Technology Enabled Social Responsibility Projects and an Empirical Test of CSR\u27s Impact on Firm Performance

Multinational firms publish annual corporate social responsibility (CSR) reports to signal to stakeholders they are ‘doing better by doing good.’ However, many firms have not effectively integrated technology with CSR to generate impactful long-term solutions. The era of mindful consumption is about creating hi-tech opportunities to satisfy consumers as well as limit resource use. In this research we examine how CSR is revolutionized by technology. We present research based on in-depth conversations with experts and illustrative case studies on how AI is disrupting the world of CSR. Specifically, we examine how the latest technologies in artificial intelligence (AI) and machine learning (ML) are changing perspectives on CSR for countries, industries, firms, and nongovernmental organizations (NGOs). We present an extended stakeholder framework to display the way technology is fundamentally changing how international business is conducted. This research also quantitatively examines the financial impact that CSR has on tangible returns for multinational enterprises (MNEs). Through the lens of institutional theory, we examine which industries CSR and sustainability yield the most beneficial returns over time

Issues that Prevent Students of Color from Majoring in Teacher Education

As the student population in public schools throughout the United States continues to increase in ethnic diversity, the number of college students of color majoring in teacher education have remained stagnant. The local problem addressed in the study is that despite intentional recruitment efforts, college students of color are not majoring in teacher education at a university in Ohio. Bell\u27s critical race theory was used throughout this basic qualitative study to explore what issues influence students of color to choose majors other than teacher education. Individual student interviews with 8 students of color were conducted to answer the research question regarding issues that have influenced students of color to choose majors other than teacher education at one university in Ohio. Transcripts from interview sessions were coded and analyzed to identify emerging patterns and themes. Member checks were used for accuracy in analysis, and maximum variation, with participants from 7 different majors, served to enhance credibility. At the local setting, the implications for positive social change may include bringing awareness to issues that students of color have encountered while enrolled at the study site. A broader implication for social change may be that institutions of higher education with similar demographics could benefit from the results of this study to address similar issues regarding students of color not choosing teacher education programs

The Impact of Increasing Fuel Costs on Future Outdoor Recreation Participation

Exact date of working paper unknown

Evaluando la Transferencia del Aprendizaje de MOOCs al Centro de Trabajo: Un Estudio de Caso en Educación para el Profesorado y Lanzando Innovación en Colegios

Over two iterations of a Massive Open Online Course (MOOC) for school leaders, Launching Innovation in Schools, we developed and tested design elements to support the transfer of online learning into offline action. Effective professional learning is job-embedded: learners should employ news skills and knowledge at work as part of their learning experience. This MOOC aimed to get participants to plan and actually launch new change efforts, and a subset of our most engaged participants were able and willing to do so during the course. Required assessments spurred student actions, along with instructor calls to action and modeling and exemplars provided by course elements. We found that participants led change initiatives, held stakeholder meetings, collected new data about their contexts, and shared and used course materials collaboratively. Collecting data about participant learning and behavior outside the MOOC environment is essential for researchers and designers looking to create effective online environments for professional learning.Después de dos iteraciones del Curso En línea Masivo y Abierto (CEMA) para líderes en colegios, Lanzando Innovación en Colegios, hemos desarrollado y probado una serie de elementos de diseño para transferir el aprendizaje en línea a un contexto presencial. Un aprendizaje efectivo profesional necesita estar embebido dentro de la propia experiencia laboral: los estudiantes deberían emplear las nuevas habilidades y conocimientos adquiridos en su trabajo como parte de la experiencia de aprendizaje. Este MOOC tenía como objetivo invitar a sus participantes a planificar y realizar esfuerzos que significaran un cambio en su práctica docente, y consiguió que un conjunto de los participantes más motivados fuera capaz de realizar esto durante el curso. Una serie de evaluaciones fomentaron que los estudiantes realizaran dichas acciones, conjuntamente con llamadas a la acción por parte de los instructores y ejemplos provistos como parte de los elementos del curso. Nuestros resultados muestran que los participantes lideraron iniciativas de cambio, mantuvieron reuniones con las partes interesadas, recolectaron nuevos datos sobre sus contextos, y compartieron materiales de los cursos de forma colaborativa. La recolección de datos sobre el aprendizaje de los participantes y su comportamiento fuera del entorno de CEMA es esencial para los investigadores y diseñadores que buscan crear entornos de aprendizaje en línea que sean efectivos para el aprendizaje profesional

Potent Engineered PLGA Nanoparticles by Virtue of Exceptionally High Chemotherapeutic Loadings

Herein we report the fabrication of engineered poly(lactic acid-co-glycolic acid) nanoparticles via the PRINT® (Particle Replication In Non-wetting Templates) process with high and efficient loadings of docetaxel, up to 40% (w/w) with encapsulation efficiencies >90%. The PRINT process enables independent control of particle properties leading to a higher degree of tailorability than traditional methods. Particles with 40% loading display better in vitro efficacy than particles with lower loadings and the clinical formulation of docetaxel, Taxotere®

Brief Report: Brief Syntactic Analysis in Asperger Syndrome: A Preliminary Study

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44618/1/10803_2004_Article_221279.pd