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Some talk of well-being, others of sustainable development, and some of progress. They may differ in their terminology, but those who preach these ideas are part of a growing global consensus — a consensus that believes societies need to look beyond Gross Domestic Product (GDP) to develop a more holistic view of the directions in which they are heading. The strength of the consensus is evidenced by the thousands of initiatives worldwide that seek to measure societal progress. The Organisation for Economic Cooperation and Development (OECD) is advocating and supporting this work through its Global Project on Measuring the Progress of Societies. The article focuses on two areas.
- • Global views on measuring progress and well-being. Why do increasingly many people consider that measuring progress and well-being is important? What are they trying to achieve and is any agreement emerging around what ‘well-being’ is and how it can be measured?
- • Education and well-being. Do, and should, measures of ‘education’ play a role in any set of key indicators that seek to assess societal well-being? And what are the links between how educated a society is and how, indeed whether, it is progressing against other key economic, social and environmental concerns?
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The article by Twohey and Volker (1993) provides a useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors. 相似文献
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This article discusses the implementation of a media literacy program in a college classroom in the form of an extended critique and analysis of Disney’s The Little Mermaid. Students’ decoding of Disney’s messages and their resistance to critique of the film are analyzed using four areas of research: audience research, media literacy, critical pedagogy, and psychology’s cognitive dissonance theory. 相似文献
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