Rethinking the French Classroom: New Approaches to Teaching Contemporary French and Francophone Women ed. by E. Nicole Meyer, and Joyce Johnston

2020 ◽  
Vol 28 (1) ◽  
pp. 159-161
Author(s):  
Gloria Kwok
2021 ◽  
Vol 1 (72) ◽  
pp. 6-9
Author(s):  
M. Bernstein

Difficulties and problems of business education are theoretically considered in the article. The advantages of traditional Western business education and the problems of young managers that are not ready for business activity in the environment of developing markets are highlighted. The author has examined the conditions of business education in Russia, its content and approaches to teaching. 


1971 ◽  
Vol 127 (10) ◽  
pp. 1404-1407 ◽  
Author(s):  
HILLIARD JASON ◽  
NORMAN KAGAN ◽  
ARNOLD WERNER ◽  
ARTHUR S. ELSTEIN ◽  
JAMES B. THOMAS

1972 ◽  
Vol 67 (5) ◽  
pp. 379-383
Author(s):  
Iris V. Cully

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S422-S422
Author(s):  
Joann M Montepare

Abstract Populations are aging locally, nationally, and globally – and challenging institutions of higher education to consider how they can respond to these changing demographics through new approaches to teaching, research, and community engagement. The Age-Friendly University (AFU) initiative was recently launched by an international team convened by Dublin City University, and endorsed by the Academy for Gerontology in Higher Education (AGHE). The AFU concept and 10 guiding principles provide a guiding campus-wide framework that colleges and universities can use for distinguishing and evaluating age-friendly programs and policies, as well as identifying institutional gaps and opportunities for growth. To date, over 45 institutions have joined the AFU global network. This presentation will describe how collaborations across aging-focused programs and campus units devoted to diversity, community engagement, professional studies, and related educational efforts offer prime opportunities to build and sustain an AFU vision.


Folklore ◽  
2018 ◽  
Vol 129 (2) ◽  
pp. 211-212
Author(s):  
Andrew Teverson

1965 ◽  
Vol 12 (1) ◽  
pp. 51-53
Author(s):  
Ruth Melson

It is well known throughout most of the country that the public schools have had to make changes in the content of their courses, particularly offerings in mathematics, because of the vast increase in knowledge and changes in emphasis in various disciplines. The schools have been forced to retrain their teachers or make the teachers themselves responsible for securing additional education, so that the new content and the new approaches to teaching the new content, can be used successfully. Through in-service institutes and courses, teachers have, in many cases, been markedly helped in their desire to become up-to-date in the subject matter for which they are responsible. Unfortunately, it is necessary for schools to employ from 5 to 44 percent new staff members each year. The question arises, “Are the newcomers prepared in modern content to teach the up-dated courses now being offered in our schools?”


Sign in / Sign up

Export Citation Format

Share Document