An Act to Incorporate the Members of the New-York Institution for the Instruction of the Deaf and Dumb, Passed April 15, 1819:To Which Is Added, the by-Laws, and the Names and Residence of the Officers and Directors, Also, the Directors Arranged Into Com Ephraim Conrad
An Act to Incorporate the Members of the New-York Institution for the Instruction of the Deaf and Dumb, Passed April 15, 1819 ab 8.49 EURO To Which Is Added, the by-Laws, and the Names and Residence of the Officers and Directors, Also, the Directors Arranged Into Com
This book presents a systematic analysis of political systems using a comparative model to structure its essays. In addition to including formal and informal institutions, the work’s special appeal is its process orientation, which incorporates systemic change. All relevant players and cultural frameworks are considered. The knowledge obtained not only applies to empirical cases but also enables other national studies using the methods presented. Prof. Dr. Hans-Joachim Lauth (Universität Würzburg)
The book addresses several research gaps in the study of organisations and rarely analysed areas such as the non-profit sector (NPOs). It combines approaches from HRM, business studies and organisation research, and incorporates micro- and macro-perspectives on organisations and institutions by using situational and neo-institutionalist frames.
This book incorporates advances in financial and monetary history and theory and shows the relevance of Spains story to modern banking, monetary and development theory. It studies the early development of banking and monetary institutions and shows how financial and monetary mismanagement contributed to the decline of Spain in the early modern era
Attrition among doctoral students has become a perennial issue in higher education (Gardner, 2009; Golde, 2000) as 40 to 60 percent of doctoral students do not complete their program of study (Bair &Haworth, 2005). Such outcomes are inconsistent with the rigorous evaluation that occurs prior to being accepted into a doctoral program (Bair & Haworth, 2005). Despite deemed levels of student excellence, promise and efforts made by programs to counter student departure (Offerman, 2011), attrition rates remain alarmingly high (Bair & Haworth, 2005; Gardner, 2009). The purpose of this book is to provide a view into doctoral student work-lives and their efforts to find a balance between often seemingly conflicting responsibilities. In addition to contributing to the ongoing dialogue on work-life balance in doctoral studies (Brus, 2006; Golde, 1998; Moyer, Salovey, & Casey-Cannon, 1999), the intention of this book is to provide other doctoral students with potential coping mechanisms, guidance, and assurance that they are not alone in this process. Lastly, we anticipate that these doctoral student narratives will help illuminate potential strategies that doctoral programs, departments, and institutions can incorporate in their efforts to help students successfully complete their program of study. As such the intended audience is doctoral students, higher education professionals, faculty members, and educational leaders.
Your money can change the world. The Impact Investor: Lessons in Leadership and Strategy for Collaborative Capitalism offers precise details on what exactly impact investing entails, embodied in the experiences and best and proven practices of some of the world´s most successful impact investors, across asset classes, geographies, and areas of impact. The audiobook discusses the parameters of impact investing in unprecedented detail and clarity, providing both context and tools to those eager to engage in the generational shift in the way finance and business is being approached in the new era of collaborative capitalism. The book presents a simple thesis with clarity and conviction: ´´Impact investing can be done successfully. This is what success looks like, and this is what it requires.´´ With much-needed lessons for practitioners, the authors view impact investing as a harbinger of a new, more ´´multilingual´´ (cross-sector), transparent, and accountable form of economic leadership. The Impact Investor: Lessons in Leadership and Strategy for Collaborative Capitalism serves as a resource for a variety of players in finance and business, including: Investors: It demonstrates not only the types of investments that can be profitable and impactful but also details best practices that, with roots in impact investing, will increasingly play a role in undergirding the success of all investment strategies. Wealth advisors/financial services professionals: With unprecedented detail on the innovative structures and strategies of impact investing funds, the book provides guidance to financial institutions on how to incorporate these investments in client portfolios. Foundations: The book explores the many catalytic and innovative ways for for-profit and nonprofit investors to partner, amplifying the potential social and environmental impacts of philanthropic spending and market-rate endowment investment. PLEASE NOTE... 1. Language: English. Narrator: Tim Reynolds. Audio sample: http://samples.audible.de/bk/adbl/021410de/bk_rhde_002536_sample.mp3. Digital audiobook in aax.
This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with these institutions to educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications. Higher education is being challenged by the nature of knowledge and how it is organized-the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions. Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney Paul Gibbs is Director of Education Research at the University of Middlesex. He is a professor of the University, founder of the Centre for Education Research and Scholarship, and an Honorary Research Fellow at the Open University in Hong Kong and the University of Cyprus. He is an educator and researcher, having taught notions of transdisciplinarity alongside social realism and Heideggerian hermeneutics, and has over thirty successful transdisciplinary professional doctorate students. He has published twenty books on topics ranging from the marketing of higher education to vocationalism and higher education, and has published more than eighty academic articles. His particular approach to transdisciplinarity that informs his work is through the works of Heidegger, neo-Confucian thought and the insights of Basarab Nicolescu. He is also the series editor of SpringerBriefs on Key Thinkers in Education and Debating Higher Education: Philosophical Perspectives for Springer Academic Press.
Hybrid, or blended, classrooms are expanding on campuses across the United States (and internationally). Intentionally combining in-class instruction with online activities not only aids student learning, it also provides more self-directed, technology-mediated learning experiences for students who will incorporate technology into their professional lives post-college. In addition to explaining and defining the phenomenon of hybrid teaching and learning, this volume answers: • What is hybrid teaching and learning? • How does it promote student learning? • Why should faculty and administrators consider it? • How are its components different from traditional classrooms? • What are the best practices of hybrid course design? • How can instructors incorporate accessibility into their hybrid courses? • What models can be used to train faculty as hybrid teachers? • Where is it being practiced? • How can institutions best prepare students for and promote their success in hybrid courses? • Who should be involved in implementing and supporting these initiatives at the institutional level? This is the 149th volume of this Jossey-Bass higher education series. It offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.