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"In the twenty-first century, as many candidates actively campaign against the very government they seek to serve in, and as many people appear to believe their government irreparably broken, T. M. Sell argues that in Washington State, the system works better than most realize. In Washington State Politics and Government Sell explains how the many parts of government function and introduces readers to a diverse array of individuals who work in government, including how they got there and what it is they're trying to do. Sell covers the three branches of state government, plus county, city, special purpose district, and tribal governments. He explains the state budgets and taxes; the functions of major and better-known state agencies; how policy is made; the political landscape of Washington; and parties, voting, and elections. Sell discusses economic development, including the importance of high-tech industry, aviation, Amazon.com, and more traditional parts of the state economy, such as timber and agriculture. He also provides a contemporary look at Washington's elected officials, constitution, judiciary, media, demographics, and political culture and landscape. With this volume, any Washington citizen, student of politics, or specialist in government can gain insight into the state's current political system"--

There is multiple and complex relationship between education and conflict, where education can positively and negatively affect conflict and also conflict can positively and negatively affect education. Schooling can foster to underlying conflicts and education can also create an opportunity for educational change, on the other side conflict can disturb the provision of education, and also schools can be sites for violence. (King, 2011) In this paper, researcher tried to delineate my focus on particular dimension of the impact of education on conflict -that is the constructive and destructive impact of education (positive and negative) impact of education on conflict. The impact of conflict on education was not explored on this paper. In this Paper, education was considered as a key medium for conveying not only academic lessons but attitudes, values and behaviors (Black, 1996). It transfers language, culture lessons, moral values and social organization, leading to a particular identity and often has a strong political role.The two sides of education in conflict challenge a widely held belief that education is always a force for betterment of the society. Educational systems can be manipulated to stimulate and create conflict between people, rather than bringing them in to unity and foster friendship. In short, education reflects the society around it. The attitudes that flourish beyond the school walls will, inevitably, filter into the classroom (Bush & Saltarelli 2000). Education, often interact with wider social-economic and political contexts can foster peace in one side and also, undermine peace and facilitate violence on the other side.

The present paper explores the use of language teaching for educating students into becoming digitally-literate citizens, as well as conscious, active members of the digital universe. The material discussed derives from the eLang project, a flagship project of the European Centre for Modern Languages. The guidelines, and real-world and reflexive tasks put together by the eLang team of experts, along with the theoretical framework employed are examined with respect to the notion of semiosphere by Juri M. Lotman, and the way this endorses digital transformation in language education. Seen, thus, as partaking in the digital semiosphere, and at the same time in the multiplicity of the semiotic systems ingrained in it, the current language student and future citizen assumes different roles, interacts with distinct as well as overlapping communities, is asked to make sense of multimodal resources, so as to eventually acquire far more than the skills of a digital user. The eLang material addresses, in this way, the demand for training language students in the multifarious literacies that digital literacy has come to encompass. The language student overrides, thus, classroom topography and the boundaries of conventional language education, and traces those of the globalised digital semiosphere, within which it cannot but soar.