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The social work profession has adopted science and empirical evidence as the means of validating discovery. As the commitment to science has intensified, interest in the use of arts in practice has grown as a counterpoise and an effort to justify other forms of knowledge and human experience. A roundtable was held in summer 2017 to examine whether the arts have a distinctive place in social work practice. It has been acknowledged that the arts have played a role in the history of the profession, however, remained neglected and marginalized in social work education. Roundtable participants argued that creativity, necessary disruption, and transformation have been lost to the field as a result. It is possible that social work education might be reimagined with new underpinnings of science, social innovation, and the arts. It should not be assumed that outcome measurement is not possible; however, measures would have to be rethought. [ABSTRACT FROM AUTHOR]

To understand the presence and positioning of Latina faculty in humanities and social science scholarship, the authors analyzed articles published between 2000 and 2016 and developed three findings. First, few papers centered Latina professors. Second, when Latina faculty were featured in scholarship, it was often in the context of research concerning other minoritized and underrepresented faculty, more generally. Third, Latina faculty were frequently elevated as intellectuals when Latina-identifying scholars conducted the work. [ABSTRACT FROM AUTHOR]

Gamification, which involves incorporating game-like elements in non-game contexts, has quickly become one of the most popular persuasive technologies. Its goal is to encourage users to change their behavior for the better. However, it still has empirical and theoretical challenges to overcome to show the benefits of its use and solidify the guiding principles for effective gamification designs. The goal of the current study is to synthesize and intellectualize, through a systematic literature review (SLR), the current state of gamification knowledge in human resource management, providing a road map for future research recommendations for both academician and practitioners The review examines the most influential writing on the application of gamification to association settings, portrays the fundamental concepts of gamification, and develops based on an effective writing survey of insightful articles available in the Scopus and Web of Science information bases. The study uses a systematic quantitative approach to review the evidence for the use of gamification in Human Resources management, focusing on the pertinent literature on gamification in organizations. The authors examined 244 papers published between 2013 and 2022 using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) technique. One of the major goals of the study's findings is to illustrate the value of gamification in the human resources field in relation to the analysis of employee performance, employee engagement, and training and development. These results suggest that there is more opportunity for research into the elements of gamification, which may be relate to knowledge retention, learning outcomes, learning motivation, employee efficacy, and employee productivity. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Compassionate communities have been put forward as a promising model for community-based support for people facing serious illness, caregiving, dying, and loss. In particular, educational institutions are increasingly acknowledged as potential settings to function as compassionate schools and compassionate workplaces, cultivating acceptance and validation of these experiences beyond the university setting. Objectives: This paper investigates the activities and outcomes of a compassionate community initiative—the Compassionate University program at the Vrije Universiteit Brussel in Belgium. Design: Ripple Effects Mapping was used to guide the focus group and individual interviews conducted with core team members responsible for the development and implementation of the Compassionate University program. Methods: During the focus group and individual interviews, the core team members reflected on the program contributions, with their narratives visually depicted via a hand-drawn mind map. Qualitative data derived from this mind map were entered into XMIND mapping software and fine-tuned based on the focus group and individual interview transcripts and additional project records. Results: Thematic analysis identified four outcome areas that encapsulate the key contributions of the Compassionate University program: (i) increased acceptance and integration of topics such as serious illness, death, and bereavement into existing practices; (ii) broader support for and formalization of compassionate procedures and policies; (iii) emergence of informal networks and internal collaboration on the topics; and (iv) diffusion of compassionate ideas beyond the university. Conclusion: The Compassionate University program facilitates a cultural shift within the university environment, fostering greater acceptance of integrating topics such as serious illness, death, and bereavement into existing practices. Additionally, compassionate procedures and policies for students and staff have been formalized, and core team members are increasingly called upon to provide support on these matters. Notably, Compassionate University stands out as one of the pioneering initiatives in Europe, attracting different educational institutions seeking guidance on cultivating a more compassionate environment. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Psychiatry is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The effectiveness of posted feedback on recycling in a lounge area at a South Korean university was studied. Participants were college students, professors, and staff members. The dependent variables were the percentage and number of correctly separated aluminum cans, the percentage and number of correctly separated paper cups, and the weight of recycled paper. An A-B-BC-A time series design was used. During baseline (A), separation containers were provided. Posted written feedback was introduced (B) and graphic feedback was added (BC). All feedback was then withdrawn (A). Written feedback resulted in statistically significant increases in all five measures. Although all five measures increased again when graphic feedback was added, none of the increases was statistically significant. When feedback was removed, all but the percentage of correctly separated paper cups decreased significantly. Although the study was of short duration, the results suggest that publicly posted written feedback can increase recycling. [ABSTRACT FROM AUTHOR]

The article discusses the significance of cerebral laterality. In this regard, comments of professor J.Z. Young on the lateral division of nervous system have also been included. Many books, papers and monographs have been placed in the area of laterality. Arguments over the existence of cerebral laterality, theory of lateral asymmetries and cerebral hemispheres have been made.

In 2014, I European Urban and Regional Studies i awarded the first Jim Lewis Prize. Saska Petrova: Lightscapes of austerity in the home I am delighted and honoured to have received the 2019 Jim Lewis Prize for my paper on "Illuminating austerity: Lighting poverty as an agent and signifier of the Greek crisis". There is also a much richer body of work on austerity itself, with an emergent line of scholarship starting to interrogate the socio-technical embeddedness of austerity, and its rendering through distinct practices of infrastructural governance ([5]; [9]; [10]). [Extracted from the article]

This study determined the degree to which students used peer feedback from Facebook to revise their writing papers and explored the students' perspectives on a framework of using a social network for peer commentaries. The study enrolled two intact groups, 40 students in the control group and 32 students in the experimental group, at a university in Ho Chi Minh City, Vietnam. The student's initial and final drafts, peer reviews, and semi-structured interviews were used to collect data. The results indicated that 45% of changes were made in response to peer reviews, while 55% were made solely on the basis of the student's own judgments. Additionally, the overall number of revisions made by students was greater than the number of revisions caused by comments at higher levels such as "Clause,""Sentence," and "Paragraph." Numerous previous studies refuted the current study's results, raising questions for researchers/instructors considering using Facebook as a forum for their writing classes because the students become more responsible for developing their writing skills. [ABSTRACT FROM AUTHOR]

The purpose of the procedure described was to emphasize writing in an Introduction to Sociology class of 77 freshmen. The instructor and a writing specialist teamed in establishing criteria for a writing assignment, in conducting a class devoted to the writing process, and in grading papers. The criteria proved most useful since the grades both instructors assigned to students' papers were consistent, proving that an outside grader could be used, and students were able to integrate sociological concepts with the writing process. [ABSTRACT FROM AUTHOR]

We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p <.001). Improvement occurred immediately for referencing, whereas other skills did not improve significantly until the 4th paper. The results show that teaching writing in content courses such as general psychology can yield significant improvement in students' writing. We believe that writing instruction by psychology professors is worth the time and effort to help undergraduate psychology students develop better writing skills. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider. [ABSTRACT FROM AUTHOR]

This article is dedicated to the memory of the late Professor Tien Lan, widely recognized as one of the key founders and pioneers of modern spatial structures in China. In addition to his significant contributions in research and design, this paper explores Professor Lan's social initiatives and accomplishments, such as founding committees and associations related to spatial structures, organizing conferences, and contributing to the development of specifications for design and construction. Professor Lan's contributions have been recognized by several prestigious awards and honors received. [ABSTRACT FROM AUTHOR]

"Can they do whatever they please... Turn settlements into barren land. Dense forests into deserts. Mornings into evenings. Turn fertile into barren. Why shall I not resist!. .... I become my whole self... Why shall I not resist"!. This is a section from a poem - 'Joli No Udhim Kittei' a Chakma poem written in Bengali script as 'Rukhe Darabo Na Keno?' ('Why shall I not resist!') by the author \Kabita Chakma in 1992, translated into English. It epitomizes the ongoing violation of human rights that Chakmas (members of one of the Indigenous communities in Bangladesh) experience in the Chittagong Hill Tracts (CHT) where the highest number of Indigenous people in Bangladesh live. In this paper, the first author, a member of the Chakma community and a Lecturer at an Australian university is in conversation with the second author, a Professor at a university in a Bangladeshi university. With reference to Phillipson's linguicism, and Foucault's notion of governmentality in the era of the Anthropocene, in their conversation, they reflect on the Anthropocene – the forced migration, displacement of Indigenous communities in Bangladesh from their traditional land, extinction of Indigenous languages, disengagement with Indigenous and local languages, and consequently, and the destruction of biodiversity of Chittagong Hill Tracts. [ABSTRACT FROM AUTHOR]

This article presents the history, organization and benefits of The Nebraska Undergraduate Sociological Symposium (NUSS). Colleges, faculty and students can gain many advantages from participation in a symposium. However, the biggest gain is to the discipline of sociology. Forums where sociological issues are discussed increase public knowledge about sociology. As the results of events such as the symposium, colleges are likely to take a greater interest in sociology because they see the program as able to interest a large number of students. Sociology faculty are likely to feel energized by the symposium and to go into the classroom with a greater desire to get students involved. Students' interest can be heightened by an event like the symposium. Through it they can come to understand that sociology is a broad enterprise that extends beyond the walls of their own institution. In some cases, participation in the symposium has been a critical experience in solidifying a student's decision to enter sociology professionally.

Globally, educators and researchers use different terms to describe instructors' approaches when presenting instructional material in formal and informal settings. Terms commonly used to describe instructional approaches include teaching/instructional strategy, teaching/instructional method, and teaching/instructional technique. Although practicing educators and researchers use these words interchangeably, they have different meanings, leading to confusion regarding the relationship between these approaches and their proper usage when describing instructional practices. The research-to-practice gap in all fields exacerbates the issue, as practitioners and researchers may use different terms. As a result, there is a need for consistency in the terms used to describe instructional approaches across all fields and a shared understanding of the correct meaning of the terms and the relation between the terms. Practitioners and researchers need a resource that includes the correct terms and provides information on instructional approaches for classroom application and research purposes. This paper presents a framework consisting of the definitions, the relationship, and the taxonomy for the terms: instructional strategies, methods, and techniques. This framework can help educators and researchers locate information about instructional approaches for classroom application and can serve as a catalog presenting the most common instructional strategies, instructional methods, and instructional techniques used in formal instruction. [ABSTRACT FROM AUTHOR]

The study aimed at examining the practices at Grade 12 level with respect to learners with visual impairments. The sample was drawn from Mwense and Lusaka districts of Zambia. The study was guided by the following objective: to establish the current practices of the Grade 12 national examination assessment for learners with visual impairments in selected schools of Mwense and Lusaka districts, Zambia. The study was qualitative, and a case study design was used. The study comprised 22 respondents consisting of four pupils, six school leavers, and six school specialist teachers, two school headmasters, two Education Standard Office (ESO) in charge of special education, and two officials from the Examination Council of Zambia (ECZ). Semi-structured interviews were used to collect data. Thematic analysis was used to analyse data based on the themes that emerged in the study. The study findings revealed that learners who were totally blind wrote their examinations using braille format, and enlarged print was used for those learners who were partially sighted. The findings of study also showed that the examination questions were modified into a descriptive form, and by doing so, learners were able to access the examinations. The study further revealed that learners were given extra time during the examinations, although this was not adequate. It was equally revealed that there were no special provisions that were considered when marking examination scripts for the learners with visual impairments, meaning their scripts were marked just like other scripts for learners without sight challenges. Based on the findings, it was recommended that the Examination Council of Zambia should come up with a marking centre where the scripts for the learners with visual impairments could be marked to solve the problem of missing results, among others. [ABSTRACT FROM AUTHOR]

Introduces a collection of papers written by some of the students and colleagues of John J. Ohala, an eminent professor and scholar of speech and language who turned 50 on July 19, 1991. Ohala's educational background; Published works; His contributions to linguistics; Names of authors who contributed papers to the collection.

Professor Jim Davis, an esteemed scholar and editor of Nineteenth Century Theatre & Film, has sadly passed away. Known for his extensive research on theatre history, Jim's work covered a wide range of topics including actors, adaptation, and audiences. He was a supportive mentor to new scholars and a prolific editor, collaborating on projects and organizing research events. His scholarly editions were highly regarded, and a symposium and special edition of the journal will honor his contributions. Colleagues remember Jim for his approachability, sense of humor, and generosity. The text consists of personal reflections and memories from various individuals who had the privilege of knowing and working with Jim, highlighting his intellectual curiosity, dedication to his work, and impact on the field of theatre studies. [Extracted from the article]

In this paper, we have mapped the coping methods used to address the coronavirus pandemic by members of the academic community. We conducted an anonymous survey of a convenient sample of 674 faculty/staff members and students from September to December 2020. A modified version of the RCOPE scale was used for data collection. The results indicate that both religious and existential coping methods were used by respondents. The study also indicates that even though 71% of informants believed in God or another religious figure, 61% reported that they had tried to gain control of the situation directly without the help of God or another religious figure. The ranking of the coping strategies used indicates that the first five methods used by informants were all non-religious coping methods (i.e., secular existential coping methods): regarding life as a part of a greater whole, regarding nature as an important resource, listening to the sound of surrounding nature, being alone and contemplating, and walking/engaging in any activities outdoors giving a spiritual feeling. Our results contribute to the new area of research on academic community's coping with pandemic-related stress and challenges. [ABSTRACT FROM AUTHOR]

A research–practice partnership (RPP) is a collaborative, long-term partnership between researchers and practitioners. Autoethnography is a form of qualitative research where researchers recount stories of their personal experience to reflect on and better understand the wider cultural, social, and political world around them. In this paper, we demonstrate a collaborative approach to autoethnography that can serve as a useful tool for studying and transforming school culture with teachers and administrators in a middle school. We identify the key components of our approach and provide a detailed summary of how each element was applied and highlight the ways the inquiry process contributed to self and school-level transformation. We also discuss the advantages and disadvantages of using autoethnography for RPPs in schools and discuss future directions for methodological development [ABSTRACT FROM AUTHOR]

We examine the impact of beauty on the academic career success of tenure-track accounting professors at top business schools in America and show that beauty plays a significant role. Specifically, after controlling for gender, ethnicity, publication history, work experience, and quality of alma mater, more attractive professors obtain better first school placements post-PhD and are granted tenure in a shorter period of time. These findings are broadly consistent with behavioral theory which predicts that facial attractiveness irrationally affects the perception of performance characteristics. Interestingly, there is no incremental benefit of attractiveness for the career progression from associate to full professor. This finding is consistent with the notion that the role played by beauty in promotion diminishes when the individual's ability and competency become apparent over time. [ABSTRACT FROM AUTHOR]

Objective: Innovation will be key to the success of the Grand Challenges Initiative in social work. A structural systems framework based in system dynamics could be useful for considering how to advance innovation. Method: Diagrams using system dynamics conventions were developed to link common themes across concept papers written by social work faculty members and graduate students (N = 19). Results: Transdisciplinary teams and ethical partnerships with communities and practitioners will be needed to responsibly develop high-quality innovative solutions. A useful next step would be to clarify to what extent factors that could “make or break” these partnerships arise from within versus outside of the field of social work and how this has changed over time. Conclusions: Advancing innovation in social work will mean making decisions in a complex, ever-changing system. Principles and tools from methods that account for complexity, such as system dynamics, can help improve this decision-making process. [ABSTRACT FROM AUTHOR]

Lists published articles by language/speech scholar and professor John J. Ohala. "Photography of states of the glottis," by J.J. Ohala and R. Vanderslice, in "UCLA Working Papers in Phonetics"; "An experimental investigation of pitch change in speech," by M. Hirano and J.J. Ohala, in the "Journal of the Acoustical Society of America"; "Use of hooked-wire electrodes for electromyography of the intrinsic laryngeal muscles," by J.J. Ohala and M. Hirano, in the "Journal of Speech and Hearing Research."

University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty responses to teaching evaluations (Study 1) and student responses to course grades (Study 2). The model proposes that group identification influences self-serving bias and self-threat, which then influences procedural justice, and helps explain why teachers and students sometimes criticize decision procedures considered fair by socially accepted standards. Results show full support of the model for faculty responses to evaluations and partial support for student responses to grades. Group identification mitigated self-threat and self-serving bias for the faculty sample but had no influence on the student sample. These findings overall suggest that it is important to reduce the level of self-threat to make negative feedback less threatening to both teachers and students. This may be done either directly via fostering group identification or indirectly by making sure that sensitive performance-based information is not shared to the public. [ABSTRACT FROM AUTHOR]

After the appointment of its first full-time professor in L.T. Hobhouse in 1907, British sociology lost an environmental approach that might have substantially altered the shape of the discipline. The environmental approach was that of Patrick Geddes, who made the relationship between people and their environments central for individual and social well-being. In spite of the fact that urban Britain was undergoing environmental crisis due to the negative effects of unrestrained industrialization, a range of other circumstances, personal as well as political and both inside and outside the academy, conspired to coalesce in the more or less deliberate exclusion of Geddes' ideas. The paper suggests that sociologists need to take a radically reflexive approach to the history of their own discipline that recognizes its embeddedness in the wider social world, since both individual and social action, as well as structural forces, may be as influential as quality or coherence in determining the fate of the ideas and theories that they create. In Geddes' case, this leads to a re-examination of both the historical context and the debate surrounding the establishment of sociology at the London School of Economics. [ABSTRACT FROM AUTHOR]

This article maps and compares four universities' policies and procedures for addressing faculty and staff sexual misconduct in higher education in the UK and US. While universities have engaged in significant work to grapple with student-student sexual misconduct, attention to misconduct perpetrated, and experienced, by higher education employees is relatively nascent. In this paper, we explore the maze of institutional processes and actors that victimsurvivors of FASSM might encounter. We describe what is known about prevalence of FASSM in the US and UK and offer an overview of the policy landscape in both settings. Inspired by Patricia Yancey Martin, we analyze publicly available policy documents on FASSM from two US and two UK universities and map out visually the range of investigative, reporting, and sanctioning processes. We introduce an analytic distinction between an actor and a practitioner within the FASSM context, whereby actors are those tasked with administrative duties in handling sexual misconduct reports, while practitioners are those with specialized knowledge and training that enables them to prioritize victim-survivor needs. These illustrative diagrams suggest that while university employees are tasked to act on reports and disclosures of sexual misconduct, it is difficult to identify specialist practitioners with expertise to support victim-survivors of FASSM. Ultimately, this work provides a deeper understanding of what practice looks like in relation to higher education FASSM, and we outline implications for future research directions. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the participatory research with older people, research and technology, and the emotional impact of social work on practitioners.

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing instruction. In an online survey, 177 psychology instructors across the United States reported on psychological writing instruction and their writing assignments. In general, we found that instructors reported using many best practices. Comparisons between courses revealed that instructors use course-specific writing instruction such that it becomes progressively complex across courses. However, instructors might not provide students with enough training to successfully complete assignments. Instructors assign diverse assignments, though, suggesting that students get varied practice at psychology-specific writing. [ABSTRACT FROM AUTHOR]

Instructors of introductory sociology may have difficulty in developing a project for students that is both beneficial and easy to administer and grade. Such a project should be designed to help students develop the functional and transferable skills, which are so important in a workplace. Traditional term papers can help a student to sharpen his or her thinking and writing skills, but these papers may not work in all settings. For instructors with small classes or for graduate teaching assistants, a traditional term paper or other lengthy written assignment is feasible. For instructors with large classes, multiple sections and no assistants, however, grading these written assignments becomes a nightmare. In addition, students may be required to write so many term papers during their college careers that the process becomes mechanical and boring and they may overlook the professor's carefully worded comments of constructive criticism. As a result, students may not develop the very skills that the term paper is intended to develop.

During the first two decades of the 20th century, the expansion of private foundations and philanthropic initiatives in the United States converged with a comprehensive, nationwide agenda of progressive education and post-war social reconstruction that situated childhood at its core. From 1924 to 1928, the Laura Spelman Rockefeller Memorial was the main foundation behind the aggressive, systematic funding of the child development movement in North America. A pioneering institution, the Institute of Child Welfare Research, established in 1924 at Columbia's Teachers College, was the first Rockefeller-funded programme of its kind at an American university. The Institute was influential in helping set up a nationwide network of child welfare institutes at other universities. Twelve years later, it would also be the first of those institutes to close. Nonetheless, the Institute's context, emergence, and development have been overlooked or misrepresented by previous scholarship, which calls for a new, critical historical analysis. By drawing on a number of archival sources and unpublished materials, this paper offers a critical reconstruction of the Institute's internal, often unstable history, emphasizing its origins, members, and administrative changes. I argue that the demise of the Institute should be understood in the context of both the revision of philanthropic policies in the late 1920s and the Institute's singular emphasis on teaching and training over research. The resulting narrative allows for a deeper, more informed understanding of both the Institute's origins and its eventual folding. [ABSTRACT FROM AUTHOR]

Objective: In view of the values of individualism and competition embedded in neoliberalism and global capitalism, this paper seeks to illustrate empirically students' instrumentalism in higher education, and to explore how far such instrumentalism could be conceptualized as student alienation. Method: The illustration relies on experiences of community college students from an ethnographic study of students studying in a liberal-arts oriented community college in Hong Kong. The study begun in 2005 to 2006, continued in 2009, and followed up in 2010 to 2011. Eighty-five students in total were recruited and interviewed; 39 of them were interviewed twice. The interviews were analyzed together with the author's observations and participation as a lecturer of that community college. Results: Against an intensely competitive environment, community college students were rather instrumental in their studies. Their alienation was also manifested in the following aspects: being instrumental about their career planning, preferring surface and strategic learning to deep learning in their studies, and being strategic or even manipulative in dealing with their classmates or teachers. Conclusion: This study provides a nuanced analysis of different aspects of student alienation. Student alienation is worrying, not simply because students are not learning what is required for becoming the educated workforce or citizens, but arguably because throughout the course of their studies, students acquire qualities that may make competitive employees for the cruel business world but do not necessarily make caring or critical citizens. [ABSTRACT FROM AUTHOR]

In the recent past, Due to continuous development in the field of multimedia technology on moral education teaching in colleges and universities, Students interest and enrollment in smart classrooms with multimedia technology are enhancing worldwide due to diverse demands on high end technologies on moral studies for interactive teaching learning process. At present scenario due to inefficient usage of technology for higher education in colleges and universities, teachers and mentors need to educate themselves and improve their way of teaching through interactive sessions with the students than using white board. This research surveys various elements used in multimedia technology such as music, data interpretation, presentation using image, video analytics, animation and user control metrics which attracted lot of attention by the researchers due to its importance on moral education teaching. This research finds firm survey on interactive teaching process using blooms multimedia technology for smart classroom environment which helps to enhance the teaching methodologies of teachers and mentors in colleges and universities. In addition, this paper discusses the advantage and disadvantages of teaching learning process and the importance of blooms multimedia technology rather than writing on the white board. The main objective of this article is focused in improving socialization on moral education with advanced multimedia techniques which reforms higher education. [ABSTRACT FROM AUTHOR]

The articles in this special symposium collection examine conflict resolution with a particular focus on the workplace. During the conference, a special dinner was held to honor the seminal contributions of Professor David Lipsky, including his pathbreaking book I Emerging Systems for Managing Workplace Conflict i , co-authored with Ronald Seeber and Richard Fincher. Reflective of his continuing intellectual vitality, Professor Lipsky was an active participant at the conference and is a co-author of one of the articles included in this volume. [Extracted from the article]

As educators we are sure that students change as a result of the educational process. However, we are not always sure how students change and in what way we contribute to this change. This paper suggests (1) a conceptual framework that can be used to specify the nature and magnitude of change in the learning process, (2) how to operationalize our contribution in the learning process, and (3) how to implement the approach in the classroom. The paper concludes with a discussion of the benefits that accrue to both the instructor and the students. [ABSTRACT FROM AUTHOR]

The article discusses several aspects of student behavior before and after class discussions of case studies. This paper discusses several important and not so obvious aspects of student behavior before and after class discussions of case studies. The authors cite specific instructor strategies for encouraging adequate preparation before class both by individuals and study groups. Also, negative aspects of study groups such as the "group parasite syndrome" are presented, as well as methods of control. Similarly, desirable and undesirable forms of post-class behavior are identified. Practical techniques are presented for encouraging students to think about a case after class discussion has ended. This paper further discusses desirable activities, before class as well as after, that can aid the student In benefiting from the case method. At the same time, for the instructor's benefit, possible undesirable activities are targeted, and suggestions for avoiding these are provided. Finally, the paper concludes with a discussion of "case ethics" and methods of encouraging desirable behavior.

The article documents the writings of sociologist Samuel Wilson Blizzard. Some of them are "The Attitudes of Rural and Urban High School Students Toward the Values of Rural Livings" published in 1946. "The Value of Man," published in February 1948. "Problems in Meeting Religious Needs in the Rural-Urban Fringe" an address given at the National Presbyterian Town and Country Conference, Champaign, Illinois. "Social Participation Patterns of Husbands and Wives Who Are Migrants in the City" published in 1952, "The Church and the Community: A Discussion Guide for Christian Action; and an Instructor's Manual," published in 1952, "The Rural Church and its Community Relations," a paper presented at the Rural Leadership Institute, University of Kentucky, College of Agriculture and Home Economics, Lexington, April 1953, "The Place of the Social Sciences in Theological Training for Rural Ministers, The Christian Mission in the Rural Social Process," (New York: National Council of Churches of Christ in the U.S.A., Department of Town and Country Church), October 1955; and many others.

The article describes a teaching technique, the sociological diary, that used in several colleges and in several courses and have generally found to be an excellent supplement to traditional examinations, and a preferable alternative to the traditional term paper. The major advantage of the sociological diary is that it forces and enables the student to relate classroom sociology to everyday life, and thereby to become aware of the potency of sociology for understanding the world in which he/she lives. It is interesting for students to write and for professors to read, it often gives the professor new teaching materials discovered in diary entries, it facilitates frank, honest, open, and personal contacts between students and the professor; it gives the professor a sense of who the students "really" are, the diary serves as an early warning system for identifying "problem" students, and for identifying generally misunderstood, it eliminates the problems of the "possibly purchased" term paper, while giving the students continual practice in writing sociology.

Professor David Mayer, a renowned scholar of nineteenth-century theatre and film, passed away in August 2023. He was known for his groundbreaking research, equestrian feats, and generosity. His work focused on the interrelationship between theatre and film, challenging the widely accepted notion that early silent film replaced the worn-out theatre. Professor Mayer's research appeared in various journals and conferences, and he played a significant role in merging the fields of theatre and film studies. He was also known for his contrarian spirit and his efforts to promote gender equality in the field of theatre. Professor Mayer's legacy includes foundational studies on English pantomime and the acting of Henry Irving. He was highly respected for his wisdom and willingness to support and collaborate with other scholars. [Extracted from the article]

The article presents a bibliography of books received by the "American Educational Research Journal" between April 1, 1977 and October 30, 1977. Some of the books are: "Children As Teachers: Theory and Research on Tutoring," edited by Vernon L. Allen; "The Process of Cognition," by Arthur L. Blumenthal; "Academic Power in Italy: Bureaucracy and Oligarchy in a National University System," by Burton R. Clark; "Promise and Performance: Children With Special Needs,"edited by Maureen Harmonay; "Social Limits to Growth," by Fred Hirsch; "Toward a Psychology of Reading and Language: Selected Writings of Wendell W. Weaver," edited by Albert Kingston; "Creativity Mobilization Technique," by Wolfgang Luthe; and "Individuality in Learning," by Samuel Messick.

An introduction to the journal is presented in which the authors cite that the present issue is a tribute to professor David M.G. Newbery and mention several papers published within the issue including one by Paul Joskow on electricity reform and another one by Stephen Littlechild on the regulation of electricity.

The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field. [ABSTRACT FROM AUTHOR]

Covid-19 presented an existential and ontological threat to a Black professor of Social Work at a liberal arts college in Canada. This paper is a reflective account of the tremendous shift in gear regarding his pedagogy and vulnerabilities and their implication for social work education and the resilience of his students. [ABSTRACT FROM AUTHOR]

Background and aim. Previous literature has discussed tensions between the field of game design and the field of education. It has been emphasized that it is important to address this tension when developing game based learning (GBL). In order to find potential ways of approaching this problem, we investigate the development of GBL when performed by those who have both pedagogical content knowledge (PCK) and experience in game development. Method. Two case studies about serious games production were conducted, a game section at a national defense college and a university course in educational game design. The cases, as well as individual development projects within the settings, were analyzed with a focus on the role of PCK during serious games development. Results. While the developers and instructors at the defence college, who designed games for their in-house needs, had both PCK and knowledge about game development, these competencies varied a lot among the participants at the university course. The results show that educational goals added complexity to the design process. By comparison, some studied game projects at the university course avoided this complexity. These projects legitimized their games as educational by suggesting unproven far transfer. In other cases, where the developers did have PCK, the instructional goals where taken as a starting point that guided the whole development process. This lead to games that were designed to match highly specific educational contexts. The developers, instructors and teachers in both of the settings who used their PCK tended to break a number of established game design heuristics that would have been counter productive in relation to the learning objectives of the games. Conclusions. The paper suggests that there is a need for people with pedagogical content knowledge AND knowledge about game development. Enhancing these dual competencies in game workers could forward the field of GBL. [ABSTRACT FROM AUTHOR]

This collection of essays arose from a call for papers issued by Organization Studies in 2004 to celebrate and critically engage the scholarship of Karl Weick; to carry forward his thinking into new contexts and take stock of recent developments in the themes, issues and theories that have preoccupied Weick in his more than 40 years of scholarship. The first seven papers included here accomplish these objectives. In the final essay, in response to our request, Weick himself reflects on continuing themes in his work and major influences on his scholarship. [ABSTRACT FROM AUTHOR]