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Charting a Path Forward: The Impactful Leadership of Dr. Manoj Sharma
The impact of globalization is being felt in numerous spheres of educational policy and practice, in rapid growth of information and communication technologies, in economic transformation, and international market competition, all of which conspire to create new demands and place new pressures on school leadership. Drawing on examples from 12 countries in different parts of the world. The Editors have brought together 28 renowned scholars in Europe, Australia, North America, and Asia-Pacific countries to contribute to this book. The first six chapters address key themes and provide the framework for the 12 country reports which follow. With the aim of increasing international understanding and teasing out issues of transfer and application across cultural and linguistic boundaries, we have chosen national reports which cover a range of countries representing a diversity of culture and contextual backgrounds. We believe, these chapters and the book as a whole, can provide important theoretical, policy and practical implications that will inform the debate about the future of education and of schooling. While each of these country narratives underscore the importance of context, at the same time there are insights and values held in common.
Today need for breakthrough often arises because of business globalization. This book describes principles, skills, and patterns for transformational leadership. The book also includes examples of companies that are struggling with and dealing with the effects of globalization. The book is for English-language readers not only in North America and western Europe but in all countries where there is rapid business change and development, as in Eastern Europe and Asia. We have included case studies from countries in Asia, Europe, and North America. Our target readers are people in companies that are trying to move into new business areas for whatever reason or that must compete on a large geographic scale -- nationally or internationally. Most specifically, we are writing for official leaders of companies as well as for change leaders within companies or other organizations who are trying for change and/or have the freedom to change. The methods we describe apply to all types of activities -- product or service, nonprofit or for-profit, charitable, religious, manufacturing, health care, and so forth.
Arguing that excluded and marginalized social groups should benefit from the growth of international higher education, Origins, Journeys and Returns reports on the development and impact of the Ford Foundation International Fellowships Program (IFP) which is designed to further social justice in some of the world's poorest, most populous, and most unequal countries. Extending opportunities for advanced education to individuals from marginalized communities has a significant impact that transcends individual beneficiaries. In 2001, the Ford Foundation began to dedicate substantial resources toward providing disadvantaged groups with postgraduate education, a process that gave hope to many. Fellows' academic success challenged presumptions about the disadvantaged and their ability to benefit from educational opportunities in prestigious international universities. Alumni have also exhibited a deep dedication to their communities, proving there is a collective return on investing in individuals. In some regions, IFP practices have modified institutional practices in universities and other fellowship programs. Through case studies of seven countries in Asia, Africa, and Latin America, Origins, Journeys and Returns shows how nuanced approaches to defining the disadvantaged, along with flexible, local implementation of global program goals can actually counter "brain drain" and empower individuals to effect social change at home.
Topics include work-integrated learning (internships), student well-being, and students with disabilities. Also,it explores the impact on assessments and academic integrity and what analysis of online systems tells us. Preface ................................................................................................................................ ix Section I: Introduction .................................................. 1 Chapter 1: COVID-19 Emergency Education Policy and Learning Loss: A Comparative Study ............................................................................................................ 3 Athena Vongalis-Macrow, Denise De Souza, Clare Littleton, Anna Sekhar Section II: Student and Teacher Perspectives .............. 27 Chapter 2: Classrooms Going Digital – Evaluating Online Presence Through Students’ Perception Using Community of Inquiry Framework .............................. 29 Hiep Cong Pham, Phuong Ai Hoang, Duy Khanh Pham, Nguyen Hoang Thuan, Minh Nhat Nguyen Chapter 3: A Study of Music Education, Singing, and Social Distancing during the COVID-19 Pandemic: Perspectives of Music Teachers and Their Students in Hong Kong, China .......................................................................................................... 51 Wai-Chung Ho Hong Kong Baptist University Chapter 4: The Architectural Design Studio During a Pandemic: A Hybrid Pedagogy of Virtual and Experiential Learning .......................................................... 75 Cecilia De Marinis, Ross T. Smith Chapter 5: Enhancing Online Education with Intelligent Discussion Tools ........ 97 Jake Renzella, Laura Tubino, Andrew Cain, Jean-Guy Schneider Section III: Student Experience ................................... 115 Chapter 6: Australian Higher Education Student Perspectives on Emergency Remote Teaching During the COVID-19 Pandemic ............................................... 117 Christopher Cheong, Justin Filippou, France Cheong, Gillian Vesty, Viktor Arity Chapter 7: Online Learning and Engagement with the Business Practices During Pandemic ......................................................................................................................... 151 Aida Ghalebeigi, Ehsan Gharaie Chapter 8: Effects of an Emergency Transition to Online Learning in Higher Education in Mexico ..................................................................................................... 165 Deon Victoria Heffington, Vladimir Veniamin Cabañas Victoria Chapter 9: Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic From the Perspective of Higher Education Students ............................ 189 Kesavan Vadakalur Elumalai, Jayendira P Sankar, Kalaichelvi R, Jeena Ann John, Nidhi Menon, Mufleh Salem M Alqahtani, May Abdulaziz Abumelha Disabilities ................................................................. 213 Chapter 10: Learning and Working Online During the COVID-19 Pandemic: A Wellbeing Literacy Perspective on Work Integrated Learning Students ............... 215 Nancy An, Gillian Vesty, Christopher Cheong Chapter 11: Hands-on Learning in a Hands-off World: Project-Based Learning as a Method of Student Engagement and Support During the COVID-19 Crisis .. 245 Nicole A. Suarez, Ephemeral Roshdy, Dana V. Bakke, Andrea A. Chiba, Leanne Chukoskie Chapter 12: Positive and Contemplative Pedagogies: A Holistic Educational Approach to Student Learning and Well-being ........................................................ 265 Sandy Fitzgerald (née Ng) Chapter 13: Taking Advantage of New Opportunities Afforded by the COVID-19 Pandemic: A Case Study in Responsive and Dynamic Library and Information Science Work Integrated Learning .............................................................................. 297 Jessie Lymn, Suzanne Pasanai Chapter 14: Online Learning for Students with Disabilities During COVID-19 Lockdown ....................................................................................................................... 313 Mark Taylor Section V: Teacher Practice .......................................... 331 Chapter 15: From Impossibility to Necessity: Reflections on Moving to Emergency Remote University Teaching During COVID-19 ............................... 333 Mikko Rajanen Chapter 16: Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong ......................................... 355 Tsz Kit Ng, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, Samuel Kai Wah Chu Chapter 17: Secondary School Language Teachers’ Online Learning Engagement during the COVID-19 Pandemic in Indonesia ......................................................... 385 Imelda Gozali, Anita Lie, Siti Mina Tamah, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, Fransiskus Jemadi Chapter 18: Riding the COVID-19 Wave: Online Learning Activities for a Field-based Marine Science Unit ........................................................................................... 415 PF Francis Section VI: Assessment and Academic Integrity .......... 429 Chapter 19: Student Academic Integrity in Online Learning in Higher Education in the Era of COVID-19 .............................................................................................. 431 Carolyn Augusta, Robert D. E. Henderson Chapter 20: Assessing Mathematics During COVID-19 Times ............................ 447 Simon James, Kerri Morgan, Guillermo Pineda-Villavicencio, Laura Tubino Chapter 21: Preparedness of Institutions of Higher Education for Assessment in Virtual Learning Environments During the COVID-19 Lockdown: Evidence of Bona Fide Challenges and Pragmatic Solutions ........................................................ 465 Talha Sharadgah, Rami Sa’di Section VII: Social Media, Analytics, and Systems ...... 487 Chapter 22: Learning Disrupted: A Comparison of Two Consecutive Student Cohorts ............................................................................................................................ 489 Peter Vitartas, Peter Matheis Chapter 23: What Twitter Tells Us about Online Education During the COVID-19 Pandemic ................................................................................................................... 503 Sa Liu, Jason R Harron
"This set of books represents a detailed compendium of authoritative, research-based entries that define the contemporary state of knowledge on technology"--Provided by publisher.
'I don't think anyone, apart from Don Bradman, is in the same class as Sachin Tendulkar.' -Shane Warne This is cricket icon, Sachin Tendulkar's life story in his own words - his journey from a small boy with dreams to becoming a cricket god. His amazing story has now been turned into a major film, A Billion Dreams, in which he stars. The greatest run-scorer in the history of cricket, Sachin Tendulkar retired in 2013 after an astonishing 24 years at the top. The most celebrated Indian cricketer of all time, he received the Bharat Ratna Award - India's highest civilian honour - on the day of his retirement. Now Sachin Tendulkar tells his own remarkable story - from his first Test cap at the age of 16 to his 100th international century and the emotional final farewell that brought his country to a standstill. When a boisterous Mumbai youngster's excess energies were channelled into cricket, the result was record-breaking schoolboy batting exploits that launched the career of a cricketing phenomenon. Before long Sachin Tendulkar was the cornerstone of India's batting line-up, his every move watched by a cricket-mad nation's devoted followers. Never has a cricketer been burdened with so many expectations; never has a cricketer performed at such a high level for so long and with such style - scoring more runs and making more centuries than any other player, in both Tests and one-day games. And perhaps only one cricketer could have brought together a shocked nation by defiantly scoring a Test century shortly after terrorist attacks rocked Mumbai. His many achievements with India include winning the World Cup and topping the world Test rankings. Yet he has also known his fair share of frustration and failure - from injuries and early World Cup exits to stinging criticism from the press, especially during his unhappy tenure as captain. Despite his celebrity status, Sachin Tendulkar has always remained a very private man, devoted to his family and his country. Now, for the first time, he provides a fascinating insight into his personal life and gives a frank and revealing account of a sporting life like no other.
This book provides glimpses into contemporary research in information systems & technology, learning, artificial intelligence (AI), machine learning, and security and how it applies to the real world, but the ideas presented also span the domains of telehealth, computer vision, the role and use of mobile devices, brain–computer interfaces, virtual reality, language and image processing and big data analytics and applications. Great research arises from asking pertinent research questions. This book reveals some of the authors’ “beautiful questions” and how they develop the subsequent “what if” and “how” questions, offering readers food for thought and whetting their appetite for further research by the same authors.
This book explores how Asia's fast-growing cities can fulfil their potential as engines of economic prosperity and provide a livable environment for all citizens. But for this to happen, major challenges that reduce urban communities' quality of life and economic opportunities must be addressed. These include poor planning, a lack of affordable housing, inequalities, pollution, climate vulnerabilities, and urban infrastructure deficits. The book's 19 articles unwrap these challenges and present solutions focused on smart and inclusive planning, sustainable transport and energy, innovative financing, and resilience and rejuvenation.