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"Conceptual change is an intentional and constructive effort to bring about deep understanding, one of the most important outcomes of learning. When fostering conceptual change with technology, learning is meaningful, dynamic and engaging. By bringing together the work of scholars from various countries, the authors hope to bring forward their understanding of fostering conceptual change with technology. This book aims to present the current state of research on fostering conceptual change with technology in Asia-Pacific countries, where technology is fast becoming an integrated part of learning. It provides a comprehensive overview of current research practices, then examines the context of learning, learners characteristics and the role of epistemological beliefs. It also discusses the different approaches used to foster conceptual change in various countries. The final section presents possible future directions for research."

"Contents :- Frameworks for managing change- PHASE 1: The new journey - PHASE 2: Constructing a roadmap for adaptation- PHASE 3: Starting to feel sure-footed - PHASE 4: Arrivingat teh new normal- PHASE 5: Confident and energized- Leardership's role; moving into the future- Rerefences & resources; job aid: training session at a glance: using the change adaptation continuum- Job aid: Change adaptation self-score survey for employees- Job aid: Taking the pulse survey: change readiness"

"Only humans learn concepts like atom, integer, and democracy. But by all appearances, these abstract ideas are not present in the initial human state when babies are born. Other concepts like object, cause, or agent may be present early in infancy, if not innately. This volume explores the controversial science of human conceptual development, a traditional battleground for debates surrounding human nature. Are humans born good and tainted by an imperfect world? Or do we need to teach children to be moral? Could a concept like freedom be woven into the human soul, or is it a historical invention, constructed over generations of humans? What does it mean for a concept to be innate? Or for a concept to change? Are humans fundamentally different from other animals in how we think and reason about the world? The growing science of conceptual development seeks to explore these issues by targeting two specific questions: (1) Which human concepts constitute innate, core, knowledge? and (2) How do humans acquire new concepts, and how do these concepts change in development? This volume, written almost exclusively by developmental psychologists, documents key advances in case studies that address these questions, including ground-breaking science on language, moral reasoning, causal explanation, and human representations of objects, number, events, color, space, time, and other minds."

"In recent years there has been a flourishing body of work on the Law of Treaties, crucial for all fields within international law. However, scholarship on modern treaty law falls into two distinct strands which have not previously been effectively synthesized. One concerns the investigation of concepts which are fundamental to or inherent in the law of treaties generally - such as consent, object and purpose, breach of obligation and provisional application - while the other focuses upon the application of treaties and of treaty law in particular substantive (e.g. human rights, international humanitarian law, investment protection, environmental regulation) or institutional contexts (including the Security Council, the World Health Organization, the International Labour Organization and the World Trade Organization). This volume represents the culmination of a series of collaborative explorations by leading experts into the operation, development and effectiveness of the modern law of treaties, as viewed through these contrasting perspectives."