Search results

This essay aims at retracing the intellectual and biographical events of the economist Gino Arias (1879–1940), examining more in detail the two seasons at the opposite ends of his life: the early one that saw him considerably committed to the Zionist cause and the one that, thirty years later, would force him to confront the racial laws of the Fascist regime.

Despite the seeming tragic continuity of these two phases, Arias’s case is a real historiographical paradox since, over the long span between the opposite ends of his biography, not only did he distance himself from the Zionist movement, but he also gradually laid the foundations for his upcoming and immediate dedication to Fascism; indeed, within the Fascist regime he would stand out as an authoritative and influential theorist of corporatism, the institutional solution Mussolini tried to exploit to organize the national economic life.

After carefully examining Arias’s early contributions to the Zionist cause (that include the establishment of the Florentine Zionist Group and that led him toward strongly nationalistic stances), this essay sums up Arias’s intellectual biography during the next years and then, thanks to unprecedented documents from the Italian Ministry of Interior, closely looks into his fate after his conversion to Catholicism in 1932 and up against the racial laws of 1938, as well as into his attempts to escape persecution. A few final observations will then try to highlight the dramatic exemplarity of his case.

An important sector that presents continuous growth year after year and one of the most notable economic sectors worldwide is hospitality and tourism (H&T). For this reason, many enterprises have been created and developed. Each journey could face several challenges, such as economic, social, political, environmental, and technological. This study examines research and case studies about H&T entrepreneurship and provides new insights into the current industry about all aspects that affect entrepreneurship development. Additionally, the impacts of the spread of COVID-19 in the current industry and the changes in the awareness of tourists to enjoy more sustainable tourism that protects the planet during their daily operations are addressed; this being a new opportunity for business so that entrepreneurs can compete in a hypercompetitive market.

In an ever-interconnected world dominated by discourses on the internationalization and marketization of higher education, concerns related to language and employability have been the focus of recent debates. There is, however, a dearth of research investigating how these dimensions relate to one another in recent comparative and international higher education research. By focusing on how issues related to language and employability have been presented in recent higher education research worldwide, this chapter aims to contribute to our understanding of this concern. To achieve this goal, we conducted a scoping literature review using the Web of Science, Scopus, and the Education Resources Information Center (ERIC) databases, considering the years 2011–2020. The findings, perhaps not surprisingly, suggested that language skills are perceived to be valued by both graduates and employers though the discussions predominantly focused on one language, English. The research focus on English for employability in Anglophone contexts is understandable. However, the fact that the trend is observed in contexts where the language is not the primary or official language seems to indicate the influence of internationalization of higher education and global labor markets primarily dominated by English. The literature also suggested that (English) language training in higher education programs needs to move from solely linguistic and qualification-related content areas to a broader sphere of English for communication purposes that cover both specialized disciplinary content and broader generic employability skills. Considering this finding, we suggest that higher education systems and institutions incorporate recent developments in English for occupational purposes in their curriculum. We also recommend that there needs to be a shift from the overwhelmingly English language-dominated discussions to more inclusive research that assesses the impact of other dominant languages on employability-related concerns.

The current era of the fourth industrial revolution has attracted significant research on the use of digital technologies in improving construction project delivery. However, less emphasis has been placed on how these digital tools will influence the management of the construction workforce. To this end, using a review of existing works, this chapter explores the fourth industrial revolution and its associated technologies that can positively impact the management of the construction workforce when implemented. Also, the possible challenges that might truncate the successful deployment of digital technologies for effective workforce management were explored. The chapter submitted that implementing workforce management-specific digital platforms and other digital technologies designed for project delivery can aid effective workforce management within construction organisations. Technologies such as cloud computing, the Internet of Things, big data analytics, robotics and automation, and artificial intelligence, among others, offer significant benefits to the effective workforce management of construction organisations. However, several challenges, such as resistance to change due to fear of job loss, cost of investment in digital tools, organisational structure and culture, must be carefully considered as they might affect the successful use of digital tools and by extension, impact the success of workforce management in the organisations.

Addressing potential markets in emerging countries is an important development in international marketing, and over the last decade research has been energized by the model of the Bottom of the Pyramid (BOP). More recently the focus has shifted away from defining the BOP potential in terms of identifying the market at the BOP, and toward creating a market at the BOP, concurrent with the rephrasing of the potential as the Base of the Pyramid. The Value Flame at the Base of the Pyramid (VFBOP) model discussed here stresses not only that a leap in mindset and analysis is necessary to operate in the BOP, but that principles of mutual value and co-venturing are necessary, that is, not only enter into the BOP but collaborate within the BOP. Twenty-one VFBOP characteristics are summarized into four categories: (1) change the mindset; (2) don’t compete; (3) align all organization activities in pursuit of differentiation; and (4) create and capture new market demand. These characteristics can be a template of considerations for a company when designing and marketing a product or service to profitably meet the demands of the BOP market. To illustrate the VFBOP model and characteristics a case study is presented. Through the VFBOP model it can be seen that enormous opportunities may be available in these emerging economies.

This symposium analyses the mutually constitutive relationship between economic knowledge and political order. Through a wide range of case studies from Europe, Africa, and Latin America, the essays collected shed new light on the choices and constraints faced by economists under authoritarian rule in the twentieth century. The contribution of the symposium is twofold. Firstly, it expands the geographical and chronological scope of the conversation on the politics of economics. Secondly, it encourages a more nuanced understanding of economists’ agency in their different guises as educators, party propagandists, policy-makers, model-builders, and dissidents.

This chapter examines in-service teachers’ transformed perspectives and practices for educating emergent bilinguals resulting from graduate study in a bilingual education graduate program in Chicago. This examination is contextualized in consideration of emergent bilinguals relative to the changing face of P-12 classrooms and gaps in teacher education. Findings from autoethnographic and discourse analytic inquiry suggest that teacher preparation in bilingual education (1) prepared and empowered in-service teachers to meet the academic, social, and cultural-linguistic needs of emergent bilinguals in their classrooms and (2) fostered a conscious inner transformation in in-service teachers that resulted in new ways and purposes of interacting with emergent bilingual students, their families, and colleagues. Findings also suggest that although there is institutional progress in meeting emergent bilinguals’ needs, it is incremental and insufficient. There are three major deficiencies: (1) new and increased teacher education standards lack the required specialized coursework in the education of emergent bilinguals; (2) teacher preparation of emergent bilinguals is inadequate; and (3) teacher preparation programs resist requiring specialized coursework in teaching emergent bilinguals.

This chapter explores an approach to instruction in pre-service classes called “goofiness pedagogy.” Embedded in teaching and learning theories, goofiness pedagogy is designed to model creative teaching to help emergent bilingual learners academically, linguistically, and socially. Currently in Arizona, highly restrictive language policies limit curricular and pedagogical choices for students acquiring English. As a result, pre-service teachers are often reluctant to work with them, and worried that their own creativity will be constrained. This chapter thus discusses a multi-year study of goofiness pedagogy – theatrical drama, play, and performance – that helps pre-service teachers develop an alternative vision of exceptional teaching for and with emergent bilingual learners. Data sources include student and author reflections on the practice of performed goofiness in Structured English Immersion classes at the University of Arizona, video-taped performances of students engaged in drama and improvisation, and analysis of student written artifacts. Findings indicate that while some pre-teachers hesitate to participate in “performed goofiness,” the majority believe that theatrical activities encourage them to try out innovative teaching strategies, take risks, make mistakes, and analyze those mistakes in a supportive community of practice. Equally important, pre-service teachers begin to understand that learning in general, and language learning in particular, are social pursuits and that teachers should create social spaces in their own classrooms to support the academic and language development of emergent bilingual students. Goofiness pedagogy also has transformed the author’s own teaching practices, and consequently represents a “pedagogy of hope” within a rigid state context.