scholarly journals The Teacher as Expert: A Theoretical and Historical Examination

1993 ◽  
Vol 33 (2) ◽  
pp. 276
Author(s):  
Peter Seixas ◽  
Robert Welker
Keyword(s):  
Historical Examination

A historical examination of employee entitlement

2002 ◽  
Vol 40 (1) ◽  
pp. 89-94 ◽  
Author(s):  
Stefanie E. Naumann ◽  
Barbara D. Minsky ◽  
Michael C. Sturman
Keyword(s):  
Two Dimensions ◽  
History Of ◽  
Employee Entitlement ◽  
Historical Examination ◽  
People’S Perceptions

There has been much debate about people’s perceptions of entitlement. We trace the history of the different uses of entitlement perceptions across fields in order to develop a typology that identifies two dimensions: level of entitlement and degree of reciprocity. We conclude that a historical, cross‐disciplinary examination of the construct of employee entitlement will improve our understanding of the role of entitlement perceptions in the workplace. Specifically, we suggest that each of the four combinations of the entitlement and reciprocity dimensions points to a different employee‐organization relationship and, thus, requires a different motivational tool.

Issues on Teaching Kinematics and Mechanism Design

1992 ◽  
Author(s):  
Arthur G. Erdman ◽  
Thomas R. Corrigan
Keyword(s):  
Mechanism Design ◽  
Software Package ◽  
Computer Software ◽  
Computer Solution ◽  
Design Problems ◽  
Introductory Course ◽  
Modern Computer ◽  
Computer Software Package ◽  
Historical Examination

Abstract The issues, problems and possible solutions involved in teaching a modern course on mechanisms and kinematics are addressed from the perspective of a professor and a student. A historical examination shows the value of modern (computer) solution of classical dilemmas. The structure of an introductory course is then presented, with comments on its educational attributes. The solution of several design problems with LINCAGES©, a computer software package, demonstrates the prowess of the modem student/computer liaison.

A Survey of U.S. Education Policy Regarding the Education of Adults

2018 ◽  
Vol 34 (5) ◽  
pp. 785-815 ◽  
Author(s):  
Elizabeth Anne Roumell ◽  
Florin D. Salajan ◽  
Corina Todoran
Keyword(s):  
The United States ◽  
Policy Formulation ◽  
Workforce Education ◽  
Policy Area ◽  
Training And Education ◽  
Policy Domain ◽  
National Economic ◽  
Policy Arena ◽  
Historical Examination ◽  
Over Time

In the United States, adult and workforce education (AE) seems to be located, simultaneously, both everywhere and nowhere in particular. Ongoing shifts in national economic demands and changes in requirements for training and education have brought learning in the adult years into the federal public policy arena. Sometimes referred to as lifelong learning, AE has proven to be a somewhat vague concept as a basis for federal policy formulation, but its existence signals an important federal locus of responsibility for learning in adulthood. This historical examination of the AE policy domain offers a review of the formulation, and more specifically how AE policy has been framed, where AE policy originated, and its progression over time. Primary U.S. legislative documents, federal agency reports, and federal white papers spanning the years 1862 to 2014 were reviewed to present a survey of the AE policy area.

scholarly journals A Remarkable Woman in African Independent Churches: Examining Christina Nku’s Leadership in St John’s Apostolic Faith Mission

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Mookgo Solomon Kgatle
Keyword(s):  
Women Leaders ◽  
Faith Healer ◽  
The Past ◽  
African Independent Churches ◽  
Independent Churches ◽  
African Context ◽  
Research Gap ◽  
The Subject ◽  
Apostolic Faith Mission ◽  
Historical Examination

The name African Independent Churches (AICs) refers to churches that have been independently started in Africa by Africans and not by missionaries from another continent.There has been extensive research on (AICs) from different subjects in the past. There is, however, a research gap on the subject of leadership in the AICs, especially with reference to women leaders. To address this gap, this article discusses leadership in the AICs with special reference to the leadership of Christina Nku in St John’s Apostolic Faith Mission (AFM). A historical examination of Christina Nku’s leadership is studied by looking at her roles as a family woman, prophet, church founder, faith healer and educator in St John’s AFM. The aim of this article is twofold. First it is to reflect on gender in the leadership of the AICs. Second it is to apply the framework of leadership in the AICs to Christina Nku’s leadership in St John’s AFM. Consequently, the article is an interface between gender and leadership in an African context. The purpose of this article is to demonstrate that Christina Nku was a remarkable woman in the leadership of the AICs.

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