Suchergebnisse

Intro -- Acknowledgements -- Contents -- Part ILegal Education -- 1 Reflections on the Teaching of 1982 the Law of Sea Convention -- 1.1 Introduction -- 1.2 The 1982 LOSC: A Constitution for the Oceans -- 1.3 A Snapshot of the Early Conflicts at Sea: Claims, Counterclaims and Sovereignty Disputes Over Resources and Territories -- 1.4 Three Salient Features of the 1982 LOSC -- 1.4.1 Division of Maritime Zones -- 1.4.2 Navigation and Protection of the Marine Environment -- Bibliography -- 2 The Future of Lawyers as Transaction Cost Engineers -- 2.1 Ronald H. Coase -- 2.2 The Coase Theorem -- 2.3 Lawyers as Transaction Cost Engineers -- 2.4 Training of the Transaction Cost Engineers -- 2.5 Lawtech Comes to the Transaction Cost Engineer -- 2.6 Conclusion -- Bibliography -- 3 Human Values in Legal Professionals' Ethics Education -- 3.1 Introduction -- 3.2 Education in Human Values -- 3.3 Legal Professional Ethics -- 3.4 The Duties of an Advocate and Solicitor -- 3.4.1 Duty to the Court -- 3.4.2 Duty to Client -- 3.4.3 Duty to Fellow Lawyers -- 3.4.4 Duty to Society at Large -- 3.5 Conclusion -- Bibliography -- 4 Teaching Law Undercover -- 4.1 Undercover -- 4.2 Out from Cover -- Bibliography -- Part IILegal and Philosophical Traditions -- 5 Socrates' Refusal to Escape from Prison: Later Philosophers' Possible Views on the Crito -- 5.1 Introduction: The Crito -- 5.2 Aristotle -- 5.3 Thomas Hobbes -- 5.4 John Locke -- 5.5 Jean-Jacques Rousseau -- 5.6 Herbert Lionel Adolphus Hart -- 5.7 Lon Luvois Fuller -- 5.8 Conclusion -- Bibliography -- 6 What Would Socrates Have Said on Two Conversations About Harbouring Runway Slaves and Running Away from Slavery in Uncle Tom's Cabin by Harriet Beecher Stowe -- 6.1 Introduction -- 6.1.1 Socrates'Attitude About Slavery During 430 BCE -- 6.2 Socrates' View on Slavery in the Mid-Nineteenth Century.

"Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from the UK, USA, South Africa, Canada, The Netherlands, Australia and India, this second edition has been fully updated in light of recent changes in the field such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes four new chapters on sustainable development, private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world"--

Resumen: Introducción: En los últimos años se ha visto cómo se ha pasado de una enseñanza más tradicional al empleo de las tecnologías en prácticamente todos los ámbitos. El área de Educación Física es una de las disciplinas que menos ha evolucionado. Objetivos: Reflejar el área de educación física y la Cultura Digital en Andalucía, cómo han evolucionado las clases de E.F. de primaria en la legislación a nivel nacional y los recursos de los que disponen los centros escolares a nivel autonómico (Andalucía). Métodos: Se ha utilizado como herramienta para recoger información la encuesta. Resultados y discusión: Se ha comparado los datos obtenidos de las encuestas realizadas a 14 profesores. Conclusiones: Pese a que se suele tener la idea de que los profesores más jóvenes usan más la tecnología, los resultados muestran lo contrario. Abstract: Introduction Recent years have seen a shift from more traditional education to the use of technology in virtually all areas. The area of Physical Education is one of the disciplines that has evolved the least. Aim: To reflect the area of physical education and digital culture in Andalusia, how primary education classes have evolved in legislation at a national level and the resources available to schools at an autonomous level (Andalusia). Methods: The survey has been used as a tool to collect information Results & discussion: The data obtained from surveys of 14 teachers have been compared. Conclusions: Although it is often thought that younger teachers use technology more, the results show the opposite. Resumo: Introdução: Nos últimos anos assistiu-se a uma mudança da educação mais tradicional para a utilização da tecnologia em praticamente todas as áreas. A área da Educação Física é uma das disciplinas que menos evoluiu. Objectivos: Para reflectir a área da educação física e da cultura digital na Andaluzia, a forma como as aulas de educação física na escola primária evoluíram na legislação a nível nacional e os recursos disponíveis para as escolas a nível regional ...

Education plays a key role in the global political attempts to promote sustainability and to tackle climate change. The Sustainable Development Goal (SDG) 4.7 'Education for sustainable development and global citizenship' calls on the states to ensure that learners acquire the knowledge and the necessary skills to promote sustainable development. The European Union, under the leadership of Ursula von der Leyen, through its Green Deal puts forward the ambitious goal to make Europe, by 2035, the first climate neutral continent in the world – an ambition which remains at the core of its political agenda. How can education contribute to this goal, what initiatives are taken at EU level to support sustainable development and how do the SDGs shape education policy itself? This article discusses the EU's approach on environmental sustainability education and presents the most important policy initiatives aiming at supporting Member States' education systems in addressing climate change and sustainability. It will be clear that the strategic aim goes far beyond slight adaptions of existing curricula - it puts sustainability at the heart of the European education policy reform agenda.

he first ever strategy for the Further Education and Training (FET) sector is being launched by the Minister for Education and Skills, Ruair�_ Quinn T.D., and Minister of State for Training and Skills Ciarn Cannon T.D. The overall aim of the Strategy is to develop a world-class integrated system of further education and training in Ireland, which will promote economic development and meet the needs of all citizens. The new strategy was developed by SOLAS with assistance from the ESRI which was commissioned to carry out evidence based research and assist in the development of the Strategy. Five high level strategic goals have been identified: -Skills for the Economy: to address the current and future needs of learners, jobseekers, employers and employees and to contribute to national economic development -Active Inclusion: to support the active inclusion of people of all abilities in society with special reference to literacy and numeracy -Quality Provision: to provide high quality education and training programmes and to meet the appropriate national and international quality standards -Integrated Planning and Funding: FET provision will be planned and funded on the basis of objective analysis of needs and evidence of social and economic impact -Standing of FET: to ensure a valued learning path leading to agreed employment, career, developmental, personal and social options. The Strategy follows a radical overhaul of the structure of the sector by the Government which includes the streamlining of 33 existing VECs into 16 Education and Training Boards (ETBs), the abolition of F́S and creation of SOLAS, the Further Education and Training Authority. Speaking at the launch in the Chester Beatty li

It is impossible to imagine modern life without education. It allows a person to learn something new, to know the reality around, to realize their abilities, to reveal their talents, to find a vocation in life. Education is not only the process of learning new information, but it is also the upbringing and development of the individual, their exposure to the world and national culture, the formation of a certain system of values. Currently, there are several problems in education, like in any other public sphere, that cause active discussion in society and require resolution at the legislative level. This article presents a legal study of spiritual education, taking into account its legal regulation and implementation in Russia at the present stage. The authors of the article consider the most important aspects of the implementation of the right to spiritual education in Russia and conduct a comparative legal analysis of the Russian legislation on spiritual education. The article considers the types of educational organizations that provide religious education and their educational programs, describes the foreign experience of religious education, and conducts a systematic analysis of educational standards of higher education. The authors identify current problems in the field of organization and implementation of religious education, give recommendations for their solution, and indicate areas for improving legislation on religious education. It is concluded that the introduction of subjects teaching religion in educational institutions is legal in compliance with the principle of voluntary choice of education.

"Drawing on insights from across Africa, this book investigates the discourses and practices that guide doctoral training today. Higher education is regarded as key for driving development and innovation, creating an informed knowledge base equipped to tackle local and global challenges. For too long external forces defined education in the continent, but now African countries are revitalising higher education, designing doctoral training to fit distinctly African needs and contexts. This book investigates the history, present, and future potential of doctoral training on international, regional, national and institutional levels. Bringing together expertise from both research and practice, the book analyses the frameworks and structures of the doctoral phase, and how institutions, supervisors, mentors and young scholars meet the challenges of training in real life. The book covers issues such as access to education, proactive recruitment, funding issues, practitioner expertise, enrolment and drop-out, across a range of countries including South Africa, Mozambique, Ethiopia, Nigeria, Benin, Ghana and Morocco. This book will be a rich resource for higher education administrators and policy makers, as well as researchers and academics with an interest in higher education in Africa"--

Each no. has also a distinctive title. ; no. 1. One hundred and sixty years of federal aid to education -- no. 2. NEA federal legislative policies -- no. 3. How a federal bill becomes a law -- ; Mode of access: Internet.