Why not Intercultural Education?

Now more than ever teachers and those in teacher training positions are being confronted with the prevalence of multicultural and multilingual classroom environments. Along with this presence, they also face international and national policies which call for effective and successful strategy building for coping with diverse settings. This appeal often manifests with an inability on the teacher＇s part to effectively facilitate these multicultural classrooms, as well as an inability on the students＇ part to interact and finally contribute to a larger national and global goal of intercultural cooperation. A growing body of research suggests that as those in the field of teaching and teacher education seek to improve classroom techniques, curricula, and teaching practice in the area of diversity they continue to face disparaging and almost disillusioning results. What were traditionally seen as venues in dealing with issues in multiculturalism and diversity through multicultural education have been left unanswered？ The purpose of this article thus seeks to explore the pedagogical concept of intercultural education as a way to suggest discourse of dealing with the challenges to diversity in the classroom.     

Strategy of Human Resources Localization for Multinational Corpora-tions in China

With the swift growth of China’s economy in recent years, the number of multinational corporations in China is increasing rapidly, and during their process of management, the strategy of human resources localization is widely used. Though there are a lot of scholars who have done research on advantages, negative effects and implementation of this strategy, there are still not enough studies have been made about the enlightenments for China. Therefore, this study aims at representing more modern and advanced opinions by stating superiority and inferior of multinational corporations’ human resources localization strategy on the basis of predecessors’ studies. This study is based on multinational corporation human resources localization theories, research on certain multinational corporations located in China, and data and information from relative journals, books,newspapers and internet. The conclusion of this paper is as below: though human resources localization strategy has obvious advantages, the management shall control the"degree"in case of"over-localization"; secondly, as Chinese corporations, it is necessary to possess their own core technology instead of being a manufacturer only; and last, Chinese corporations should learn from foreign multinationals that balancing between globalization and localization, to maximize the benefits.     

Educational technology, epistemology and discourses in curricula in Norway

Why is Norway, the first nation in the world defining digital literacy, as the fifth basic competence in the national curriculum？ How has epistemological and ontological issues influenced educational technology and how has this influenced discourse of educational technology in curricula which have led to today＇s ＂technology friendly curriculum＂？ These are central questions in this paper and one of the main aims within the paper is to analyze what kind of impacts, such underlying epistemological and ontological aspect, has been given in Norwegian curricula throughout the last decades in light of Koschmann＇s （1996） technological paradigms. As consequence of this, the paper will highlight the most relevant discourses about educational technology in different curricula as an entry point to ask, if the increased ICT （Information and Communication Technology） status in the new national curriculum has established new discourses and got any impact in the practice field yet.     

The Integration of Interior Architecture Education With Digital Design Approaches

It is inevitable that as a result of progress in technology and the changes in the ways with which design is conceived, interior architecture schools should be updated according to these requirements and that new educational processes should be tried out. It is for this reason that the scope and aim of this study have been determined as being the formulation of a hybrid educational model for the integration of digital approaches to design within the interior architecture education system. Within the chosen scope and aim of this study, and as a methodology, various algorithmic and parametric approaches have been applied in various practical applications as digital design instruments, and conclusions have been reached concerning the advantages they offer within the design process. The advantages and disadvantages, concerning interior architecture education, of digital approaches to design over the traditional design method, have been presented on the basis of results found during practical applications of digital design, the information found in publications about this subject. A hybrid educational model for the restructuring with digital design instruments of interior architecture education and design studios as experimental areas has been presented. Thanks to this proposed model, the establishment of a computer formatted analytic design system in the guise of dynamic systems will get easier and, the opportunity of restructuring the process and conception of design will also present itself. As the effects of this method are reflected on the products, new geometric approaches and typologies will appear, with the result that designs and digital instruments will constantly be developed and will evolve. In conclusion, educating the designers of the future according to the essence of these approaches will make it possible to train professionals who correctly use and understand the technologies being developed, who have a critical stance, and who can produce renewable designs.     

Introduction to rainwater management in Australia and suggestions for China’s water problems

Australia is one of the world leaders in water management. The country meets the challenge of water shortage with established integrated water management in which rainwater is taken as a too precious resource to be just drained off. In Australia, rainwater is extensively harvested and polished to provide cheaper supply for potable and non-potable domestic uses, irrigation, landscaping, refilling aquifers and other uses. Implementing dual management over the quantity and quality of storm water and practicing water sensitive urban design （WSUD） in urban areas effectively control non-point-source pollution of waterways by pollutants carried with runoffs, reduce the discharge of rainwater and thus protect properties and lives from damage by floods. These achievements are attributed to constant reinforcement by govenments from federal to local levels in policy, financial, legal and educational aspects, and also to the lasting efforts of professional communities and water industry in developing requisite techniques, demonstrating the benefits and fostering public credence of rainwater reuse. The successful rainwater management practices in Australia suggest rainwater harvesting can be a complimentary means for the South-to-North Water Transfer Scheme to solve the water shortage in China＇s northern regions, and thus release to a degree the pressure on the Yangtze water resources. Best management practices of rainwater can be an effective controlling strategy for flooding and non-point-source water pollution of waterways. Such in-site source control initiatives have particular significance to protecting slow waterways of weak selfpurification ability, like the Three Gorges Reservior.     

Critical Thinking and Educational Ideal

Critical thinking, as an educational trend, has been much discussed and proposed nowadays. In this paper, an analysis is made on the gap between our present educational practice and educational ideal from three different aspects, that is, the content, the manner and the one-sidedness of our teaching. It＇s observed that there is still a long way to go in order to realize our educational ideal and critical thinking, and critical pedagogy should be widely promoted and applied so as to foster well-educated people in its true sense. A conclusion is finally reached that education is the core no matter what theories and concepts are proposed and adopted.     

The rapid structured literature review as a research strategy

A diversity of sources of literature encompassed by the management disciplines appears to result in a growing need for a systematic methodology to map the territory of management theory. As such, when scoping out a study, structured literature review （SLR） can be considered as a means by which any critical, central literature might be considered. However, there is little guidance, or evidence, of this being undertaken for the purposes of small scale projects such as undergraduate or masters＇ dissertations. This paper reports four case studies of master＇s degree students following management programmes of undertaking a structured literature review （SLR） and the issues and problems they had to encounter during their journey. The findings from the case studies suggest that in terms of time to complete and the volume of output required in terms of word count, Tranfield, et al＇s （2003） approach to SLR＇s, whilst suited to doctoral level research is not appropriate generally when dealing with undergraduate and masters research projects. Therefore, this paper provides accounts of the experiences of four students who undertook SLR for their undergraduate or master＇s degree dissertation. The paper identifies that these students had to deal with a new set of conceptual problems relating to this ＂unorthodox＂ approach to a postgraduate research dissertation in coming to terms with new paradigms of enquiry that are not normally taught as part of a traditional research methods course. This was despite gaining a greater depth of insight into the subject area through a more rigorous and structured manner. The paper presents alternative remedies by way of a rapid structured literature review （RSLR） model. This would appear to be more appropriate to the conducting of small scale literature based research projects when used with undergraduate and master＇s degree students than SLR identified for other research activities.     

Review of Problems in Research of Individual Differences in Second Language Acquisition

Although research on individual differences became the mainstream in SLA, it still obviously lag behind research on similarities over the whole. In order to find a clear developing direction for research in this field, main problems and difficulties arose in earlier research will be discussed. Suggestions and prospects for research on individual differences of SLA will be also proposed. The ideal of modifying one’s way of teaching to suit the special requirements of each class or case should be the main trend of research on individual differences of SLA.     

The Triumph of Poetry over Time in Shakespeare’s Sonnets

Since the study of Shakespeare’s sonnets came to China,people come to an agreement that there is more than one theme running through these sonnets.The most popular and well-accepted ones are singing for fairness,kindness and truth,singing for friendship,and singing for love.Among all these themes,time,running through these sonnets from the beginning to the end,is absolutely one of the most important.In the eyes of the poet,time is cruel and destructive;however,he figures out poetry as a key way to triumph over it.This article attempts to argue for the triumph of poetry over time in Shakespeare’s sonnets based on an analysis to the poetry.     

Fostering Cooperative and Competitive Competencies of Non-business Graduates by Economic Education

In the course of the European Bologna process, the notion of employability becomes increasingly important for universities. Graduates are in particular employable, if they exactly possess those abilities and skills, which are required by employers. Studies show that in the context of recruiting university graduates, employers do not only pay attention to expertise and soft skills, but also care about knowledge referring to products, markets, customers and competitors of their relevant industry. Employers increasingly expect economic knowledge as well as its application which is also expected by graduates, who have not completed a course of studies in economics or business administration. At this point, business skills take on greater significance. Whereas the expertise normally is achieved by completing a course of studies at university and soft skills are incorporated in a cross-section of universities, business skills are not. The article discusses, in what way, cooperative and competitive skills are predestined for enhancing the employability of graduates. With regard to business education and ethics, particular attention should be paid to the concept of competency as well as the self-determined taking on of one＇s own position. An inclusion of economic educational modules as a part of extracurricular studies can, by means of its practical with use-oriented focus, not only improve employability, but also form the basis of a reflexive professional life.     

Measuring success： Evaluating educational programs

This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The ＂index of success model＂ is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are： （1） the relevance index, referring to an evaluation of predefined objectives; （2） the efficiency index, referring to the fiscal efficiency of the program; （3） the effectiveness index evaluating the attainment of the program＇s objectives; （4） the impact index gauging the effect on the consumers, for whom the program is undertaken; and （5） the final parameter is the program＇s sustainability index. Since Israel＇s education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff.     

Academicians＇ self-efficacy in the application of TEC learning curriculum instructional design in Malaysian public tertiary education

This research is attempted to examine universities＇ academic staffs＇ curriculum instructional design in the teaching and learning process in applying the technology enhanced classroom （TEC） learning. The universities have embarked on a costly project to create an innovative and creative learning and teaching environment to promote and establish a state-of-the-art, smart, efficient, effective and high quality education. The teaching and learning culture of universities have great influence on determining the level of students＇ achievement. Seven dimensions of public universities in Malaysia were examined to determine the percentage of academic staffs＇ self-efficacy in the application of TEC learning. There is a significant difference among factors concerning the academic staffs＇ self-efficacy in their teaching and learning processes in the classroom management. Their self-preparedness in using the provided technology is closely related to the experiences and practicality of the teaching materials. This study represents an addition to the extant literature on universities＇ academic staffs＇ self-efficacy in the application of TEC learning. Academic staffs＇ self-efficacy in using TEC learning instructional design is of the utmost important to disseminate knowledge to students, which will also fully help utilize the government＇s effort in providing technology to the additional instructional design, so as to achieve high quality education and technological enhance education to pave the way to achieve a techno-education environment for all public universities in Malaysia. This study provides furtber groundwork to assist existing tertiary educational managers to improve smart teaching and learning environment and to retain high quality academic staffs in the day-to-day classroom curriculum.     

The inculcation of generic skills among juveniles through Technical and Vocational Education

Generic skills are skills which contribute towards individual＇s effective and successful participation in the workplace. For juveniles, Technical and Vocational Education （TVE） is one of the platforms that provide them generic skills which enable them to compete for job market. The purpose of this study is to investigate the level of generic skills that has been inculcated through TVE on juveniles in one of the juvenile schools in Malaysia, the time the teachers spent on inculcating the skills, and the challenges the instructors face in the process. There are four focuses of the generic skills that are of interest in this study： communication, teamwork, problem solving and technology. Eight teachers and 119 juveniles were chosen as the respondents from the Juvenile School （JS）. The data collected was through a set of questionnaires from the respondents, and these were analyzed by using frequency, percentage and mean score. The findings from this research show that the level of generic skills inculcated as perceived by the juveniles is at a moderate level. The perceived moderate level of skill acquire of the juveniles is justified by the moderate amount of time that the teachers believed they spend in instilling the generic skills. The teachers also suggested that the lack of understanding on what generic skills are is the main reason for not inculcating generic skills at its highest level. In conclusion, generic skills inculcation on juveniles through TVE in Juvenile School is at an average level. Measures have to be taken so that inculcation of generic skills can be increase to a higher level, as these generic skills will benefit juveniles in the labor force market.     

The view of knowledge and the new national curriculum in Norway

This article highlights how the digital revolution, high technology density, digital confident students and the new educational reform necessitates other theoretical gateways in our contemporary school system. Today we find a consensus among policy-makers, researchers, teacher educators and teachers that competence aims and digital literacy must be given high priority and needs to be explored more deeply in our elementary school as a consequence of the implementation of a new national curriculum. Despite this consensus, ICT （information and Communication Technology） in previous curricula have been marked by weak theoretical foundations, and therefore implementation of ICT has been more strongly anchored rhetorically than in teacher＇s theoretical ballast. Consequently, this article focuses on whether we now in the new educational reform, the knowledge promotion, are entering a time of upheaval within this area where the increased status of digital literacy and competence aims in the subjects necessitates new, or complementary theories which can capture some of these digital challenges. The article focuses on the ＂paradigm debate＂ within education and specially one theory, situated learning, is presented and analysed in light of other theories, educational policy documents and contemporary societal streams,     

Computer-assisted elementary Chinese learning for American students

Despite hopes and claims about benefits of computer-assisted language learning, few studies have documented actual cases about how American students learn elementary Chinese in a computer-equipped classroom. This paper deals with how to use computer as an educational tool to＇ develop American students＇ Chinese language skills. The theoretical perspective is Interaction Theory; the three types of which, Negotiation of meaning, obtaining modified input and attending to linguistic form, offer the guidance in Computer-assisted learning. By means of observations, this study tries to answer three questions： （1） What is the best way to make use of computers？ （2） How can teachers initiate the students to apply computers？ （3） What＇s the relationship between the teacher and the students in a computer-equipped classroom？     

Sexuality education： Analysis of Moroccan teachers＇ and future teachers＇ conceptions

Conceptions are analyzed as being the emergences from interactions between three poles： scientific knowledge （K）, values （V） and social practices （P）. The teachers＇ beliefs and values have a direct influence on the way of understanding and teaching a topic. These beliefs must be taken into account in the content and strategies of the teacher＇s formation. In this paper, the authors discuss the importance of studying and analyzing these conceptions and present the results of the research on teachers＇ and future teachers＇ conceptions about sexual health education. In this topic, the conceptions could be deeply rooted not only in scientific knowledge but also in value systems and social practices, because teachers often refuse to teach the ethical, psychological, economic and social issues not strictly reducible to biology, such as sexuality health. The authors used a questionnaire prepared jointly within the European project Biohead-Citizen.     

Organizing, Teaching, and Assessing for Student Success in Introductory College Physics

As part of a doctoral dissertation, Ben （2010） completed a study that extends to 462 pages. After a careful examination of this study and others that are in print, there seems to be a direct relationship between the decline in physics enrollment at the postsecondary level and the increase in the number of studies that have been carried out to determine why have we been off the mark in identifying the real problems that are contributing to the declining enrollment and the decreased student success in physics courses？ One problem is introductory physics books are generally written using a deductive approach, and because the teachers follow the organization of these books, they teach in a deductive, boring, and confusing way, and then, blame the students for being unprepared when they do not succeed. This approach distances the teachers--and physics--from the experience, knowledge, and initial interest of many beginning students. Another problem has been the absence of any alternative curriculum to the deductive one. In this paper, we describe a fully-developed alternative curriculum, really a detailed course design for Introductory College Physics I and II, each with its own text presented in the format of a three-ring binder, one for students and one for teachers which closely parallel one another. The course content is constructed to be both teacher and student friendly, so that a teacher can teach physics in an inductive, exciting, and clear manner. In addition, we describe and provide examples of the pedagogical and classroom management techniques that have proven extremely successful.     

On Mao Zedong＇s Assumptions of the Education Revolution in His Late Years and its Impact on Chinese Educational Policy in the 1970s

The assumptions of the Educational Revolution of Mao Zedong in his late years arc tightly interrelated with his attempt to revitalize and realize the ideals of Chinese society. The practices of the Educational Revolution during the Great Cultural Revolution can be traced back to Mao Zedong＇s thought. Among all of the educational propositions put forward by Mao Zedong in his late years, the most influential and the most far-reaching for the education policies and practices are the following three directives, which symbolize Mao＇s educational ideals. The first one is the May 7^th Directive, the second one is the July 21^st Directive, and the third one is the directive for workers and peasants to control and administer the schools. These three directives challenged the fundamental problems of China＇s educational system, such as the aim and task of schooling, the forms and systems of education, and the leadership and control of schools.     

The Research on the System of Examination and Assessment of Academic Teachers Based on the Cultural Reflections

With some reflections on the management culture of higher educational institutions in China, this paper presents that it is not adequate to make analyses of rules and regulations from the mere perspective of institutional economics to get rid of short-term, which can be accounted for on a deeper level by the absence of management culture in the prevailing assessment system of teachers＇ achievements; while the key to reform the system of assessing teachers＇ work is to rebuild cultural conceptions in the management of higher educational institutions.