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Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There is a huge gap in African management education which calls for redesigning of management curriculum to affirm African social orientation and self-determination that will enable new forms of learning and knowledge required to tackle complex global challenges. The objective of this chapter is to review Western management thought and practice vis-à-vis the existing management philosophy in Africa prior to her colonisation and advocate the need to redesign management curricula. To accomplish the aforementioned objective, this chapter took a historical, reflective and systematic approach of literature review to advance renewal of management curricula in Africa. The analysis began with a review of pre-colonial management philosophy and thought in Africa, followed by a discussion of how colonialism obstructed and promoted the universality of management. This was followed by a review of African traditional society and indigenous management philosophies. The chapter discussed topics that should feature in an African-oriented management curriculum and highlighted fundamental constructs that can be fused into management curriculum of business schools/teaching in Africa. The chapter also made a case for a flexible management curriculum structure that is broader than the conventional transmission-of-knowledge building which views students as passive learners’ by adopting suitable pedagogical tools that will be relevant for knowledge transmission and assessment and also enhance learning and management practices that is culturally fit and relevant to global practice.

Northern Ireland (NI) has pervasively been a fragile and often disputed city-regional nation. Despite NI's slim majority in favour of remaining in the European Union, de facto Brexit, post-pandemic challenges and the Northern Ireland Protocol (NIP) have revealed a dilemma: people of all political hues have started to question aspects of their own citizenship. Consequently, this chapter suggests an innovative approach called ‘Algorithmic Nations’ to better articulate its emerging/complex citizenship regimes for this divided and post-conflict society in which identity borders and devolution may be facilitated through blockchain technology. This chapter assesses implications of this dilemma for a city-regionalised nation enmeshed within the UK, Ireland and Europe: NI through Belfast, its main metropolitan hub. The chapter explores digital citizenship in NI by applying ‘Algorithmic Nations’ framework particularly relating to intertwined (1) cross-bordering, (2) critical awareness, (3) digital activism and (4) post-pandemic realities and concludes with three dilemmas and how ‘Algorithmic Nations’ framing could better integrate NI's digital citizenship.

This chapter provides a synthesis of the research project which investigated whether or not the most recent mathematics curriculum reform has reached the classroom and influenced classroom practice and student learning in the mainland China. Three types of evidence for change as a result of the curriculum reform were examined. These included the beliefs and perceptions of teachers about learning and teaching mathematics, the cognitive features of learning tasks and of classroom interaction that were implemented in classroom, and student learning outcomes. Two groups of elementary math teachers and their students participated in the study. One group had participated in the reform implementation in classroom for several years, and the other group had used the conventional curriculum when the project was conducted in 2005. About 150 videotaped class sessions were analyzed from 58 classrooms of the two groups. Survey methods were used to probe the changes in the beliefs and perceptions of teachers about teaching and learning mathematics. The student learning outcomes were assessed for three times with multiple measures of mathematics achievement. Findings of the project provide the converging evidence that the curriculum reform has resulted in some of the expected changes. Reform teachers were more likely to hold a dynamic view of mathematics and to indicate the importance to provide students the learning opportunity to hypothesize, to proof, and to communicate in learning mathematics. The reform classrooms used more learning tasks with higher cognitive demands. The teachers in the reform classrooms asked more questions that required students to describe procedures leading to their answers and the students in the reform classrooms raised more questions in learning mathematics. Students of the reform classrooms showed to have achieved a relatively more balanced development in different cognitive areas of mathematics achievement.

Purpose – This study aims to determine the roles of technology trough digital democracy in younger generation’s political education.

Design/Methodology/Approach – The language is analyzed using the theory of generative morphology which is developed by Morris Hale, Aronoff, Scalise, and Dardjowidjojo. The basic theory is the word formation through affixation process.

Findings – It is found that Devayan belongs to agglitunative-type language. Therefore, this language forms its words using prefixes, infixes, and suffixes by managing the process of morphemes compounding in order to get actual and potential words. Potential word formation is classified as language units that do not exist in reality.

Research Limitations/Implications – This research limits the scope of attention only on the morphological process.

Originality/Value – The findings can be used as references for those concerns in the revitalization of this minority language in the effort of composing a dictionary of Devayan.

To determine where, when, how, and wherefore European social theory hit upon the formula of “the True, the Good, and the Beautiful,” and how its structural position as a skeleton for the theory of action has changed.

Genealogy, library research, and unusually good fortune were used to trace back the origin of what was to become a ubiquitous phrase, and to reconstruct the debates that made deploying the term seem important to writers.

The triad, although sometimes used accidentally in the renaissance, assumed a key structural place with a rise of Neo-Platonism in the eighteenth century associated with a new interest in providing a serious analysis of taste. It was a focus on taste that allowed the Beautiful to assume a position that was structurally homologous to those of the True and the Good, long understood as potential parallels. Although the first efforts were ones that attempted to emphasize the unification of the human spirit, the triad, once formulated, was attractive to faculties theorists more interested in decomposing the soul. They seized upon the triad as corresponding to an emerging sense of a tripartition of the soul. Finally, the members of the triad became re-understood as values, now as orthogonal dimensions.

This seems to be the first time the story of the development of the triad – one of the most ubiquitous architectonics in social thought – has been told.