With a focus on project managers (PMs) in the construction industry, this book addresses the impact of smart technology applications on project management and examines how technologically competent PMs can be developed for successfully managing and delivering projects with smart technologies. The book assesses the changes to the knowledge and skillsets required to manage projects with smart technologies; develops a Technological Competency Framework to improve PM competency when managing projects with smart technologies; and develops a Knowledge-Based Technological Competency Analytics and Innovations System to assess and improve the technological competency of PMs and provide recommendations to improve their competency. Managing Projects with Smart Technologies is ideal for PMs and academics in the areas of construction project management, engineering, architecture, and infrastructure and anyone involved in the technical training of professionals in these areas.
With a focus on project managers (PMs) in the construction industry, this book addresses the impact of smart technology applications on project management and examines how technologically competent PMs can be developed for successfully managing and delivering projects with smart technologies. The book assesses the changes to the knowledge and skillsets required to manage projects with smart technologies; develops a Technological Competency Framework to improve PM competency when managing projects with smart technologies; and develops a Knowledge-Based Technological Competency Analytics and Innovations System to assess and improve the technological competency of PMs and provide recommendations to improve their competency. Managing Projects with Smart Technologies is ideal for PMs and academics in the areas of construction project management, engineering, architecture, and infrastructure and anyone involved in the technical training of professionals in these areas.
Classroom Interactions as Cross-Cultural Encounters is about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, the authors examine the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities as teachers, learners, and language users, with different pedagogic, institutional, social, and political implications. A range of issues in applied linguistics is addressed, including linguistic imperialism, post-colonial theories, micropolitics of classroom interaction, language and identity, and bilingual classroom practices. Intended to help TESOL professionals of different cultural backgrounds, working in different sociocultural contexts, to critically understand how non-assimilationist, dialogic intercultultural communication with students can be achieved and built on for mutual cultural and linguistic enrichment and empowerment, this book: *emphasizes the sociocultural meanings and micropolitics of classroom interactions that reveal the complex realities of power and identity negotiations in cross-cultural interactions in ELT (English Language Teaching) classroom contexts; *revisits and reconstitutes the notion of native-speakerness and repositions the roles of native and non-native English teachers in the TESOL profession in the contexts of decolonization and globalization; *highlights the need to mobilize intercultural communicative resources for global communication; *addresses two major concerns of EFL (English as a Foreign Language) classroom researchers and teachers: student resistance and learning motivation; and *examines and analyzes the changing ideologies (both explicit and implicit) of teachers and students about English learning in the context of a post-colonial society, and how these ideologies are being enacted, reproduced, but also sometimes contested in EFL classroom interactions. Each chapter includes Questions for Reflection and Discussion to promote critical thinking and understanding of the issues discussed. Tuning-In discussion questions are provided in the three chapters on classroom data analysis to activate readers interpretive schemas before they examine the actual classroom episodes. The data are from an ethnographic study in post-colonial Hong Kong secondary schools involving four native English-speaker teachers and two bilingual Cantonese-English speaking teachers engaged in intercultural classroom dialogues with their Cantonese Hong Kong students. The rich, naturally occurring classroom data and in-depth analyses provide useful pedagogical materials for courses in EFL teacher education programs on classroom discourse analysis from sociocultural perspectives.
Schooling for Refugee Children is a collaboration between five authors who explore their interactions with refugee children displaced from Syria to the Lebanese borders and London. Through a programme of carefully tailored research activities, they analyse the children’s representations of their personal journeys and current circumstances, especially with regard to ongoing schooling. The children’s experiences are expressed through their own words and drawings, disrupting the stereotype of children as ‘receivers’ rather than empowered actors, and challenging traditional solutions for improving schooling. Throughout, the children are eloquent about their schooling in the context of displacement. Their views and illustrations depict a keen awareness of social justice issues, including on the distribution of wealth, recognition of status and representation of voice. These are framed by the authors within Nancy Fraser’s concept of social justice as parity-of-participation. In this way, the book brings to light important representations of some empowering experiences lived through by refugee children from Syria, as well as their thoughts on what has helped their learning and what can be done better. The children’s need for care and a sense of belonging in their schools and new communities is given particular emphasis throughout the book, represented by one child, who simply requested, ‘Add some more love!’
Critiquing both universalism and cultural relativism as theoretical approaches, this book presents a comprehensive study of Egypt’s Sharī’a-derived family law, and proposing practical methods to advance women’s family rights on the ground, while respecting their religious and cultural identities.
Sharif s book has been mistaken as something that speaks against Islam, yet she weaves a story that embraces the words of the Quran and tells the reader that she has found her path and her truth in the very religion that was used to imprison and sell her as a piece of property. Her memoir Caged in America was born and finally composed from her experiences while living in Dearborn, Michigan in a tightly knit Muslim community.
In a small North American university town ten lives are intersecting. Miranda reaps what she has sown. Mitchell understands there is no resisting fate. Clint dreams of forging a violent destiny. Elizabeth is about to make a discovery. Robin hides a terrible secret. Simon hasn’t slept in ten days. Sam is pursued by nightmares. Susie has lost everything. David has just been found. Jake atones for past evils. Ten ordinary people struggling to keep their sanity in an insane world. Written in collaboration with Jason Coggins, Rob Diaz II, Annie Evett, Jasmine Gallant, Tina Hunter, Emma Newman, Dale Challener Roe & Paul Servini and edited by Jodi Cleghorn and Paul Anderson, The Red Book is an interconnected, circular feast of short stories that can be read in any direction, beginning with any story.
This book presents new and important analyses on one of the most important topics throughout the world - innovation in education. It is in the field of education that the future of countries is determined and forged. It is also one of the most diverse and difficult fields in which change can be eventuated because of the complexity of the problems and their connection to society and its problems, because the changes usually take time and politicians detest investments in the long-term, and because the field itself is changing so rapidly across a wide spectrum.
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