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Abstract: The main purpose of this paper is to analyze the thoughts of the modern era paradigm on Total quality management "TQM" and its application in the field of education. This research also explores the adoption of total quality management in the field of education. Our research starts with the background theory/ literature review and then outline the result of the study, conducted by the students to obtain the different perspective on Total quality management in education. We applied survey methodology and selected questionnaire as an instrument. We used Multiple Regression to analyze the effect of TQM in education. By testing the hypothesis we have found out that the two sectors (government and educational institutions) agreed to adopt the concept of TQM except for the parental sector. This sector needs improvement. In our research F- statistics indicate positive results. It means that adoption of TQM in education gives you an excellent result in the overall system. As we can say that adoption of total quality management in education can ascertain more effective institutional change with success. As a result, this research proposed a theory which is obtained from TQM i.e. institutional change environment, sustainable success, and innovation which express the relationship between the educational institutions and the role of total quality management. Paper Link: http://ijsab.com/volume-2-issue-2/1119

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of 'culture' and 'the other'. ; nonPeerReviewed

Purpose– This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.Design/methodology/approach– An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO2emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.Findings– The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.Practical implications– New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.Originality/value– Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.

"This edited book focuses specifically on military and defense operations, expenditure, technologies, and tools, and the ethics surrounding technologies like weaponry and artificial intelligence in the military, covering a wide and diverse range of military and defense applications while providing crucial information on the functions, security, and reliability of these technologies"--

"Prepared in the Office of Assistant Secretary for Legislation under the direction of Wilbur J. Cohen, Assistant Secretary (for Legislation)" ; Mode of access: Internet.

The impacts of global capitalism and neoliberalism on higher education can reduce the social work curriculum to competency-based skills acquisition rather than critically reflective, transformative learning. This encourages the promotion of establishment social work approaches aimed at accepting the status quo, rather than critical forms of social work that critique the dominant social structures and power relations that cause broad social divisions. The marginalisation of critical approaches reshapes social work towards conservative, market-led demands, yet an explicitly critical social work curriculum is pivotal to the claim of social work as an emancipatory project. This article presents original research that discusses the impact of an Australia critical social work programme on students' development as agents of change. The findings suggest that developing a curriculum based on critical social science, and using critical pedagogical processes, assists students/graduates to work effectively for social justice and promotes their participation in collective social action.

A significant portion of the deaths in the United States could have been prevented or postponed using known interventions. One reason this did not occur is because medical science and medical education are disease, not health, oriented. Since physicians are at the center of the health care delivery system, their disease orientation pervades the industry. Historically, there have been calls for physicians to focus more on disease prevention; however, medical education does not teach disease prevention/health promotion. There are several reasons for this: 1) medical school faculty conceptual discordance between "certainty" of curative disease vs. the "probability" of risk factor reduction; 2) gaps in the knowledge of effective interventions; 3) the concept that health promotion/disease prevention are outside the province of physicians; 4) the significant role of biomedical research grants on medical school funding; 5) the close association of medical education and the acute care hospital; and 6) the use of rote memory/lecture based teaching methods of traditional medicine vs. the problem-based learning necessary to teach disease prevention/health promotion. Some medical schools have begun to use problem based learning and to introduce health promotion concepts. Widespread and long-lasting change requires support of the leadership in medical schools and the preventive medicine/public health community, and grant funding from state and federal sources to support research on medical education research and change.

This article discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, "Power Relations: The New York City Experience."

This Executive Summary provides key findings and recommendations regarding the delivery of early childhood education for children ages 0 to 5. Proviso 55.5 - Student Achievement and Vision Education or the (SAVE) Proviso is the piece of legislation that authorized the State Commission for Minority Affairs to examine the impact of investments by the state in early education and care for populations ages 0 to 5. This Final Report provides summary recommendations, as well as individual chapter recommendations related to Proviso 55.5.

Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education.