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This chapter describes how to leverage the Ignatian pedagogy paradigm (IPP) in accounting education to facilitate an effective learning experience to integrate current accounting practice, accounting professionals, and the academic curriculum. Prior research and various entities focusing on accounting education, such as The Pathways Commission (TPC) and the AACSB International, have identified the need for more experiential learning in accounting and a better link between academia and practice. The IPP portrays the Jesuit teaching values that have existed over 450 years, however its teachings are profoundly universal and not tied to any specific faith. The authors explain how the IPP enhances the interactive professional learning experience for students by describing a case taught in our Intermediate Accounting courses. The generalizable approach described in this chapter will hopefully help those involved in accounting programs to facilitate critically important professional learning experiences for their students.

The aim of this chapter is twofold. First, we want to show how children and minors are fundamental in any consideration of the major issues and goals of economics and politics, especially with regard to the relationship between democracy, well-being and economic development. Children's well-being is a valuable goal in itself, and given that minors represent the long-distant future, it is also a measure of the economic potential of each country and the world. Despite its inherent value and economic importance, children's well-being is an issue largely overlooked by politicians, and the main theme of this chapter is that this is inevitable because there is no political incentive for politicians to address it. As a consequence, the second aim of this chapter is to argue that granting children the right to vote would provide the best political incentive, as well as the missing link in modern democracies. We propose some reasons as to why extending the right to vote to minors represents the full achievement of universal suffrage for a mature society, rendering democracy absolute and improving its economic potential. Parents, who already represent their children's interests in everyday decisions, should naturally be entitled to represent them in the polling booth as well, qualifying their participation in the functioning of democracy through their role as parents. We argue that this change in electoral rules would force politicians to consider children, pushing minors’ well-being to the top of all political parties’ agendas and prompting the market and politics to ensure a better allocation of resources between generations.

The purpose of the paper is to provide a comprehensive overview of the refurbishment of heritage buildings with special emphasis on sustainability and universal design. Findings of the study are the basis for further research and development of enhanced strategies for retrofitting and adaptive reuse of heritage buildings in the framework of sustainability and universal design.

The present research focusses on literature review analysis of specific elements of the refurbishment of heritage buildings with the aim to discover the characteristics/indicators of sustainability and universal design, which are usually used in refurbishment project and the gaps. In this paper, the latest state-of-art in the mentioned fields has been assessed, and the developments along with research gaps and potential future research focusses have been identified. The literature was collected mainly through Science Direct, World Wide Science and Emerald, especially focussed on publications from 2000 to 2019 written in English and the Web for regulatory and recommendation publications. Other sources, such as actual projects, might shed additional light on the specific issues of the studied topics.

This review shows that the current research related to heritage building renovation and reuse does not address sustainability and universal design issues comprehensively. Typically, in research, the topics of heritage, sustainability and inclusiveness are considered separately. In real situations, however, they are interconnected and influence each other, forming an indivisible whole. The needs of persons with disabilities (PWD) in correlation to the built heritage are not well studied. This is why it is important to consider these topics not only separately but also in an interrelated way.

The need for cross-disciplinary problem-solving method, based on a holistic approach, to form the base for implementation of universal design principles into refurbishing of heritage buildings is seen.

This paper demonstrates the need for usable procedures for various stakeholders in their everyday practice.

The combined subjects of sustainability, heritage buildings and universal design are not well covered by research. Lack of appropriate literature for this specific area is forming a significant gap that hinders the development of relevant information and methods that could be applied in actual projects. This paper, albeit in a partial way, intends to fill this gap and opts to provide a comprehensive summary of the sustainability factors affecting adaptive reuse of heritage buildings with special emphasis on users, specifically PWD.

During the past decade, Danish policies and legislation have increasingly focused on accessibility, which, by virtue of adopting the UN Sustainable Development Goals, has spurred new demands for the expertise of Danish landscape architects. Surveys indicate as much as 27% of the Danish population have a physical disability. Therefore, landscape architectural firms play an important role in designing accessible, public and green spaces, which could reduce the number of people who experience disability in their everyday life arising from inaccessible designs. Despite this, peer-reviewed research has not attempted to qualitatively understand how landscape architects approach accessibility in their daily practice.

Based on a grounded theory analysis of 15 semi-structured qualitative interviews with randomly selected landscape architectural firms, this study aims to describe how landscape architectural firms approach and perceive accessibility.

The results of the study show a complex understanding of accessibility among practising landscape architects, with firms focusing on the role of Danish building regulations, the programming of accessibility and professional aesthetic dilemmas. Moreover, accessibility is perceived with some frustration as an element that takes valuable space from green areas due to clients' lack of willingness to provide resources for integrated solutions, landscape architects' own limited expertise and knowledge of integrated accessibility solutions and insufficient regulatory leeway.

As accessibility is a major element of the tasks within contemporary landscape architecture, graduates need additional training in accessibility, which, in turn, necessitates additional research into accessible design solutions.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

The landscape of learning and teaching is changing through the recognition of a diversity of learning types, new student generations as well as advances in technology and theory in education. While claims for interdisciplinary research and inquiry-based approaches, as well as integration of new media and technologies are at the heart of current discourses on teaching and learning, most educational activities still take place in a conservative format of the hierarchical teacher–student relationship in rather traditional educational facilities. As an architect and anthropologist, but most of all, as an academic who is devoted to teaching and research, I believe in teaching and learning experiences that are based on theoretical and methodological explorations in different disciplines in order to develop practical, research and critical thinking skills among the students. Students are motivated and engaged when they understand why information is important for them. Through an inquiry-based approach, abstract information becomes tangible and contextualized. In this chapter, I will first discuss common characteristics of our learners, today’s generation of students (the Millennials). Second, I will conceptually locate my approach to teaching among inquiry-based approaches such as Situated Learning, Learner-centered Teaching and Universal Design for Learning, which I see as complementary to each other. Third, I will explain my course design and give an account of two courses as examples for Inquiry-based Learning in action. Although these courses address architecture students, the Inquiry-based Learning and teaching experiences from these courses will inform a larger, more general audience interested in the subject matter.

Since the inception of Public Law 94-142, the delivery of services to children with exceptional learning needs (ELNs) has continually changed in an effort to provide optimal programming in least restrictive environments. The roles and responsibilities of teachers have also changed with the most dramatic changes likely seen in the roles of general education teachers, also known as inclusion teachers, serving children with ELNs. Federal mandates require general education teachers be actively involved in the referral and Individualized Education Program process. Once children with ELNs are serviced in inclusion classrooms, collaboration between the inclusion teacher and many professionals becomes an essential part of service delivery. This chapter focuses on elements of successful collaboration for planning, instructional delivery, and assessment, as inclusion teachers apply the principles of Universal Design for Learning and Differentiated Instruction. Academic, behavioral, and social needs of children in inclusive environments are also addressed as are essential elements addressing the collaborative roles and responsibilities of general education teachers as they embrace the opportunity to teach in inclusive classrooms.

The UNESCO Institute for Statistics (UIS) is mandated by the international community to collect, analyse and disseminate internationally comparable statistics on education, including those on and related to teachers. Based within a framework that emphasises quantity and quality issues for teachers, this chapter describes the current UIS international collection of teacher data, the policy options they intend to inform, as well as key limitations and challenges of the present data. In reaction to this, the chapter also presents UIS’s on-going developmental work related to the global data collection and statistics on primary and secondary teachers ranging from the measurement of current shortages, particularly in developing countries aiming to achieve universal primary education (UPE), to the expansion of an international framework that sheds additional light on teacher and teaching quality.

This chapter discusses a bottom-up design strategy to support the principles of Universal Design and Universal Design for Learning adapted for online course development. The concept of Universal Design demands a holistic, bottom-up instructional design model for online course development that integrates technology, accessibility, recent instructional and learning theories, and a participatory postmodern worldview. This study is intended for faculty, instructional designers, administrators, assistive technology staff, and Web multimedia software vendors associated with higher education. The research assists these target audiences to design and develop online courses that are accessible without special adaptation or modification. The components of Universal Design for online learning support newer emergent approaches to instructional design, various programming solutions used in the software engineering field for efficiency, Universal Design for Learning, and legal guidelines associated with accessibility.

This action research project traces how a teacher used images of cultural universals as part of a kindergarten social studies curriculum to help her students develop temporal distinctions between past and present. Students were introduced to the general idea of what cultural universals were, and then they studied two different periods of history using cultural universals. After clearing up some initial misconceptions, the majority of the students were able to make at least a dichotomous distinction between past and present, and many students were able to make additional temporal distinctions among periods of the past.