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This chapter highlights the social and cultural gaps evidenced when students from a foreign country receive education in a Puerto Rican university. It explores the influence and the implications of the Spanish vernacular being used as a language of instruction. The chapter starts with a historical background on English language instruction for Puerto Ricans throughout the last century. This topic is discussed in order to shed light on the consequences of such a polemic subject and to evaluate the implications and the influence it has had in the way Puerto Ricans communicate. The Puerto Rican Spanish vernacular is inherent in the language of instruction used throughout grade school and in Higher Education. As part of the investigation of the effects of the language of instruction, three students were interviewed to form part of this discourse. The motivations they had to study on the island were explored, as well as experiences that highlighted the language and cultural barriers that may or may not have been present in while studying in a Puerto Rican university. Their feelings toward their general experiences with their peers and professors were also explored.

Conversion to client/server systems from host‐centric systems can be accomplished with careful attention to planning and development procedures. A key component in a successful conversion is a customized definition of client/server which complements the organization’s mission. Another key component is the development of an infrastructure which includes hardware, software and people. The training of users and design personnel is crucial to successful conversion. Discusses definitions, strategies, hardware, software, and the pitfalls to be avoided.

Let us think of an electronic book (e‐book) as a set of textual and related materials that can be accessed through a computer. Like conventional books, e‐books are written by authors (multimedia authors, that is) and processed by editors. E‐books are usually packaged in the form of CDROM discs. Software allows users to access sequences of e‐book materials which may include all the materials in the e‐book, or only some of those materials. The sequence order and content of these materials may be controlled by the user. One of the most striking characteristics of e‐books is that, in addition to conventional materials, they can include sounds and video sequences. During the past few years, thousands of newly‐published e‐books have appeared each year. In 1995 about 4000 new titles are expected.

George Ritzer (2010) recently conceptualized globalization in terms of liquidity and, especially, flows. This conceptualization is largely rooted in Zygmunt Bauman's theory of a world dominated by increasing liquidity. However, neither Bauman nor Ritzer put these ideas in the context of their intellectual genealogy. This essay seeks to do that by reviewing the surprisingly rich history of thought pertaining to these ideas, especially flows. Through this review we also hope to call attention to some long-debated philosophical questions that inform how a theory of flows (and structures) can be applied to our contemporary globalized world.

A major challenge in teacher education in the United States is how to address the academic and linguistic needs of the growing numbers of emergent bilingual students. A second challenge is how to prepare predominantly White monolingual preservice teachers with little exposure to speakers of languages other than English to educate culturally and linguistically diverse students. With these two challenges in mind, this study examines how a course on literacy, language, and culture grounded in pedagogies of discomfort shifts preservice teachers’ deficit orientations toward emergent bilingual students’ language and literacy resources. Using Ofelia García’s (2009) definition for emergent bilingualism, this mixed-method study was conducted from 2011 to 2013 with 73 preservice teacher participants enrolled at an urban mid-Atlantic university. Quantitative data consisted of pre and post surveys while qualitative data comprised written responses to open-ended statements, self-analyses, and participant interviews. Findings evidence preservice teachers’ endorsement of monolingualism before coursework; however, pedagogies of discomfort during coursework provoke critical reflection leading to significant shifts in preservice teachers’ dispositions toward teaching language diversity in the classroom with implications for teaching emergent bilingual students.

Over the past 30 years, increasing use of technology has created a global business environment leading to the changed role of a professional accountant. In response, accounting organizations and employers have demanded professionals who are creative and innovative, with strong critical thinking and problem-solving skills, yet accounting firms and prior research continue to identify creativity as one of the most important yet most lacking traits of their newly hired employees. This study experimentally examines whether accounting students are indeed less creative than other students, a potential cause for differences in creativity, and a potential intervention to enhance creativity. Our results indicate that, on average, accounting students are not less creative than other students, but rather when performing an accounting task, they are initially less creative, suggesting that the accounting context may be partially contributing to the perceived lack of creativity. However, providing accounting students with process-oriented feedback significantly improves their future creativity, as differences between accounting and non-accounting students are eliminated. The authors contribute to the accounting and creativity literature and discuss implications for accounting education and the profession.

While bilinguals frequently mix languages in everyday conversation, these hybrid language practices have often been viewed from a deficit perspective, particularly in classroom contexts. However, an emerging literature documents the complexity of hybrid language practices and their usefulness as an academic and social resource for bilingual students. This chapter examines hybrid language practices among English- and Spanish-speaking high school students in an astronomy/oceanography classroom in southern Arizona. Microethnography, or fine-grained analysis of video recordings from long-term ethnographic observation, is used to reveal what bilingual students accomplished with hybrid language practices in the classroom and to outline implications for teachers who want to engage their students’ hybrid repertoires. Specifically, the analyses reveal that careful attention to hybrid language practices can provide teachers with insights into students’ academic learning across linguistic codes, their use of language mixing for particular functions, and their beliefs about language and identity. The research is necessarily limited in scope because such in-depth analysis can only be done with a very small amount of data. Nevertheless, the findings affirm that hybrid language practices can enrich classroom discourse, academic learning, and social interaction for emergent bilinguals. The chapter highlights a teacher’s story in order to offer practical guidance to other teachers who seek to capitalize on the promise of hybrid language practices in their own classrooms.