purpose, legal translators should focus on readability and bias their translation towards the target language community. Others insist that because of the special nature of legal texts and the sometimes binding force of legal translations, translators should stay as close to the source text as possible, i.e., bias their translation towards the source language community. But what is the relationship between these ‘academic’ observations and the way professional users and producers, i.e., lawyers and translators, think of legal translation? This article examines how actors on the Danish legal translation market view translational manoeuvres that result in a more or less close relationship between a legal source text and its translation, and also the translator’s power to decide what the nature of this relationship should be and how it should manifest itself in the translation.

The practice of environmental engineering in Canada is regulated by the 12 individual provincial and territorial associations/ordre, who are also members of the national Canadian Council of Professional Engineers (CCPE). Although CCPE has no regulatory authority over the engineering profession in its own right, it is responsible for establishing national guidelines for registration and for accrediting university engineering programs. The criteria for professional registration in Canada are presented in detail and include both educational and experience components. The educational requirements can be met through graduation from a Canadian Engineering Accreditation Board approved environmental engineering degree program or by passing mandatory examinations assigned by the individual associations/order from CCPE's national Environmental Engineering Syllabus. Generally a minimum of four years of satisfactory engineering experience, which has been supervised by a professional engineer who takes direct responsibility for the work carried out, is required. Public interest and public protection go hand in hand with the concept of professional registration for environmental engineers. Problems encountered by the associations/order in reviewing environmental engineering registration applications are discussed, and the approach taken by the Association of Professional Engineers and Geoscientists of British Columbia (by example) in addressing these problems is reviewed. Environmental engineering requires a wide range of knowledge in both engineering and science, as well as effective communication skills. Life-long learning is essential to the profession, particularly considering the rapid introduction of new technologies and the advances occurring in scientific and engineering knowledge in the environmental sector.

This chapter discusses expectations within the Institute of Food Technologists (IFT) approved food science programs and shares academic strategies that some universities are including within their programs to broaden student's exposure to the food industry. It employs preparation for a career in product development as an example of the educational pathways to achieve the goal. The academic criteria for graduate schools varies by each respective food science program, however, the outcomes are similar. Industrial outreach programs and IFT have a variety of product development competitions for students. Undergraduates have the opportunity to gain research experience in the laboratory under the mentorship of food science graduate students and faculty. Universities recognize that industry partners are requiring more than food science skills from their recruited food science students. Throughout the student's time at University of Massachusetts, the food science department provides several networking opportunities to expose students to the food industry network.

In principle, experiments offer a straightforward method for social scientists to accurately estimate causal effects. However, scholars often unwittingly distort treatment effect estimates by conditioning on variables that could be affected by their experimental manipulation. Typical examples include controlling for posttreatment variables in statistical models, eliminating observations based on posttreatment criteria, or subsetting the data based on posttreatment variables. Though these modeling choices are intended to address common problems encountered when conducting experiments, they can bias estimates of causal effects. Moreover, problems associated with conditioning on posttreatment variables remain largely unrecognized in the field, which we show frequently publishes experimental studies using these practices in our discipline's most prestigious journals. We demonstrate the severity of experimental posttreatment bias analytically and document the magnitude of the potential distortions it induces using visualizations and reanalyses of real-world data. We conclude by providing applied researchers with recommendations for best practice.

Nursing schools strive to select a diverse student population who are likely to succeed by ensuring timely student progression through the program and effective use of educational sources. The purpose of this systematic literature review is to explore the preadmission variables and selection criteria that predict student success in 4-year baccalaureate nursing programs in the U.S. Sixteen articles met the eligibility criteria, and six measures were used to define student success: (a) early academic success, particularly during the first and second year; (b) attrition; (c) timely completion of the program; (d) graduation; (e) performance in nursing courses; and (f) academic performance in other science courses. Typically, the core set of cognitive predictors used in the admission process in nursing schools were pre-nursing GPA, pre-nursing collegiate science GPA, and scores on standardized aptitude exams. This review suggests that it is challenging to isolate one single variable as the best predictor of student success; however, using a combination of variables can offer a reliable prediction method. More researchers should consider using a theoretical basis to guide their inquiry on this topic. Additionally, researchers should examine admission variables that are most relevant across programs. •Nursing schools continue using quantitative models to select nursing applicants.•The theoretical basis is imperative to inform prediction of student success.•Student demographic variables can guide establishing appropriate academic support.•Using student GPA as a selection criterion requires careful consideration.

The field of educational leadership has accrued a body of research that explains how leaders influence student achievement through the enactment of various practices. Yet, differences exist in the substance of the frameworks that assert the areas to which leaders should attend. The specific purposes of this article are to identify and synthesize the empirical research on how leadership influences student achievement and to provide evidence on how school leaders should direct their efforts. During the literature review, we consulted experts for recommendations and searched peer-reviewed journals from 2000 to 2014. The literature review yielded 56 empirical research studies of relevance to the topic and 3 frameworks consisting of clustered practices. We then grouped the 28 practices according to systematic criteria and found 5 overarching domains. In doing so, this study unifies existing frameworks through developing a cohesive set of practices to inform the work of researchers and practitioners.