Multicultural Teaching in Regions (Within Sustainability Conception in Education)

This research is dedicated to the study of the sustainability conception in education adopted by multicultural processes. The results of this research are analysed from a study conducted at Samara State University of Social Sciences and Education and Ludwigsburg Pedagogical Institute.  Multicultural teaching develops dynamically. It seems possible to develop an instrument to evaluate on an ongoing basis as to how to improve multicultural teaching further within regional policy. For this, we aim to demonstrate the importance of using Inter- and trans-disciplinary methods as a significant contributor in many countries to better understand perspectives to analyse multicultural teaching in regions. To further the ideas about the perspectives to develop multicultural teaching, we feel strongly that action-oriented and reflective and responsible methods are an important mediator to ensure multicultural teaching. Hence, in this research we speak about the integrative model, in particular, considering the relationship that exists between the educational practices to increase the role of education and the determinate needs of peoples of all nationalities and the new phenomenon of the regional policy. To do so, we use structural and functional approach. The ideas presented here attempt to visually organise the views upon which Russian intercultural experts have reached in particular considering the methods that exist to improve multicultural teaching

The research of the soil moisture satellite measurements accuracy depending on the underlying surface characteristics

The work is devoted to the assessment of the possibility of using satellite data to determine soil moisture. The direct satellite observations were compared with the direct observations at the stations. Pearson correlation coefficient and the relative errors were calculated. The comparison of the data from the direct measurements of the soil moisture and satellite measurements showed that for the 52% of the stations the correlation coefficients exceeded 0.5

Evaluation of satellite data on soil moisture in the South-West region of the Baikal

The present paper presents characteristics of correlation between soil moisture observations obtained from a satellite and direct observations during the warm period of 2011 and 2012 in the area of the Tunka Basin. The factors influencing the relationship are considered. It is shown that the updated satellite data on moisture of the upper soil layer and those of direct observations at a depth of 15 cm have a satisfactory relationship

The role of comparative research in the development of multiculturalism within educational systems

Abstract. Internationalization has become an integral part of education. The internationalization of education, by its very nature, cannot be considered solely as part of a single culture or single country's educational system. The development of multiculturalism within education is widely discussed, but often suffers from the limited body of research based on comparative studies. The focus of this paper is to address theoretical approaches and fundamental models to aid in the development of multiculturalism within educational systems. Introduction This article focuses on the analysis of approaches that define the essence of internationalization. We review the history of comparative research, identifying the role of comparative studies in the development of multicultural education, and present models to help guide educational systems in their goals related to the development of multicultural education

Essays in Macroeconomics

Chapter 1 “Income Inequality, Income Mobility, and the Supply of Credit” studies a mechanism that can potentially explain the negative correlation between income inequality and intergenerational mobility in the cross-section of US commuting zones. The mechanism operates through human capital accumulation and unsecured credit. Parent income is modeled as dependent on innate ability and a random income shock. When a parent takes out a loan to finance their child's college degree, the interest rate faced by the parent depends on the default risk perceived by banks, which is greater in areas with higher local inequality due to a higher variance of the income shock. This higher cost of credit reduces investment in child human capital on the part of low-income parents and thereby can lower intergenerational income mobility. My model of human capital accumulation with unsecured credit predicts about half of the effect of income inequality on income mobility observed in the data. Chapter 2 “Classification Models: Predicting Moves with USAA Customer Data” compares three statistical models to predict residential moves using USAA customer data. Logistic regression, LASSO, and Random Forest all correctly predict moving outcome about 69% of the time in the out-of-sample test. While this accuracy is achieved with hundreds of available variables, using only five most powerful predictors reduces out-of-sample prediction accuracy by only about 1 percentage point. Age is the single strongest predictor of moving, followed by rental/homeownership information and military status. Additional local factors, such as MSA-level unemployment rate or population are found to have no impact on the likelihood of moving. To quantify the welfare effects of prohibiting universal default - one of the key provisions of the Credit CARD Act of 2009 – in Chapter 3 “Is Universal Default Socially Desirable?”, I present a model of unsecured consumer credit, with borrowers taking out two defaultable loans from different creditors, and compare social welfare when the creditors can practice universal default and when they cannot. Prohibiting universal default makes it cheaper to default on one credit card, increases bankruptcy rate, makes creditors raise interest rates, and lowers social welfare by 1.78% of lifetime consumption.Economic

Multicultural Pedagogy Development in Modern Education

Although there is a growing interest in the influence of multicultural issues in education, there is still a lack of theoretically well-grounded comparative analyses of educational systems. Topics such as problems and prospects involved in the development of multicultural pedagogy are broadly discussed, but often suffer from an insufficient number of empirical and comparative studies. The lack of systemic or unified research in the field of multicultural education has reduced multicultural pedagogy within education to the simple implementation of individual training courses. As a result, multicultural pedagogy is generally oriented only toward the needs of a single country, rather than toward a system of multicultural interests that takes into account the interests of multiple countries. As a result, we must develop methods that will enable the realization of true multicultural pedagogy. The leading objective should be, firstly, the consideration of the individual as a subject of culture in a multicultural environment with a goal to determine the significance of the formation of an individual's multicultural qualities; secondly, the development of an integrative approach. Comparative studies are taking the lead in addressing this goal and recommending specific steps to incorporate multicultural pedagogy more systematically into an existing education system in every country. This paper addresses these problems by discussing theoretical questions behind the development of the ideological basis of multicultural pedagogy. Keywords: multicultural pedagogy, comparative and non-comparative models, approaches toward integration, comparative research For decades, scientists have made a few advances in research regarding the integration of cultural studies with pedagogy (Kraus, 2006