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Sender Dovchin: Introduction: Digital Communication, Linguistic Diversity and Education. Digital Communication and Linguistic Diversity. Mingyi Hou: Digital Fan Practices with Mobile Media -- Shaila Sultana: TV Advertisements in the Mediascape of Bangladesh: A Disjuncture Between the Realities of the Emerging Transsemiotic Arena and the Language Policies in Practice -- Sender Dovchin: The Anglicized Mongolian Neologisms in the Post-Socialist Mongolia -- Digital Communication and Language Education. He Zhang and Qian Gong: "Reskilling" through Self-Representation: Digital Storytelling as an Alternative English Experience for Chinese International Students in Australia -- Julian Chen and Toni Dobinson: Digital Communication in a Virtual Community of Practice: Linguistic/Paralinguistic Behavior in the Multimodal Context of Blackboard Collaborate -- The Effectiveness of Digital Communication and Pedagogy. Hiroshi Hasegawa: The Effectiveness of Online Instruction with Regards to Acquiring Script Writing When Learning Japanese as a Second/Foreign Language -- Julian Chen, Tatiana Bogachenko, Craig Sims, and Martin Cooper: The Use of VoiceThread as a Multimodal Digital Platform to Foster Online Students' Task Engagement, Communication, and Online Community Building.

An international gathering of leading scholars, policymakers, and educators takes on some of the most difficult and controversial issues of our time in this groundbreaking exploration of how globalization is affecting education around the world. The contributors, drawing from innovative research in both the social sciences and the neurosciences, examine the challenges and opportunities now facing schools as a result of massive migration flows, new economic realities, new technologies, and the growing cultural diversity of the world's major cities. Writing for a wide audience, they address such questions as: How do we educate all youth to develop the skills and sensibilities necessary to thrive in globally linked, technologically interconnected economies? What can schools do to meet the urgent need to educate growing numbers of migrant youth at risk of failure in societies already divided by inequality? What are the limits of cultural tolerance as tensions over gender, religion, and race threaten social cohesion in schools and neighborhoods alike? Bringing together scholars with deep experience in Africa, the Americas, Asia, Europe, and the Middle East, this work, grounded in rich examples from everyday life, is highly relevant not only to scholars and policymakers but also to all stakeholders responsible for the day-to-day workings of schools in cities across the globe

The author presents various theoretical and practical approaches from the US and Germany that tackle the question of how people and societies deal with their histories. He identifies similarities and differences between concepts like public history, popular history, and historical culture and asks whether they reflect on the educational dimension of historical representations in popular media. He also addresses research desiderata, hints at possibilities of interdisciplinary research, and describes the history of historical cultures as a neglected subject for the History of Education field. (DIPF/Orig.)

SUMMARY: Chapter I. The statement of liberté/1. The silence of the constitutions/2. The speech libéral/3. The speech social/4. International speech/Chapter II — Inventory of libertés/1. The freedom to open a école/2. Freedom of enseignants/3. Freedom of étudiant/4. Parents' freedom/Chapter III.— The guarantee of libertés/1. Institutional (or Community) guarantees/2. Guarantees constitutionnelles/3. The judicial safeguards ; SOMMAIRE : Chapitre Ier. L'affirmation de la liberté / 1. Le silence des constitutions / 2. Le discours libéral / 3. Le discours social / 4. Le discours international / Chapitre II.- L'inventaire des libertés / 1. La liberté d'ouvrir une école / 2. La liberté des enseignants / 3. La liberté de l'étudiant / 4. La liberté des parents / Chapitre III.- La garantie des libertés / 1. Les garanties institutionnelles (ou communautaires) / 2. Les garanties constitutionnelles / 3. Les garanties juridictionnelles

AbstractState capacity is known to constitute a driver of economic development. This note establishes the emergence of state power as a precondition for the development of state capacity. After clearly establishing the differences between these concepts, I explore the geographical factors favouring the emergence of state power and provide some evidence from a study of Madagascar.

Intro -- FEDERAL EDUCATION PROGRAMS AND GRANTS FOR THE DISADVANTAGED -- FEDERAL EDUCATION PROGRAMS AND GRANTS FOR THE DISADVANTAGED -- CONTENTS -- PREFACE -- Chapter 1 THE TRIO PROGRAMS -- SUMMARY -- BACKGROUND -- PIPELINE OF TRIO PROGRAMS -- TRIO Upward Bound (UB) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Talent Search (TS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Educational Opportunity Centers (EOC) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Student Support Services (SSS) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Ronald E. McNair Postbaccalaureate Achievement(McNair) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- TRIO Staff Development (Training) Program -- Eligible Recipients -- Program Participants -- Program Intensity and Activities -- Outcome Criteria -- Comparison of Key Features of the TRIO Programs -- PROGRAM APPROPRIATIONS AND PROJECT PARTICIPANTS -- MAJOR HEOA AMENDMENTS TO COMMON TRIO PROVISIONS -- Required Program Activities -- Prior Experience Points -- Application Review Process (Appeal) -- Award Amounts and Numbers of Program Participants -- Length of Grant Award -- Multiple Grants for Different Populations -- RESEARCH, EVALUATION, AND ASSESSMENTS -- SSS Independent Evaluations -- SSS PART Reviews and Annual Performance Report Data -- UB Independent Evaluations -- UB PART Review and Annual Performance Report Data -- TS Evaluations -- TS PART Review and Annual Performance Report Data -- EOC Evaluations -- EOC PART Review and Annual Performance Report Data

From the establishment of the modern liberal states, education has been one of the most discussing and conflictive questions in the social and political arena. To analyze this complex reality there are two complementary ways: to know and reflect on the core aspects of the theme, and to illuminate historically the western context during the two last centuries. To get these goals, the paper tries to deep into the following questions: the rights in education; freedoms, public dimension of education and the role of the state; finally, the consideration of the religious dimension as component of the educational process in the contemporary society. ; La educación, desde el nacimiento de los modernos estados liberales, ha sido una de las cuestiones más debatidas y conflictivas en los ámbitos sociales y políticos. El conocimiento y la reflexión sobre los aspectos más nucleares y el recorrido histórico en nuestro contexto occidental a lo largo de los dos últimos siglos, puede ayudar a desbrozar una realidad tan compleja. Con este fin se realiza una aproximación a cuestiones como derechos en educación, libertades y dimensión pública de la educación y papel del Estado y, por último, la consideración de la dimensión religiosa y creencia como elementos integrantes del proceso educativo en la sociedad actual.

Local government in Nigeria has constitutional responsibility in primary education; also, the state and federal government attend to all levels of education, including the primary education. Over the years, local and state governments have constituted the real actors in Nigeria primary education sector through the instrumentality of Universal Basic Education Commission (UBEC), State Universal Basic Education Board (SUBEB), and Local Government Education Authority (LGEA). Constitutionally and financially, local governments remain major actors in primary education, but practically, it is SUBEB who manage schools through LGEA with little or no consultation to local government council, regardless of their huge contributions. The paper intends to look at these challenges and reemphasis the contribution of Local government to Primary Education. Using the secondary method of data collection in form of content analysis, the paper revealed that Local government has contributed immensely to the functioning of primary education, both in mandatory and concurrent capacities with the state government especially in payments of teacher's salary and allowances, provision of instructional materials, provision of classrooms and other infrastructures needed for the smooth running of primary education in Nigeria. The paper concluded that local governments remain the major actor and provider of primary education in Nigeria.Key Words: Primary Education, Local Government, UBEC, SUBEB, LGEA