A Cross-Cultural Consideration of Teacher Leaders' Narratives of Power, Agency and School Culture: England, Jamaica and the United States By Eleanor J. Blair, Carmel Roofe and Susan Timmins A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency and School Culture presents groundbreaking work that expands discussions of teachers’ work to highlight the struggles of a profession in three different countries: England, Jamaica and the United States. This research provides examples of teacher leaders’ narratives about power, agency and school culture, presenting the voices of teacher leaders across diverse contexts. It identifies the “lessons” that transcend culture and speaks to the importance of understanding how teachers’ work (and teacher leadership) functions within complex school cultures. This work has profound implications for teaching, learning and leading in a 21st century global economy.
Foundations, Research, and Assessment of Fraternities and Sororities: Retrospective and Future Considerations Edited by Pietro Sasso, J. Patrick Biddix and Mónica Lee Miranda Foundations, Research, and Assessment of Fraternities and Sororities is inspired by continuing conversations about the enduring challenges facing fraternities and sororities on campuses across the country. The co-editors curate contributions from scholars and noteworthy practitioners from across higher education to examine a variety of issues relating to the past and future construct of these institutions. The text begins with a historical section that provides a perspective on the origins of fraternities and sororities. Other sections look at such critical areas as values, legal issues, and research. Values are described regarding the values congruence movement and acknowledging emerging areas of the individual fraternity and sorority experience. Legal issues include freedom of speech, hazing law, and risk management. Additional profiles of large, national benchmark surveys are included, and the book concludes with a final overview of the state of fraternity/sorority scholarship. This volume will appeal to a broad readership made up of faculty, administrations and alumni/ae.
Supporting Fraternities and Sororities in the Contemporary Era: Advancements in Practice Edited by Pietro Sasso, J. Patrick Biddix and Mónica Lee Miranda Supporting Fraternities and Sororities in the Contemporary Era is inspired by sustained and reoccurring professional conversations and scholarship that have suggested that not just change is necessary, but that there ought to be a fundamental shift towards reconceptualizing the construct of fraternities and sororities. The co-editors curate work from scholars and noteworthy practitioners from across higher education to provide an imperative text that reflects the complexity and expansiveness by addressing diversity, programming, and support approaches. This text commences with the understanding that issues will continuously exist, requiring a greater nuanced depth of appreciation to reduce their negative impact. It also summarizes national organizations from authentic, represented voices. Chapters then focus on solutions to support the fraternity and sorority experience, providing strategies and emerging explanations for the issues described in this text. Supporting Fraternities and Sororities seeks to do exactly as the title implies: to inform all stakeholders so that they can make better decisions about the future of these institutions.
Bridges not Blockades: Transcending University Politics Edited by Gayle Maddox and Martha Kalnin Diede More than 3,400 colleges and universities in the United States serve 20.5 million students. While each campus is unique, most campuses and institutions face common issues, including tenure and promotion; budgeting; competition among disciplines for space and funding; academic bullying; and issues of identity. These are just a few of the topics among the many vital areas of concern at schools across the country. In Bridges not Blockades, personal essays related to these cultural and political matters will allow faculty and administrators in higher education to see, hear, and better understand the inner workings of our institutions. Perhaps more importantly, this book demonstrates that faculty and staff at colleges and universities need to embrace our commonalities so that we can meet the challenges of higher education throughout the 21st century. Indeed, some of these essays may suggest ways in which faculty, staff, and administrators have moved from differences to commitment to shared goals to tackle new and existing challenges and opportunities.
Black Immigrants in North America: Essays on Race, Immigration, Identity, Language, Hip-Hop, Pedagogy, and the Politics of Becoming Black By Awad Ibrahim The first wave of Black immigrants arrived in North America during the 1960s and 1970s, coming originally from the Caribbean. An opportunity was missed, however, in documenting their everyday experience from a social science perspective: what did it mean for a Barbadian or a Jamaican to live in Toronto or New York? Were they Jamaicans or did they go with the descriptor ‘Black’? What relationship did they have with African Canadians or African Americans? Black Immigrants in North America answers these and other questions while documenting the second wave of Black immigration to North America, which started in the early 1990s. Theoretically and empirically grounded, the book is a documentation of the process of becoming Black – a radical identity transformation where a continental African is marked by Blackness. This, in turn, leads to a deeper understanding of what it means to encounter that social imaginary of, ‘Oh, they all look like Blacks to me!’ This encounter impacts what one learns and how one learns it, where learning English as a Second Language (ESL) is sidestepped in favor of Black English as a Second Language (BESL). Learning becomes a political and a pedagogical project of cultural, linguistic and identity investment and desire.
Dr. Adeleye Adetunji, Ilora via Oyo, Oyo Nigeria, email@example.com Dean of Foreign Student Affairs, Beulah Bible College and Seminary, Elkhart, USA, and Local Chapter President (Ilora/Oyo) of Association of Christian Educators, Bold Christian University, Arlington, USA. PRIOR TO THE GENERAL ELECTION IN MY COUNTRY, NIGERIA, IN 2015, THE SLOGAN IN THE MOUTH OF OUR POLITICIANS
HOW GENERATIONAL DIFFERENCES INFLUENCE RECOMMENDATIONS AND DECISION-MAKING BY COMPANY LEADERS Dr. Terrence S. Ransom, Adjunct Professor, Colangelo College of Business / Grand Canyon University, USA
Smart and Micro-Grid Applications for Commercial Buildings: Economic and Environmental Considerations, Sunny Liston, DBA, Online Business Programs, School of Business, Marylhurst University, Marylhurst, OR., Stephen Sewalk, PhD/JD, Assistant Professor, Burns School of Real Estate and Construction Management at the University of Denver, Denver, CO., Wenzhong (David) Gao, PhD, Associate Professor, Department of Electrical and Computer Engineering, Daniel Felix Ritchie School of Engineering and Computer Science, University of Denver, Denver, CO., Gabrial Carter, MBA, Daniels College of Business, University of Denver, Denver, CO.
The Ludwig Otto Organization: Association of Christian Educators (since 1981) www.associationchristianeducators.net ; Bold Christian University (since 1983) www.bcuniversity.net ; Franklin Publishing Company (since 1966) www.franklinpublishing.net ; London Press (since 1993) www.londonpress.net ; United States Christian University (since 2016) www.uschristianu.net; United States Publishing Company (since 2016) www.unitedstatespublishing.net ; Ludwig Otto Associates/Consultants (since 1954) www.ludwigotto.com