Robert A. Waterson and Mary E. Haas
Most educators recognize that social studies methods courses emphasize connecting knowledge to life, through experiential learning and actions based on individual and civic…
Abstract
Most educators recognize that social studies methods courses emphasize connecting knowledge to life, through experiential learning and actions based on individual and civic values. The authors developed a required participation lesson for secondary methods students to assure that future teachers had personally experienced and evaluated a civic service learning activity. A goal was to motivate these pre-service teachers to include such experiences in their future teaching with middle or high school students. The pre-service teachers established their own way of being actively involved in the election process in a manner that complimented their interests and complex schedules. This paper describes the assignment and its related discussions. Evidence of personal experiences and reactions from students’ reflection papers is presented describing newly gained perspectives about how exhaustive and significant the election process is. Pre-service teachers’ written reflections indicated they considered this experience critical for future social studies teachers.
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This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research…
Abstract
This study reflects an examination of four teachers and their approaches to teaching the Holocaust and comparative genocide. The purpose was to address four succinct research questions that followed a conceptual framework which emerged around these teachers’ rationale, methodology, preparation, and characteristics. Analysis of the results allowed for the emergence of six themes: (a) citizenship, (b) curriculum and design, (c) teaching pedagogy, (d) influence of modeling, (e) neoteny, and (f) life-altering experiences.
Temitope Seun Omotayo, Prince Boateng, Oluyomi Osobajo, Adekunle Oke and Loveline Ifeoma Obi
The purpose of this paper is to present a capability maturity model (CMM) developed to implement continuous improvement in small and medium scale construction companies (SMSCC) in…
Abstract
Purpose
The purpose of this paper is to present a capability maturity model (CMM) developed to implement continuous improvement in small and medium scale construction companies (SMSCC) in Nigeria.
Design/methodology/approach
A multi-strategy approach involving qualitative studies of SMSCC in Nigeria was conducted. Semi-structured interviews were conducted with purposively selected construction experts in Nigeria to identify variables essential for continuous improvement in SMSCC. Data collected were thematically analysed using NVIVO. Subsequently, a system thinking approach is employed to design and develop the CMM for implementing continuous improvement SMSCC, by exploring possible relationships between the variables established.
Findings
CMM provided a five-level approach for the inclusion of investigated variables such as team performance; culture; structure; post-project reviews, financial risk management, waste management policy and cost control. These variables are factors leading to continuous improvement in SMSCC, implementable within a six to seven and a half years’ timeline.
Practical implications
The system thinking model revealed cogent archetypes in the form of reinforcing loops that can be applied in developing the performance of SMSCC. Continuous improvement is feasible. However, it takes time to implement. Further longitudinal studies on the cost of implementing continuous improvement through CMM a knowledge transfer project can be initiated.
Originality/value
A methodical strategy for enhancing the effectiveness and operations of SMSCC in developing countries can be extracted from the causal loop diagram and the CMM.
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Elena Jenkin, Erin Wilson, Matthew Clarke and Robert Campain
This chapter presents a research method for operationalizing a human rights approach with children with disability in developing countries that confronts the tension between a…
Abstract
This chapter presents a research method for operationalizing a human rights approach with children with disability in developing countries that confronts the tension between a universal human rights discourse and local knowledge and customs. This research was undertaken in Papua New Guinea and Vanuatu. Through methods of data collection, analysis of data and the dissemination of findings, the focus was on utilizing human rights concepts and ideas in a way that enabled the local meanings and experiences of children to be re-interpreted against the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). Findings could then be presented in a manner that communicated effectively with governments and local and global organizations, while also honouring the particular experiences of children with disability. Such an approach is, of course, subject to critique and ongoing adaptation.
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It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to…
Abstract
It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.