Opportunity Returns : Southern Region.

Opportunity Returns is Governor Blagojevich's comprehensive plan for restoring economic opportunity to Illinois -- an approach designed to create jobs and spur growth. This is a new approach to economic development in Illinois that focuses the state's resources on the specific strengths and needs of each region -- recognizing that local communities understand their strengths and needs the best. Ten regional plans have been developed to fit each of the regions. This plan outlines economic goals for the Southern region, which consists of Alexander, Edwards, Franklin, Gallatin, Hamilton, Hardin, Jackson, Jefferson, Johnson, Massac, Perry, Pope, Pulaski, Saline, Union, Wabash, Wayne, White, and Williamson counties.

Opportunity Returns : Central Region.

Opportunity Returns is Governor Blagojevich's comprehensive strategy to restore jobs and economic vitality throughout Illinois. This new and innovative plan recognizes that we can't solve the challenges of economic development with a one-size-fits-all approach. Instead, Opportunity Returns focuses on the specific strengths and needs of each region in the state. Opportunity Returns divides the state into ten geographic regions with each region receiving its own unique and tailored strategy. The plan outlines the economic development priorities for the Central region, which consists of Cass, Christian, Greene, Logan, Macon, Macoupin, Menard, Montgomery, Morgan, Sangamon, Scott, and Shelby Counties. Governor Blagojevich understands that no one knows a community better than the people who live and work in it. This plan is the result of extensive community input from business, community and government leaders throughout the Central region.

Opportunity Returns : East Central Region.

Opportunity Returns is Governor Blagojevich's comprehensive strategy to restore jobs and economic vitality throughout Illinois. This new and innovative plan recognizes that we can't solve the challenges of economic development with a one-size-fits-all approach. Instead, Opportunity Returns focuses on the specific strengths and needs of each region in the state. Opportunity Returns divides the state into ten geographic regions with each region receiving its own unique and tailored strategy. This plan outlines the economic development priorities for the East Central region, which consists of Champaign, Douglas, Ford, Iroquois, Piatt, and Vermilion Counties. Governor Blagojevich understands that no one knows a community better than the people who live and work in it. This strategy is the result of extensive community input from business, community and government leaders throughout the East Central region.

Opportunity Returns : Southwest Region.

Opportunity Returns is Governor Blagojevich's comprehensive plan for restoring economic opportunity to Illinois -- an approach designed to create jobs and spur growth. This is a new approach to economic development in Illinois that focuses the state's resources on the specific strengths and needs of each region -- recognizing that local communities understand their needs the best. Ten regional plans will be developed to fit each of the regions. This plan outlines economic and workforce goals for the Southwest region, which consists of Bond, Calhoun, Clinton, Jersey, Madison, Monroe, Randolph, St. Clair and Washington counties.

Opportunity Returns : West Central Region.

Opportunity Returns is Governor Blagojevich's comprehensive plan for restoring economic opportunity to Illinois -- an approach designed to create jobs and spur growth. This historic approach to economic development in Illinois focuses the state's resources on the specific strengths and priorities of each region -- recognizing that local communities understand their needs the best. Ten regional plans have been developed to fit each of the regions. This plan outlines economic and workplace goals for the West Central region, which is comprised of Adams, Brown, Hancock, Henderson, Knox, McDonough, Pike, Schuyler and Warren counties.

Education in the armed services.

Reproductions of training materials of the Army and Navy ([12] p.) inserted between p. 32-33.

Education pamphlets

A collection of miscellaneous pamphlets.

Futures dreaming outside and on the margins of the western world

In this article, we challenge the hegemony of western science fiction, arguing that western science fiction is particular even as it claims universality. Its view remains based on ideas of the future as forward time. In contrast, in non-western science fiction the future is seen outside linear terms: as cyclical or spiral, or in terms of ancestors. In addition, western science fiction has focused on the good society as created by technological progress, while non-western science fiction and futures thinking has focused on the fantastic, on the spiritual, on the realization of eupsychia-the perfect self. However, most theorists assert that the non-west has no science fiction, ignoring Asian and Chinese science fiction history, and western science fiction continues to 'other' the non-west as well as those on the margins of the west (African-American woman, for example). Nonetheless, while most western science fiction remains trapped in binary opposites-alien/non-alien; masculine/feminine; insider/outsider-writers from the west's margins are creating texts that contradict tradition and modernity, seeking new ways to transcend difference. Given that the imagination of the future creates the reality of tomorrow, creating new science fictions is not just an issue of textual critique but of opening up possibilities for all our futures.

A legitimate paradox: Neo-liberal reform and the return of the state in Korea

This article examines the neo-liberal reforms that the Kim government implemented in post-crisis Korea. It argues that by embracing the reforms, the state, paradoxicaliy, re-legitimised itself in the national political economy. The process of enacting the reforms completed the power shift from a collusive state-chaebol alliance towards a new alliance based on a more populist social contract - but one that nonetheless generally conformed to the tenets of neo-liberalism. Kim and his closest associates identified the malpractices of the chaebols as the main cause of the crisis, so reforming the chaebols would be the key to economic recovery. Combining populism and neo-liberalism, they drew on support from both domestic and international sources to rein in, rather than nurture, the chaebols.

English language education in policy studies

Content-based instruction (CBI) is increasingly important in curriculum development for second-language acquisition (SLA), as language and non-language departments in universities are finding the integration of core-content as part of the second language curriculum to be beneficial. With this in mind, this paper describes the English program at Nanzan University’s Faculty of Policy Studies and examines the synergy presently being developed between core-content and English language instruction there. Specifically, this paper seeks to shed light on how instructors can reflect on the meaning of language instruction at higher education through an illustration of our activities.

Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ‘keystone’ of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ‘purposeful aggregation of digital items’ (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.

Developing critical understanding in HRM students:using innovative teaching methods to encourage deep approaches to study

Purpose – This paper aims to focus on developing critical understanding in human resource management (HRM) students in Aston Business School, UK. The paper reveals that innovative teaching methods encourage deep approaches to study, an indicator of students reaching their own understanding of material and ideas. This improves student employability and satisfies employer need. Design/methodology/approach – Student response to two second year business modules, matched for high student approval rating, was collected through focus group discussion. One module was taught using EBL and the story method, whilst the other used traditional teaching methods. Transcripts were analysed and compared using the structure of the ASSIST measure. Findings – Critical understanding and transformative learning can be developed through the innovative teaching methods of enquiry-based learning (EBL) and the story method. Research limitations/implications – The limitation is that this is a single case study comparing and contrasting two business modules. The implication is that the study should be replicated and developed in different learning settings, so that there are multiple data sets to confirm the research finding. Practical implications – Future curriculum development, especially in terms of HE, still needs to encourage students and lecturers to understand more about the nature of knowledge and how to learn. The application of EBL and the story method is described in a module case study – “Strategy for Future Leaders”. Originality/value – This is a systematic and comparative study to improve understanding of how students and lecturers learn and of the context in which the learning takes place.