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This qualitative study investigated 14 Chinese international graduate students' lived experiences with group work and the effect s of group work on their English communicative competence. The interview results showed that these participants' attitudes towards group work went through changes from initial inadaptation or dislike to later adaptation or acceptance, and the time for their adjustment ranged from half a year to one year. The results also revealed that group work greatly improved their English communicative competence in terms of grammatical competence, sociolinguistic competence, and strategic competence. Suggestions for educational researchers, international students, and Chinese EFL instructors were provided.

There are many examples of collaboration in education. Superintendents must collaborate withdepartment heads, principals, teacher associations, and state agencies. Principals must collaboratewith teachers, parents, student organizations, and local agencies. Teacher educators must collaboratewithin the University as well as with local education agencies and pre-service teachers. Specialeducators must collaborate with parents, agencies, regular education teachers, school psychologists,etc. While these examples in no way encompass the myriad forms of collaboration necessary ineducation, they bring clarity to the fact that no level of education is immune to collaboration.

I examine income taxation and education policy when the government cannot observe individual productivity, and there exist conflicting incentives for individuals to understate and overstate their productivity. In this setting I identify four possible equilibria, and discuss the corresponding taxation/education policy mix. I show that no general restrictions on optimal taxation and education policy emerge in this environment, but each equilibrium and corresponding policy package can be associated with a country on the basis of its relative income and preference for redistribution.

ABSTRACT: The following paper describes the promise and reality of creating fraud and forensic accounting courses and curriculum. The project was supported by the National Institute of Justice (NIJ), the research, development, and evaluation agency of the U.S. Department of Justice. The Model Curriculum guidelines were developed in three main phases: (1) constituting a planning panel to guide the project and selecting the members of a technical working group of subject matter experts, (2) developing the curriculum guidelines, and (3) field-testing those guidelines. This paper provides background and motivation for the project, an overview of the project processes, and the educational guidelines (outcomes) that were developed by experts in the field.

Each institution of higher education in order to achieve their goals and to address problems that arise as obstacles to its development has a regular need for trained, an accurate and educated administrative staff. On the other hand, an individual through their knowledge, skills and experience running a particular job, faced with new requirements and new things felt need for new expertise and new knowledge and skills. Rational behavior of a particular higher education institution means the alignment of these two types of needs, mutual benefit. Systematically develop staff in the institution is essentially a long-term strategy that maximizes the institution's human capital through investment of time, money and ideas to enrich the knowledge and skills of the employees. When the very institutions of higher education (University units) will create conditions for all or at least most of the administrative staff to be involved in all administrative and technical processes, when you enable permanent education administrative staff, then they feel that that work is part of them, then creates a sense of commitment to the work and responsibility of the same sense of pride and only then success will be guaranteed. Permanent education and lifelong learning in the area of capacity development (personal skills and professional competencies) is a key factor for increasing level knowledge and skills, but also to improve the quality of life of the individual.

Bildung ist ein Menschenrecht. Sie ist der Schlu?ssel zu nachhaltiger sozialer und o?konomischer Entwicklung und damit auch ein wesentlicher Faktor in der Zusammenarbeit mit Entwicklungsla?ndern. Bildung ist die Vorraussetzung fu?r Gesundheit, Demokratie, Frieden und die Beka?mpfung von Armut. Ihre Wichtigkeit wird durch viele internationale Initiativen im Rahmen der Entwicklungszusammenarbeit betont. Qualita?t und Zugang zu Bildung, sowie die Gleichbehandlung beider Geschlechter stellen dabei große Herausforderungen in Entwicklungsla?ndern dar.Sri Lanka hat eine Alphabetisierungsrate von 91% (Jugendliche sogar 98%). Ein freier Bildungszugang fu?r alle ist in der Verfassung verankert. Dennoch weisen o?ffentliche Schulen und Lehrpersonal starke Qualita?tsma?ngel auf, regionale Disparita?ten sind enorm. Das Schulsystem basiert auf Wettbewerb. Zugang zu den qualitativ hochwertigen Schulen haben nur die Besten. Dies verursacht einen starken Trend zu (no?tigem) Nachhilfeunterricht, den jedoch nur vermo?gende Familien finanzieren ko?nnen. Bildung wird somit zu einer Frage des Wohlstandes, die sozialen Unterschiede werden versta?rkt.Die Schule der one world foundation (owf) ermo?glicht Kindern, jungen Erwachsenen und Frauen kostenlose Bildung in einer la?ndlich gepra?gten Umgebung in Sri Lanka. Finanziert wird die Schule aus Einnahmen durch Tourismus. Die vorliegende Arbeit untersucht die Nachhaltigkeit dieser privaten Bildungsinitiative. Die Analyse durch das Grazer Modell zeigt, dass der Entwicklungsprozess der owf in Richtung Nachhaltigkeit weit fortgeschritten ist. Das Projekt versucht Abhilfe fu?r ein bereits bestehendes soziales Problem zu schaffen. Es beteiligt die lokale Bevo?lkerung, die es hoch scha?tzt bzw. eigensta?ndig fu?hrt. Die owf kann als eine nachhaltige private Bildungsinitiative bezeichnet werden, die voll und ganz in das nationale System integriert ist. ; Education is a human right. It is the key to sustainable social and economical development and therewith a crucial factor in the cooperation with developing countries. Education is the base for health, democracy, peace and combating poverty. Its importance is emphasized through several international initiatives in the context of development cooperation. Quality and access to education, but also gender equality pose major challenges to developing countries.Sri Lanka has a literacy rate of 91% (for the youth even 98%). Universal and equal access to education for everybody is embodied in the Sri Lankan constitution. Nevertheless the quality of public schools and teachers is low, regional disparities are significant. The educational system is based on competition. Only best-mark students have access to high quality schools. This causes a big trend to the demand of tuition classes, which can be afforded only by wealthy families. Hence education becomes a matter of prosperity and leads to the aggravation of social inequalities.The school of one world foundation (owf) offers children, young adults and women free education in a rural area in Sri Lanka. The school is financed through the earnings of owf?s vacation resort, where guests can seek recreation and enjoy Ayurveda cures. The present work is examining the sustainability of this private educational initiative. The analysis through the Graz Model shows that owf?s development process is already far advanced towards sustainability. The project tries to provide remedy for an existing social problem and involves the local population, which highly appreciates the project resp. leads it themself. owf can be described as a sustainable, private educational initiative, which is entirely integrated into the national system. ; submitted by Katharina Helmreich ; Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers ; Zsfassung in dt. und engl. Sprache ; Graz, Univ., Masterarb., 2012 ; (VLID)222494

1. Can education change society? -- 2. Paulo Freire and the tasks of the critical scholar/activist in education -- 3. George Counts and the politics of radical change -- 4. Du Bois, Woodson, and the politics of transformation -- 5. Keeping transformations alive : learning from the "South" -- 6. Wal-Marting America : social change and educational action -- 7. Critical education, speaking the truth, and acting back -- 8. Answering the question : education and social transformation.

With formal ethics education programmes being a rarity in most countries' armed forces, there is a growing importance for servicemen to undergo additional military ethics training. This book advances knowledge and understanding of the issues associated with this subject by bringing together experts from around the world to analyze the content, mode of instruction, theoretical underpinnings, and the effect of cultural and national differences within current ethics programmes.

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.

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.

The aim of this study was to diagnose the reality of the phenomenon of national employment programs in Algeria as one of the main axes of the national employment strategy .which qualifies it to be a vital and appropriate field that helps to understand the reality of these programs in all its dimensions. Especially the programs designated to the personal and professional development for graduates of the higher education.In this sense, this study attempted to answer the following main question:- What is the role of national employment programs in the personal and professional development of job seekers of graduates higher education?In order to answer this question, a number of hypotheses were formulated, analyzed and discussed. Descriptive methods were used. As for the place of study, it was determined in the secondary education institutions of wilaya of Mila. Data collection was distributed to all graduates of higher education placed in (CID) in secondary education institutions in the year of 2015.The most important findings were that the work in (CID) has contributed positively to their personal and professional development, which enabled them to settle and continue in this program.

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