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ABSTRACTIn professions such as teaching, health sciences (medicine, nursing), and built environment, significant work-based learning through practica is an essential element before graduation. However, there is no such requirement in professional accounting education. This paper reports the findings of an exploratory qualitative case study of the implementation of a Workplace Learning Experience Program in Accountancy at the Queensland University of Technology (QUT) in Australia. The interview-based study documents the responses of university students and graduates to this program. The study demonstrates that a 100-hour work placement in Accountancy can enhance student learning. It highlights the potential value of the application of sociocultural theories of learning, especially the concept of situated learning involving legitimate peripheral participation (Lave and Wenger 1991). This research adds to a small body of empirical accounting education literature relating to the benefits of work placements prior to graduation. The effectiveness of this short, for credit, unpaid program should encourage other universities to implement a similar work placement program as a form of pre-graduation learning in professional accounting education.

At head of title: The Government of the Philippine Islands, Department of public instruction, Bureau of education. ; Mode of access: Internet.

At head of title: The Government of the Philippine Islands, Department of public instruction, Bureau of education. ; Mode of access: Internet.

Psycho-culturology and International Relations: Perspectives and Paradigms -- Mainstream Theories of International Relations and the Attempt to Create the "Chinese School" -- Psycho-culturology: Core Concepts and Perspectives -- Human constant(Jen), the State and International Relations -- From "International Politics" to "International Relations" -- "Lun-jen" and the Outside World -- "Lun-jen" (伦人) and "Fu-guo" (服国) -- "Lun-jen" and "Tianxia" (Tributary system) -- "Harmony" and Lun-jen's Model of Psycho-Social Homeostasis -- China and the System of Nation-states: Approaches and Dilemmas -- The "Individual Jen" and Contemporary International Order -- The "Individual Jen", the "Individual State" and the Modern International Order -- Peace and the Evolution of the International System -- The "Ultimately Individual Jen": Analysis of the American Human Constant and its Psycho-Social Homeostasis -- The Outside World of the "Ultimately Individual Jen" -- "Soft Power", the "Ultimate Individualism" and Americans' Human Constant -- State Forms of Japan and India and the International System -- The Japanese Human Constant and Japanese Diplomacy -- Sequence Consciousness and the "Greater East Asia Co-Prosperity Sphere": A Psycho-culturological Interpretation of the Japanese State Behavior during World War II -- Cultural Tradition and the Establishment of Western Political System in India -- The Ancient South Asia's International System: Features and Principles of the " Dharma System".

This paper establishes that long-term exposure to statehood is detrimental to building politically stable regimes outside Europe. It argues that accumulated statehood experience impeded the diffusion of European institutions and was conductive to the early emergence of powerful elites, leading to contemporary institutional stagnation. This undermines the provision of public goods and lowers the opportunity cost of engaging in riots, arguably giving rise to socio-political unrest. Using data for 109 non-European societies, the study documents evidence that a long history of statehood is linked to the persistence of political instability. The main findings withstand numerous robustness analyses.

O interesse desse trabalho volta-se para o ensino superior e sobre o curso de Jornalismo, onde os estudantes aprendem desde cedo a lidar com os meios de comunicação e as novas tecnologias. Como fruto do meu estágio de pós-doutoramento na Faculdade Cásper Líbero, a pesquisa pretende refletir sobre a relação Comunicação e Educação nos próprios cursos de comunicação, ou seja, se a apropriação das tecnologias da informação forma cidadãos críticos e conscientes de sua participação na sociedade. Quero chamar a atenção para a contribuição da Educomunicação para o Ensino Superior.

We consider the links between training, the quality of labour and establishment performance, using a proxy for performance, commercial survival. We develop a model in which managers have varying beliefs about the efficacy of education and training, leading to potential variation in the optimal provision of education and training. Between 1998 and 2004, 16% of private sector establishments in Britain with at least 5 employees closed down. Our principal new findings are, first, that establishments which train at least some experienced employees in the largest occupational group are 13 percentage points more likely to survive; second, that establishments are more likely to survive if they employ more educated labour; third, however, among establishments that do train, the survival prospects are not altered by the duration of training per employee. We infer from these findings that government policy aimed at encouraging more employer-sponsored training without deploying regulation or subsidy should focus on employers that do not train at all.

At head of title: State of New Jersey, Dept. of Public Instruction.- State of New Jersey, Dept. of Education. ; Mode of access: Internet. ; Vols. for prepared by the State Superintendent of Public Instruction; by the Commissioner of Education.

The study of education can be to complex societies what the study of religion has been to societies variously characterized by anthropologists as 'simple,' 'cold' or 'elementary.' Recognizing this potential, sociologists and social anthropologists have recently indicated a renewed interest in the study of how schooling, especially higher education, implicitly defines and transmits a culturally valued cognitive style, 'a set of basic, deeply interiorized master-patterns' of language and thought on the basis of which other patterns are subsequently acquired (Bourdieu 1967: 343; see also Cole, Gay, Glick and Sharp 1971).

"This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education"--

We assessed the vocational personality of 104 graduate students in school counseling, mental health counseling, and school psychology programs using Holland's () theory of personality and career choice. The correlational findings confirmed the importance of vocational personality traits in relation to the academic performance of graduate students. Among the Self‐Directed Search–Revised vocational personality types, the Investigative type emerged as a consistent predictor of performance on all sections of the Graduate Record Examination. The participants from 3 graduate programs predominantly identified Social as their primary vocational personality type, with variability in the secondary and tertiary code positions. The student group with the highest degree of congruence, defined as the degree of fit between one's personality and the environment, had the highest graduate grade point average, indicating the relationship between the degree of congruence and achievement. Theoretical and practical implications of the findings are discussed.