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This article memorializes the life and accomplishments of William "Bill" Pincus. The article brings the reader through Mr. Pincus's career accomplishments, from his humble beginnings in New York City, to his impressive career in civil service, culminating in his work with the Ford Foundation and the Council on Legal Education for Professional Responsibility (CLEPR), where he spearheaded reforms in legal education. Mr. Pincus's efforts were critical in establishing clinical legal education, drawing from his experiences both in law and government. Much of this article is derived from interviews of Mr. Pincus, conducted by the author, and provides an unprecedented insight into the life of a devoted and influential promoter of clinical legal education.

Intro -- Acknowledgements -- Contents -- Introduction -- 1 The Challenges of Developing Media Literacy Education in China -- 2 Theorising the Implementation of Media Literacy Education -- 3 Practising Media Literacy Education in Schools: Case Study in Mainland China -- 4 Argument for Practising Media Literacy Education in Hong Kong -- 5 Reasons for the Implementation of Media Literacy Education: Responding to the Trend in China -- 6 Development Through Learning from One Another -- References -- Teaching and Learning Media Literacy in China: The Uses of Media Literacy Education -- 1 Introduction -- 2 The Development of Media Literacy Education in China: University-Driven Initiatives -- 3 Structuration Theory and the Use of Media Literacy -- 4 Methodological Note -- 5 The University-Driven Media Literacy Project in Zhejiang Province -- 6 Agency Efforts to Bring Media Literacy Education to Schools -- 6.1 Knowledgeable Agents -- 6.2 Meeting the Goals of the Government -- 6.3 The University's Motivations for Launching the Media Literacy Project -- 7 Media Literacy Agenda of Schools -- 7.1 Hangzhou Xiayan Middle School: Building a Reputable Characteristic School -- 7.2 Jiaxing Xiushui Senior High School: Seeking Career Development -- 7.3 Yongkang Dasixiang Primary School: Training Future Leaders -- 7.4 Jinyun Changkeng Primary School: Cultivating Ethical Citizens -- 8 Nurturing Ethical Media Users -- 9 Conclusion and Discussion -- Appendix 1: List of Cited Interviewees -- References -- Bringing Media Literacy Education into the School Curriculum: A Trilevel Adoption of Innovation Model -- 1 Introduction -- 2 Education Reform, Liberal Studies, and Media Literacy Education -- 3 Studies on the Adoption of Educational Innovation -- 4 Methodological Note -- 5 Schoolteachers' Adoption of Media Literacy Education in Hong Kong.

The purpose of this study was to explore whether peace education has been incorporated into the integrated functional adult education program of Ethiopia. To this end, qualitative research design was employed. Phenomenological approach and qualitative content analysis were used. The required data were obtained from both primary and secondary sources. A total of 53 respondents were selected by using purposive, availability and snow-ball sampling techniques in this qualitative study. Instruments of data collection were semi-structured interview guide, focus group discussion and open-ended questionnaire. The collected data were analyzed, triangulated, and interpreted qualitatively. Bias was overcome by using triangulation, member-checking, and tick description. The findings indicated that peace education as a theme was not integrated into the functional adult education program of Ethiopia even though there are peace education related concepts. It had also identified opportunities to integrate peace education into the educational program and also indicated the challenges like the lack of peace education in academic programs could lead to shortage of qualified professional peace education teachers; and integrating peace education into functional adult education program of the nation might incur huge financial costs. Based on the major findings, it was safely concluded that even though there are some peace education-related contents in the IFAE program, the lack of peace education as an independent theme in the adult education subsector of the country could hamper the development of the required modern conflict resolution techniques among adult learners.Keywords: peace education, integrated functional adult education, stakeholder participation

Considers (86) S. 2, (86) S. 8, (86) S. 631, (86) S. 816, (86) S. 863, (86) S. 877, (86) S. 1016, (86) S. 1088. ; Considers S. 2 and related bills, to provide Federal funds to states and local governments for facility construction, teacher salary increases, and curricula improvements in elementary and secondary public schools. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VII ; Considers (86) S. 2, (86) S. 8, (86) S. 631, (86) S. 816, (86) S. 863, (86) S. 877, (86) S. 1016, (86) S. 1088. ; Considers S. 2 and related bills, to provide Federal funds to states and local governments for facility construction, teacher salary increases, and curricula improvements in elementary and secondary public schools. ; Mode of access: Internet.

Papers and abstracts presented at the International Conference on Internationalization of Higher Education With Special Reference to Management Education, held at Pune during 14-15 October 2010

The governance of further education colleges has two main phases since the passing of the Education Act 1944 - the period when further education colleges were under local authority control and the period from 'vesting day' on 1 April 1993 when colleges became incorporated and further education corporations were formed as charities. This review is primarily concerned with the landscape of college governance since 1 April 1993 and draws upon some of the very limited number of research studies into the practice of further education governance. The experience and contribution of the key governance players - chair of the corporation, governors, the principal, the senior staff, the clerk to the corporation - are discussed. Throughout the period since 1993, college governance has operated within a policy framework provided by government and, to a greater or lesser extent, the implementation of those policies by agencies of government. In simple terms, the pattern may seem to be creativity (in the early years), compliance (following some high profile college governance collapses), micro-management (through the Learning and Skills Council years) and now the most open, imaginative phase as the current government encourages the strong colleges to play a bigger part in local education provision. Perhaps now is the time when the experience of college governance to date is able to draw upon its considerable strengths and show what the accumulation of governance capital can achieve. Adapted from the source document.

Meine Dissertation analysiert die Bedeutung der beruflichen Bildung für die betriebliche Innovation in Deutschland. Sie leistet damit einen zweifachen Beitrag zur Innovationsliteratur: Zum einen ergänzt sie Studien zum Effekt der dualen Ausbildungstätigkeit auf die betriebliche Innovationstätigkeit. Dabei werden indirekte Moderations- und Mediationseffekte der Teilnahme an dualer Ausbildung in Kombination mit Lernfähigkeit in KMU, insbesondere Kleinstunternehmen, identifiziert. Zweitens ergänzt die Dissertation die Forschungsliteratur über die Innovationsbeteiligung von dual Aus- und Weiter...

We are presenting a study with the objective of justifying the need to create new publications to promote communications of different research and experiences involving Environmental and Sustainable Education. These publications are a means to communicate to the scientific community as well as to society in general information about the social-environmental crisis but also to offer possible solutions to this situation. In order to collect data on the subject a total of 1743 articles publish between 2014-2018 have been revised, in eight different journals from this area of education as well as one from the area of the experimental sciences. We analyzed the politics and the scopes of these journals and their different sections to characterize better the type of publications involved. The results have shown that the presence of these themes is relatively low in the journals we have gone through. There is a need to broaden spaces and possibilities to publish. To do so it is important that existing journals increase their responsiveness to this kind of work, but also absolutely necessary to create new journals like the one we propose in this article: Revista de Educación Ambiental y Sostenibilidad. Keywords: Environmental Education; Education for Sustainability; Scientific Publications. ; Resumen: Presentamos un estudio cuyo objetivo es justificar la necesidad de creación de nuevos espacios que permitan la comunicación de investigaciones y experiencias en torno a la Educación Ambiental y la Educación para la Sostenibilidad. Estos espacios son una vía para hacer llegar tanto a la comunidad científica como a la sociedad, información sobre la situación de crisis socioambiental pero también sobre posibles soluciones a la misma. Para aproximarnos al estado de la cuestión, se han revisado un total de 1743 artículos para el periodo 2014-2018, en ocho revistas del ámbito educativo y una del campo de las ciencias experimentales. Asimismo, se analizó la política y el alcance de estas revistas, y sus secciones para caracterizar mejor el tipo de publicaciones que recogen. Los resultados muestran que la presencia de estos temas es relativamente baja en las revistas analizadas. De manera que es necesario ampliar los espacios y posibilidades de publicación. Para ello es importante que las publicaciones existentes aumenten su receptividad a este tipo de trabajos, pero también es imprescindible la creación de nuevas publicaciones como la que presentamos en este trabajo: Revista de Educación Ambiental y Sostenibilidad. Palabras clave: Educación Ambiental, Educación para la Sostenibilidad, Publicaciones Científicas. Presence of Environmental Education and Education for Sustainability in educational publications Abstract: We are presenting a study with the objective of justifying the need to create new publications to promote communications of different research and experiences involving Environmental and Sustainable Education. These publications are a means to communicate to the scientific community as well as to society in general information about the social-environmental crisis but also to offer possible solutions to this situation. In order to collect data on the subject a total of 1743 articles publish between 2014-2018 have been revised, in eight different journals from this area of education as well as one from the area of the experimental sciences. We analyzed the politics and the scopes of these journals and their different sections to characterize better the type of publications involved. The results have shown that the presence of these themes is relatively low in the journals we have gone through. There is a need to broaden spaces and possibilities to publish. To do so it is important that existing journals increase their responsiveness to this kind of work, but also absolutely necessary to create new journals like the one we propose in this article: Revista de Educación Ambiental y Sostenibilidad. Keywords: Environmental Education, Education for Sustainability, Scientific Publications.

Changing initial teacher education and lifelong learning experiences has become a real challenge for education as we strive to cultivate 21st-century skills in our students to ready them to become new cosmopolitan learners and knowledge professionals. The concepts inherent to transformative education and reflexive pedagogies, even though they are evolving concepts, have posed some serious concerns for the structure and experiences of preservice teacher education. This article presents a reflexive account of 207 preservice teachers attending a regional city university in Greece. In this study, the prospective teachers adopted the Learning by Design pedagogical framework during their Practicum experience. Their focus was to engage in learning design in a meaningful and collaborative way. A participatory action research methodology was adopted. Major findings revealed 'reflexive deliberations' on planning learning repertoires and making pedagogical choices.

AbstractDevolved government was established inNorthernIreland in 1999 at the same time asScotland andWales with a varying range of powers, particularly over the major areas of social policy including education. Devolution inNorthernIreland was set up on the basis of statutory power‐sharing in the core executive with a number of mechanisms to promote involvement by all sections of the community through their political representatives. This marked a departure from the traditional majoritarian and hierarchical model ofUKgovernment. The operation of devolved government inNorthernIreland requires a consensus on major policy items requiring legislation. The main aim of the article is to assess whether or not there is a devolved policy style inNorthernIreland and to compare this policy style with the findings of similar analysis inScotland andWales. Consideration is then given to the impact of both the distinctive policy processes which reflect the consociational nature of theGoodFriday Agreement and wider social, political and administrative factors. Decision‐making on education policy is a totally devolved function and thus serves as an important example of autonomous policy formulation and policy‐making. The three main topics of current policy debate in education are selected for analysis to determine the nature of the decision‐making process and the existence of a distinct devolved policy style.

"The United Nations has called violence against women 'the most pervasive, yet least recognized human rights abuse in the world' and there is a long-established history of the systematic victimization of women by the state during times of peace and conflict. This book contributes to the established literature on women, gender and crime and the growing research on state crime and extends the discussion of violence against women to include the role and extent of crime and violence perpetrated by the state. State Crime, Women and Gender examines state-perpetrated violence against women in all its various forms. Drawing on case studies from around the world, patterns of state-perpetrated violence are examined as it relates to women's victimization, their role as perpetrators, resistors of state violence, as well as their engagement as professionals in the international criminal justice system. From the direct involvement of Condaleeza Rice in the United States-led war on terror, to the women of Egypt's Arab Spring Uprising, to Afghani poetry as a means to resist state-sanctioned patriarchal control, case examples are used to highlight the pervasive and enduring problem of state-perpetrated violence against women. The exploration of topics that have not previously been addressed in the criminological literature, such as women as perpetrators of state violence and their role as willing consumers who reinforce and replicate the existing state-sanctioned patriarchal status quo, makes State Crime, Women and Gender a must-read for students and scholars engaged in the study of state crime, victimology and feminist criminology."--Publisher's description