College Texts Research Articles

Perspectives of HRM Professionals on Diversity, Equity, and Inclusion in Nepal

Diversity Management has not yet been a significant part of now much discussed topic HRM in Nepal although the concepts of Diversity Management (DM) emerged in the USA, Canada in 1980s. Most of the developed countries in European Union have been the flagship of diversity management. There is handful of renowned organizations today either catering HRM services or implementing full-fledged HRM discipline in their own organizations. College text books and, seminars and dialogues conducted by development sectors have indicated that the emergence of concepts of Diversity, Equity and Inclusion (DEI) is pertinent in today’s context. In developed countries, both profit making and non-profit making organizations have been emphasizing the concepts of DEI and focusing on those in organizations. It’s a thought[1]provoking idea to learn the perspectives of current organization leaders in Nepal about their views on DEI. The article has been prepared based on findings of in-depth interviews taken with leaders and/or senior HR managers of reputed companies those are promoting HRM in Nepal. It attempts to provide an exploratory review seeking to shed light on their perspectives of regarding DEI in their pre-established HRM domain. The article explores the opinions, experiences and competencies and the initiatives taken by HRM leaders. The article also discusses the challenges faced by the HRM leaders in the pursuit of promoting the diversity management.

A Novel Temporal Network-Embedding Algorithm for Link Prediction in Dynamic Networks.

Understanding the evolutionary patterns of real-world complex systems such as human interactions, biological interactions, transport networks, and computer networks is important for our daily lives. Predicting future links among the nodes in these dynamic networks has many practical implications. This research aims to enhance our understanding of the evolution of networks by formulating and solving the link-prediction problem for temporal networks using graph representation learning as an advanced machine learning approach. Learning useful representations of nodes in these networks provides greater predictive power with less computational complexity and facilitates the use of machine learning methods. Considering that existing models fail to consider the temporal dimensions of the networks, this research proposes a novel temporal network-embedding algorithm for graph representation learning. This algorithm generates low-dimensional features from large, high-dimensional networks to predict temporal patterns in dynamic networks. The proposed algorithm includes a new dynamic node-embedding algorithm that exploits the evolving nature of the networks by considering a simple three-layer graph neural network at each time step and extracting node orientation by using Given's angle method. Our proposed temporal network-embedding algorithm, TempNodeEmb, is validated by comparing it to seven state-of-the-art benchmark network-embedding models. These models are applied to eight dynamic protein-protein interaction networks and three other real-world networks, including dynamic email networks, online college text message networks, and human real contact datasets. To improve our model, we have considered time encoding and proposed another extension to our model, TempNodeEmb++. The results show that our proposed models outperform the state-of-the-art models in most cases based on two evaluation metrics.

Spring Street Station

Spring Street Station Julio Marzán (bio) Maybe the former factory loftwhere I'll be reading poemsis where my mother took meby the hand up these stairs,then up a wooden elevatorto rows of women set to sew,threading a full day's spool,where some nice passing ladystroked her palm over my hair. Maybe between recited wordsmachine decibels will purr,my mother's glance leashingher child's wayward roamacross a field of tender eyesflirting with the curious boywandered off to see men boxpanties like his mother wore. Maybe from that industrial spacerenovated to manufacture art,at five my mother steered mearound torrential anxious bodies,countless homebound mothers,all, she explained, in a rushto hug their children like me,waiting in another woman's care. [End Page 21] Maybe I confuse that old addressbut not descending these stairsto ride standing the entire wayback to where windows deceivedin every six-o'clock womannot the perfection of mother,real in my hand as she rushed,coming for me down these stairs. [End Page 22] Julio Marzán Julio Marzán was born in San Juan, Puerto Rico, and, at the age of four months, brought to New York City, where he grew up and completed his studies, including a ba at Fordham University and an mfa at Columbia and New York Universities. He served on the governing board of Poets House and has published two poetry books, Translations without Originals (I. Reed Books, 1986) and Puerta de Tierra (Editorial U. P. R., 1998), as well as selections in college texts such as The Bedford Introduction to Literature, The Bedford Introduction to Poetry, and Latino Boom. His poems have been published in New Letters, Parnassus, Ploughshares, Tin House, 3 Quarks Daily, and Harper's Magazine, among others. His book The Glue Trap and Other Poems is forthcoming from Fernwood Press. Copyright © 2021 University of Nebraska Press

REVISIÓN DE LAS DEFINICIONES DE PROPOSICIÓN Y ENUNCIADO EN SU RELACIÓN CON LAS MATEMÁTICAS

En matemáticas trabajamos con proposiciones. El término proposición es tomado de la lógica y suele ser definido como un enunciado que puede ser calificado de verdadero o falso. Se considera la proposición como un enunciado y este último como una frase u oración. Según lo anterior, por ejemplo, la expresión 3 < 7, que es claramente una proposición verdadera del campo matemático, no lo sería si atendemos a lo dicho líneas arriba. En el presente artículo se hace una revisión de las definiciones de lógica, proposición y enunciado tomadas en una muestra de textos de secundaria y universitarios que tratan el tema y, a partir de ello, se analiza la coherencia de las definiciones de proposición y enunciado, así como su pertinencia en relación con las matemáticas.

Biology Textbook Graphics and Their Impact on Expectations of Understanding

ABSTRACTGraphics presented alongside expository science texts can have a number of positive effects for instruction, including facilitating engagement, arousing interest, and improving understanding. However, because students harbor expectations about which contexts are likely to support better understanding, the mere presence of graphics also has the potential to lead to inaccurate judgments of understanding when those graphics do not actually lead to presumed levels of performance. Previous work has demonstrated that including graphics alongside text can alter the judgment process. The present work explores different categories of instructional graphics found in biology textbooks and tests how different graphic types, classified by their form and function, can affect expectations of understanding prior to actual reading. Experiment 1 found that realistic, depictive graphics predominated in a middle school text, whereas more abstract and explanatory graphics predominated in a college text. Experiment 2 demonstrated that different categories of graphics led to differences in expectations of how helpful graphics would be for understanding.

All My Journals:Arthur Miller Journalas Intro to Literature College Text

AbstractFor an introductory college course in literary studies based entirely on the works of Arthur Miller, the professor obtained a personal copy of the same volume of The Arthur Miller Journal for every student in the class. Hoping to demystify literary scholarship for first-year English majors, the professor used the journal as a regular course textbook, integrating journal-based readings and exercises into otherwise conventional first-year pedagogy in the study of Miller's works. By the end of the course, the professor found that by using their personal copies of the journal throughout the semester, these novice students became surprisingly comfortable and conversant with the world of literary scholarship. Students reported that working with the journal on a daily basis gave the course a sense of professionalism neither they nor the professor had anticipated. Moreover, ongoing interaction with the journal allowed students to develop a significant degree of familiarity with its contents as they revisited the journal's articles throughout the term.

Doctoral Dissertation Topics in Education: Do They Align with Critical Issues?

American society faces complex educational issues which impact many facets of its national interests. Institutions of higher education are granting doctoral degrees to educational leaders, but it is not known to what extent their dissertation topics are aligned with both longstanding and critical issues in education. Using a theoretical framework synthesizing Paul and Elder’s critical thinking model and Kuhlthau’s information seeking process, this study examines a set of education doctoral dissertation topical selections and categorizes them by general themes in relationship to many of the recognized educational issues in the United States. Investigators categorized dissertations from four departments within the College of Education of their home institution. The dataset, retrieved from ProQuest Dissertations and Theses Global, consisted of 231 documents published between 2005 and 2014. Through an inter-rater process examining dissertation titles, abstracts, and keywords, the dissertations were assigned critical issue themes culled from nine editions of a college text, and then categorized under a broader topical scheme situated within a well-used educational research website. Findings indicated that most dissertations concentrated in studies that researched problems and issues within schools. Further, some of the issues considered longstanding were not studied by dissertation authors within the sample. For example, privatization of schools and classroom discipline and justice were not selected for study. Findings also suggest new directions for those responsible for dissertation supervision and topic selection. The study adds to the literature on dissertation topic selection that addresses existing educational issues.

Indirect parameter elicitation procedures for some distributions with bounded support – with applications in Program Evaluation and Review Technique (PERT)

The introduction of the Program Evaluation and Review Technique (PERT) dates back to the 1960s and has found wide application since then in the planning of construction projects. Difficulties with the interpretation of the parameters of the beta distribution let Malcolm et al. (Malcolm, D.G., et al., 1959. Application of a technique for research and development program evaluation. Operations Research, 7, 646–649) to elicit them indirectly via the classical expressions for the PERT mean and variance for an activity's completion time. These expressions are specified, given a lower and upper bound estimates a and b and a most likely estimate θ for the activity's duration. Despite a by now 50 -year controversy exemplified by current articles still questioning the PERT mean and variance elicitation approach, their use is still prevalent in current operations research and industrial engineering college text books. In this article an overview is presented of some alternative approaches that have been suggested, including a recent approach that allows for a direct modal range estimation combined with an indirect elicitation of bound and tail parameters of generalised trapezoidal uniform distributions describing activity uncertainty. The potential effect of eliciting a modal range, rather than the narrower point estimate of a single most likely value, shall be demonstrated in an illustrative Monte Carlo analysis for the completion time of an 18-node activity network.

Longitudinal Light Clock and Zeno’s Paradox

Introductory college text books consider time dilation through the derivation of the transverse light clock. We consider the case of the longitudinal light clock and derive the time dilation formula of special relativity. Our methods yield the same result as derived by the transverse light clock, and help explain the concept of failure of simultaneity.

Review of Legal Aspects of Architecture, Engineering, and the Construction Process, Eighth Edition, by Justin Sweet and Marc M. SchneierLegal Aspects of Architecture, Engineering, and the Construction ProcessCengage Learning10:0-495-411213$202.95

When asked by ASCE to review the seventh edition of this book, I started by expressing that I felt as though I had been asked to review a new edition of the Holy Bible. Where does one start? One should start by saying that this book has attained the status as the “gold standard” of books on construction law. It is, perhaps, the most widely used college text on the subject and is one of the most widely used reference works for construction industry professionals. It is national in scope and covers the entire gamut of construction from arbitration to zoning, architect’s licensing to warranties, building information modeling to worker’s compensation, and everything in between. This includes claims, competitive bidding, construction delivery systems and contracts, copyright and intellectual property, critical path method scheduling CPM , differing site conditions, expert testimony, indemnification, insurance and risk management, mechanic’s liens, professional liability, public contracts, subcontractors, surety bonds, termination, and worker safety OSHA . It’s all there, and lots more, in 769 pages of text and case histories and ten appendices consisting of standard industry forms and arbitration and mediation rules—in all amounting to over 1,000 jam-packed pages. One might question “Why do we need an eighth edition at this time?” The authors address this question, in part, by stating: “Law, though it seeks stability, is not static. New cases come pouring out of the courts daily. Legislatures enact new statutes in every session.” What’s more, the construction industry itself continues to change at a rapid pace in many areas, including: • Standard industry contract documents: In 2007 the AIA published a new edition of its forms; the EJCDC is following suit. A group of industry associations, including general contractors, trade contractors, and owner-oriented associations jointly promulgated an entirely new set of forms called ConsensusDOCS, intended to be in direct competition with the AIA’s and EJCDC’s forms. • Initial decision maker (IDM): A new project participant was introduced by the AIA as an alternative to the architect or in the case of the EJCDC, the engineer as the initial decision maker. AIA A101-2007 states: “The Architect will serve as

Reflections: Intellectual Trajectories: Why People Study What they Do

ReflectionsIntellectual Trajectories: Why People Study What they Do David Brion Davis (bio) Based on a talk given at Yale’s Koerner Center, October 13, 2004. The connections between what a scholar chooses to write about and teach and the rather winding path of his or her personal life are cloudy and somewhat obscure. Yet there surely are many such connections, and I’ll try at least to dredge up some of them in my talk. Growing up in the 1930s—I don’t know how it is now—there was the perennial question every child got, again, and again, and again. “What do you want to be when you grow up?” My answer always was, “a scientist, a scientist.” I had a passion for collecting minerals, and I had a big butterfly collection, and above all, loved fossils. I had brachiopods and even some dinosaur bones. And then by the age of twelve, I had a small chemistry lab in the basement and was doing all kinds of experiments with flasks and retorts, following a high school or college text. Once a flask broke and chlorine gas went all over the floor, and my mother had to come and help sweep it down the drain. But my dad was a reporter, a journalist, before he became a successful independent novelist. As a reporter he interviewed an endocrinologist in Buffalo, New York, and he was immensely impressed with what he thought would be an exceedingly important and vital field for health and human improvement in the future. So, after hearing him talk so much about that, when people asked me the big question, I’d say, “Well, I want to be an endocrinologist.” In high school I was not especially interested in history courses. I loved English and the study of literature, and I very much liked chemistry, physics, and biology. Yet the very mention of high school evokes the terrible crisis I faced at age sixteen, when I nearly lost out on any chance of attending college. Since my career has been focused on the Ivy League of Dartmouth, Harvard, Cornell, and Yale, it’s crucially important to recall the winds of fortuity that shape and threaten us all. My father, Clyde Brion Davis, was a wholly self-educated but quite successful novelist. His first novels, The Anointed (1937) and “The Great American Novel” [End Page 148] (1938) received rave reviews and were Book-of-the-Month-Club selections. But some of his next eighteen books did not do so well (my favorite, Shadow of a Tiger, was published posthumously in 1963); and his career required moves in 1942 and 1943 from upstate New York to Hollywood and then to Manhattan. Accordingly, I ended up going to five high schools. After doing well in ninth grade in Hamburg, New York (where I was elected student president of the junior high school) and then spending tenth grade at Beverly Hills High School, I finally, in September 1943, landed in the Straubenmuller Textile High School in Manhattan—because it was one of the few schools that still taught German, which I had already begun studying, and it was not far from our Riverside Drive apartment. After several weeks, both my parents and the school realized this was a mistake (the school did not prepare students for college), so I took and passed the test for Bronx High School of Science. But when I arrived at Bronx Science, I was already far, far behind in the rigorous classes in math and physics. Classrooms were so jammed that in two of them I had to sit on a radiator in the back of the room. I grew so depressed that one day I traveled to the midtown headquarters of the U.S. Marines, where I stood outside debating whether to lie about my age and go in and enlist. If I had done so, I would certainly have soon been in the South Pacific. When I was threatened with failure toward the end of the term (and thus with being barred from most colleges), my mother discovered McBurney College Prep, a private day school with small classes run by the YMCA at 15...

Implementing TEI Projects and Accompanying Metadata for Small Libraries: Rationale and Best Practices

Electronic text encoding marks up documents, most often those in the humanities and social sciences, in XML to capture various metadata and represent textual features important for research and analysis. It typically follows the Text Encoding Initiative (TEI) scheme. Implementing TEI projects can be particularly challenging for small institutions with limited staff and budgets, given the detail and attention to textual nuances text encoding requires. This article argues for implementing such projects and their feasibility for small institutions, using Case Western Reserve University's text encoding project as a model. It includes the rationale for TEI versus sole reliance on page images or PDFs and for digitization and text mark-up workflow.

Analysis of French Culture Presented in Elementary College Texts

Analysis of French Culture Presented in Elementary College Texts

Brown & Cottrell, Modern America Lives - Individuals And Issues In American History Since 1945

Modern American Lives was conceived as a college text, meant to supplement the usual survey textbooks. It is composed of thirteen chapters, each focused on two individuals and a key issue. The chapters are grouped into three chronological sections (1945-60, 1960-80, and 1980-present) and cover a broad range of topics: national politics, foreign policy, social and political activism, popular and literary culture, sports, and business. Each chapter is nicely set up by a two-page overview and ends with useful study questions and a selected bibliography.

If it's Tuesday, this must be Los Alamos [review of A Nuclear Family Vacation: Travels in the World of Atomic Weaponry (S. Weinberger and N. Hodge; 2008)

This book, written by a husband-and-wife team of defense industry writers, lets readers join the couple as they tour Cold War weapons projects throughout the world, from Sandia National Laboratories in Albuquerque to the Kwajalein atoll in the Marshall Islands, and to the Semipalatinsk Test Site in Kazakhstan and beyond. This book contains as much history as a college text, but is delivered in the form of jaunty, you-are-there travel writing big on local color. With a tone that is neither pro- nor antinuclear, the book succeeds in its attempt to resurrect the nuclear dialogue. It would make a good beach book for engineers.

Evidence-Based Practice in Criminal Investigations

In the face of the explosion of information and research, criminal investigative practices and procedures remain little changed except through the opportunities of specialized experiences, training, and educational efforts over the last forty years. Whether one speaks to college texts, opportunities offered by regional training alliances, inter and intra agency sharing or the contributions of federal agency instructional opportunities, the opportunities for the skill acquisition and the application of best practices and evidence-based investigative practices are obtainable only for the few. However, the needs are universal when it comes to the successful resolution of criminal offenses by law enforcement agencies. The article explores the development of evidence-based investigative processes by examining and explaining: what evidence-based investigation accomplishes, the necessity of reviews of the literature regarding investigative practices, how it uses research, how the integration of research forecasts investigative avenues, and how research and professional wisdom combine to support and foster effective, competent investigative decision making.

College Rules! How to Study, Survive, and Succeed in College (review)

Reviewed by: College Rules! How to Study, Survive, and Succeed in College Jennifer P. Hodges College Rules! How to Study, Survive, and Succeed in College Sherrie Nist and Jodi Patrick Holschuh Berkeley, CA: Ten Speed Press, 2002, 288 pages, $14.95 (softcover) "When you get to college, though, it's as if the rules you spent 12 years mastering have changed" (p. 8). With this statement, Nist and Holschuh invited their readers to plunge into College Rules! How to Study, Survive, and Succeed in College and explore the differences between high school and college learning. In addition to examining these differences, the authors offered guidelines for making a successful transition to college and challenged readers to take responsibility for their own academic success. "Remember, once you enter college you are, for the most part, in control of the experience you will have" (p. 16). Nist and Holschuh recommended that students read their book prior to starting college. Although a multitude of college success strategy books exist, College Rules! is unique in that it focuses strictly on academic success. The authors left topics such as roommate troubles, the freshman 15, homesickness, and credit card debt to other books. They contended that "all else aside, your college experience will suffer if you are in trouble academically" (p. 3). They recommended a healthy balance between academics, social life, and campus involvement, but focused the text on ways to master collegiate learning. The book is presented in 22 short chapters, which range from 10 to 16 pages each. The authors suggested that pre-college students read it in consecutive order, but also noted that it can be utilized as a reference guide for students after they have arrived on campus. The chapters are straightforward and include many practical suggestions often presented in list form. Each chapter includes a number of sidebars that offer quick facts or pointers. The sidebar topics include: Sad but True, tales of common student missteps; The Inside Scoop, advice based on research on college students; Listen Up, study tips for efficient and effective learning; Do Your Homework, advice on things to do outside of class; For Adults Only, advice for nontraditional students; Get Wired, tips for maximizing learning with computers; and Urban Legend, myths that have circulated on college campuses for years. Scanning the table of contents, College Rules! appears to besimilar to texts commonly used in "orientation to college" courses. It begins with a discussion of how college courses differ from high school classes (i.e. fewer exams, faster paced, greater student responsibility, etc.) and ends with chapters outlining specific study strategies such as note taking, reading college texts, enhancing memory, using computers, and test taking strategies. In addition to study strategies, College Rules! also covers other topics common to college orientation texts, including time management, dealing with stress, choosing a major, motivation, and concentration. What makes College Rules! stand out is its focus on personal responsibility for learning and its insider look at what colleges expect of students. Chapter 2, "Where to Find the Help You Need," and chapter 4, "Zen and the Art of Course Selection," outline proactive steps students can take to prevent, or at least prepare for, stressful situations. Chapter 8, "'I Think I Can, I Think I Can': Getting and Staying Motivated," stresses the responsibility students have for enhancing their own motivation to learn. One of the best chapters in the book is [End Page 490] chapter 10, "What's It All About? Understanding How You Learn." From its title, the reader may expect a discussion of learning styles and how to adjust to various teaching methods. The authors contended that limiting the discussion of learning to only learning styles is too simplistic to be helpful. Instead they detailed five characteristics of amazing students (willful, skillful, curious, open-minded, and self-disciplined) and offered tips on how to develop these characteristics. The authors also focused on students' beliefs about learning and how those beliefs compare with their professors' beliefs. Instead of focusing on the skills and abilities (learning styles) students bring with them to college, this chapter explores how attitudes and beliefs impact learning. The authors challenged their readers to consider their own attitudes...

Experiments Trump Precise Definitions for Teaching Science to Middle-School Students

Perhaps the academic community demands too much in the way of perfection, or at least our perception of perfection, in middle-school texts. A case in point is John Hubisz’s criticism of a text for defining “acceleration” as a “change in velocity” rather than as the rate of change in velocity (see Physics Today, Physics Today 0031-9228 56 5 2003 50 https://doi.org/10.1063/1.1583534. May 2003, page 50 ). I think we are splitting hairs when we criticize so trivial a thing. In a college text, more careful attention to meaning may be needed, but in a ninth-grade physical sciences book, it is perfectly appropriate to define “acceleration” in the terms that the seemingly offending textbook did. The change in velocity is understood to occur over time, as dictated by logic. If one applies a rate of change in velocity as the definition to be learned by the middle-school or beginning high-school student, the concept then becomes too abstract for the typical 13- or 14-year-old.We must acknowledge the tremendous differences in cognitive maturity that exist between middle-school and beginning high-school students and their older counterparts. What may seem oversimplified for the more mature student is often very appropriate for the younger one. Let’s keep that in mind and realize that writers have to consider the level of understanding of the reader who uses the text.© 2004 American Institute of Physics.

Faculty Forum

We surveyed introductory psychology students at 2 universities regarding their purchase and use of introductory level college texts. Most students who purchased texts used them infrequently, perceived that studying class notes and attending lectures were more important than reading the text for receiving a good grade, and spent less than 3 hr per week reading their texts. We recommend that college instructors establish specific, predictable contingencies to increase the likelihood that students will purchase and read the assigned texts in their introductory classes.

‘In the beginning was economic geography’ – a science studies approach to disciplinary history

Science studies are an increasingly prominent interdisciplinary body of work. Now a diverse literature, one of its most consistent and common themes is a reluctance to accept the standard model of scientific explanation (‘internalism’) that conceives scientific knowledge, and the disciplines with which it is associated, as the product of a rationality that is progressively realized over time. Instead, science studies emphasize the importance of local circumstances in shaping knowledge, which, in turn, makes such knowledge messy and context-dependent. The purposes of this paper are twofold. The first is to provide a selective review of science studies. In particular, the paper recognizes three subtraditions within the larger genre: Mertonian institutionalism, the sociology of scientific knowledge, and cultural studies of science. The second purpose is to begin developing a case study in order to apply such literature, that of the institutional origins of economic geography during the late nineteenth and early twentieth centuries, and linked to a series of wider social processes around commercial trade and imperialism. To make the case study manageable, I concentrate on only two authors and their respective key books: the Scottish geographer George Chisholm, who wrote the first English-language economic geography textbook, A handbook of commercial geography (1889); and the American geographer J. Russell Smith, author of the first US college text in economic geography, Industrial and commercial geography (1913).