Even among the business savvy, it’s not at all uncommon for these marketing terms to be thrown around almost interchangeably, when they actually mean very different things and play very different roles in business development and promotion. So we thought it was high time to clear it up and help you know and understand the difference so you can be better informed buyers and users of marketing, design and branding services.
I don’t want to feel out of place (pauses, searching for the “right” words). I don’t want to have my difference hinder me. But, help me if anything. So, I want to express myself so they can understand me—so, that I can communicate.
But, in Jamaica, when I was a little kid, you always heard crazy little things when you’re a kid (laughs). And, you’re like: “Oh, they act like this, and they do this. They’re so silly: They spell color without the u.” And they didn’t necessarily seem to make it a bad thing to be that way, but it was understood that we were different.
And, I liked being different. I liked being Jamaican.
Dear Students: I think it’s time we had the talk. You know, the one couples who’ve been together for a while ometimes have to review boundaries and expectations? Your generation calls this "DTR" — short for "defining the elationship."
We definitely need to define our relationship because, first of all, it is a long-term relationship — maybe not between ou and me, specifically, but between people like you (students) and people like me (professors). And, second, it ppears to need some defining, or redefining. I used to think the boundaries and expectations were clear on both sides, but that no longer seems to be the case.
Generation Z is destined to be the most researched of all generations in history. We understand consumer habits, how Generation Z communicates, even the exact details of how the media influences them. Living under a digital microscope, todays 15- to 18-year-olds are savvy. They have a comprehensive understanding of what they want an
es to technology and education. And with this comes great expectations.
In Germany, strong public and private investments in apprenticeship training have created a well-coordinated and functional apprenticeship system. Its success renders the German apprenticeship system a model that other countries look to for ideas and inspiration. Nevertheless, German governments, businesses, employee groups, researchers, and other stakeholders continue to seek ways to improve the system.
The key mechanism for apprenticeship reform in Germany is the Board of the Federal institute for Vocational Education and training (BiBB). the Board coordinates negotiations among employers, employee groups, the 16 federal states, and the federal government, who work toward a legally mandated consensus on new or revised apprenticeship legislation.
In documenting ten key developments, we are not suggesting these are the only developments occurring, or the order in which these are presented, represents any kind of ranking or prioritization or each one applies in all contexts. Rather, these are developments which we see as having the potential to impact, in different ways, the strategic plans and actions of colleges and universities around the world.
In order to meet the demands in a cost-effective manner of an emerging knowledge society that is global in scope, structural higher education policy changes have been introduced in many countries with a focus on systemic and programmatic diversity. There has been an ongoing debate about institu- tional diversity in Ontario higher education, especially within the university sector, for at least five decades. This paper will provide insight into issues of quality, accessibility, and funding through the lens of the current policy de- bate about institutional diversity by using document and policy analysis, and by drawing on a number of semi- tructured interviews with senior university and system-level administrators.
Definition of Leadership
Characteristics of a Quality Leader
Various Leadership Style
Contingency Approach to Leadership
The Path - Goal Approach to Leadership Effectiveness.
II. Social Responsibility
Social Responsibilities of Managing
Arguments for and against Social Involvement of Business
Social Responsibility & Social Responsiveness
Ethics in Business Management
Ethical Theories and a Model for Business Orientation
Institutionalizing Ethics
Code of Ethics and its Implementation
Factors that Raise Business Setting
This report critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning
are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.
The MOOCs frenzy that was sparked by a few elite US institutions in 2012 alerted universities worldwide to the opportunities and threats of online learning (Daniel, 2012). As higher education faces up to this new reality, 'blended learning' has become the most common term for institutional strategies to address it. 'Blended' is a conveniently flexible word that can be applied any mixture of classroom activity and online instruction, although 'blended teaching' would be a more accurate descriptor of the evolving institutional approaches to course delivery. How students really learn is more mysterious (Israelite, 2015).
One-third of Ontario students in Grades 7 to 12 reported elevated levels of psychological distress, according to a new survey released by the Centre for Addiction and Mental Health, a substantial spike since 2013.
The rate jumped from 24 per cent in 2013 to 34 per cent – approximately 328,000 adolescents – in 2015, an increase called very “surprising” by Robert Mann, senior scientist at CAMH and co-lead investigator of the Ontario Student Drug Use and Health Survey.
Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landscape.
Graduate teaching assistants (GTAs) occupy a unique position in teaching and learning in higher education. Typically, individuals arrive at graduate school already socialized into disciplinary ways of knowing. GTA pedagogical professional development offers opportunities for GTAs to engage with current “best practices” and different pedagogical ways of knowing, and to initiate new and innovative practices. Research has demonstrated that as content knowledge and expertise develop, experienced instructors do not always recognize the ways that their expertise (e.g., how they organize materials or knowledge) can interfere with student learning (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). GTAs are therefore well positioned to scaffold learning for content novices such as undergraduate students. The teaching preparation and pedagogical development of GTAs is not just a resource to support learning; in fact, the teaching and instructional skills that GTAs acquire can be transferred to professional domains outside academia (Osborne, Carpenter, Burnett, Rolheiser, & Korpan, 2014; Rose, 2012). GTA professional development has never been just training to fulfill a particular niche or to achieve a singular goal such as teaching; however, the current post-secondary climate of accountability and quality enhancement does bring the goals and purposes of GTA professional development into view.
In the Fall of 2011, the Toronto School of Theology (TST) within the University of Toronto (UofT) underwent a rigorous quality assurance review of its academic programs by its theological accrediting agency in North America, the Association of Theological Schools (ATS). In all, twenty-one scholars from university-related or free-standing accredited theological institutions with an intimate knowledge of North American theological education—in teams of three, one for each of the six member-institutions of the Toronto School of Theology, and one for the TST consortium itself—strongly affirmed the quality of the programs, including the Doctor of Theology (ThD) research degree program.
Boundary issues: should a student get a tattoo if it advances her research?
Would you consider getting a tattoo on the basis that it could help you to write your PhD? Or tolerate sexism in order to secure a strong case study for your research?
Such dilemmas faced by doctoral researchers are explored in a recent study that examines the challenges of
conducting qualitative research.
Higher education is increasingly looking to technology as a means of tackling persistent equity challenges and improving student outcomes. Yet technology in and of itself is not a solution -- unless people use technology to create new systems, behaviors and student experiences.
Investigation into Cambrian College’s administration of its Health Information Management Program and the oversight provided by the Ministry of Training, Colleges and Universities
Technology is gradually replacing cursive instruction—but have we taken stock of what we’re losing?
Should cursive writing still be taught in our schools? The old debate is back with a vengeance as schools shift resources from the intricate, painstakingly rendered script to keyboard skills.
Stemming from a series of discussions at recent women's academic conferences in the U.S. and abroad, Women Interrupting, Disrupting, and Revolutionizing Education Policy and Practice is born of the frustration many scholars have expressed over the stagnation of the study of women in educational leadership. Whitney Sherman Newcomb and Katherine Cumings Mansfield
have brought together the works of a broad range of feminist scholarsseasoned and newer academics and studentsto address the questions: in what ways is feminism in the field of educational leadership stalled? What can we do to move ahead?
Since 2012, the Education Policy Research Initiative (EPRI) has supported Mohawk College in its efforts to collect and use administrative and other data on students held by Mohawk as part of a broader initiative to improve student success based on the principle of evidence‐based decision making. This is the third research report resulting from this partnership and the second related to the Predictive Modelling and Advising project.
This project has two phases of investigation. The first phase of this project (Finnie, Poirier, Bozkurt, Fricker, & Pavlic, 2017) focused on the development of a predictive model of student retention and examined how advising participation rates and retention rates differ across different risk groups identified by the predictive model.