Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work-from its pre-colonial origins to the emergence of economics as the dominant discipline in the field-and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.

Learning is the foundation of the human experience. It begins at birth and never stops, a continuous and malleable link across life stages of human development. Disparities in learning access and outcomes around the world have deep consequences for income, social mobility, health, and well-being. For international development practitioners faced with today's unprecedented environmental and geopolitical pressures, learning should be viewed as a touchstone and target for those seeking to truly effect global change. This book traces the path of international development work-from its pre-colonial origins to the emergence of economics as the dominant discipline in the field-and lays out a new agenda for policymakers, researchers, and practitioners, from early education through adulthood. Learning as Development is an attempt to rethink international education in a changing world.

Der Tagungsband umfasst die im Rahmen der "Culinary and Wine Tourism Conference 2015" prasentierten Paper und Konzepte rund um das Thema Kulinarik- und Weintourismus. Die Konferenz wurde vom Institut fur Tourismus-Management der FHWien der WKW in Zusammenarbeit mit der Deutschen Gesellschaft fur Tourismuswissenschaft (DGT) und der IMC Fachhochschule Krems, Studiengang International Wine Business veranstaltet. Kulinarik und Wein werden immer haufiger zu einem wesentlichen Teil von Reiseentscheidungen und gewinnen als eigenstandiges touristisches Marktsegment zunehmend an Bedeutung. Durch die Kombination von Wissenschaft und Tourismuspraxis und Beitragen in deutscher und englischer Sprache wird eine besonders breite Zielgruppe angesprochen.

Im vorliegenden Buch wird das noch junge Forschungsfeld Gastronomie beleuchtet. Eingangs wird das Forschungsfeld eingegrenzt und definiert. Darauf aufbauend werden innovative Forschungsprojekte im Bereich Gastronomie vorgestellt. So werden beispielsweise die kulinarischen Grundeinstellungen von Gasten der Wiener Gastronomie analysiert oder die Umsetzung von Nachhaltigkeit in Grosskuchen diskutiert. Weitere Beitrage beschaftigen sich mit der Abgrenzung von Gastronomie und Culinary Tourism sowie dem praxisorientierten Einsatz von Forschungsergebnissen in der Gastronomie.

The transition from school to work is unique to each country, but similar strategies are appearing in different countries. This book contains 13 chapters describing developments in individual countries, written by experts from each. Two chapters also analyze data and policy trends across countries.

This volume expands on existing research in literacy and African-American education, and discusses a range of literacy issues confronting African-American and other youth in and out of school.

Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of "mother-tongue" literacy programs, the notion of literacy "relapse," and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious instruction.

Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of "mother-tongue" literacy programs, the notion of literacy "relapse, " and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious instruction.