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The following lesson is an example of how to begin a unit of study on cultural universals through the accessibility of quality literature. Be My Neighbor (2004) by Maya Ajmera and John Ivanko is an NCSS Notable Book (2005) that attempts to bring the world closer to readers’ homes and lives through the theme of being a neighbor to people around the world; the book provides vivid examples of cultural universals related to the theme. Following the lesson are ideas for developing related instructional units and relevant websites and literature to assist in creating such a curriculum.

The objective of this chapter is to argue a case for the need to include teachers and professional educators in the policy making and implementation processes of the World Bank's Education Sector Strategy 2020. By drawing on evidence from the Consultation Plan, the chapter investigates how communicative practices about teachers are embedded in the discourse of the plan and how these influence the rationalisation of the policy. In doing so, the chapter will examine the relationships between social actions, systems rationalisation and life world rationalisation. Much like commercial and entrepreneurial organisations focus on the voice of the customer (VOC), that is on satisfying the stakeholders and end users in their processes, in this chapter, the voice of the teacher (VOT) is highlighted. The skills and knowledge of key stakeholders need to be leveraged and engaged in order to ensure that the policy achieves its desired aims. In order to frame this argument, notions of Habermas’ communicative action theory is used to show how policy engages in systems steering. Rather than understanding education strategy and reform as a process of engaging only government and policy makers, this chapter suggests that by engaging the practitioners and listening to the practical discourse around reform, teachers can be leaders of reforms rather than obfuscated agents.

At the beginning of the new millennium, looking through national / international perspectives and analysing different projections and conclusions, investigation of future, interrogation of systems and ourselves will be useful. It is necessary to talk about the past and the future in a global perspective when the world population is more than 6 billion and expected to increase around another 2 billion in the next 25 years. Natural resources are limited instead of increased population in the world around. However the growth of technology and communication level, there are so many hazard factors in the life for many developing countries. Simply maintaining current levels of food availability will require rapid production increases without destroying natural resources. Having a good nutritional status for all human societies, everybody must have to think “us” as instead of “myself”. The world has expanded beyond the global village to include the global market where there is ever‐increasing mobility of capital, labour and goods, in the recent years. Globalisation is not only a question of size, but also of kind: it is inextricably linked to privatisation. It stimulated major economic restructuring in both developed and developing countries, and has greatly changed the balance of public and private sectors. Mostly agricultural production for export is seen as one of the driving forces of development. Harmonisation through the setting of international regulations and standards still needs considerable efforts. So that potential benefits and defects, the outcomes of globalisations are mixed and also demographic and production relationship correlations are changed dramatically. In the world natural food and water sources have been reduced, when population increased speedily and environments pollution has become dramatic. In spite of urbanisation the majorities are in rural areas. The information revolutions and scientific / technological challenges also created a major difference between developed and developing countries. Genetically modified organisms and foods are the most important question at this time in the world. Again the differences about sharing chance of the sources between rich and poor countries are another important inequity. “Food insecurity” means that “lacking access to sufficient amounts of safe and nutritious food and are therefore not consuming enough for an active and healthy life”. There are so many reasons for the unavailability of food, inadequate purchasing power or inappropriate utilisation at household level. The linkages between demographic motivations, poverty and environmental degradation, their relationships and implications according to the development programs and planning will try to be discussed in this article. Nutritional and energy requirements, some nutritional deficiencies, reflections on the commercial life, food security programs, and better information systems on “Food Insecurity and Vulnerability (FIVIMS)”, “National Nutrition Country Profiles (NFC)”, farseeing of UN's, Codex Alimentarius Commission (CAC) and World Trade Organisation (WTO) will be summarised. Also it is planned to make small statistical tour on the national and international past, status, and near future on problems and expected reflections, some of the solution offers are improving strategies and increasing consciousness to consumers, developments of health ‐ agriculture — education politics will be summarised. Governmental responsibilities and financial supports will try to be discussed. Finding food, improving life, preparing a better world must be a primer responsibility for all countries, governments, sectors and for everybody in this millennium.

This extensive lesson involves grades pre-K-3 students in exploring the similarities in the experiences in a single day that children have across the world. Students use discussion, comparing and contrasting, drawings, and digital photos to capture their own and others’ daily experiences in and out of school. They use One World, One Day as a resource and springboard for the development and testing of the generalization, “a typical day in the life of a child is very much the same around the world.” The book includes photos of children from many nations. Students locate the nation in which the photo was taken and consider similarities found in photos with events in a typical day in their lives. The lesson originates in social studies but incorporates interdisciplinary elements.

This part of the book has provided overviews of the current situation of research management and administration (RMA) in over 50 countries around the world provided by a total of 96 authors. Thirty-eight chapters cover individual countries from six continents, with a chapter bringing together this situation in the three Baltic states, another covering the Western Balkans, one more focused on the Caribbean, and there is a chapter on the Catalonia region of Spain. Here, we attempt to draw out common themes and to highlight differences in RMA and of Research Managers and Administrators in different parts of the world. Further, more holistic, insights can be found in the final chapter of the book (Yang-Yoshihara, Kerridge, et al., 2023, Chapter 6).