This chapter is focused primarily on the detailed analysis of a segment of a single classroom exercise involving the use of a worksheet to reinforce the teaching of “surface area”…
Abstract
This chapter is focused primarily on the detailed analysis of a segment of a single classroom exercise involving the use of a worksheet to reinforce the teaching of “surface area” by a seventh grade mathematics teacher and the classroom context in which the exercise occurred. The analysis examines traditional teaching and the engagement and respect for students’ own constructive capacities in relation to the individual teacher’s consciousness and motivation. The larger issue though is to better understand teaching as a unity in the person as a whole. How does the unity of connection to subject matter, deeper motivation for teaching, and care for student learning manifest in the classroom? This chapter looks at how one teacher goes about it.
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I am delighted to be here today to honor the work of Alan Rugman. Alain Verbeke (Calgary) and I will discuss Alan's contributions, with me focusing primarily on his contributions…
Abstract
I am delighted to be here today to honor the work of Alan Rugman. Alain Verbeke (Calgary) and I will discuss Alan's contributions, with me focusing primarily on his contributions to the field of international business (IB); Alain, his contributions to international management (IM).
The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of…
Abstract
Purpose
The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of these for sustainability education.
Design/methodology/approach
The paper draws on relevant literature in the field of sustainability education and in the field of digital literacies and digital ethics. It synthesizes perspectives in both fields to form a conceptualization of digital literacies and digital ethics for sustainability education.
Findings
The paper conceptualizes “digital literacies” as a capacity to reflect on the nature of digital space in relation to sustainability challenges and “digital ethics” as a capacity to reflexively engage with digital space in ways which build rich discourses around sustainability. Critically reflective and exploratory activities in digital space are a means of developing these capacities.
Originality/value
The conceptualization allows sustainability education to account for the increased role digital space plays in shaping views of sustainability challenges. It proposes a pedagogical approach to doing this.
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Susan Field and Lorraine Paddison
Skill shortages and impending rapid decrease in numbers of youngpeople coming into employment emphasise the need to reduce wastage ofskilled women. Barclays has introduced a…
Abstract
Skill shortages and impending rapid decrease in numbers of young people coming into employment emphasise the need to reduce wastage of skilled women. Barclays has introduced a Career Break scheme, and the article describes the processes by which it was introduced. Results so far are positive.
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James G. Conley, Susan Deutsch, James Fields and Richard Wong
ESPE, the market leader, is a medium-sized German manufacturer of precision dental impression materials competing in a shrinking market. To grow the business, ESPE invests…
Abstract
ESPE, the market leader, is a medium-sized German manufacturer of precision dental impression materials competing in a shrinking market. To grow the business, ESPE invests substantial resources in innovative impression materials and associated distribution mechanisms. Squeezed by the shrinking market, the competition is increasingly using the proprietary channels (dispensing mechanisms) and brand equity (trademark) of ESPE to maintain their market share. There is a potential infringement. Explores how ESPE is organized to execute on the options imbedded in its IP rights.
To provide students with an understanding of how to use brands and trademarks in conjunction with trade secrets, patents, and other forms of IP in mature markets to build and maintain innovation-based competitive advantage.
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![Kellogg School of Management](/insight/static/img/kellogg-school-of-management-logo.png)
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Nereu F. Kock, Robert J. McQueen and L. S John
How can action research be made more rigorous? We discuss in this paper action research, positivism and some major criticisms of action research by positivists. We then examine…
Abstract
How can action research be made more rigorous? We discuss in this paper action research, positivism and some major criticisms of action research by positivists. We then examine issues relating the conduct of IS research in organisations through multiple iterations in the action research cycle proposed by Susman and Evered. We argue that the progress through iterations allows the researcher to gradually broaden the research scope and in consequence add generality to the research findings. A brief illustrative case is provided with a study on groupware introduction in a large civil engineering company. In the light of this illustrative case we contend that effective application of the iterative approach to action research has the potential to bring research rigour up closer to standards acceptable by positivists and yet preserve the elements that characterise action research as such.
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Luissa Vahedi, Sabine Lee and Susan A. Bartels
This paper aims to analyze the lived experience of seeking justice and reparations related to conceiving a peacekeeper-fathered child.
Abstract
Purpose
This paper aims to analyze the lived experience of seeking justice and reparations related to conceiving a peacekeeper-fathered child.
Design/methodology/approach
Based on 18 semi-structured qualitative interviews conducted across Haiti in 2017, the authors mapped the experiences of Haitian mothers of peacekeeper-fathered children onto the ecological framework, proposing prevention/response strategies at the micro, meso and macro levels.
Findings
The findings mainly focus on reporting and access to support. Reporting was sometimes discouraged by the peacekeeper fathers due to the fear of being reprimanded. Among women who did report, some were told that nothing could be done, as the peacekeeper returned to his home country. Disclosure fatigue was common among participants who formally reported their pregnancies/peacekeeper-fathered children, particularly when promises of employment or child support failed to materialize. Overall, there was widespread distrust and disillusionment with the UN’s reporting and support system.
Originality/value
To improve the UN’s sexual abuse and exploitation prevention/response system at the micro level, the authors propose addressing personal knowledge/attitudes/beliefs through scenario-based and contextually relevant peacekeeper training and addressing the sexual/reproductive health needs of women and girls in proximity to peacekeeping bases. At the meso level, the UN should improve trust in reporting. Efforts to do so should include mandatory third-party deoxyribonucleic acid testing and banking, streamlined reporting mechanisms and removing the practice of automatically repatriating implicated peacekeepers. At the macro level, the authors recommend investments to improve educational and economic opportunities for women and girls, as well as revamping policies that contribute to impunity and absolve peacekeepers and troop-contributing countries of their responsibilities to provide child support.
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NRCd have produced a useful pamphlet which, because of machine development, unfortunately will soon be out of date. In discussing six ‘full‐size’ COM fiche readers a phrase such…
Abstract
NRCd have produced a useful pamphlet which, because of machine development, unfortunately will soon be out of date. In discussing six ‘full‐size’ COM fiche readers a phrase such as “The Agfa‐Gevaert LF 303 is essentially similar to the LF 101 reader…” repeatedly occurs. These machines are subject to the same face‐lift operations (continuous development) as the motor car though the design of one of the most highly recommended models, also “one of the older readers in this group”, has been stabilised for some years; it, the Microscot NMI 90 has had at least one change of name: it used to be the Scottish Instruments NMI 90!
To describe the role one classroom writing community played in shaping students’ understandings of the analytical writing genre; and to discuss the impact the community had on…
Abstract
Purpose
To describe the role one classroom writing community played in shaping students’ understandings of the analytical writing genre; and to discuss the impact the community had on students’ developing academic writing identities.
Design/methodology/approach
While research has demonstrated the impact of classroom writing communities on student writing practices and identities at the elementary level (Dyson, 1997) and for secondary students engaged in fiction writing (Halverson, 2005), less is known about the role classroom writing communities may play for secondary students who are learning to write in academic discourses. This chapter explores the practices of one such classroom community and discusses the ways the community facilitated students’ introduction to the discourse of analytical writing.
Findings
The teacher turned the classroom writing community into an authentic audience, and in so doing, he developed students’ understandings of the analytical writing genre and their growing identities as academic writers. First, he used the concept of immediate audience (i.e., writing to persuade real readers) as the primary rationale for students to follow the outlined expectations for analytical writing. Second, he used inquiry discussions around student work (i.e., interacting with other members of the writing community) to prepare students for a future audience of prospective independent school English classrooms.
Practical implications
By turning the classroom writing community into an authentic audience through inquiry discussions, teachers can develop students’ deep and flexible understandings of a potentially unfamiliar writing genre. Furthermore, by employing the classroom writing community as a support for moving students through moments of struggle, teachers implicate students’ expertise as academic writers, thereby facilitating their willingness to take on academic writing identities.
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This intentionally short paper considers the wide range of interpretations of “vulnerability” since its 1979 adoption in disaster studies and proposes some necessary separation…
Abstract
Purpose
This intentionally short paper considers the wide range of interpretations of “vulnerability” since its 1979 adoption in disaster studies and proposes some necessary separation and re-categorisation of its current applications.
Design/methodology/approach
The short history of the use of “vulnerability” in disasters studies is examined, contrasting present day contexts with those of its earliest use.
Findings
“Vulnerability” is retained for its conventional place-based role, whilst superimposed social and political constraints are allocated to “susceptibility”, a term often used to define “vulnerability”; the two terms taking on equal mutually supportive roles. Separation of the two terms is supported by on example of their realities in war and post-war conditions, together with other examples not in contexts of war. Separation of terms suggests the issue of whether manifestation of vulnerability brings about additional personal susceptibility.
Research limitations/implications
Implications are that both vulnerability and susceptibility may become better understood in disaster studies and its applications in the field.
Practical implications
The media is seen as a possible eventual target for a published version of this short paper so that, in time, public as well as academic readership may be reached.
Originality/value
Dissatisfaction occasionally expressed regarding uses of “vulnerability” has, so far, received little radical attention.