This publication contain 16 lessons that introduce middle school students to the world of investing, its benefits and risks, and the critical role it plays in fostering capital formation and job creation in our free market system.

Mobile Learning Communities explores the diverse ways in which traveling groups experience learning ‘on the run’. This book provides empirical evidence that draws on the authors’ 17 years of continuing research with international occupational Travelers. It engages with themes such as workplace learning, globalization, multiliteracies, and emerging technologies which impinge on the ways mobile groups make sense of themselves as learning communities. International in focus, this book deals with an issue of increasing global significance and shows the complexities of the lives and learning experiences of such mobile cultures and their strategies for earning, learning, and living, thus challenging simplistic and stereotypical images of traveling groups still found in mainstream media and popular culture. Mobile Learning Communities brings together for the first time mobilities and learning communities into a single and comprehensive focus. It provides a detailed analysis of how mobile groups position themselves and how they are positioned by others. This text will appeal to scholars in the field of distance education and educational technology and to researchers in education, cultural studies, and sociology. It will also be of interest to educational instructors, policy-makers, and administrators, as well as teacher educators and pre-service teachers. It paints a vivid picture of the experience of mobility through the words of the mobile learners themselves, but also critiques existing notions of learning and suggests ways of creating new educational futures for all learners and educators.

Mar. 29 hearing held in Austin, Tex.

Money: Getting It, Using It, and Avoiding the Traps: The Ultimate Teen Guide, is a concise, practical book for young adults that addresses the all-important issue of money. Author Robin Brancato provides answers to the toughest questions you'd ever ask about money, including: How much should parents and guardians subsidize you? Is it fair if money gifts from Grandma have strings attached? If you want a job, how do you get one, and how do you make sure the benefits outweigh the hassles? What kind of business could you start on your own? How can you negotiate finances gracefully within your family and on your job? Can you discipline yourself to put money away, and, if so, where? What does the fine print on the credit card contract say? What are the exact terms of the cell phone deal? And how do you deal with the friend who borrows and never pays back? These questions are not only answered by the author, but also by teen contributors who share their own personal stories. Additionally, full bibliographical source listings, which steer readers to courses, activities, organizations, and web sites, are included. The concluding pages—complete with self-evaluations—will help young adults gain financial confidence for now and for the years ahead.

Resultat del projecte d'investigació: Public Funding and Private Returns to Education.

Volume 3 covers the years 1590-1597 and sees the start of Shakespeare's career as a dramatist.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.