BRNS Sponsored National Symposium: Radiotracer Techniques: Improve Nutritional Status and Health of Animals and Plants

BRNS Sponsored National Symposium on "Radiotracer Techniques: Improve Nutritional Status and Health of Animals and Plants"  Organized By: Chameli Devi Institute of Pharmacy, Indore Saturday, 1st February 202

BRNS Sponsored National Symposium: Radiotracer Techniques: Improve Nutritional Status and Health of Animals and Plants

BRNS Sponsored National Symposium on&#x0D; "Radiotracer Techniques: Improve Nutritional Status and Health of Animals and Plants" &#x0D; Organized By: Chameli Devi Institute of Pharmacy, Indore&#x0D; Saturday, 1st February 2020</jats:p

The English Pronunciation Teaching in Europe Survey : Factors Inside and Outside the Classroom

This paper presents a subset of findings from a European-wide, on-line survey of English pronunciation teaching practices (EPTiES). Quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about the training they received to teach English pronunciation, about what they do inside the classroom and about what happens outside the classroom in terms of students' exposure to English. The results of EPTiES and of follow-up interviews reveal interesting phenomena across Europe. Most of the teacher-respondents were non-native speakers of English and felt they had little or no training in how to teach pronunciation, which raises the question of how teachers are coping with this key aspect of language teaching. Differences between countries are explored, especially via replies to open-ended questions and relevant contextual factors (e.g. language policy) allowing a more nuanced picture to emerge for each country. Suggestions are made for improving teacher training and for further research.peerReviewe

Global citizenship education in European multicultural contexts: opportunities and challenges

Deep societal changes resulting from globalization, increased cultural and ethnic diversity and the expansion of ICT (information and communication technology) have generated interest in the concept of global citizenship resulting in a growing body of literature on global citizenship education (GCE). Despite its attractiveness, GCE appears nevertheless conceptually fragile and difficult to implement in national contexts. This chapter provides a comparative perspective on conceptions and current challenges for citizenship education in three European countries: France, Switzerland and England. We analyze how contents associated with global dimensions are integrated into educational policies and curricula, thereby highlighting the similarities and differences between contexts. We illustrate how France and England have brought citizenship education and the promotion of ‘national values’ to the forefront of the political agenda, with the specific aim of preventing radicalization. Finally, we present considerations for the operationalization of GCE and argue that global citizenship may provide an opportunity to value multiple identities.</p