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Professors Vinnicombe, Burke, Blake-Beard, and Moore have assembled
an internationally and intellectually diverse cast of contributors
to chronicle and examine the implications of the seismic shift in
women's roles in the global workforce. Collectively, they make a
strong case for why advancing women s careers is a key business as
well as societal issue that must be addressed if the full potential
of all societal members is to be tapped. This book belongs on the
bookshelf of all scholars of gender and career issues as an
essential reference.' - Gary N. Powell, University of Connecticut,
US'This is an excellent book posing key questions about women and
careers in leadership, such as why do women have less access to the
top jobs. It presents research on women's experiences in
leadership, discusses the barriers they face as well as initiatives
to promote their career advancement. I can see this being a
critical resource for those who research and teach women in
management.' - Fiona Wilson, University of Glasgow, UK 'As more
women take on highly visible leadership roles, such as CEO or
C-suite executive, I am often asked whether there continues to be a
need for research on women's career development. This book
effectively answers the challenge behind that question by
documenting the status of women in business and by marshaling
empirical evidence of gender effects on careers. The chapters
provide a rich, theoretically grounded overview of women's career
development and action steps for accelerating the growth of women's
representation in leadership.' - Alison M. Konrad, Western
University, Canada Why is it that relatively few women achieve
senior management positions despite their increasing levels of
education and years of work experience? How can we change this? In
a changing world where women have dominated as graduates from
universities in the West, recent research has shown that the same
trend is also strikingly evident in the newly emerging markets.
Tapping into this female talent pool is extremely important and
advancing women s careers has become a key business issue. This
Handbook lays out a number of promising approaches. First the
business case for doing so is presented. The challenges facing
women are reviewed, followed by various programs that address
particular needs such as mentoring, leadership development programs
for women, work and family initiatives, and succession planning.
Finally, case studies of award-winning organizational initiatives
are described. The book identifies obstacles women face in career
advancement and possible initiatives to address them. The work will
be highly sought by scholars and doctoral students interested in
women in organizations. Human resource managers and consultants
will also find plenty of invaluable information in this resource.
Contributors: D. Anderson, S.M. Barnett, S.A. Berry, G.
Bhattacharya, D. Bilimoria, S. Blake-Beard, L. Brook, R.J. Burke,
S. Caleo, S.D. Carter, S.S. Case, S. Dinolfo, E. Doldor, S.L.
Fielden, K. Giscombe, J. Graham, A. Gupta, C.E.J. Hartel, G.F.
Hartel, S.A. Haslam, R. Hawarden, M.E. Heilman, M.M. Hopkins, S.V.
Horner, C.M. Hunt, M.M.S. Kats, S. Kumra, X. Liang, S. Mavin, L.L.
Moore, J.T. Nadler, S.M. Nkomo, J.S. Nugent, A.J. Oetama-Paul, D.M.
Ohse, D.A. O Neil, K. Peters, C. Quental, M.K. Ryan, R. Sealy, F.
Sheridan, V. Srinivasan, M.S. Stockdale, N. Sultana, R. Sumner,
J.M. Turell, A. Valenti, H. van Emmerik, S. Vinnicombe, J.
Williams, W.M. Williams, A. Wittenberg-Cox
What makes people lose faith in democratic statecraft? The question
seems an urgent one. In the first decades of the twenty-first
century, citizens across the world have grown increasingly
disillusioned with what was once a cherished ideal. Setting out an
original theoretical model that explores the relations between
democracy, subjectivity and sociality, and exploring its relevance
to countries ranging from Kenya to Peru, The State We're In is a
must-read for all political theorists, scholars of democracy, and
readers concerned for the future of the democratic ideal.
What makes people lose faith in democratic statecraft? The question
seems an urgent one. In the first decades of the twenty-first
century, citizens across the world have grown increasingly
disillusioned with what was once a cherished ideal. Setting out an
original theoretical model that explores the relations between
democracy, subjectivity and sociality, and exploring its relevance
to countries ranging from Kenya to Peru, The State We're In is a
must-read for all political theorists, scholars of democracy, and
readers concerned for the future of the democratic ideal.
This QRG in the new set of Strategies for Distance Learning Guides
explains how to get your students to engage with you, with the
content, and with each other during online learning. It is all
about bridging "transactional distance"-psychological rather than
physical-in the onscreen environment, by using carefully crafted
lesson design and teaching strategies. Written by an expert in
instructional design, this guide is packed with ideas and tips
across grade levels, to help: create community facilitate
interactions adjust assessment Replete with examples and suggested
tools, this QRG is an indispensable resource for teachers grappling
with how to keep students motivated when learning from a distance.
Each 8.5" x 11" multi-panel guide is laminated for extra durability
and 3-hole-punched for binder storage.
Online instruction has become an easy target to blame for learning
loss during the pandemic. But in fact, it is a rich resource that
can strengthen current classroom teaching and also prepare schools
to weather future school closings. In Online By Choice, Stephanie
Moore and Michael Barbour argue persuasively that online learning
is a precious source of resilience and flexibility for schools now
and going forward—an important feature of a robust ecosystem
along with face-to-face and blended instruction—and that failing
to incorporate online is strategically impoverished. Choosing
online instruction is very different from rushing to remote
learning in an emergency manner, however, and doing it well
involves a myriad of decisions. These authors provide essential
guidance and tools for teachers and school leaders as they select,
design and implement online education solutions, including the
“handshakes” needed to align instructional needs with school or
district-level infrastructure and supports.
Nearly sixty years after the end of World War II the Third Reich
continues to fascinate both authors and readers. Nazi propaganda,
in particular, has been the topic of countless books, as have the
personalities involved in the German propaganda machine. Yet,
despite all of the efforts in this regard, one aspect of that
propaganda study has remained largely unexamined. It is the
regime's use of postal materials as a tool for expressing its
propaganda message. In this new, profusely illustrated book, Albert
L. Moore offers readers an overview of the images and messages that
filled the mailboxes of Hitler's subjects and victims. As official
documents of Nazi Germany, the stamps, postcards, and even
postmarks used during the time provide the reader with an explicit
picture of the types of propaganda messages every German was
expected to see and act upon on a daily basis. Moore's
groundbreaking work helps us to better understand this powerful,
yet heretofore unrecognized, weapon in Hitler's propaganda arsenal.
This is not merely a book for those interested in stamps or
postcards as collectibles, it is a book for those who desire to
better understand what it was like to live inside the Third Reich!
Race, Power and Social Segmentation in Colonial Society (1987)
studies Guyanese society after slavery and specifically examines
the area of social classes and ethnic groups. It also focuses on
the theoretical issues in the debate on pluralism versus
stratification and provides a detailed interdisciplinary analysis
of the process of structural change in a composite colonial society
over a significantly long historical period – over half a
century.
What happens when people "achieve"? Why do reactions to
"achievement" vary so profoundly? And how might an anthropological
study of achievement and its consequences allow us to develop a
more nuanced model of the motivated agency that operates in the
social world? These questions lie at the heart of this volume.
Drawing on research from Southeast Asia, Europe, the United States,
and Latin America, this collection develops an innovative framework
for explaining achievement's multiple effects-one which brings
together cutting-edge theoretical insights into politics,
psychology, ethics, materiality, aurality, embodiment, affect and
narrative. In doing so, the volume advances a new agenda for the
study of achievement within anthropology, emphasizing the
significance of achievement as a moment of cultural invention, and
the complexity of "the achiever" as a subject position.
The notion of 'sociality' is now widely used within the social
sciences and humanities. However, what is meant by the term varies
radically, and the contributors here, through compelling and wide
ranging essays, identify the strengths and weaknesses of current
definitions and their deployment in the social sciences. By
developing their own rigorous and innovative theory of human
sociality, they re-set the framework of the debate and open up new
possibilities for conceptualizing other forms of sociality, such as
that of animals or materials. Cases from Asia, Africa, the Americas
and Europe explore the new directions of human sociality,
illuminating how and why it is transformed when human beings engage
with such major issues as economic downturn, climate change, new
regimes of occupational and psychological therapy, technological
innovations in robotics and the creation of new online, 'virtual'
environments. This book is an invaluable resource, not only for
research and teaching, but for anyone interested in the question of
what makes us social.
What happens when people "achieve"? Why do reactions to
"achievement" vary so profoundly? And how might an anthropological
study of achievement and its consequences allow us to develop a
more nuanced model of the motivated agency that operates in the
social world? These questions lie at the heart of this volume.
Drawing on research from Southeast Asia, Europe, the United States,
and Latin America, this collection develops an innovative framework
for explaining achievement's multiple effects-one which brings
together cutting-edge theoretical insights into politics,
psychology, ethics, materiality, aurality, embodiment, affect and
narrative. In doing so, the volume advances a new agenda for the
study of achievement within anthropology, emphasizing the
significance of achievement as a moment of cultural invention, and
the complexity of "the achiever" as a subject position.
The notion of 'sociality' is now widely used within the social
sciences and humanities. However, what is meant by the term varies
radically, and the contributors here, through compelling and wide
ranging essays, identify the strengths and weaknesses of current
definitions and their deployment in the social sciences. By
developing their own rigorous and innovative theory of human
sociality, they re-set the framework of the debate and open up new
possibilities for conceptualizing other forms of sociality, such as
that of animals or materials. Cases from Asia, Africa, the Americas
and Europe explore the new directions of human sociality,
illuminating how and why it is transformed when human beings engage
with such major issues as economic downturn, climate change, new
regimes of occupational and psychological therapy, technological
innovations in robotics and the creation of new online, 'virtual'
environments. This book is an invaluable resource, not only for
research and teaching, but for anyone interested in the question of
what makes us social.
Culture, Learning, and Technology: Research and Practice provides
readers with an overview of the research on culture, learning, and
technology (CLT) and introduces the concept of culture-related
theoretical frameworks. In 13 chapters, the book explores the
theoretical and philosophical views of CLT, presents research
studies that examine various aspects of CLT, and showcases projects
that employ best practices in CLT. Written for researchers and
students in the fields of Educational Technology, Instructional
Design, and the Learning Sciences, this volume represents a broad
conceptualization of CLT and encompasses a variety of settings. As
the first significant collection of research in this emerging field
of study, Culture, Learning, and Technology overflows with new
insights into the increasing role of technology use across all
levels of education.
The purpose of this book is to describe critical success factors
impacting students pursuing degrees in science, technology,
engineering, and mathematics at historically Black colleges and
universities. The information in this book is designed to enhance
strategies and research to improve students' engagement
experiences, graduation rates, and career development outcomes.
African American Students in Urban Schools offers readers a
critical yet comprehensive examination of the issues affecting
African American students' outcomes in urban school systems and
beyond. Across disciplines including teacher education, school
counseling, school psychology, gifted education, career and
technical education, higher education, and more, chapters use
theoretical and conceptual analysis and research-based evidence to
examine the unique challenges facing urban African American
students and illustrate what can be done to help. This book will
enable readers to better understand many of the complex and
multifaceted dilemmas faced by today's urban school systems and
will motivate readers to make a commitment to improve urban schools
for the betterment of African American students.
African American Students in Urban Schools offers readers a
critical yet comprehensive examination of the issues affecting
African American students' outcomes in urban school systems and
beyond. Across disciplines including teacher education, school
counseling, school psychology, gifted education, career and
technical education, higher education, and more, chapters use
theoretical and conceptual analysis and research-based evidence to
examine the unique challenges facing urban African American
students and illustrate what can be done to help. This book will
enable readers to better understand many of the complex and
multifaceted dilemmas faced by today's urban school systems and
will motivate readers to make a commitment to improve urban schools
for the betterment of African American students.
-Thorough and accessible coverage of both law and ethics in the
communication and media professions -Can be used for undergraduate
and graduate course focused specifically on law, and is also ideal
for programs that incorporate ethics into law course -Practical
case study driven approach with fresh coverage of international
law, social media, and digital communication technologies -Online
resources include PowerPoint slides, study guides, and instructor
materials
This book emerges from the author's ongoing work as director of
Elon University's Center for Engaged Learning, where for the past
decade, more than 200 scholars from over 120 post-secondary
institutions across more than a dozen countries have participated
in multi-institutional scholarship of teaching and learning (SoTL).
This book focuses on six key practices: - Acknowledging and
building on students' prior knowledge and experiences -
Facilitating relationships - Offering feedback - Framing
connections to broader contexts - Fostering reflection and
metacognition - Promoting integration and transfer of knowledge and
skills. Following the introduction, the author devotes individual
chapters to each of the six practices, and the concluding chapter
focuses on implementing the six practices as an integrated
approach.
'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA
'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA
This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean. Using recent ethnographic materials from across the continent, the volume explores how witchcraft articulates with particular modern settings for example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of long-standing anthropological debates about 'African witchcraft', while simultaneously raising broader concerns about the theories of the western social sciences.
'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA
'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA
This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean. For example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of longstanding anthropological debate about 'African witchcraft, while simultaneously raising broader concerns about the theories of the western social sciences. eBook available with sample pages: 0203398254
This book emerges from the author's ongoing work as director of
Elon University's Center for Engaged Learning, where for the past
decade, more than 200 scholars from over 120 post-secondary
institutions across more than a dozen countries have participated
in multi-institutional scholarship of teaching and learning (SoTL).
This book focuses on six key practices: - Acknowledging and
building on students' prior knowledge and experiences -
Facilitating relationships - Offering feedback - Framing
connections to broader contexts - Fostering reflection and
metacognition - Promoting integration and transfer of knowledge and
skills. Following the introduction, the author devotes individual
chapters to each of the six practices, and the concluding chapter
focuses on implementing the six practices as an integrated
approach.
African American Young Girls and Women in PreK12 Schools and Beyond
presents a comprehensive viewpoint on preK-12 schooling for African
American females. Including theoretical, conceptual, and research
based chapters, this volume offers readers compelling evidence of
the educational challenges and successes for this student
population. The expert authors in this collection provide rich
perspectives on the experiences of African American females
throughout their elementary and secondary education. Each chapter
includes strong implications for education research, practice, and
policy, as well as concrete recommendations to important
stakeholders, such as educators, school counsellors, and parents.
Collectively, the contributors communicate throughout that
educational change is needed and that educational success is
attainable for all African American females. It is intended that
this work will help inform education research, practice, and policy
as they relate to African American females. Equally important, it
is envisioned that the readers will develop a greater interest in
the education of African American females.
Capstones have been a part of higher education curriculum for over
two centuries, with the goal of integrating student learning to cap
off their undergraduate experience. In practice, capstones are most
often delivered as a course or include a significant project that
addresses a problem or contributes new knowledge. This edited
collection draws on multi-year, multi-institutional, and
mixed-methods studies to inform the development of best practices
for cultivating capstones at a variety of higher education
institutions. The book is divided into three parts: Part One offers
typographies of capstones, illustrating the diversity of
experiences included in this high-impact practice while also
identifying essential characteristics that contribute to
high-quality culminating experiences for students. Part Two shares
specific culminating experiences with examples from multiple
institutions and strategies for adapting them for readers' own
campus contexts. Part Three offers research-informed strategies for
professional development to support implementation of high-quality
student learning experiences across a variety of campus contexts.
Cultivating Capstones is an essential resource for faculty who
teach or direct disciplinary or interdisciplinary capstone
experiences, as well as for faculty developers and administrators
seeking ways to offer high-quality, high-impact learning
experiences for diverse student populations. Visit the Cultivating
Capstones Companion Page, hosted by the Center for Engaged
Learning.
Capstones have been a part of higher education curriculum for over
two centuries, with the goal of integrating student learning to cap
off their undergraduate experience. In practice, capstones are most
often delivered as a course or include a significant project that
addresses a problem or contributes new knowledge. This edited
collection draws on multi-year, multi-institutional, and
mixed-methods studies to inform the development of best practices
for cultivating capstones at a variety of higher education
institutions. The book is divided into three parts: Part One offers
typographies of capstones, illustrating the diversity of
experiences included in this high-impact practice while also
identifying essential characteristics that contribute to
high-quality culminating experiences for students. Part Two shares
specific culminating experiences with examples from multiple
institutions and strategies for adapting them for readers' own
campus contexts. Part Three offers research-informed strategies for
professional development to support implementation of high-quality
student learning experiences across a variety of campus contexts.
Cultivating Capstones is an essential resource for faculty who
teach or direct disciplinary or interdisciplinary capstone
experiences, as well as for faculty developers and administrators
seeking ways to offer high-quality, high-impact learning
experiences for diverse student populations. Visit the Cultivating
Capstones Companion Page, hosted by the Center for Engaged
Learning.
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