MAVO - High School in the 1960s, Freshman Year OMAVO.O The word is a slur aimed at poor white youths from Portland, Oregon's east side, originating in the early 1960s. Other places called them Hoods or Greasers. In Portland, they were called Mavos. This is the 1965-66 fictional memoir of Patrick Compton, a fourteen year old from a troubled family, who takes an irreverent look at life during his freshman year. With that pivotal period serving as the backdrop to a host of delinquent adventures, MAVO contrasts the schemes and dreams of a precocious adolescent with the bitter realities that rarely fail to curdle the joy of living. Patrick's narrative is a meditation on the notion that misery plus time equals comedy. His engaging outlook and subversive storytelling style conspire to create a truly unique literary experience.

Mike Bonner's poignant fictional memoir of his high school freshman year during the 1960s in Portland, Oregon, USA, is a meditation on the notion that misery plus time equals comedy.

This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.

The author shows that comparative perspectives and the search for an internationally”best” or “most modern” solutions at times lead to convergent trends.

The book examines skill systems and vocational training in a number of coordinated market economies, analysing historical origins and contemporary developments. As well as case studies on Germany, Austria, Switzerland, the Netherlands, and Denmark, it also contains comparative chapters exploring reactions to common challenges.

This study examines the impact of higher educational attainment on the changing lives of women, both at the individual and the societal level. The study focusses on the cross-cultural contexts in one of the states in South India and the Netherlands. Karnataka in the recent times is experiencing fertility transition while the Netherlands has already achieved fertility transition. The two cultural contexts are both diverse and unique in character. The author explores both the uniqueness as well as the similarities, hence studying the impact of higher education on the changing lives of women as a continuum across cultures and societies. Changes at the individual level are captured by distinguishing women into older and younger generations, while changes at the societal level are captured through social change. At the individual level, we distinguish between the 'lived' life course and the 'perceived' life course. At the societal level we focus on how higher educational attainment has enhanced women's position in the society. The study uses secondary data from the National Family Health Survey (1998-1999) for the state of Karnataka and the Netherlands Family Fertility Survey (OG 98). In addition to the secondary data, in-depth interviews were also conducted amongst women in Bangalore and Groningen.