...Best Practices for Sustaining Distance Training in the WorkplaceAndrew Gibson, Zane L. BergeUSAAbstracteLearning initiatives, powered by cutting edge technology, have the ability to offer just-in-time and just-in-case training designed to facilitate performance improvement and creativity. When compared with time-consuming traditional training methods, elearning can offer immediate results and this has led many to implement it with haste. However, while proficient human resource management and financial planning can lead to the establishment of an elearning solution, failure to take further steps necessary to affect cultural change within the organization may, in the long term, seriously jeopardize the prospect of making such a strategy sustainable. This paper explores examples of best practice in managing the factors necessary for elearning sustainability, namely: detailed planning, creation of a sound business case, involvement of champions, harnessing of technology, transitioning, a blended solution, and sustained evaluation.IntroductionBerge and Kearsley (2003) state that in many cases, “even after distance training has been successfully implemented, sustaining it remains a struggle” (p.6). This need not be the case. The impact of elearning can be immediate (David, 2006). It can offer significant cost-savings. However, the move to elearning must be more than convincing executives to fund a pilot; more than succeeding in the short term, or boasting about initial financial...
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...Design + Culture: New Directions for Interior Design Scholarship and Pedagogy Date: March 15-16, 2015 Fort Worth, Texas Guest Editor: Tasoulla Hadjiyanni Associate Professor, Interior Design University of Minnesota Title: Design as a malleable structure: Reframing the conceptual understanding of design and culture through George Kubler’s morphological approach to the history of things Author: Joori Suh, Assistant Professor, Interior Design Department, Iowa State University Under the banner of globalization and internationalization, what actually happens in design? Has today’s blended culture lost the identity unique to the context? What should be the interior design educator’s attitude toward teaching design and culture in the current age? We encounter dilemmas in global design, the results of which are sometimes almost identical regardless of unique settings because of our tendency to grasp design as a whole with respect to particular style or trend without fully apprehending the core and the deviation. Perceiving the entire design project as a mere symbolic expression also hinders our true understanding of design and culture. In this article, I attempt to answer fundamental questions regarding the complex, innate relationship between design and culture and suggest restructuring a conceptual framework applicable to related research and education that effectively reveals the multi faceted characteristics of design and culture in the present age. From the perspective of morphology...
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...Journal of Transcultural Nursing http://tcn.sagepub.com/ Standards of Practice for Culturally Competent Nursing Care : 2011 Update Marilyn K. Douglas, Joan Uhl Pierce, Marlene Rosenkoetter, Dula Pacquiao, Lynn Clark Callister, Marianne Hattar-Pollara, Jana Lauderdale, Jeri Milstead, Deena Nardi and Larry Purnell J Transcult Nurs 2011 22: 317 DOI: 10.1177/1043659611412965 The online version of this article can be found at: http://tcn.sagepub.com/content/22/4/317 Published by: http://www.sagepublications.com On behalf of: Transcultural Nursing Society Additional services and information for Journal of Transcultural Nursing can be found at: Email Alerts: http://tcn.sagepub.com/cgi/alerts Subscriptions: http://tcn.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://tcn.sagepub.com/content/22/4/317.refs.html >> Version of Record - Sep 26, 2011 What is This? Downloaded from tcn.sagepub.com by Marty Douglas on September 27, 2011 412965 ouglas et al.Journal of Transcultural Nursing TCN22410.1177/1043659611412965D Commentary Journal of ranscultural Nursing T 22(4) 317–333 © The Author(s) 2011 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1043659611412965 http://tcn.sagepub.com Standards of Practice for Culturally Competent Nursing Care: 2011 Update Marilyn K. Douglas, DNSc, RN, FAAN1, Joan Uhl...
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...STUDENTS’ CONSTRUCTION OF THE BODY IN PHYSICAL EDUCATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the Requirements for the degree of Doctor of Philosophy in The Department of Kinesiology by Laura Azzarito B.S., Universita’ di Scienze Motorie di Torino, Italy, 1994 M.S., University of Maryland, College Park, 2000 December 2004 ACKNOWLEDGEMENTS I’m very grateful to all the students and teachers who are the subjects of this work. I greatly appreciate their willingness to participate in this research and the time they dedicated to all of the interviews and member checks. I also thank the principals who gave me permission to conduct this study. I especially acknowledge and thank physical education teachers Celeste Alfred, for welcoming me to her school, and Vickie Braud for her great help in making contacts necessary to complete my data collection. Both Vickie and Celeste were wonderful throughout my research process, helping me to observe classes and arrange student interviews at the schools. I greatly appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education;...
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...CHAPTER 1 THE PROBLEM AND ITS BACKGROUND Introduction The Philippine archipelago is made up of 7, 107 islands with total area of 300, 00 square kilometer. It has a current population of nearly 88 million people, 75% of which belong to 8 major ethnic groups and the remaining 25% are divided among different minor ethnic groups and indigenous tribes. The country has more than 110 ethnic tribes and cultural communities whose cultures and traditions are in varying states of extinction. These vanishing ancestral traditions and customary laws used to define social relationships and values and promoted efficiency of economic activities. Section 30 of the IPRA stipulates that “the state shall provide equal access to various cultural opportunities to the IP’s through the educational system, private or public cultural entities, scholarships, grants and other incentives without prejudice to their right to establish and control their educational systems and institutions by providing education in their own language, in a manner appropriate to their cultural methods of teaching and learning. Indigenous children/youth shall have the right to all levels and forms of education of the State”. The Basic Education Assistance for Mindanao (BEAM) is a DepEd project supported by the Government of the Philippines and the Government of Australia through the Australian Agency for International Development (AUSAID). It is aiming to improve the access to and the quality of basic education in...
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...Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education Paul C. Gorski Founder, EdChange Assistant Professor, Integrative Studies George Mason University http://www.EdChange.org gorski@EdChange.org December 2010 Unlearning Deficit Ideology and the Scornful Gaze 2 It is popular in the education milieu today to talk about the dangers of assuming a deficit perspective, approaching students based upon our perceptions of their weaknesses rather than their strengths. Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators....
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...British Educational Research Journal ISSN: 0141-1926 (Print) 1469-3518 (Online) Journal homepage: http://www.tandfonline.com/loi/cber20 Do new information and communications technologies have a role to play in the achievement of education for all? Jenny Leach To cite this article: Jenny Leach (2008) Do new information and communications technologies have a role to play in the achievement of education for all?, British Educational Research Journal, 34:6, 783-805, DOI: 10.1080/01411920802041392 To link to this article: http://dx.doi.org/10.1080/01411920802041392 Published online: 30 Aug 2010. Submit your article to this journal Article views: 335 View related articles Citing articles: 6 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cber20 Download by: [University of Technology Sydney] Date: 20 September 2015, At: 03:44 Downloaded by [University of Technology Sydney] at 03:44 20 September 2015 British Educational Research Journal Vol. 34, No. 6, December 2008, pp. 783–805 Do new information and communications technologies have a role to play in the achievement of education for all? Jenny Leach* Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant...
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...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
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...DEPARTMENT- DRAMA SECTION SUBMITTED IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE IN HUMANITIES. 26 AUGUST 2013 ABSTRACT This dissertation explores the use of community participation in TfD for Gender based violence in challenging patriarchy. It discusses the idea of TfD and community participation in relation to patriarchy and gender. It also discusses the idea of community participation in relation to TfD, Patriarchy and participation in gender related projects. The analysis in this dissertation focuses on GEWE project which was carried out by CRECCOM as a form of TfD for gender based violence. I look at field work in research, i conduct the performance analysis of the TfD for gender based violence performance and i conduct the analysis for the whole case study, i provide evidence for gender based violence and patriarchal rule in the community and i analyse the involvement of both men and women in the performance and how this helps in challenging patriarchy. This dissertation claims that TfD for gender based violence can be used to challenge the idea of patriarchy through community participation. This dissertation shows that the performance space in TfD for gender based violence provides a forum on which men and women can discuss and deal with issues of GBV as well as challenging patriarchy. it shows how the participation of...
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...The School Culture Attitudes and Beliefs Attitudes Toward Change Cultural Norms Cultural Norms that Facilitate School Improvement Relationships The term culture has been defined in various ways by many authors as discussed earlier in this paper. Here the culture of the school will be viewed as the existence of an interplay between three factors: the attitudes and beliefs of persons both inside the school and in the external environment, the cultural norms of the school, and the relationships between persons in the school. Each of these factors may present barriers to change or a bridge to long-lasting implementation of school improvement. It bears repeating, however, that the interrelatedness of these facets of the school most strongly affects the efforts of those seeking to improve schools. As Fullan (1991) notes, factors affecting implementation "form a system of variables that interact to determine success or failure" (p. 67). The Impact of Culture An examination of school culture is important because, as Goodlad's study (1984) points out, "alike as schools may be in many ways, each school has an ambience (or culture) of its own and, further, its ambience may suggest to the careful observer useful approaches to making it a better school" (p. 81). Krueger and Parish (1982), in their study of five districts implementing and then discontinuing programs, postulate that the key to program implementation and continuation is "the interactive relationships that teachers...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...BENEFITS OF ACTIVE AND COOPERATIVE LEARNING 1. Provides opportunities for higher order thinking as opposed to passive listening. Reinforces listening to others and gives opportunity for immediate feedback and adjustment of thought. Students talking together provide for input and listening. Students often have to assess the thoughts/ideas of peers, determine whether they “fit” their own, whether they disagree, or partially agree. Students have an opportunity to speak their ideas/thoughts for better formulation. Some often say, “I didn’t think of that” or “That’s a different slant.” 2. Promotes greater student-faculty and student-student interaction. Students assist each other in understanding material/content. This may even help students broaden their perspectives on issues or problems. Professors have an opportunity to move from group to group, listen and if appropriate add comments. For some students this is the only personalization with a professor that ever occurs. Professors may answer questions that might never be asked without the closer interaction. Problems or misunderstandings can quickly and quietly be handled. 3. Increases student retention and limits anxiety. Students are not overloaded with information. Students actually get time to think about, to talk about, and process information. Improves interaction and “talk” (Vygotskian Constructivism) and provides opportunities for students to think about and process the...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...Sustainability Research Sustainability is of increasing significance for businesses, communities, and national economies around the globe. Sustainability addresses economic, environmental, and social issues, but it also incorporates cultural dimensions. In the face of globalisation, societies seek to preserve their cultural values and community identity, while still participating in the global economy. In New Zealand the importance of sustainability issues has been recognised by central and local government policies, environmental and economic development agencies, and business leaders. Two of the active business groups focusing on these issues are the New Zealand Business Council for Sustainable Development (NZBCSD) and the Sustainable Business Network (SBN). Waikato Management School is working in partnership with both of these key business groups on sustainability projects and events. The aim of these initiatives is to develop and share insights on sustainable economic development and sustainable enterprise success. The Waikato Management School is distinctive in its commitment ‘to inspire the world with fresh understandings of sustainable success’. These fresh understandings will be achieved through our high quality research that can influence policy makers, excellent teaching, through the knowledge and values our graduates take into the workforce, through our continued consulting with business and the outstanding experiences offered to everyone who connects...
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