What different types of solutions for organizing disciplinary expertise have developed in project-based firms that rely extensively on interdisciplinary and co-located project teams? Enberg and Bredin’s research bridges organizational management and human resource management using a framework to analyze both structural and activity-based solutions for the maintenance and development of disciplinary expertise. Managers, researchers, and disciplinary specialists alike will benefit from the case studies described and analyzed within these pages.
What different types of solutions for organizing disciplinary expertise have developed in project-based firms that rely extensively on interdisciplinary and co-located project teams? Enberg and Bredin’s research bridges organizational management and human resource management using a framework to analyze both structural and activity-based solutions for the maintenance and development of disciplinary expertise. Managers, researchers, and disciplinary specialists alike will benefit from the case studies described and analyzed within these pages.
In the 1880s, Hong Kong was a booming colonial entrepôt, with many European, especially British, residents living in palatial mansions in the Mid-Levels and at the Peak. But it was also a ruthless migrant city where Chinese workers shared bedspaces in the crowded tenements of Taipingshan. Despite persistent inequality, Hong Kong never ceased to attract different classes of sojourners and immigrants, who strived to advance their social standing by accumulating wealth, especially through land and property speculation. In this engaging and extensively illustrated book, Cecilia L. Chu retells the ‘Hong Kong story’ by tracing the emergence of its ‘speculative landscape’ from the late nineteenth to the early decades of the twentieth century. Through a number of pivotal case studies, she highlights the contradictory logic of colonial urban development: the encouragement of native investment that supported a laissez-faire housing market, versus the imperative to segregate the populations in a hierarchical, colonial spatial order. Crucially, she shows that the production of Hong Kong’s urban landscapes was not a top-down process, but one that evolved through ongoing negotiations between different constituencies with vested interests in property. Further, her study reveals that the built environment was key to generating and attaining individual and collective aspirations in a racially divided, highly unequal, but nevertheless upwardly mobile, modernizing colonial city.
Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully.
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