9 research outputs found
The Human Element Of Project Management
Much research and dialogue have been published about project management. Studies have been conducted regarding the impact of size, member location, gender composition, cross-functional structure, stakeholder influence, confidence issues, technology usage, management style, generational differences, technical expertise vs. people skills, and a myriad of other topics. Writings regarding the human factors, the "soft" skills, have typically focused on the “what is” and “why” elements of communication and conduct appropriate to project management, often leaving the “how to” in subjection or missing. This article provides additional practical applications to improve project management success
The Children Left Behind
This article explores some of the deficits in our educational system in regard to non-hearing students. It has become agonizingly clear that non-hearing students are being left out of the gallant sweep to enrich our children’s educations. The big five areas of literacy, at best, present unique challenges for non-hearing students and, in some cases, the challenges are insurmountable. These children need advocates not only to help them succeed, but also to heighten awareness of their struggle so that future generations may be aided by the studies of today
A Pedagological Study Of Intrinsic Motivation In The Classroom Through Autonomy, Mastery, And Purpose
Increasing regulation imposed on education systems at all levels engulfs teaching/learning time and impedes individual pursuits of interest to the learner. However, by restructuring the way educators approach the classroom, students can be provided an opportunity to explore further and become more successful. This success can be derived by removing extrinsic motivation from the equation, leaving the student to rely on intrinsic motivation through autonomy, mastery, and purpose. Described herein is an experimental Master’s level Educational Psychology course structured and conducted following these guidelines
Technology-Based Literacy Instruction For English Language Learners
There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these technology-based solutions could aid in alleviating an already taxed educational workforce, as well as significantly aid in promoting English language acquisition among the nation’s K-12 ELL population
End User Computing: A Cross-functional Approach
After the American Assembly of Collegiate Schools of Business (AACSB) adopted new accreditation standards in April, 1991, some business schools revised curricula to integrate core areas and pursued cross- functional content delivery. (AACSB, 1991, 1993) The implementation of curriculum integration across functions is complex and requires concerted effort from faculty. One opportunity to provide a significant cross-functional experience for students materialized in an End User Computing (EUC) course in which the students developed a Decision Support System (DSS) for small businesses considering adoption of a Cafeteria Plan benefits package
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A Word Processing Curriculum Model for Post-Secondary Educational Institutions
The subject of this study is a curricular model in word processing for post-secondary programs of business education. The study had the following purposes: to survey the present emphasis upon word processing in programs of business education; to survey the current use of word processing in business; to identify the characteristic form of word processing systems; to survey the need for qualified personnel for employment in word processing; to evaluate current educational practices in educating individuals for positions in word processing; and to utilize findings from both business and education to construct a curricular model for post-secondary educational institutions. The data results included the following findings: 1) no separate word processing course was offered by 73.8 percent of the responding post-secondary educational institutions; 2) a word processing program was offered by 2.4 percent of the responding institutions; 3) typing and English were common prerequisites to word processing course; 4) most of the teaching materials used in the courses were vendor products or teacher-constructed; 5) most of the interviewees felt that from three to six months' training on the equipment was necessary for proficiency; 6) in the overall comparison of all education responses to all business responses on the rating sheets, 37.7 percent of the 45 items showed a significant difference