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Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

The paper describes an approach to large class higher education teaching in using social media.

Similar results have not been published so far.

While the World Wide Web (WWW or Web) is steadily expanding, electronic books (e‐books) remain a niche market. In this article, it is first postulated that specialized contents and device independence can make Web‐based e‐books compete with paper prints; and that adaptive features that can be implemented by client‐side computing are relevant for e‐books, while more complex forms of adaptation requiring server‐side computations are not. Then, enhancements of the WWW standards (specifically of XML, XHTML, of the style‐sheet languages CSS and XSL, and of the linking language XLink) are proposed for a better support of client‐side adaptation and device independent content modeling. Finally, advanced browsing functionalities desirable for e‐books as well as their implementation in the WWW context are described.

This paper seeks to report on the conception of a novel digital backchannel, Backstage, dedicated to large classes, aiming at empowering not only the audience but also the speaker, at promoting the awareness of both audience and speaker, and at promoting an active participation of students in the lecture. In learning settings with a large and typically passive audience, the goal of Backstage is to foster active participation and facilitate collaboration akin to small‐learning groups.

The authors present the concept of a novel kind of digital backchannel that supports different forms of inter‐student communication via short microblog messages, social evaluation, and ranking of messages by the audience. The backchannel further supports immediate concise feedback to the lecturer of selected and aggregated students' opinions, making it possible to strengthen the lecturer's awareness of students' difficulties.

The concept is the outcome of a joint effort between computer scientists and educational scientists, and unifies technical and usability aspects with educational claims.

The concept combines computer‐mediated communication with elements of social media that not only foster active participation and collaboration among a large and otherwise passive audience, but also provide social means to self‐regulation and management of the backchannel discourse. The design of the backchannel is strongly influenced by findings of educational sciences.

Physical appearances constitute a criterion of discrimination recognised by the French law. This topic is often raised in the field of media and advertising, but the consequences of stereotypes and prejudices about appearances at work are not taken into account as much. However, this criterion is subject to a multitude of normative injunctions, located in time and space, and significantly affects all spheres of life. Voluntary or involuntary transgression of these norms leads to processes of segregation, discrimination and harassment. These processes are all the more insidious because their legitimacy is less questioned than when it concerns a criterion shared by a collective such as race or gender. Appearances are, in fact, perceived as individual characteristics; moreover, some of them are perceived as controllable, which justifies the unfavourable treatment of people who do not fit the norm.

At work, recruitment is the most obvious step in which appearances play a role because first impressions are largely based on them. But remuneration or daily life at the office is also affected by beliefs and expectations about appearances. After presenting testimonies from focus groups on this issue, we offer some advices for organisations concerned by the topic.

This chapter explores the impact of delivering culturally community family therapy with strength-based strategies, to transgenerational Black Haitian families living in Haiti and the Dominican Republic following the 2010 earthquake. A series of workshop intervention over several years, which were co-facilitated by community pastors and leaders provided a cultural-based intervention drawing on Black British and Caribbean culture, Haitian culture, Christian spiritual belief systems, in conjunction with some bi-cultural attachment and systemic methods and techniques. Community feedback through testimonies contributed to evaluation and outcomes in developing new strategies to manage stress, and family conflict and distress, together with developing new strategies in sharing a vision for the future across the community.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

This chapter attempts to offer a clearer look at the historical roots of the founding of mutualist finance. Without denying that the various forms of financial mutualism may have legal and organizational roots in ancient times, the author considers what, for contemporary mutualist banks, may constitute the soul.

In its first part, the document presents the individual constructions that existed in the eighteenth and nineteenth centuries, in a context in which economic development and the industrial revolution banished the rules and standards of the former society. It refers to Utopian socialisms as opposed to the scientific solutions proposed for a new social organization and to the new solidarism according to Léon Bourgeois. Christian sources are also called to mind with social Christianity (Protestant) and social Catholicism until the birth of the social doctrine of the Church.

This frenzy of ideas as well as the confrontation with reality led to the birth, in Germany, of the first experiments with alternative finance. This is the subject of the second part of this chapter, which then develops the bank mutualism created by the founding fathers, F.W. Raiffeisen and H. Schulze-Delitzsch.

The historical description of the creation of mutualist banks brings up two major problems when talking about the “other finance”: the interest and activity of the bank. Is an ethical finance capable of proposing a credible alternative? This is a question that needs to be answered in the light of history.

This chapter attempts, more than 150 years after the fact, to demonstrate the ponderous presence of the question and the permanence of the founding ideas in order to comprehend the facts and propose ideas for analysis and construction of an “other finance.”