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In a previous article in this journal, which was entitled "The Kingdom and the State," we explored the possibility of formulating a biblicaltheological view of the state. In a sense that article could as well have appeared under the same title as is found above the present one, for in our enquiry we found ourselves continuously and inescapably involved in the question of the relationship between the church and the state. This is hardly surprising in view of the fact that; when one looks at things from the perspective of the Christian revelation, one will inevitably be confronted with the reality of the church in all her particularity. This is how it is in the Christian religion, where the church is not regarded as finding her origin in man-in other words, is not regarded as an association of religiously minded people - but as the body of Christ, instituted by him and preserved through the presence and the power of the Holy Spirit. In short, the particularity of the church is given with the particularity of the revelation; from the Christian point of view religion and church belong together. Consequently, the perennial question of religion and politics has manifested itself in Western culture during the past nineteen hundred years mainly in the form of the problem of the relationship between the church and the state.

Recent discussion and policy have tended to separate the problem of procuring research competence from consideration of the nature and purposes of sociology and to pursue it with close reference to the presumed needs of various possible users of research. This paper argues that sociologists should set their own consideration of the issue firmly within the framework of a commitment to the intellectual problems and purposes of sociology as a discipline. And that if that is done suitable educational strategies for promoting competence can be revised; a possible strategy focussed on undergraduate work and the Ph.D. is outlined. It is suggested that the real problem is not that of competence but certain unrealistic expectations hidden in the demand for usefulness.

Cover -- Endorsement Page -- Half Title -- Title Page -- Copyright page -- Dedication -- Table of Contents -- Chapter 1: What does it take to embrace? Part 1 - Being apart -- In the beginning… -- Embrace - the metaphor? -- Whose embrace is it anyway? -- The asymmetry in an embrace? -- 1. A comprehensive embrace? -- 2. A technological embrace? -- 3. A multicultural embrace? -- 4. A label to embrace? -- Embrace the metaphor! -- References -- Chapter 2: The embrace of certainty -- Trapped? -- Where does our certainty begin? -- Certain purposes -- Certain knowledge -- Certain behaviour -- Certain abilities -- Certain tests -- Certain comparisons -- Where certainty leads -- A model of certainty -- Certain example 1 - School quality -- Certain example 2 - Areas of knowledge -- Certain example 3 - Evaluating additional support -- (some) Certain reflections -- An end of certainty -- References -- Chapter 3: Where uncertainty leads? -- Free? -- Uncertain meanings -- Uncertain practices -- Uncertain grammars -- Uncertain standards -- Uncertain evidence -- Uncertain in theory -- Some other sources of uncertainty -- Where uncertainty (maybe?) leads -- A 'model of uncertainty' -- The challenge for uncertainty -- Uncertain example 1 - School quality -- We begin by opening up possibilities -- We explore these possibilities through the understandings of those involved -- In finding ways to answer each of these questions, we begin to open up new possibilities and potential points of agreement -- Uncertain example 2 - Areas of knowledge -- We begin by opening up possibilities -- We explore these possibilities through the understandings of those involved -- In finding ways to answer each of these questions, we begin to open up new possibilities and potential points of agreement -- Uncertain example 3 - Evaluating additional support.

The Internet has evolved from connecting people and later videos, photos, and text to more recently physical objects. Using sensors, physical objects can "talk" (transmit data) to each other and even command each other to perform a physical act. As things and people become more connected, such objects will also become part of social net-works, much in the same way that people tag photos on Facebook. In this way, the value of such objects will increase for both research and learning[12].
The IOT and Cloud computing technologies can provide solutions for the above-mentioned problems in the education system. Cloud computing enables users to control and access data via the Internet. The main users of a typical higher education cloud include students, faculty, administrative staff, Examination Branch and Admission Branch. All the main users of the institution are connected to the cloud. Separate login is provided for all the users for their respective work[12]. Teachers can upload their class Tutorials, assignments, and tests on the cloud server which students will be able to access all the teaching material provided by the teachers via the Internet using computers and other electronic devices both at home and college and 24X7. This paper focuses on the integration of Cloud and IOT for the education system. Connected de-vices can help make life easier for students with special needs. Many of the daydreams for IOT in education involve students taking advantage of new technologies to com-plete cool new projects.

Social, educational and political theorists increasingly portray today's world as one in which the globalization of Western forms dominates social, political and educational processes everywhere. According to this view, nation-building, though important in the West during the nineteenth and early twentieth centuries, is no longer an important social process. This view elides the recent importance of Chinese nation-building to both contemporary and future global trends. With a focus on educational phenomena, this article explores the ways in which Chinese nation-building is being globalized and coming to influence non-Chinese actors.

Social, educational and political theorists increasingly portray today's world as one in which the globalization of Western forms dominates social, political and educational processes everywhere. According to this view, nation-building, though important in the West during the nineteenth and early twentieth centuries, is no longer an important social process. This view elides the recent importance of Chinese nation-building to both contemporary and future global trends. With a focus on educational phenomena, this article explores the ways in which Chinese nation-building is being globalized and coming to influence non-Chinese actors.

Intro -- Preface -- Contents -- About the Editors and Authors -- Editors -- Authors -- Chapter 1: International Policy Perspectives on Change in Teacher Education -- 1.1 Introduction -- 1.2 Teacher Education Policy Change -- 1.3 Policy and 'Insider' Perspectives -- 1.4 The Structure of the Book -- References -- Chapter 2: Collective Agency-Promoting Leadership in Finnish Teacher Education -- 2.1 Introduction: Importance of Leadership in Teacher Education -- 2.2 Theoretical Outlines: Promoting Shared Leadership Practices Through Agency -- 2.3 Teacher Education in Finland -- 2.4 Methodological Considerations -- 2.4.1 The Context of the Study -- 2.4.2 Leadership Practices in the Department -- 2.5 Data Collection and Analysis -- 2.6 Findings -- 2.6.1 Creating Collective Leadership Practices -- 2.6.2 Enhancing the Professional Agency of Staff -- 2.6.3 Building Leaders' Collective Agency -- 2.7 Conclusion and Discussion -- References -- Chapter 3: An Insider Look at the Implications of 'Partnership' Policy for Teacher Educators' Professional Learning: An Australian Perspective -- 3.1 Introduction -- 3.2 Teacher Educators: A Profession or Occupational Group? -- 3.3 The Janus-Faced Profession: The Problem for Teacher Educators and Their Professional Learning -- 3.4 The Study -- 3.4.1 The Australian Teacher Education 'Partnership' Policy Context: Document Analysis -- 3.4.2 Teacher Educators: Partnerships and Professional Learning -- 3.4.3 Teacher Educator's Identity and Professional Learning in Partnership Work -- 3.5 Conclusion -- References -- Chapter 4: An Exploration of Teacher Educator Identities Within an Irish Context of Reform -- 4.1 Introduction -- 4.2 Discourses of Identity and Teacher Educators' Identities -- 4.3 Irish Social and Policy Landscape: Seismic Shifts.

El discurso que sigue persigue poner de manifiesto las semejanzas y diferencias observadas en aspectos fundamentales de la Educación Especial (EE) en los contextos de España y Portugal, así como las necesidades candentes en cada contexto. Para ello, se han realizado contrastes legislativos y documentales, de una parte, y estudios de casos, de otra. Los primeros se refieren a las leyes educativas y decretos significativos y a obras relevantes de sendos contextos. La segunda constituye el estudio de campo, consistente en estudios de casos de personas especialmente relevantes por su historia profesional ligada a la EE; en concreto tres personas en el contexto portugués y otros tres en el español. ; o relatório que se segue pretende trazer a manifesto as semelhancías e diferencías observadas nos aspectos fundamentais da Educaçao Especial (EE) nos contextos de Espanha e Portugal, assim como, as necessidades evidentes em cada contexto. Para ele, tem-se realizado contrastes legislativos e documentais, de urna parte, e estudos de casos, de outra. Os primeiros referem-se as leis educativas e decretos significativos e a obras relevantes de ambos os contextos. A segunda constitui o estudo do campo baseado em estudos de casos de pessoas especialmente relevantes pela sua história profissional ligada a EE; em concreto tres pessoas do contexto Portugues e outros tres do contexto Espanhol. ; This paper highlights the observed similarities and differences regarding the Special Education's key factors within the Spanish and Portuguese context. In the same way, it also presents current issues evolving in each context. In order to achieve this, we have compared legal and non-legal documents and, on the other hand, we have conducted a case study. The former refers to education laws and decrees, and documents related to both contexts. The latter constitutes a case study which includes three Spanish and three Portuguese whose professional career is intimately linked to Special Education.

This paper first analyzed the necessity of optimizing and innovating the paradigm of ideological and political in adult colleges, and then elaborated the connotations of the paradigm and the ideological and political education paradigm in adult colleges. Moreover, existing problems of the ideological and political education paradigm in adult colleges were analyzed. On this basis, five paths were proposed to construct the paradigm of Integrate Organism for ideological and political education in adult colleges.