Suchergebnisse

Introduction -- Prologue: "A perfect form one" / Commander Jim Stavridis, USN ; U.S. Naval Institute Proceedings, October 1995 -- "What's the matter with the Naval Academy? A plea for a five year course / Lieutenant Commander A.W. Hinds, USN ; U.S. Naval Institute Proceedings, 1912 -- "The Naval Academy of today and its mission" / Lieutenant Commander Mahlon S. Tisdale, USN ; U.S. Naval Institute Proceedings March 1923 -- Discussion of "The Naval Academy of today and its mission" / editorial from the Baltimore Sun, 31 July, 1923 -- "The Naval Academy as an undergraduate college" / Senior Professor Earl Wentworth Thomson, U.S. Naval Academy ; U.S. Naval Institute Proceedings, March 1948 -- "The Naval Academy in transition" / Major John E. Williams, USMC ; U.S. Naval Institute Proceedings, January 1949 -- "The fine line at the Naval Academy" / Vice Admiral James Calvert, USN ; U.S. Naval Institute Proceedings, October 1970 -- "The U.S. Naval Academy: the legacy of leadership / Rear Admiral Thomas C. Lynch, USN ; U.S. Naval Institute Proceedings, April 1994 -- "The honor code: master or servant?" / Vice Admiral Howard B. Thorsen, USCG (Ret.) ; U.S. Naval Institute Proceedings, April 1994 -- "What price honor?" / Josiah Bunting III ; U.S. Naval Institute Proceedings, April 1994 -- "The U.S. Naval Academy: where to in the 21st century? / Colonel David A. Smith, USAF (Ret.) ; U.S. Naval Institute Proceedings, April 1994 -- "Critical to our future" / Admiral Charles R. Larson, USN ; U.S. Naval Institute Proceedings, October 1995 -- "The Academy could learn a thing or two from the Ivies" / Steve Cohen ; U.S. Naval Institute Proceedings, July 1999 -- "Why we teach leadership and ethics at the Naval Academy" / Captain Mark N. Clemente, USN ; U.S. Naval Institute Proceedings, February 2000 -- "U.S. Naval Academy is balanced" / Vice Admiral James F. Calvert, USN (Ret.) ; U.S. Naval Institute Proceedings, October 2003 -- "A choice for the oath--Game of Thrones and the U.S. Naval Academy" / Lieutenant Kelly Maher, USN, and Lieutenant Michael Maxwell, USN ; U.S. Naval Institute Blog, May 2015 -- "Shake things up on the Yard" / Senior Chief Jim Murphy USN (Ret.) ; U.S. Naval Institute Proceedings, July 2015 -- Epilogue: "The heartbeat of a great nation" / Jack Sweetman and revised by Thomas J. Cutler ; selection from The U.S. Naval Academy: An Illustrated History, 2nd Edition, Naval Institute Press, 1995.

The fundamental mistake of C. Bettelheim & other Marxists is that they use Marxian concepts that refer to capitalism, such as value, when they write about the USSR. Bettelheim is incorrect in both method & analysis. Because he assumes Soviet data are uncensored & accepts reports of price formation uncritically, he misses the laws of motion in Soviet economics. By being unable to see the dialectical interpenetration of his concepts, Bettelheim misses the contradictions of Soviet class society. He makes generalizations about entire entities from his observations of parts, a basic mistake of bourgeois social science. The three mistaken propositions of Bettelheim in his analysis of Soviet society are that Soviet economy must produce to exist, that producers are apart from the means of production, & that planning is dominant over independent enterprises. The assumption that there are only two systems -- socialism or capitalism -- is incorrect; there exists highly unstable combinations & transitions. The role of Eastern money is not the same as it is in the West, a point Bettelheim misses. Present Soviet production is inefficient, & incentives for workers are lacking, & therefore, workers have some control over production. Analysts fail to consider elitist attitudes toward Soviet workers, their relative exploitation, the paradoxes of mechanization & socialized means of production, & the inefficiency of the Soviet system. The contradictions that inhere in Soviet society will force basic changes to occur. L. Kamel.

Mentoring is generally defined as a relationship involving guiding, nurturing, and teaching (both formally and informally) between individuals with differing degrees of experience (Adams 1998; Colwell 1998; Rowley 1999). The mentoring process, in and outside the walls of academia, is often cited as a key ingredient in the development of a successful career. However, for many Black women in academia their ability to benefit from mentoring relationships is particularly limited. As part of my involvement in the APSA Mentoring Task Force, I am exploring the concept of mentoring among Black women. I focus on Black women for several reasons. First, I am a member of this group and have a particular interest in exploring the nuances of mentoring. My identification with this group has made me privy to a number of discussions on mentoring, both positive and negative. Second, Black women represent 1.21% of the 4,126 tenure track professors, of which only nine are full professors (Kelly 2002, 22). The large majority of African Americans in the profession are concentrated among the ranks of associate (18 out of 1,230) and assistant professors (20 out of 1,038). The limited number Black women in the profession can result in a condition in which potential mentors are unavailable to junior scholars, or there are few opportunities to establish relationships. My purpose is not to focus on the problems of Black women in academia, instead it is to bring attention to a major issue, mentoring, which can enhance or limit the success of this group in the discipline. In this article, I interview five Black women at various stages in their careers. The interviewees include an undergraduate student, a graduate student (ABD), an assistant professor, an associate professor, and a retired professor. The goal of this article is to reveal the special demands of mentoring on this small minority in the discipline. However, much of the information revealed is useful for anyone interested in the mentoring process.

In response to a youth unemployment crisis, the South African government has placed a strong emphasis on entrepreneurship and entrepreneurship education (EE) as a strategy for job creation. Using the Raymond Ackerman Academy of Entrepreneurial Development (RAA) as a case study, this dissertation seeks to investigate the impact of EE for youth considered vulnerable to unemployment. It specifically examines whether EE has been a mechanism to support black, urban township youth, based on the Cape Flats, to overcome their structural circumstances to put them on a path towards improved livelihoods. Then if so, how. Its key research questions are, What has been the nature of the impact of the RAA Cape Town on graduates' personal development and economic livelihoods? Then, if the RAA has impacted the personal development and economic livelihoods of participants in the programme, how has it done so? The study, which drew predominantly on qualitative research combined with quantitative surveys and methods, showed that participating in the RAA entrepreneurship programme impacted participants both personally and economically. Participants found a combination of programme factors valuable, including the person-centred approach, the combination of the business and personal development curriculum, the role of staff, and access to networks and opportunities. The RAA seemed to build confidence, developed an entrepreneurial mindset and served as a launch pad towards improved economic livelihoods, albeit not exclusively through starting a business. The study was unable to ascertain whether outcomes were entirely attributed to the EE programme run by the RAA. Analysis of the counterfactual group showed that these youth were able to move forward without participating in the RAA, but not to the degree of participants in the programme. The counterfactual data also gave valuable insight into how for some participants emotional stress and financial responsibility contributed to their withdrawal from the programme, and that without additional support may prevent some young people from getting ahead. The study builds on the EE literature that proposes that design of EE should be holistic, multi-dimensional, and experiential; and should carefully consider a broad spectrum of elements from course content, to staff, to the context and environment in which it is presented. It indicated that EE that teaches "through" entrepreneurship versus "for" entrepreneurship does appear to impact young people's ability to engage in the economy (mostly through employment) and can increase their earning potential. The study supports the argument that EE can launch youth towards improved economic livelihoods; and can therefore serve as an impactful strategy for alleviating youth unemployment.

Este artigo apresenta um estudo sobre o professor interdisciplinar, pensando sua formação a partir de duas perspectivas conceituais complementares sobre o perfil desse professor. Inicialmente são exploradas as contribuições de dois teóricos brasileiros da interdisciplinaridade, onde se resgata de suas obras particularmente as implicações de considerar a interdisciplinaridade enquanto atitude em relação ao conhecimento. A seguir consideramos a perspectiva de um grupo de professores de Educação Básica, também sobre o perfil suposto de um professor interdisciplinar. Ao final, após contrastar e integrar as características associadas ao professor interdisciplinar originadas das fontes indicadas acima, analisamos alguns aspectos da formação dos professores para a interdisciplinaridade.