Identifying teachers' perceptions for integrating ICT into teaching and learning processes through the implementation of One Laptop Per Child (OLPC) program in primary schools of Rwanda was the main target of this study. The study employed qualitative approach where thirty primary schools' teachers participated into this study through interviews and group discussions designed for the research questions. Questions and discussions were related to benefits of ICT in education; requirements to integrate ICT into teaching and learning practices; challenges hindering the implementation of OLPC program and the contributions of different stakeholders for implementing OLPC program in primary schools of Rwanda. Through thematic analysis of data, the program was found to be influential to teachers, learners and stakeholders of primary schools in Rwanda. In order to be fruitful, the integration of ICT through implementation of OLPC program requires to help teachers to acquire skills related to Technological Pedagogical Content Knowledge (TPACK). The study also suggested different solutions and strategies related to all identified challenges.

Motivation and job satisfaction of employees have been an important research area in recent years. Based on a case study on two-new-established colleges in one university located in China Beijing town, this study aimed to correlate and investigate the levels and factors affecting lecturers' motivation and job satisfactions in this university. The descriptive survey and co-relational methods were used. Seventy lecturers with 51.4 % male and 48.6 % female participated in the study. Data were analyzed by frequencies, percentages, means and Pearson' Linear Correlation Coefficient. Means were interpreted as poor, fair, satisfactory and very satisfactory. The motivational level of lecturers was satisfactory (average mean = 2.707, Std=.8014) mostly affected by Incentives &promotions and salary. The level of job satisfaction was interpreted as satisfactory (average mean of 2.660, Std=.7804) mostly affected by financial reward. The correlation reported a significant relationship between lecturers' motivation and job satisfaction (r = 0.615 with the sig-value of.000 lesser than .001). The continuity of lecturers' motivation was recommended by taking into consideration all analyzed factors.

This study tried to explore what motivates international students to attain PhD graduation requirements in mathematics and sciences studies in a Chinese research university. The design of the study was qualitative and all collected data were analyzed by thematic analysis. The study explored the motive forces that enable international PhD students to persist and solve all challenging situations to fulfill PhD graduation requirements in mathematics and sciences studies. The internal and external motivations were found to be the main cause of their persistence to continue their studies until they meet their graduation requirements. International PhD students in mathematics and sciences reported to be challenged by the communication barriers, unfit social interaction, advanced software to be used and different high requirements to be attained in a research university. The discussions of findings considered other existing related studies and theories that help people to persist and achieve their desired goals and targets. Possible solutions to existing challenges and further research' areas were suggested in this study.