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PurposeThis paper seeks to describe a framework used to help MBA students understand and reconcile the different sustainability perspectives.Design/methodology/approachA review of the corporate sustainability literature is undertaken to develop the sustainability framework.FindingsThe sustainability framework relates basic concepts and assumptions within the ecocentric, ecological modernization and neoclassical paradigms to organizational practice and behavior. For the most part, the MBA students have only been exposed to neoclassical economic thinking within the other MBA subjects. The aim of the sustainability framework is to shift the students' thinking by engaging with sustainability from different perspectives, rather than presenting one version of sustainability to them. The framework has proven to be useful in developing critical and reflective thinking and discussion.Originality/valueThe paper provides a summary of sustainability concepts as applied to business practices and describes how this is used in teaching sustainability to business students.

This note deals with an experience in teaching one course in Principles of Economics at South Central Community College in New Haven, Connecticut. An attempt to radicalize the pedagogy and the content, utilizing Friere's techiques, was resisted by the students, all working class people. The conclusions drawn are: (1) working class stu dents face a contradiction that is not part of the experience of bourgeois students — altering approaches and conditions (even in courses) carry real risks; and (2) praxis and pedagogy must be differentiated along class lines of both the students and instructor.

This article discusses three problems that need to be tackled when the climate crisis becomes 'a sustainability issue' to be taught in schools. The article highlights, first, how knowledge concerning sustainability in schools risks being reduced and made into knowledge about 'things'. Secondly, it also discusses how students in such a context risk being treated as instruments for ways of being in the world, rather than being subjects with ethical and political concerns for the world in which they live 'here and now'. Thirdly, as we explore through some empirical examples, such reduction and instrumentalism objectifies both students and nature, which makes an adequate response to the crises obsolete. As an alternative, the article develops a notion of grievability and its importance for adequately responding to all living beings within a project of sustainability. To this end, it develops suggestions for a transactive teaching approach in a time of climate crisis.

[EN] RMIT University is Australia's second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, & Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an 'index' of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement. ; http://ocs.editorial.upv.es/index.php/HEAD/HEAD18 ; Wilson, R.; Murray, G.; Clarke, B. (2018). A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences. Editorial Universitat Politècnica de València. 807-815. https://doi.org/10.4995/HEAD18.2018.8091 ; OCS ; 807 ; 815

AbstractIn the wake of the digital revolution, the digital teaching of critical thinking takes established forms in higher education. Its technologies are productively understood in postdigital terms as a diverse, inconsistent and cobbled-together collection of platforms and software. This paper considers the limits, problems and advantages of this messy and layered amalgam of technologies. Examining them shows that the benefits of digital critical thinking teaching are frequently bound up with digitisations' support of sociability and interactivity. This is counterbalanced by difficulties and limits encountered in digitised teaching of critical thinking, often framed as deficiencies in students, teachers, institutions or technologies. However, following Bernard Stiegler's work and postdigital scholarship, these distinctions can be countered to understand critical thinking technologies as performed within social, technical and psychic milieus processes. Stiegler's emphasis on temporality allows for a critical analysis of the constraints of digital forms of sociality and interactivity. His notion of otium suggests that techniques cultivating interruptions and layering in digital critical thinking technologies engage their negativity and enable temporal zones in which reflective thought can emerge.

The participants in the Diversity, Inclusiveness, and Inequality track represented a great
deal of diversity themselves and included faculty and students from a rich variety of
research institutions, private liberal arts colleges, and community colleges. While
participants engaged issues and strategies in each of the three substantive areas—diversity,
inclusiveness, and inequality in education (DIIE)—the bulk of our conversations focused on
diversity and inequality. Topics included curriculum and course content issues, negotiating
institutional support for DIIE, challenges of student recruitment and retention, and
negotiating power relationships and identities among different kinds of student populations
both within and outside of the classroom. This summary reviews four sets of questions that
the group addressed and that point to critical areas rich for future research and
reflection. In brief these are: (1) How can we simultaneously promote learning about
difference and learning about ourselves? (2) How can faculty develop a range of strategic
pedagogies and classroom environments in order to avoid some of the challenges inherent in
teaching about DIIE? (3) How can we move beyond narrow understandings of diversity that
limit the concept solely to a category of identity, neglecting the ways in which diversity
and inequality are categories of analysis, processes, and indicative of power relations? (4)
What steps are necessary to more fully integrate DIIE across the political science
curriculum?

This think piece captures some of the thinking that emerged in and through the Southern African Development Community (SADC) Regional Environmental Education Programme research programme. This research programme emerged over a five-year period (2008–2012) and involved ten southern African teacher education institutions from eight countries (see 'Acknowledgements'). The research programme sought to understand what contributions environment and sustainability education could make to debates on educational quality and relevance. Issues of educational quality are high on the national agendas of governments in southern Africa, as it is now well known that providing access to schooling is not a sufficient condition for achieving educational quality. Educational quality is intimately linked to the processes of teaching and learning, but the concept of educational quality is not unproblematic in and of itself. It is, as Noel Gough (2005) noted many years ago, an 'order word' that shapes the way people think and practise. Our enquiries during this research programme involved a number of case studies (that were reported on in the Southern African Journal of Environmental Education (SAJEE) in 2008, and are again reported on in this edition of the SAJEE), but the programme also involved theoretical engagement with the concept of educational quality and relevance. This think piece helps to make some of this thinking and theoretical deliberation visible. The author of this think piece was also the leader of the regional research programme and was tasked with synthesising the theoretical deliberations that emerged from the research design which were found to be useful for guiding interpretations and deliberation on more detailed case studies undertaken at country level.

Intro -- Foreword -- Acknowledgements -- Contents -- Abbreviations -- List of Figures -- List of Tables -- List of Graphs -- List of Maps -- List of Organizational Charts -- Presentation -- 1 Introduction -- References -- 2 The Petroleum Comes to Light (1864-1941) -- 2.1 Initiatives and Technological Research of Petroleum -- 2.2 National Legal Measurements Related to the Petroleum (1891-1938) -- 2.3 Technical and Empirical Development in the Search for Oil (1897-1939): The First Deep Drillings -- 2.4 Private and Government Initiatives of Oil Research in Brazil (1864-1938): A Panorama -- 2.5 The Creation of the National Petroleum Council (1938) and the Discovery of the Petroleum in Brazil -- References -- 3 The Formation of the Know-How (1938-1961) -- 3.1 The Brazilian and Foreign Work for the Oil Industry Formation in Brazil -- 3.2 Petrobras and the Participation of Foreigners (1953-1961) -- 3.3 The Oil Exploration Department (DEPEX) Seen by Numbers -- References -- 4 Improvement, Professionalization, and Geosciences Teaching (1952-1968) -- 4.1 The Technical Improvement Supervision Sector (SSAT, 1952) -- 4.2 The Oil Improvement and Research Center (CENAP/Petrobras, 1955-1966) -- 4.3 Research and Development Center Leopoldo Américo Miguez de Mello (CENPES, 1963) -- 4.4 The National Petroleum Council and Petrobras as Institutions Providing Improvement and Professionalization Courses in Brazil -- 4.4.1 Petrobras Prepares Its Technical Personnel -- 4.4.2 The Oil Refining Course -- 4.4.3 Course of Maintenance of the Petroleum Equipment -- 4.4.4 Course of Oil Engineering -- 4.4.5 Course of Introduction to Geology and Petroleum Geology -- 4.5 The Influence of the Petrobras Geology Course in the Geologist Training Campaign by the Federal Government in 1957 -- 4.6 In Addition to the Improvement and Professionalization Courses.

In diesem Beitrag beschäftigte ich mich mit den multimodalen Strategien, die Judo- und Jiu-jitsu-Lehrer/innen anwenden für Übergänge zwischen einem nur beobachtenden hin zu einem lehrenden Modus. Der Untersuchung zugrunde liegt Videomaterial von drei Gruppen von Judo-Anfänger/innen und zwei fortgeschrittenen Gruppen, in denen brasilianisches Jiu-jitsu vermittelt wurde, beide Male aufgezeichnet in Finnland: im ersten Fall im Herbst 2013, im zweiten im Herbst 2015. Kommunikative Übergänge aufseiten der Lehrenden wurden einer multimodalen Konversationsanalyse unterzogen, und deren sequenzielle Organisation wird im Folgenden vorgestellt, ebenso, in welcher Weise Partizipation im Verlauf dieser Übergänge sich verändert hat bzw. verändert wurde. Die Ergebnisse legen nahe, dass die Transitionssequenzen sich multimodal und kollaborativ vollziehen. Die Lehrenden sind zwar verantwortlich für das Geschehen in den Gruppen, aber das In-situ-Management ist sehr weitgehend abhängig von den Lernenden und deren körperlichem Vollzug des Erlernten.

This collection examines the nerd and/or geek stereotype in popular culture today. Utilizing the media-film, TV, YouTube, Twitter, fiction-that often defines daily lives, the contributors interrogate what it means to be labeled a "nerd" or "geek." While the nerd/geek that is so easily recognized now is assuredly a twenty-first century construct, an examination of the terms' history brings a greater understanding of their evolution. From sports to slasher films, Age of the Geek establishes a dialogue with texts as varied as the depictions of "nerd" or "geek" stereotypes.

This study aimed at measuring the level of quality of health services in government hospitals in Sudan from the point of view of patients and reviewers. The study was conducted on the major teaching hospitals in the state of Khartoum. Was chosen as soft sample of inpatients and outpatient, and the use of a questionnaire consisted of (22) is to measure the quality of health services where the level. The study found that there are fully aware of in patients and reviewers to levels of quality health services to be provided in government hospitals. It also showed that there were no statistically significant differences in the levels of quality of health services in government hospitals at significantly lower level of (0.05) depending on the demographic variables of the sample of gender, age, education, income, place of residence. The study recommended the creation of government hospitals required devices and equipment, and the provision of medical staff and qualified personnel assistance and the provision of appropriate physical evaluation of their effectiveness to ensure it continues to work out, to plant the trust and confidence in the hearts of patients and their auditors.