The Impact of COVID-19 on Transformation in a Speech-Language Pathology University Program in South Africa

Purpose The far-reaching and extensive ramifications of COVID-19 from the impact on people, sectors, livelihoods, lifestyles, and typical day-to-day routines may only be fully realized over the next decade. Over and above the health sector, education was also hard hit. The harmful effects of the sudden cessation of synchronous learning for learners at every phase of education in South Africa remain perplexing and not yet fully understood. For students in their senior years of qualification in degrees at university, the ramifications of COVID-19 over 2020 have been especially significant given their certain entry into the work arena in 2021. Method This article highlights how the understanding of the full impact of COVID-19 in the university space cannot be separated from the struggles that have and continue to permeate higher education in South African universities since the fall of apartheid. Results The need for tangible data showing evidence of transformation within lecture spaces, teaching content, staff and student diversity, as well as access and belonging by students within the academic space, has been less than ideal. Thus, despite the writings in policy, evidence of real change at the ground level has been sparse. Although it is easy to nonchalantly overlook a small department, such as that of speech-language pathology, within the larger higher education sector in Johannesburg, South Africa, we showcase what we believe were gains in transformation in our department, until the somewhat rude appearance of COVID-19. Conclusion Despite a notable difference in the digital divide between students with and without access (financial, technological, and time), the promulgation for asynchronous online learning to ensure adherence to academic and clinical competency bode well for some, but not all, students.

CLAH Lecture: Harrods Buenos Aires. The Case of the Unwanted Dresses, 1912–1940

ABSTRACTIn 1912, a small department store called Harrods opened in Buenos Aires, one that by the 1920s expanded to almost a city block. Although named after the founder of the London store, the manager of Harrods London, Richard Burbidge, his son Woodman, and a few board members planned the purchase of land and opened the business, and then presented it to the entire London board. Unfamiliar with Buenos Aires, believing that women consumed more than men, and presuming that upper-class women there had the same consumer desires of those in England, the store opened catering to the upper-class female population and focused on readymade dresses. And, to the great surprise of the local manager, women of all classes did not want these dresses because they preferred to purchase cloth and take it to their dressmakers.The dilemma facing Harrods Buenos Aires, detailed in company reports in the archive of Harrods London and in scans of Buenos Aires Harrods archives in the possession of British bookseller Jennifer Wilton-Williams, show that sales reports, rather than studies of the Argentine market like those published by the US Department of Commerce, shaped the new department store's response. Until the 1940s, Harrods Buenos Aires focused on the sale of less expensive articles that came from its dining room, its cosmetics department, and infants’ and children's clothing. Furthermore, employees purchased more than 40 percent of the clothing. Originally imagined as the flagship of the upper-class female shopper, it ended up as a store for the middle class, especially women who bought gifts and enjoyed being seen in the dining room. It closed in 1998.

Glass Art Department at Lviv National Academy of Arts: unique centre of contemporary glassmaking

The preconditions for the emergence of professional art education in the field of art glass in Lviv and Galicia are considered. The history of artistic glass and its influence on the development of the modern center in Lviv on the basis of the Lviv National Academy of Arts is analyzed. The history of the Department began in 1961 with an experiment, when at Lviv State Institute of Applied and Decorative Art (today Lviv National Academy of Arts) a small department of plastic and glass art was opened. Full formation of the unit took place in 1963–1964 and corresponded to the needs of provision with the specialists of experimental workshop of glass art of Lviv Experimental Ceramic and Sculpture Factory of those times. The curriculum of basic art disciplines is formed in accordance with the specificity of the material – glass art and is focused on consideration of the importance of imaginative or constructive thinking, according to selected specialized direction. For decades, the staff of the Glass Department keep contact with glass artists in the whole world, participates in organization of international symposiums and exhibitions, meetings with students, lectures, workshops with the participation of the most famous artists in the world. Since 1989, the teachers and staff of the Department have been actively participating in the organization of International Symposiums of Blown Glass that are the most long-lasting continuous forums of glass artists in the world nowadays. On the base of the Department, mini-symposiums for students took place, and in 2013 and 2016, a scientific and creative workshop (glass-melting furnace) became the main base for the work of famous glass artists from different countries of the world. Every three years the students have an opportunity to observe the work of the most world well-known glass artists from various countries, participate in workshops and lectures. The purpose of the article is to analyze the activities of the Department of Art Glass of the Lviv National Academy of Arts in the modern studio movement.

The Elephant and the Mouse: making a large department feel small and a small department feel large

Engineering Education in Canada is carried out at 44 currently accredited university programs. Collectively, the system graduates more than 12,000 new engineers each year. One quarter of those students study at a large schools having more than 1000 students in each yearly cohort. Many more study in medium-sized classes having more than 300 students each year. There also campuses where an engineering class is fewer than 30 students. How does the student experience differ from the opposite ends of this size spectrum?

Remarks by Maria Flores

I first became involved with international law while I was at university. After graduating, I decided to teach public international law. As an undergraduate, I particularly enjoyed this branch of study. I was attracted to it because it helped me to understand the problems, challenges, and breakthroughs in the field of international relations on a global scale. Therefore, after facing a competitive entry process, I joined the international law department of the Universidad de la República. It was a small department, but the university had produced some well-known scholars like Eduardo Jiménez de Aréchaga, who became a judge at the International Court of Justice, and Hector Gross Espiell, who served as a judge at the Inter-American Court of Human Rights.

Leadership Styles in India- An empirical Study of Indian Entrepreneurs/Leaders

The word Leader simply means a person who leads. A leader should necessarily possess the characteristics of organizing, staffing, training, motivating, recognizing the special capabilities and talents, setting standards, correcting deviations, achieving objectives etc. or by guiding his subordinates and showing the way to be followed in order to reach the organizational goal. Each and every person has to either lead or follow. This is decided on the basis of aptitude, potential and determination.Very few are daring and courageous enough to risk unpopularity by depending from the herd. The ability to make a spot decision is what differentiates the executive or leader from the clerk. A leader always exerts a positive influence on the life of others, as a member of team or the head of a small department. The role of an effective leader is value addition. Leadership is a multi-dimensional, multi-faceted, multi-situational and multi-role concept."Management is doing things right; leadership is doing the right things." There are nine key qualities that research shows people seek in a successful leader:Passion; Decisiveness; Conviction; Integrity; Adaptability; Emotional Toughness; Emotional Resonance; Self Knowledge; Humility This study intends to study various approaches to leadership adopted by entrepreneurs and leaders in India, specifically those in cities selected for the study. Effectively, the data were analysed and conclusions were drawn.

Police Perceptions of Their Working Environment: Surveying the Small Department

This paper reports the findings of an exploratory study designed to provide a local police chief and other key stakeholders with perceptions of police officers related to policing a small town in south central Pennsylvania. Following a brief review of the literature that examines many of the issues addressed in the present study, the methodology and major findings from the study are reported and discussed. The paper concludes with recommendations for possible interventions that could be undertaken, by not only the department in question, but by small police departments in other locations as well.

A proton accelerator in Trondheim in the 1930s

ABSTRACT: Johan Holtsmark at the Norwegian Institute of Technology (N.T.H.) in Trondheim, Norway, built a Van de Graaff generator for nuclear disintegration between 1933 and 1937. This is believed to be the second Van de Graaff generator in Europe and the first particle accelerator in Scandinavia. Holtsmark's successful project followed the failed attempt at N.T.H. by Olaf Devik in the 1920s to develop a discharge tube for nuclear disintegration driven by an evacuated Tesla coil. The genesis of Holtsmark's project was the interaction with Odd Dahl, who had constructed a Van de Graaff accelerator at the Department of Terrestrial Magnetism, Carnegie Institution of Washington. Holtsmark approached organizations potentially interested in cancer research and treatment for financial support. The electrical engineers appointed to build several parts of the accelerator had been radio amateurs, like many accelerator pioneers at the time. The team had to construct almost everything themselves given financial constraints and the lack of a supporting electrical industry. When operative in 1937, the Van de Graaff generator was already a comparatively small machine. The Trondheim scientists chose to develop it as a precision machine for proton capturing experiments in light elements. The accelerator proved a useful tool for research and teaching until 1963, when it was shut down and given to the Norwegian Museum of Science and Technology. This article seeks to answer why Holtsmark engaged in such an ambitious project in the periphery of Europe's scientific community and how he succeeded at a small department with several coexisting research activities.