Search results

Christine Bruce (2008, Preface) has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn.” Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment, or topic-specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-fiction Film Research Guide that we created aligns with the three principles and seven faces of informed learning.

Student-led project-based teams are widely used by faculty but do we really understand the process that students experience as a result of participating in a team? This study sought to understand the team process by examining leadership practices exhibited by assigned leaders and their team culture. Using a mixed-methods case study design it was found that students perceived team leaders to be strongest in the leadership practice-enable others to act described as fostering collaboration and sharing power and weakest in the leadership practice-encourage the heart described as recognizing individual contributions and celebrating team successes. Two of the teams were identified as a clan culture and the third team was determined to be a market culture. It was recommended that instructors who use teams to enrich learning examine the relationship between specific team cultures and enhanced team performance.

Purpose – This chapter argues that classroom teachers need to be more effective and efficient in order to meet the needs of all students and support their grade-level achievement. Given the challenges of contemporary schools – mandated curricula, intensive monitoring and intervention, high-stakes testing, and increased student diversity – teachers are expected to incorporate research-based practices in sophisticated ways. This chapter challenges teachers to assess and enhance their instructional effectiveness.

Approach – This chapter explores ways for teachers to make literacy assessment and instruction more appropriate, productive, and successful, which requires that teachers expand their repertoire of methods and consider ways to deliver instruction expeditiously.

Content – Examples of inefficient practices preface a discussion of some common hindrances to more streamlined instruction. The chapter demonstrates the use of literacy assessment to support more flexible instructional activities, focusing on literacy delivery modes that align with increasingly more difficult text. Subsequent discussion details numerous literacy experiences, including variations of teacher-led, collaborative, guided, partner, and student-led reading. Seven guidelines are presented. The conclusion summarizes an example of how a reading coach used assessment to synthesize an effective intervention to support the marked improvement of a third-grade reader.

Implications – The chapter's goal is that teachers consider ways to combine experiences that increase effectiveness, efficiency, and engagement. Readers can explore ways to use assessment to improve their instruction. Numerous suggestions and activities accompany the discussion.

Value – The chapter content challenges teachers to streamline and sophisticate their literacy instruction and demonstrates ways to combine literacy experiences that foster student achievement and engagement.

The purpose of this paper is to propose that the Global Reporting Initiative's (GRI ) reporting guidelines, specifically its performance indicators, can be used to help a company create ethical corporate social responsibility (CSR) strategies and to also help stakeholder groups evaluate how much of a company's CSR initiative truly means the stakeholder definition CSR and how much is merely philanthropy or marketing.

The paper examines the GRI reporting guidelines for applicability to CSR principles, and explains the key elements of the economic, environmental, social, society, and product responsibility performance indicators.

Examples of how companies have used the indicators to report data on GRI's website are provided as evidence that the distinctions made by the performance indicators indicate levels of adherence to CSR principles.

Given the increased demand for accountability for the actions of companies toward their stakeholders, particularly the environment, using the GRI's performance indicators can continue dialogue on how CSR programs are evaluated by the ethics community, the public, and business.

The purpose of this paper is to offer a new theory of human nature to explain the happiness paradox of capitalism.

It is argued that happiness crisis in capitalism stems from the lack of full understanding of human nature which is like a black box from which key assumptions in capitalist market system are derived. The author attempts to unlock this black box in order to understand the failure of capitalism in bringing happiness.

As the success of capitalism comes from its partial understanding of human nature, its failure comes from its partial misunderstanding or exploitation of human nature. This leads to ignoring the needs and desires of certain elements of human nature for the sake of serving only the animal spirit and self‐centric ego. The proposed new theory offers a new understanding of happiness and its determinants. Comparing the human body to a luxury recreational vehicle (RV) and the elements of human nature to the companions on this vehicle, the theory suggests that an individual cannot be truly happy if he or she listens only to one of his/her residents while disregarding the others. The new theory offers better explanation for the 2008 financial crisis and the happiness paradox in wealthy nations. It also provides an underlining framework for the existing happiness theories.

The new theory needs to be tested through empirical studies.

The paper theoretically argues that that authentic happiness is possible if individuals listen to the voices of all elements of human nature and try to fulfil their needs and desires in a balanced manner.

The paper offers a new comprehensive theory on human nature.

“Dora! Dora!” squealed my 18-month-old son from his stroller on the crowded subway platform. I scanned the crowd but could not locate the source of his excitement. Then a young girl turned her back to us and I saw on her purple backpack the face of “Dora the Explorer,” whose name had made its way into my son's small vocabulary. This scene could have easily taken place in any city or town in the US; young children of all ethnicities are familiar with Dora's animated television program. Worldwide, parents have spent over $3 billion on Dora the Explorer merchandise since 2001, and most products feature English and Spanish phrases (Jiménez, 2005). And Dora is not alone: her show was just the first in a recent wave of animated educational children's programs featuring Latino main characters and dialogue in Spanish.