This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation.

This book is an authoritative and radical manifesto for changes that are urgently required in development cooperation. The book predicts that, unless radical steps are taken by the World Bank, the first decade of the century will witness a ever-widening gulf between poor and rich countries.

Jo Ritzen presents a picture of a world at a crossroads. One road leads to substantial ('radical') reform in the rich countries, in combination with a substantial push towards better governance in developing countries. The other leads to further increases in inequality between rich and poor countries. 'Millennium development goals' - such as achieving universal primary education by 2015 or reducing child mortality by two-thirds in 2015 - have had widespread support. They will not be reached if the world follows this road; unfortunately, the signs suggest that it has already started to do so.

'A Chance for the World Bank' provides an overview of the challenges faced by the World Bank, and explores how it has organized itself to accomplish its mission. This book proposes that the World Bank still has a chance to achieve its stated goals; in order to do so, it needs to take a number of radical steps: to create a level playing field in trade for the developing countries; to harmonize aid and save developing countries from the gigantic transaction costs of aid; and to promote governance in developing countries and to reduce rigorously induced corruption by multinationals.

This book is an authoritative and radical manifesto for changes that are urgently required in development cooperation. The book predicts that, unless radical steps are taken by the World Bank, the first decade of the century will witness a ever-widening gulf between poor and rich countries. Jo Ritzen presents a picture of a world at a crossroads. One road leads to substantial (radical') reform in the rich countries, in combination with a substantial push towards better governance in developing countries. The other leads to further increases in inequality between rich and poor countries. Millennium development goals' such as achieving universal primary education by 2015 or reducing child mortality by two-thirds in 2015 have had widespread support. They will not be reached if the world follows this road; unfortunately, the signs suggest that it has already started to do so. A Chance for the World Bank provides an overview of the challenges faced by the World Bank, and explores how it has organized itself to accomplish its mission. This book proposes that the World Bank still has a chance to achieve its stated goals; in order to do so, it needs to take a number of radical steps: to create a level playing field in trade for the developing countries; to harmonize aid and save developing countries from the gigantic transaction costs of aid; and to promote governance in developing countries and to reduce rigorously induced corruption by multinationals.

This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation.

Studienarbeit aus dem Jahr 2010 im Fachbereich Padagogik - Allgemeine Didaktik, Erziehungsziele, Methoden, Westfalische Wilhelms-Universitat Munster, Sprache: Deutsch, Abstract: 1. Einleitung: Obwohl Lesen und Schreiben in unserer Gesellschaft zu den grundlegenden Kulturtech-niken gehoren, werden diese Fertigkeiten keinesfalls immer problemlos erlernt und von allen Kindern und Jugendlichen beherrscht. Laut Bundesverband Legasthenie und Dyskalkulie sind etwa 5 % aller Kinder und Jugendlichen von einer Lese-Rechtschreib-Schwache betroffen. Auch wenn diese Schwache nicht zwingend einen Mangel an In-telligenz mit sich fuhren muss, kann sie zu schlechten Schulleistungen fuhren, da in den meisten Fachern zur Erledigung von Hausaufgaben und Losung von Klausuren der flus-sige Umgang des Lesens und Schreibens eine Voraussetzung ist. Als Einstieg in das Thema der Hausarbeit wird in einer kurzen Definition erlautert, was allgemein unter dem Begriff der Forderung" zu verstehen ist. Da die Forderung von LRS Kindern ein sehr komplexes Thema ist, finden sich in der Literatur viele verschie-dene Theorien und Ansatze. Jedoch gibt es Gemeinsamkeiten zwischen diesen prakti-zierten Fordermassnahmen und so werden Instrumente der Forderung benannt, die all-gemein als geeignet anerkannt sind, um einer Lese-Rechtschreib-Schwache entgegen-zuwirken. Speziell wird hierbei auf die vier Kategorien der Forderung nach Mechthild Firnhaber Bezug genommen. Diese vier Bereiche haben sich in der Literatur als zentrale Forderschwerpunkte zur Unterstutzung von Kindern mit einer Lese-Rechtschreib-Schwache herausgestellt. Zur naheren Erlauterung werden diese Bereiche exemplarisch an Hand von konkreten Beispielen aus dem Schulalltag erlautert. Im vierten Abschnitt dieser Hausarbeit wird anschliessend ein von der Uni Munster ent-wickeltes Forderkonzept vorgestellt. Fordern vor Ort" ist ein unter der Leitung von Hr. Prof. Dr. Schonweiss, an der Uni Munster entwickeltes Forderkonzept zur Unterstutzu