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Research on the socialization experiences, professional development, and success of students and faculty have generally emphasized the importance and role of advisors as the support mechanism for graduate or doctoral students (e.g., Baird, 1995; Bargar & Mayo-Chamberlain, 1983; Gardner, 2009; Golde, 2001; Lovitts, 2001; Tinto, 1993; Zhao, Golde, & McCormick, 2005), rather than the role that mentoring and support can have for undergraduate students. King (2003) defines mentoring as a relationship that “suggests a level of personal interaction, nurture, and guidance that exceeds the requirements of ‘good enough’ research advising” (p. 15). King further states that “rather than being concerned solely with the student's completing the dissertation or developing technical competence, the mentor is concerned with promoting a broader range of psychosocial, intellectual, and professional development” (p. 15). King's definition should not be confined to just students at a doctoral level. If we assume that the decision to attend college occurs for both personal and professional reasons, then it stands to reason that providing a different level of support and mentoring should also enhance both the personal and the professional aspects the academic experience for those involved, regardless of academic level. Thus, the one tool that could have lasting and profound effects for the academic success of African American women that clearly seems to be lacking is mentoring.

The eternal question posed by students, “Why do I have to learn this?” is being answered for them every day in the newspapers and on television with respect to the balance of liberty and security in time of war. Teachers often express the need for focused materials that approach this question from both historical and modern perspectives, and this high-school lesson provides that. The Latin maxim, Inter arma enim silent leges, translated, “In time of war the laws are silent” expresses the doctrine that security trumps liberty in wartime, but in this lesson, student will ask, “Is liberty necessarily the price of security? How have United States governments justified the curtailment of liberty in wartime?” This lesson presents students and teachers with hands-on focus activities, student manipulatives and role-plays, and primary source document analyses that will lead students to appraise the cost of security and whether the Constitution can be preserved by being abridged.

Documents the sequence of steps taken in setting up a cross‐cultural management course, and making extensive use of the Internet to add to the reality of the experience for fourth‐year and MBA students who, like most university students, have access to the Internet, a communication medium that allows inexpensive contact with other cultures.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

Childbearing via in vitro fertilization (IVF) was taboo for a long time in the Philippines despite being available in the Philippines since 1996 and the signing of the Republic Health Law back in 2013 (Dupont, 2013). In this chapter, the author examines how IVF is imagined, presented, and accepted in the Philippine context by looking at selected case studies of Filipino influencers who opted to bear children via IVF. The author explores these through analyses of selected YouTube videos and Facebook posts through the lens of visibility labor which refers to the activities done by influencers to “the work enacted to flexibly demonstrate gradients of self-conspicuousness in digital or physical spaces depending on intention or circumstance for favourable ends” (Abidin, 2016). The author also examines the comments sections of these selected videos and posts through web scraping to get a glimpse of the reception to the journeys and struggles of these public figures. The author argues that through the visibility labor of influencers, the phenomenon of childbearing via IVF is not only promoted as a viable, if not acceptable procreative process, but also perpetuated as an in/accessible procedure in the Philippines.

We discuss adoption as a diverse family structure in America. Adoption has existed in some form throughout the history with the portrayal varying by historical epoch. Adoption has been both disparaged and idealized to perpetuate the interest of elite players. This chapter discusses adoption in terms of the changing demographic which 21st century families face. In this manuscript, we first discuss the history of adoption in the United States including its impact as social control of premarital sex. Then the three players in the adoption triad are discussed and analyzed. Finally, we highlight how demographics of race, class, gender, and sexuality impact the adoption experience by 21st century families. Specifically, we explore the recent National Survey of Adoptive Parents from the United States Center for Disease Control and look at the modern adoption experience

This paper draws attention to the value of a new generation of information servers as a tool for human communication. Section I introduces the notion that the Internet is heralding a new era in communications, where peoples of different age and background are able to communicate with each other without barriers of distance or time. Section 2 examines the client‐server architecture which, together with the advent of graphic user interfaces, made possible a new generation of distributed, platform‐independent information servers. Four of the new generation servers are discussed in the remaining sections, namely Archie, gopher, WAIS and the World Wide Web, as well as video‐conferencing with CU‐seeMe.