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\"Follow the huge herds of wildebeest on their year-round journey. Watch out for hungry lions and crocodiles!\"--Cover.

The recent Coronavirus pandemic triggered a global shift in higher education to fully embrace online platforms. With such a significant shift of academic workload and focus, we explore potential issues arising about how this shapes academic identity. Our interest is on how the adoption of a flexible pedagogy shapes an academic’s sense of work and place and whether this is for some a readjustment of what is believed to be a normative view of an academic as teacher, while for others it may be a challenge to their values. Through a sampling of academics at a UK Higher Education Institution (HEI) we determine that the rapid move to remote teaching has resulted in the establishment of a transient identity that has yet to be consolidated as the sector moves from crisis-respondent transactional delivery models, to one of permanency that reflects the skills, competencies, and values of the digitally literate academic 4.0.

\"Spend a year in the life of the emperor penguins, including their journey across frozen Antarctica\"-- Publisher's description.

Purpose This paper aims to explore how regional organizations manage its affairs, peace-building and economic development focussing on a crucial analytical dimension: the link between global order, regional integration and multi-culturally diverse stakeholders. Design/methodology/approach This conceptual paper focusses on the Economic Community of West African States (ECOWAS) by grounding the arguments based on the conceptualization of regional integration and “stakeholder management”. It offers an exploration of concepts of the “new global order”, “multilateralism”, “institutions”, effective stakeholder collaboration and cross-cultural management. Findings Defined in terms of EU-style institutionalization’ ECOWAS is one of the modes of regionalism classified as failed. The organization has struggled with the member-states internal crisis, inter-state border crisis, a growing army of unemployed youths, high political-instability, militant terrorism, cybersecurity and farmers-herders conflict. Also, it has a poor implementation of treaties and poor cultural communications. Originality/value Besides contributing to the emerging interest in the understanding of how regional organizations improve organizational efficiency, this study develops an interest in stakeholder management from the perspective of political, economic and peace-building organizations with different national, cultural and political experiences.

Discover what it takes to become a first-rate player with soccer skills to practice, team positions explained, and coaching tips and tactics.

PurposeThis paper aims to explore how regional organizations manage its affairs, peace-building and economic development focussing on a crucial analytical dimension: the link between global order, regional integration and multi-culturally diverse stakeholders.Design/methodology/approachThis conceptual paper focusses on the Economic Community of West African States (ECOWAS) by grounding the arguments based on the conceptualization of regional integration and “stakeholder management”. It offers an exploration of concepts of the “new global order”, “multilateralism”, “institutions”, effective stakeholder collaboration and cross-cultural management.FindingsDefined in terms of EU-style institutionalization’ ECOWAS is one of the modes of regionalism classified as failed. The organization has struggled with the member-states internal crisis, inter-state border crisis, a growing army of unemployed youths, high political-instability, militant terrorism, cybersecurity and farmers-herders conflict. Also, it has a poor implementation of treaties and poor cultural communications.Originality/valueBesides contributing to the emerging interest in the understanding of how regional organizations improve organizational efficiency, this study develops an interest in stakeholder management from the perspective of political, economic and peace-building organizations with different national, cultural and political experiences.

Looks at the science behind rockets and rocketry, with experiments to try at home that demonstrate the principles involved.

It is the obligation of educational practitioners from the classroom to the central office to ensure that the most effective practices in curriculum, instruction and assessment in all content areas and at all developmental levels are identified, implemented, and monitored. No Child Left Behind legislation and the accompanying high stakes testing raise accountability levels to new heights and increase the significance of this call. The purpose of this study was to determine the effects of Kid Writing instruction on the literacy (reading and writing) achievement of kindergarten students. The findings of the study will support school district administrators and classroom teachers in the decision making process as they set out to determine the most effective instructional practices in literacy for kindergarten students. Over the course of the 2005-2006 school year, data was gathered from the classrooms of nine kindergarten teachers whose 368 half-day students attend school in a suburban district of 5200 students in southeastern Pennsylvania. 85 of the students received instruction using the Kid Writing methodology; 283 students did not participate in Kid Writing. The following measures were used to document growth in early literacy skills: letter identification, initial sound identification, sight word identification, guided reading levels, Concept About Print, and writing samples. Differences in the levels of student achievement for each measure were noted and analyzed. Findings indicate that the students receiving Kid Writing instruction showed significant increases in achievement in guided reading levels, letter identification, initial sound identification, and end of the year retell. Student writing samples indicate a significant difference between groups in the areas of Focus, Content, and Organization. The nine kindergarten teachers were surveyed in order to determine their instructional writing practices. Differences and similarities were determined and analyzed for patterns. There was a great deal of variability in the responses. However, it can be said that as a whole the Kid Writing teachers allotted more time to writing instruction on a daily basis than their Non-Kid Writing colleagues. Other noteworthy differences appeared in the overall use of writing tools. Kid Writing classrooms used more writing tools more often than did their Non-Kid Writing counterparts. Similarities between the Kid Writing teachers and the Non-Kid Writing teachers included beginning writing instruction in the first week of school, using a form of conferencing with students, using observation during guided writing as a method for determining the content for writing focus lessons, and using the word wall and alphabet as writing tools. The increases in student achievement of the Kid Writing group as demonstrated by multiple measures suggest that Kid Writing is an effective methodology that addresses the literacy needs, both reading and writing, of kindergarten students.

Provides an overview of pirates, describing how they lived, the ships they used, and the weapons they favored.