41^st International Annual IATEFL Conference Successfully Held in Aberdeen,UK

The International Annual IATEFL Conference and Exhibition was successfully held in Aberdeen,UK between 18 and 22 April,2007.Around 1800 ELT professionals from over 50 countries attended the conference.Many prestigious linguists and educational experts,such as Prof.Guy Cook and Prof.Mike Sharwood-Smith made keynote ad- dresses.     

Eighth IHPST Group International Conference,Leeds, July 15–18, 2005

Announcement

Eighth IHPST Group International Conference, Leeds, July 15–18, 2005     

2nd International conference on cybercrime forensics education ＆ training 2008 September 1st ＆ 2nd,Canterbury Christ Church University,UK

Cybercrime Forensics is one of the fastest areas of growth within Computing. This is a direct response to the growing complexity and vulnerability of computer systems and the new forms of criminal activities making use of them. The demand for people qualified to assist in Cybercrime investigations is very large and growing. This has led to many universities world-wide offering undergraduate and postgraduate degrees in this new area and a wealth of commercial training courses.     

Reflections on a post September 11 student‐led project: Teaching strategies that foster tolerance and emotional coping

Abstract

Sixteen preservice teachers participated in a service‐learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student‐led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. © 2004 Published by Elsevier Inc.     

Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability

There is a tendency by scholars arguing for a more just and sustainable future to position the “ecological crisis” as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth’s ecosystems, which are threatened and vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in education.

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Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought,Policy and Practice in the UK and Farther Afield

A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.     

An Analysis of Chinglish in Press Conference Interpretation——Case Study on the Interpretation of the 2nd guangdong International Consultative Conference(GICC)

This thesis aims at analyzing the Chinglish in press conference interpretation with context adaptation of Belgian linguist Jef Verschueren’s Adaptation Theory as the theoretical framework.In Adaptation Theory,context includes all kinds of factors that concern the environment in which the communication takes place,with non-linguistic factors like the physical world,the social world and the mental world playing an important role.Taking the press conference interpretation of the 2nd Guangdong International Consultative Conference as an example,the author attempts to prove the presumption that Adaptation Theory can be applied to spot and reduce the Chinglish in interpreting.It is concluded that the theory of adaptation to the mental world and social world can be applied to reduce the Chinglish of two particular kinds to the minimum level and achieve successful communication.