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We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

This study explores the critical consciousness of preservice Social Studies teachers and how their pedagogical content knowledge affects their ability to disrupt dominant discourses when teaching economic concepts.

Business education is being re-examined and reformulated to help students learn to grapple with business problems in new, multidisciplinary ways and to equip them with a deep cross-cultural understanding and a truly global perspective. Business students with highly verbal abilities, compared to those with high math abilities, thrive on complexity and uncertainty and tend to be open-minded, analytic, nonjudgmental, and integrative thinkers. This has resulted in an advocacy for bringing together the disciplines of economics and humanities. Conflicts arise when seemingly disparate disciplines are combined, and the resistance from some faculty to interdisciplinary studies often arises for reasons apart from the intrinsic merit of the courses. However, it behooves the disciplines, particularly the departments of foreign languages which find it difficult to make the transition into meeting student needs for a particular profession, to review their curricula and find ways to gain from each other while creating approaches to learning through course work more adaptable to the needs of the future. Six categories of business or economics novels are outlined, and seven teaching suggestions are offered for the use of fiction as authentic texts in business courses. (Contains 10 references.) (JDD)

This research study was based upon a national survey in March 1992, conducted to assess the economic literacy of the U.S. public. The survey data were used to measure the economic knowledge of the public, to identify factors that affect economic knowledge, and to evaluate the influence of economic knowledge on public opinion about current economic issues. The survey data were collected by The Gallup Organization via telephone interviews from a national random sample of 1,005 adults aged 18 years or older. The survey instrument, developed by a national committee of 10 economists drawn from education, business, and labor, contained 46 questions that tested economic knowledge, sought opinions on economics issues, and gathered information on background characteristics, such as education and income of respondents. The public showed significant deficiencies in their knowledge and awareness of basic economics in such areas as unemployment, inflation, and economic growth. All survey respondents had strong opinions about economic issues despite having limited economic knowledge. Economic illiteracy has the potential to misshape public opinion on economic issues and lead to policies that have negative or perverse effects on the economy and on economic institutions. Contains 8 tables. (EH)

This paper reviews the evolution of the different theories concerning education as a factor of development. It is important to see exactly how the struggle against scarcity and the production of material goods can be made more effective by allocating financial and human resources to the production and transmission of knowledge. The growth theory of the 1960s and 1970s, seeking to account for the typical features that characterized the swift and regular growth of industrial countries, revealed two ways in which education could help to increase the national product: (1) by direct intervention, in line with the theory of human capital, through improvement of the labor factor in the form of higher qualifications; and (2) by indirect intervention in guise of what at the time was called the "unexplained residue of growth," or "technological process" that was understood as a kind of mishmash of the intellectual curiosity, inventiveness, quality of information of the population as a whole and not merely the workforce. The 1980s and 1990s gave fresh impetus to the theory of development through education. Rapid rates of growth were recorded in countries known precisely for the size of their investments in education. Two principal stages in the construction of economic models of the role of education in growth and development are distinguished: (1) the stage marked by the emergence of models of growth incorporating investments in human capital; and (2) the stage marked by the recasting of these models, which culminated at the end of the 1980s in the form known as models of endogenous growth. (DK)

This paper gives an overview of career development theory. It examines the scope and sequence of educational activities provided in the authors'"A Guide to Developing Career Education Across the Curriculum," which explains the "Iowa Model" of career education; and it presents practical suggestions to implement career activities with gifted and talented children and youth. A student competency and five activities are listed for each of seven domains (set of skills and concepts) in the Iowa Model: self; interpersonal relations; self and society; decision-making; economics; occupational knowledge; and work attitudes and values. Descriptions of the activities are brief and provide no advice to the teacher, such as time estimates, or support materials, such as student worksheets and lists of resources. Among the student activities are the following: begin a "Lifelong Notebook" in which to collect ideas and dreams as a tool to understanding self; construct a family career tree and interview family members to determine how interests and abilities influence career choices; do research on a person the student believes is a humanitarian and brainstorm how students can serve others; visit college campuses with families; use computer software that simulates a business; and research the impact life-style has on career choice. A list of 34 references is provided. (CML)

This paper addresses the microsemantic and macrothematic analyses of science and popular science texts from the fields of economics, medicine, and technology used in the "LSP [Languages for Specific Purposes] Texts in the 20th Century" project. Results show that the frequency of the relations is different within various parts of the texts. A clear difference between the (pure) identity and the partial identity relations is that the former are the most frequent in theme development, whereas the latter have their highest frequency in the discussion part of several of the text groups. Distribution of possessive relationships indicates that the personal element of the medical texts is concentrated within the introduction and discussion, whereas the various diseases are dealt with in the central theme development. (JP)

This essay attempts to forge links needed between literacy and economic activity by demonstrating analytical methods for relating the production and consumption of goods and services in an economy to the requirements for literacy among its workers. First, work force literacy is described within an economic framework. Second, economy-literacy links are demonstrated with data from a hypothetical economy, dubbed Tinkerland because its economic features are "tinkered with" during the demonstration. The links among production, consumption, employment, and literacy are shown in the economy during the "previous" period. Then the status quo of the economy is altered to show the sensitivity of literacy requirements to changes in production and consumption. Third, directions for research are established to help unravel the complex ties between the employment needs of an economy with the literacy of its workers. A technical appendix describes methods used to calculate the linkages and changes described in the section on the hypothetical economy, Tinkerland. A list of 61 references is provided. (YLB)

Literacy for participation in the economy has been promoted through legislation providing for adult education upgrading programs in the United States and Canada. More recently, publications and organizations have expressed concern for lack of participation in the economy by many adults who lack the necessary literacy skills. Although few doubt the relationship between literacy levels and ability to function in work-related literacy tasks, the level or degree of such literacy requirements is not known. Research has shown that the level of literacy in the workplace is not determined by a grade equivalent but by the literacy needs of the workplace. Furthermore, the nature of literacy in the workplace is different from school-based literacy. Researchers see little relationship between the manner in which literacy is presently developed and power or mobility. Admission to the workplace through testing may be in conflict with approaches to literacy development and with a person's legal rights. Successful literacy programs have tended to be those that have been developed in a particular domain or situation. Literacy programs integrated with job development have resulted in significant gains in job-related reading. Literacy for participation in the economy must also be seen in terms of producers (workers) and consumers. (19 references)