Counselors' education in complex contexts with special reference to Latin America

This paper makes reference to the importance lying, at present, on the professional education of counselors. It goes through the history of the different pre-scientific and scientific stages of counseling, and it points out the main representatives in Latin America . It also shows the current state of the specialization, taking as an antecedent some in-depth, widely encompassing research carried out in the European Union in this area. Coincidences and differences are exposed here in terms of professional profiles, university degrees, institutional dependence, up-dating processes and modes of intervention. The current state of postgraduate studies at university is also touched upon, and the different proposals for further education in Latin America are analyzed as well as their dependence upon an undergraduate degree in Psychology, Educational Sciences or Psycho-pedagogy. Finally, this paper places counseling within the complexity and the need to provide all-encompassing and integrative answers which require a wide and deep enough education so as to answer all these issues and problems.

Balancing software engineering education and industrial needs

In the world of information and communications technologies the demand for professionals with software engineering skills grows at an exponential rate. On this ground, we have conducted a study to help both academia and the software industry form a picture of the relationship between the competences of recent graduates of undergraduate and graduate software engineering programmes and the tasks that these professionals are to perform as part of their jobs in industry. Thanks to this study, academia will be able to observe which skills demanded by industry the software engineering curricula do or do not cater for, and industry will be able to ascertain which tasks a recent software engineering programme graduate is well qualified to perform. The study focuses on the software engineering knowledge guidelines provided in SE2004 and GSwE2009, and the job profiles identified by Career Space.

Multicultural education in Clinical Psychology Programs and the needs of racial minority trainees.

With more racial minorities entering the field of clinical psychology, the training needs of racial minority students in doctoral programs must be considered. Few studies address training in multicultural education from the perspective of racial minority students despite their increasing presence in the field. This may be due to assumptions educators make based on their level of competency in the area of multiculturalism. Thus, the goal of this exploratory study is to help determine the multicultural training needs of racial minorities enrolled in clinical psychology programs. This exploratory study was quantitative and used snowball sampling to survey racial minority trainees in doctoral programs in clinical psychology. Sixty one participants completed the survey. Results indicated that multicultural/diversity classes are valued by racial minority students and are relevant to them. However, the majority of students do not feel challenged, suggesting that their needs are not being fully met. It is recommended that their unique needs be included in the curriculum for multicultural education.

Library and Information Science Education and eScience: The Current State of ALA Accredited MLS/MLIS Programs in preparing Librarians and Information Professionals for eScience Needs

The purpose of this study is multifaceted: 1) to describe eScience research in acomprehensive way; 2) to help library and information specialists understand the realm of eScience research and the information needs of the community and demonstrate the importance of LIS professionals within the eScience domain; 3) and to explore the current state of curricular content of ALA accredited MLS/MLIS programs to understand the extent to which they prepare new professionals within eScience librarianship. The literature review focuses heavily on eScientists and other data-driven researchers’ information service needs in addition to demonstrating how and why librarians and information specialists can and should fulfill these service gaps and information needs within eScience research. By looking at the current curriculum of American Library Association (ALA) accredited MLS/MLIS programs, we can identify potential gaps in knowledge and where to improve in order to prepare and train new MLS/MLIS graduates to fulfill the needs of eScientists. This investigation is meant to be informative and can be used as a tool for LIS programs to assess their curriculums in comparison to the needs of eScience and other data-driven and networked research. Finally, this investigation will provide awareness and insight into the services needed to support a thriving eScience and data-driven research community to the LIS profession.

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.

Estimating the Bridge Financing Needs of the Single Resolution Fund: How expensive is it to resolve a bank? CEPS Special Report No. 122, 25 November 2015

The Single Resolution Board (SRB) will be responsible for the resolution of banks in the euro area from 1 January 2016. However, the resources of the Single Resolution Fund (SRF) at the disposal of the SRB will only gradually be built up until 2023. This paper provides estimates of the potential financing needs of the SRF, based on the euro area bank resolutions that actually occurred between 2007 and 2014. We find that the SRF would have been asked to put a total amount of about €72 billion into these failing banks, which is more than the target for the SRF (€55 billion) but less than the amount the SRF could draw on, if the ex-post levies are also taken into account. As this sum would have been required over eight years, the broad conclusion is that bridge financing, in addition to the existing alternative funding, would only have been needed in the early years of the transition.

Why Belgium Needs a Special Operations Command. Security Policy Brief No. 70, April 2016

The setting up of a Special Operations Command (SOCOM) constitutes a key element of the ongoing Belgian defence reforms. This Policy Brief aims to put the present demand for special operations forces in its historical context and engage in the discussion on how to structure and employ this special instrument of policy. Building on the legacy of the paracommando regiment, the future Belgian SOCOM constitutes a critical capability within an adaptive force structure. This new entity must be able to deliver results in a variety of unconventional missions that require high readiness, intellectual flexibility and maximum discretion or surprise. At the same time, special operations forces do not constitute a substitute for having a comprehensive security policy. They function best when used as force multipliers alongside other instruments of power towards joint effect. As the proverbial tip of the spear, they must lead the way for Belgian defence regeneration in general.

The EU power sector needs long-term price signals. CEPS Special Report No. 135/April 2016

By 2030, half of the EU’s electricity demand will be covered by renewables and will need to be accompanied by flexible conventional back-up resources. Due to the high upfront costs inherent to renewables and the progressively lower running times associated with back-up capacity, the cost of capital will have a proportionately greater impact on total costs than today. This report examines how electricity markets can be designed to provide long-term price signals, thereby reducing the cost of capital for these technologies and allowing for a more efficient transition. It finds that current market arrangements are unable to provide long-term price signals. To address this issue, we argue that a system for long-term contracts with a regulated counterparty could be implemented. A centralised system where capacity or energy or a combination of both is contracted, could be introduced for conventional and renewable capacity, based on a regional adequacy assessment and with a competitive bidding system in place to ensure cost-effectiveness. Member states face a number of legislative barriers while implementing these types of systems, however, which could be reduced by merging legislation and setting EU framework rules for the design of these contractual agreements.

Special education and the Hispanic child : proceedings from the second annual Colloquium on Hispanic Issues /

"August 1981."

Meeting the information needs of education policymakers.

"GFI 97-9504"--P. [4] of cover.

Special report on examinations; appendix to report (1897) of the minister of education.

Mode of access: Internet.

Economic opportunity act. Hearing before the Special Hearing Subcommittee No. 1 and Special Hearing Subcommittee No. 2 of the Committee on Education and Labor, House of Representatives, Ninety-second Congress, second session, on oversight into administration of the Economic opportunity act of 1964 and consideration of H.R. 40, H.R. 6360, H.R. 6394, and H.R. 8163.

Mode of access: Internet.