Renae D. Mayes, Paul C. Harris and Erik M. Hines
There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical…
Abstract
There has been a substantial increase in research concerning the identification and support of twice exceptional students. However, much of the scientific and theoretical literature exclude the experiences and perspectives of twice exceptional African American students. This chapter focuses specifically on the experiences and needs of twice exceptional African American students, including those challenges around identification and navigating the school environment. In this chapter, the authors also discuss how school counselors may use a group counseling intervention to help twice exceptional African American students achieve healthy identities (i.e., race, giftedness, disability) needed to achieve their educational goals.
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The author worked with Gordon for many years in the early days of System Research Ltd and before and knew him later at Brunel University and the Cybernetics Society. Here are some…
Abstract
The author worked with Gordon for many years in the early days of System Research Ltd and before and knew him later at Brunel University and the Cybernetics Society. Here are some memories.
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Gives some personal impressions about Gordon from the author’s time working for him at System Research Ltd and from time working together in the Department of Cybernetics, Brunel…
Abstract
Gives some personal impressions about Gordon from the author’s time working for him at System Research Ltd and from time working together in the Department of Cybernetics, Brunel University.
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Francisco J. Lozano‐García, Donald Huisingh and Mónica Delgado‐Fabián
The purpose of this paper is to show the activities that have been implemented in Monterrey Campus of Tecnológico de Monterrey to infuse sustainable development (SD) into the…
Abstract
Purpose
The purpose of this paper is to show the activities that have been implemented in Monterrey Campus of Tecnológico de Monterrey to infuse sustainable development (SD) into the academic components, as well as to document similar SD activities that are being implemented in other campuses within the Tecnológico de Monterrey system. Another relevant issue is to share the experiences regarding SD incorporation in the academic area.
Design/methodology/approach
Capacity building courses to “educate‐the‐educators,” is the selected approach, to educate faculty regarding SD. Additionally, diverse methods are utilized to assess progress in incorporation of SD into courses and curricula. The capacity building is done through specific courses that are taught by faculty members with recognised knowledge in their fields but who also had the interdisciplinary skills to help the educators to understand and apply the concepts of the “triple bottom line”, to their academic programme. The educational programme is focused upon educators who expressed personal and professional interest in expanding their skills to teach SD to their students.
Findings
It is learned that working to catalyze the inclusion of SD concepts into courses and curricula requires a concerted effort among various stakeholders within the institution. It needs support from top administration, deans of academic divisions, the academic development department, as well as from faculty willing to participate in incorporating SD into their courses. Without this support, advances will be slow or non‐existent. A first course to incorporate SD in the educators' courses is offered, but one difficulty that the authors encountered, with this initial course, is it does not provided an integrated and interconnected outlook, which shows the learners not only the triple bottom line concepts but also other dimensions relevant to SD. So, a second course is designed and evaluation of the improvements in SD understanding by educators who take this improved course is done using conceptual maps. Although no definitive instruments are developed, work is done on the development and testing of criteria to assess the degree of incorporation of SD into the modified courses taught by the participating faculty.
Originality/value
It is shown that it is possible to support efforts to “weave SD as a golden thread” into the academic component of a HEI can be accomplished through the concerted action of various stakeholders. Good team teaching can facilitate faculty capacity building in SD. The evolutionary path of the “educate‐the‐educator's” program is one of the learnings by doing and continuous improvement. It is hoped that others will learn from the learning process.
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To the initiate in French studies, the term “French Literature” might be understood to mean anything — and everything — written in the French language. Etymologists would no doubt…
Abstract
To the initiate in French studies, the term “French Literature” might be understood to mean anything — and everything — written in the French language. Etymologists would no doubt support this interpretation wholeheartedly. To scholars of French literature, however, the term has a very different meaning. Professors in the field generally consider French literature to be that written in France since the Middle Ages, a literature which stands apart from other written works in the French language. This is not to say that there is not a very substantial body of literature written, for instance, in French‐speaking Canada, or Algeria, Tunisia, Haiti, or a myriad of other places. Certain individuals specialize in the literature (French) of those countries, but they do not refer to those writings as “French Literature”; they label them “French‐Canadian Literature,” “French‐African Literature,” and the like. This essay will be limited to a discussion of French literature — the major literature of France, considered worthy of special attention or acclaim by readers and scholars worldwide.
‘Suppliers' credit running at an indecent length’ …. ‘cash used as though it were Monopoly money’ … ‘plenty of paperwork, but the figures were so much junk’ … these, in Dr Adolf…
Abstract
‘Suppliers' credit running at an indecent length’ …. ‘cash used as though it were Monopoly money’ … ‘plenty of paperwork, but the figures were so much junk’ … these, in Dr Adolf Frankel's words, were some of the problems facing him when he took over control of Staveley Industries. To get the ailing engineering and chemical giant on a healthier footing, Frankel got management to do its sums properly and cut the machine tool division's 5,000 workforce by 50%. In a wide‐ranging interview, Frankel tells Ken Gooding that in his view a lot of management consultants are ‘phoney’ and explains why he admires his former boss at GEC, Arnold Weinstock.
DURING some comments on the brain drain last month it was remarked that work study technologists stood on the periphery. Suddenly they have been moved right to the centre as the…
Abstract
DURING some comments on the brain drain last month it was remarked that work study technologists stood on the periphery. Suddenly they have been moved right to the centre as the result of a communication from Dr. Robert N. Lehrer. He is among the six American work study experts best known to the profession in this country, ranking with Barnes and Mundel as having contributed much to a right appreciation of the subject's value and its techniques.
Abdel K. Halabi and Paul De Lange
This chapter examines student responses to the usefulness of online course materials available through WebCT in an introductory accounting unit. Of particular importance was…
Abstract
This chapter examines student responses to the usefulness of online course materials available through WebCT in an introductory accounting unit. Of particular importance was whether students felt that WebCT provided the key interactive opportunities for effective teaching and learning as outlined by Moore (1993). Results showed that students overwhelmingly felt that WebCT was useful and provided efficient interactions between the content and the learner. WebCT also has the potential for effective interactions between the instructor and the learner. Among learners, however, these are yet to be fully realized. Given the dearth of research in this area, the findings have implications for faculty members, students, and university administrators.