Suchergebnisse

Purpose: This article presents a systematic review of research into the teaching and learning of communication skills in social work education. Methods: We conducted a systematic review, adhering to the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results: Sixteen records reporting on fifteen studies met the eligibility criteria. Studies consisted of randomised trials and quasi-experimental designs. Outcome measures included knowledge, attitudes and skills. Significant heterogeneity meant a narrative synthesis rather than meta-analysis was undertaken. Systematic communication skills training supports the development of students' communication skills including the demonstration of expressed empathy and interviewing skills. Discussion: The existing body of literature is limited but promising. Researchers conducting studies into communication skills training should seek to carry out robust and rigorous outcomes-focused studies. Further investigation into the theoretical underpinnings of the educational interventions and the roles played by key stakeholders is also required.

In the Balkan region and in the territory of the Republic of Serbia, the energy consumption in relation to gross domestic product is huge. The Republic of Serbia consumes two to three times more energy than the gross domestic product, compared with the average in the European Union. At the beginning of 2013, on the territory of the Republic of Serbia, will be announced the Law on rational use of energy, which is currently in draft form. Adoption of the Law is a step in Serbia's accession to the EU, because the Law will basically have taken a European directive on energy efficiency. In order to determine the extent to which the concept of energy efficiency is presented in the formal and informal education, as well as knowledge of this area in general, the survey was done. This paper describes a results of survey that was done with the aim of gaining information about education in the field of energy efficiency in formal and informal education systems in Serbia, as well as how much are the citizens familiar with the term. This paper shows the questionnaire which was distributed to the respondents. For easily and quickly collecting the necessary data, it was used the on-line questionnaire. The questionnaire was designed as a web application. The survey was conducted on a sample of 200 respondents, from September to December 2012. After the structure of the respondents, the results of research and analysis are presented in this paper, with one proposed research in future.

This paper is concerned with Foreign Policy Analysis (FPA) and non-state actors (NSAs). Globalisation has brought NSAs back on the agenda of International Relations (IR). As a result of globalisation, we witness at least some shift of authority from the state to NSAs (the extent of which remains debated). Although most of the empirical studies focus on 'domestic' issues, there are good reasons to assume that foreign policy is equally affected by this trend. Not only are NSAs autonomous actors in world politics, they are also increasingly involved in the making of states' foreign policies. In this article, we ask to what extent FPA, IR's actor-centric sub-field, has taken into account this growing importance of NSAs. Given FPA's criticism of seeing the state as a unitary actor, one would expect FPA scholars to be among the first within IR to analyse decision making involving NSAs. However, a closer look reveals that FPA remains focused mainly on state actors, while ignoring private, transnational and international ones. Thus, FPA remains in a way state-centric. We close with an outline of possible directions for further FPA research.

This week we're looking at education policy. Should there be faith schools? Should there be private schools? And how should we decide such issues?

It is foreign languages that allow one to carry out one's professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions (HEIs) in Eastern Europe, in particular Ukraine, includes materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine (the mid 20th century - the early 21st century), as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student's personality; the reinforcement of extra-curricular activities in the context of foreign language education.

This article surveys the development of Chinese education within South-East Asian Chinese societies, and briefly relates it to the integration and assimilation of the hua ch'iao into indigenous societies.

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