Analysis of Problems Encountered in R and D Project Management

Types and frequencies of problems encountered by project and laboratory managers working on 32 government-supported projects in aerospace and electronics industrie

Motivation of R and D enterpreneurs - Determinants of company success

Human performance related to motivations of achievement, power, and company affiliations for determining leadership qualitie

Individual and corporate sources of motivation - A preliminary investigation

Rating scales of individual and corporate motivations and factor analysis of result

HebCrit: a new dimension of critical race theory

I believe that it is essential to identify a new facet of Critical Race Theory that specifically addresses the needs of the Jewish people. Often overlooked and ignored in multicultural, diversity, and ethnic studies, Jews continue to face specific concerns and obstacles in the both the United States and around the world. In this article, I outline the foundational structure of this new critical theory that investigates issues affecting Jewish people in American society. HebCrit (pronounced ‘heeb’) is rooted in Critical Race Theory, History, Social Psychology, Education, and Jewish Studies. This new theoretical framework provides a way to address the complicated positionality that many American Jews navigate on a daily basis

Whiter shade of pale: Making the case for Jewish presence in the multicultural classroom

Despite over 4,000 years of persecution, American Jews and antisemitism continue to be overlooked in university multicultural and social justice classroom discussions. This is due to many factors, such as the misconceptions that Jews are solely a religious group, are White and have completely assimilated into American culture, and are economically successful. Jews are a distinctive group in the United States who continue to experience racism and oppression. In order to validate the racism and discrimination of Jews in the United States, university multicultural and social justice programs must begin to discuss the issues pertaining to antisemitism

Indigenous knowledge and the struggle against capitalism

Ulukhaktok society, in northern Canada, has changed greatly since its first contact with European explorers in the 19th century. Due to the spread of capitalism, indigenous societies such as Ulukhaktok, continue to have their way of life threatened. Even though capitalism continues to encroach upon the Ulukhaktok community, the fundamental practice of food sharing still thrives. Many theorists around the globe believe that Marxist thought is the way to overcome the ravages of capitalism, yet most Indigenous scholars believe that Marxism will do little to help the plight of Native peoples

Growth in oral reading fluency of Spanish ELL students with learning disabilities

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student’s home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even greater challenge. The process of repeated reading has been beneficial for many students with LD, yet there is little information regarding its effect on ELL students. This column discusses the use of a fluency-based reading intervention with elementary-level, Spanish-speaking ELL students with specific LD

“Liberated” ethnic studies: Jews need not apply

Implementation of Ethnic Studies (ES) classes in K-12 schools has been a contentious issue across the U.S. for several years, especially in the state of California. Due to vociferous challenges to California’s Ethnic Studies Model Curriculum (ESMC), a new offshoot of ES called “Liberated” Ethnic Studies (LES) emerged. The Liberated Ethnic Studies Model Curriculum Consortium (LESMCC) focuses on four historically oppressed groups in the U.S. – Blacks, Latinos, Indigenous Peoples, and Asians/Pacific Islanders – and there is a clear focus on Palestine and Israel’s supposed oppressive, colonial, apartheid regime. There is little mention of Jews and anti-Jewish hatred (antisemitism) in the curriculum. Despite increasing antisemitism in the U.S., there continues to be strong resistance to teaching about Jews and antisemitism in the high school ES classroom. This article analyzes the potential arguments for the continued exclusion of Jews in ES and whether Jews have a place within its framework

The muddy waters of multicultural acceptance: A qualitative case study on antisemitism and the Israeli/Palestinian conflict

The Jewish peoples have endured thousands of years of discrimination and subjugation, yet during this new millennium, Jews and antisemitism are conspicuously absent from university ethnic studies classroom discourse in the United States. Those scholars, determined to penetrate the walls of the multicultural education stronghold, are met with an ebb and flow of silence and vociferous resistance. A primary rationale for multiculturalists ignoring antisemitism appears to be the Zionist question and how they, themselves, perceive Israel’s relationship with Palestine. This qualitative case study analyzed interviews of six prominent scholars in the areas of multiculturalism, history, and Judaism through a critical pedagogical lens. Throughout this paper, the author explores his personal experiences in regard to educational multiculturalists and the dismissal of Jews as a persecuted group. From discourse analysis of themes and recurrent meanings in the data, it is evident that the majority of study participants believe that Israel’s behavior toward the Palestinians is unacceptable, yet that does not justify the large-scale generalizations of the Jewish people in the United States. As a result, this paper argues for the inclusion of the Jewish experience into university multicultural discourse