Titlebook: Information Technology - New Generations; 15th International C Shahram Latifi Conference proceedings 2018 Springer International Publishing

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Edmar Rezende,Guilherme Ruppert,Tiago Carvalho,Antonio Theophilo,Fabio Ramos,Paulo de Geush disruptive behavior, relationship development, vocational success, and long-term outcomes..Research has shown that teaching strategies can help increase the acquisition and use of effective communication. This chapter will discuss various instructional strategies to improve communication skills fo

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Sonika Singh,Sahadeo Padhyeland, with relevance to other similar countries and in other sectors, particularly tertiary education. In Aotearoa New Zealand, education policy is increasingly moving in this direction in efforts to address persistent Māori inequity. This chapter queries the notion that Māori knowledge and language

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Ping Wang,Matt Rosenberg,Hubert D’Cruzee selected into the curriculum—into the conversation on curriculum policy and practice from the perspectives of American curriculum theory, German . and Chinese education. Three propositions will be made by invoking .-centred . and Schwab’s curriculum thinking. First, the central purpose of schoolin

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Hannah Bartusge-.-ethics together. We compare how the Social Realist (SR) approach valorises disciplinary knowledge and opposes life-based knowledge in curriculum, whereas the Funds of Knowledge (FK) approach puts disciplinary and life-based knowledge into dialectical interaction. Adapting Nancy Fraser’s criteri

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Sharifah Yaqoub A. Fayiinese language and the popularization of West-centric discourses in China as an imprint of modernity-coloniality. That is, modernity-coloniality is essentially a form of linguistic-epistemic genocide. In this paper, I push further my earlier language perspective, arguing that language, besides its c

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Murali Godi,Roopa Vishwanathanse which have been part of the Anglo-American sphere of development. The topic of the paper is ‘engagement’, which is short-hand for how they relate to their communities and stakeholders. Our starting point is that universities are public educators with a ‘duty’ and mission to support and engage wit

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Moloiyatsana Dina Molojally.Presents unique curricular examples of engagement with cThis book develops a progressive program of engagement with issues, problems and critical thinking which helps universities and students understand and engage with some of the key issues of our time. It focuses on curriculum concerns, and p