Search results

Inclusion has gained incremental attention in Lebanon especially since it has been associated with quality education, being the Sustainable Development Goal 4 (SDG 4) as declared by the United Nations. Efforts have been made by public and private institutions to ensure that learners with disabilities get inclusive education, and progress has been noted despite several challenges further aggravated by the pandemic and the financial crises. This chapter presents a close examination at the condition of inclusion in Lebanon as it thoroughly studies all elements of inclusion with the assessment of challenges alongside the discussion of feasible solutions.

Integrative curriculum is sometimes understood in terms of utilizing two or more disciplines to explore and inquire into ideas to achieve certain tasks and learning outcomes. “Integrative” as an educational and curricular term, concept, and set of processes is more concerned with integrating students’ experiences across the teaching and learning activities of their academic program, constructing their knowledge and a range of competencies and capabilities in a meaningful and student-centered manner. This chapter approaches integrative curriculum in higher education through peer teaching and learning. The chapter presents and analyzes the case study of Phoenicia University, Lebanon, where one of the approaches to emphasizing integrative curriculum is through the “Peer Support Program” (PSP). In the PSP, excelling students (mentors) across various courses (e.g., calculus, English, etc.) mentor and tutor their marginal peers (mentees) who are underperforming in their studies. This study analyzed the attitudes, perceptions, and confidence levels of both the mentors and mentees in the PSP across freshman calculus courses. The chapter found that the PSP revealed reciprocity and mutual benefit for both the mentors and mentees in terms of academic gain, self-satisfaction, and personal growth. Some of the identified concerns about the program were that mentees seemed to be too dependent on the mentors and majorly driven by studying for the mark. The program was a win-win combination for the mentors, mentees, and the institution itself, serving as an effective integrative curriculum avenue, where students’ experiences, commitment, and ownership in the teaching and learning process are actively integrated into a meaningful, connected, and student-centered university environment.

This paper presents two educational gamified virtual labs and investigates different methods of including gamified elements in virtual labs used for teaching. The purpose of this study is to investigate if immersive gamified virtual labs can be used as effective pedagogical tools by properly incorporating them into higher education curricula to assist low-risk active learning and student engagement.

This research design comprises two gamified virtual labs including nine essential experiments of biology and chemistry integrated into the higher education curriculum of the Foundation of Science at an international University. Students filled in a survey after participating in the lab to shed light on appropriate ways of using gamification approaches in virtual labs.

From the predominant findings of the study, gamified virtual labs increase student involvement thereby enhancing knowledge development with active learning and may be a potentially suitable pedagogical tool for low-risk interactive learning.

Limitations of the study include findings based on gamified virtual labs but not comparing the gamified virtual labs to simple virtual simulations to further investigate the pedagogical approach and understand the student perceptions in a simple virtual simulation and a gamified virtual lab.

The findings of this study will provide evidence that gamified virtual labs integrated into higher education curricula as supplementary tools for laboratory experimentation improve the educational delivery process.

This research highlights an appropriate way of integrating 3D virtual labs into practical curricula while discussing the benefits.

The purpose of this paper is to examine the consumer response to brands offering gendered product differentiation (i.e. products “for her” or “for him”).

Across three experiments, the effect of gendered (vs gender-unrelated) product differentiation on perceived brand sexism and word-of-mouth intention was tested. The moderating effects of feminist identity (Studies 1 and 2), endorsement of sexist beliefs (Study 2) and basis (stereotypical vs biological) for product differentiation (Study 3) were also tested.

Consumers perceive brands that offer gendered product differentiation as sexist, which in turn leads to negative word-of-mouth intention. Moreover, consumers with a strong feminist identity are more likely to perceive brands that offer gendered product differentiation as sexist, whereas consumers who endorse sexist beliefs are less likely to do so. Finally, consumers respond negatively when the gendered product differentiation is based on a gender stereotype, but much less so when it seems based on a biological difference between sexes.

Although multiple brands offering gendered products have been denounced by consumers as sexist, no research has examined this phenomenon. This paper pioneers in examining the consumer response to brands offering gendered product differentiation and in demonstrating that consumers perceive such brands as sexist.

Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies that value linguistic diversity, provide academic and social–emotional support and embrace life experiences that are often vastly different from those of the teachers and typical students. The goal of this study was to examine the effects of an instructional model designed to address specific academic and social–emotional competencies of linguistically and culturally diverse students on the writing of eight and nine-year-old students (n = 10) enrolled in an afterschool programme serving students from refugee families. The model of explicit writing instruction implemented in the study included culturally responsive literature, mindfulness practices, and differentiation in teaching genre-specific text structure and academic vocabulary. Pre- and post-test personal essays were scored for holistic quality of writing and use of academic vocabulary. The findings indicate that explicit and differentiated instruction in both writing organisation and vocabulary use was effective in increasing the holistic quality of students' personal writing and their ability to integrate academic vocabulary appropriately and meaningfully in independent writing. Implications for culturally responsive instruction for refugee students are discussed.

Monocytes are a leukocytes’ subset that plays an important role in immunity. Protein kinase B (AKT) is involved in monocytes' survival, proliferation and differentiation. Using phorbol 12-myristate 13-acetate (PMA) as an inducer for cell line U937 differentiation into macrophage-like cells may be used as a model for cancer cell therapy or other biomedical research studies. The authors investigated the Akt1 signaling pathway's involvement with PMA as a differentiating agent and survival in the U937 cell line.

PMA was utilized to stimulate the differentiation of the U937 cell line into macrophage-like cells at a concentration of 10 nM. Akt1-phosphorylated Serine 473, Bad-phosphorylated Serine 136 and Caspase9-phosphorylated Serine 196 were tested by flow cytometry for the involvement of the Akt1 signaling pathway during differentiation in addition to the expression of CD14, CD206 and CD83. DNA cell cycle variation analysis was done using PI staining and cell viability and apoptosis detection using Annexin V and PI flow cytometry.

There was a decrease in phosphorylated Akt1 and Bad activation and an increase in Caspase9 activation, with an increase in surface markers CD14, CD206 and CD83 acquired by PMA-differentiated cells. DNA cell cycle analysis revealed cell accumulation in the G2/M phase and fewer cells in the S phase of PMA-induced U937. Apoptosis induction for Ly294002 or Wortmannin-inhibited cells and part of PMA-induced cells were detected.

These results may be used to create a model for biomedical research studies and advance the understanding of the mechanism involving differentiation of the U937 cell line.

This study aims to explore how teachers in a large, diverse district could use a complex adolescent literacy curriculum, and it coincided with the start of the coronavirus 2019 pandemic, also a time of great upheaval for this nation. The authors and district partners collaboratively designed document sets that could help students explore socially complex historical topics with discipline-specific reading and writing support. These challenges led to fully virtual PD and redesigned cognitive tools and lesson materials that could be used in a fully distanced learning environment.

PD and data collection were ongoing and iterative, as the authors' goals were to understand variability in teachers' understanding and how the social unrest in the nation and the need for distance learning would influence their application of our curriculum. Data sources included teacher artifacts, interviews and implementation surveys and anonymized student work samples. The third author wrote memos during webinars and district meetings. The authors employed a grounded theory approach to analyze teachers’ evolving understandings of how to teach students to make judgments, their lesson differentiation and their attention to social justice issues.

Teachers who attended the authors' online PD increased their knowledge of the authors' cognitive apprenticeship (CA) approach to instruction, demonstrating more sophisticated understandings of important historical thinking skills and the need to provide students with explicit instruction and appropriate cognitive scaffolds. By the end of the year, teachers also showed ease in using new technological platforms and a more flexible use of disciplinary thinking scaffolds in ways the authors hoped. Finally, teachers in the authors' sample (and their students) frequently made connections between topics and sources in the authors' curriculum and ongoing societal problems (such as systemic racism) in this nation.

The authors' original sample of teachers was over 70; however, this number eventually fell to nine teachers (about 12.5% of the eligible participants) due to many ongoing challenges (e.g. teaching while parenting) during this time period. The authors note that teachers who remained engaged with the authors had over 10 years of experience and all but one had at some point been in a leadership position such as a team lead or department head. It is possible that experience teachers found on the authors' curriculum intervention to be too challenging to implement during the pandemic.

Online PD can be successful when sessions focus on content that teachers will use with students. We provided video models showing teachers how to teach historical reading and writing using the authors' tools and supports authors' platform. Although brief, the authors gave teachers opportunities for collaborative practice during webinars, and time to share challenges related to virtual teaching. In return, teachers shared what was working for them and allowed the authors to use anonymized student materials as the basis for subsequent materials for teaching students to make historical judgments.

All students, including those with learning or attentional disabilities/difficulties, emergent bilingual students, underrepresented students or marginalized students, must learn to grapple with complex historical and political information. Doing so will support their ability to make sense of conflicting and/or politicized information that pervades the media today and to judge for themselves what counts as evidence and truth.

Although there are a small number of teachers, this study shows that a strong research partnership between a university and district office can support the successful implementation of a complex historical literacy curriculum that allows students to explore social justice issues while learning important disciplinary literacy skills. Future work will share student learning outcomes.

This study explores how strategic human resource practices enhance the competitive capability of differentiation and cost-effectiveness by leveraging knowledge resources in Indian IT/software organizations. It examines the mediating effect of knowledge management (KM) processes in the relationship between strategic HR practices, competitive differentiation and cost-effectiveness capabilities.

An online questionnaire survey collected data from 380 knowledge workers in 25 IT/software and consultancy firms. The authors checked data reliability and validity by conducting exploratory factor analysis in SPSS and confirmatory factor analysis in AMOS. The authors evaluated hypotheses using path analysis in structural equational modeling in AMOS.

Strategic HR practices significantly and positively affect KM processes and competitive capabilities-differentiation and cost-efficiency. Both strategic HR practices and KM processes have a closer association with differentiation than cost-effectiveness. Knowledge management processes significantly and positively mediate between strategic HR practices and competitive capabilities. The mediation is more substantial in predicting differentiation than cost-effectiveness.

It is a cross-sectional study with a constrained capacity to predict accurate causal inferences; The authors call for future studies with longitudinal design and objective measures. Further studies are required to explore the impact of various strategic HR configurations on KMP to understand how different routes stimulate a particular competitive strategy. This conceptual framework can be validated across different industry types and sizes.

This study provides practical insights to HR and knowledge managers regarding devising HR and KM processes to accomplish the goals of differentiation and cost-effective, competitive strategies. This study highlights that leveraging human capital for effective KM is crucial for gaining a competitive advantage.

The paper adds to the strategic HR and KM literature by exploring the mediating role of KM processes in enabling strategic HR processes to enhance differentiation and cost-effective, competitive strategies. It provides original empirical evidence from knowledge-intensive IT/software consultancies, particularly in India's emerging economy. It indicates the current state of HR practices adopted for optimum utilization of knowledge resources and the importance of differentiation strategy for Indian knowledge-intensive IT/software firms.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

This paper aims to contribute to the understanding of the relationship between innovation and export performance by examining the effect of different types of innovation on export performance and testing the assumption underlying most studies in the field that competitive advantage mediates this relationship.

From the literature review, this paper proposes a research model that is estimated using a sample of 200 Spanish exporting manufacturing companies. Data for this study were collected with an ad hoc questionnaire, and the partial least squares structural equation modeling technique was chosen to analyze the data.

The results show that there is a positive relationship between product and business process innovation and export performance and that competitive advantage mediates this relationship, but only when it is based on costs, not on differentiation.

This paper provides evidence that product and business process innovation are positively related to export performance and that competitive advantage mediates these relationships, but only when the advantage is low cost. Unexpectedly, this paper finds that differentiation is neither related to export performance nor explains the relationship between innovation and export performance.