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We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 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 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners 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 cover 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. 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.)

Scholarship in foreign policy (FP) often examines the decision-making process or outcomes of states at a single level of analysis, and frequently the study is of a single case over a short period of time. By incorporating multiple levels of analysis within a comparative framework, more robust findings may be gleaned, yielding greater insight into the FP decisions that states make and which decisions can be anticipated under certain conditions.I attempt such a comparative analysis in FP by performing case studies of several countries over time, unpacking to how the domestic, state, and international levels of analysis combine causally to influence FP decisions. My paper will confine its scope to the issue area of international environmental commitments and the ways in which perceived national role in the international system and concomitant state priorities interact with domestic-level support, giving rise to predictable outcomes.I expect that those states that perceive their international roles as increasing will look to carve out a niche in the international system in a given issue area (such as environmental protection) while promoting domestic support for this area, which serves to signal a strong level of commitment to international audiences. States in decline will likely look to make any number of international commitments in an effort to “save face,” yet will fail to promote or allow domestic support for these commitments to grow. Finally, status-quo states will focus on issue areas directly related to security and power, sidelining issues that do not have direct bearing on the state’s ability to maintain its present level of power in the international system; domestic support for non-security-related issues will be minimal and stagnant over time. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

China and India are two major rising powers in Asia. The two countries fought a border war in 1962 and since then border negotiations have been going on. Studying the relationship between these two major powers in Asia has significant implications for the future of Asia. This paper focuses on three major Chinese foreign policy decision makers –Mao Zedong, Zhou Enlai and Deng Xiaoping—their operational code beliefs and belief changes during the 1960s and examines their belief changes and the impact of belief changes on the Chinese decisions to fight a war with India after breaking up with the Soviet Union. The 1960s was a hard time for the newly founded PRC, however, the Chinese leaders made the hard decision to break up with its ally and big brother, and fight a war with India who was the head of the non-aligned movements. As three major decision makers, do they have the same belief changes in making those strategic moves? This is an interesting question in helping us to understand the Chinese foreign policies during the Cold War time and also to look into the future of Sino-Indian relations. By examining the international and domestic situations of the Sino-Indian War in 1962, this paper compares the results of the narratives with an operational code analysis of three Chinese leaders and their subjective games. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

While secrecy is a major component of security policies, it is not in the nature of security argumentsto remain hidden, as they are powerful means of legitimization. This means that masscommunication and other means of mediating securitization arguments and moves are quiteimportant for securitizing actors. On another hand, in democratic societies, the media and othermeans of mass communication may also become sites of contesting or resisting securitizationmoves. Even though securitization is a powerful means of legitimization, the success of even themost authoritative securitization moves is not guaranteed.If this is the general landscape in democratic societies, what is the case in non-democratic politicalorders? What is the role of the media in securitization processes taking place in societies where forexample the press is not free? Is the media a mere bullhorn in these contexts, or can authoritativesecuritization moves be resisted even in these environments? The paper examines these questions inthe context of the People's Republic of China. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]