433 research outputs found
Dr Darrell Lewis
No full textNorthern Territory author and anthropologist, Dr Darrell LewisDonated by David Ritchie, 22/06/2016Photographs of the Kenbi Handover 2016, the resolution of the 37 year Kenbi Land Claim over the Cox Peninsula. The handback, presided over by Prime Minister Malcolm Turnbull, took place at Mandorah on 21 June 2016 and was attended by many of the people who had worked on, or been involved in the landclaim processes
Coordination Dynamics in Technology Adoption: Lessons From an Evolutionary Game Theoretical Analysis
No full textThe adoption of new technologies by firms is a fundamental driver of technological change, enhancing competitiveness across various industries. Recent advancements in information technologies have amplified the strategic significance of technology in the competitive landscape, reshaping global markets and the workplace. Technological innovation continues at a swift pace, but its success hinges on effective adoption. Embracing new technologies sets businesses apart, fostering innovation, and attracting customers and investors. However, the decision to adopt technology poses challenges, especially regarding which technologies to choose in a dynamical market. Firms often invest in technology to gain a competitive edge, potentially neglecting broader social benefits in the process. This chapter summarises the authors' research on evolutionary dynamics of decision making regarding technology adoption. They employ methods from Evolutionary Game Theory (EGT), exploring scenarios with well-mixed populations and distributed networked environments.<br/
Leadership strategies for managing technostress
No full textThis chapter aims to provide a detailed and comprehensive analysis of the concept of technostress. It will delve into the sub-factors of technostress, present explanatory theories, offer management strategies for leaders to mitigate technostress, and conduct evaluations. The study also includes tips for future research and limitations. The study endeavors to furnish valuable insights to academics specializing in the field, leaders that need to perform in today's competitive work environments and other interested readers. The strategies are developed mainly through J D-R and transactional model of stress, and it will validate the theory and contribute literature.info:eu-repo/semantics/acceptedVersio
Darrell Huff and Fifty Years of How to Lie with Statistics
No full textOver the last fifty years, How to Lie with Statistics has sold more copies than any other statistical text. This note explores the factors that contributed to its success and provides biographical sketches of its creators: author Darrell Huff and illustrator Irving Geis
Estigmas y oportunidades limitadas de los doctorados universitarios en línea y con fines de lucro en Tecnología, Salud y Negocios
No full textIntroduction: Walden, Capella, and the University of Phoenix universities generate many African-American doctoral graduates, according to Diverse Problems in Higher Education.
Problem: While these universities graduate many minority students with doctoral degrees, they contribute significantly to student loan debt. These universities are for-profit, on-line, or owned by for-profits. Because of that classification, these universities and their doctoral degrees have stigmas in higher education that may hinder African American and other minority faculty chances at elite, state flagship, and prestigious research universities.
Objective: The research aims to formulate strategies to help African-Americans be more knowledgeable about non-traditional doctoral program selection and the current stigmas of graduating with a doctorate from a totally online or for-profit university. The purpose is not to diminish the accomplishment of anyone with the intellect, courage, and talent to get a regionally accredited doctoral degree. This research intends to educate and empower African-American and other students of color in their doctoral decision-making and discuss the stigmas against doctorates from for-profit universities and totally on-line universities in the U.S.
Methodology: The approach used was a content analysis of the literature and qualitative interviews using a phenomenological research approach. The purpose is not to diminish or demonize graduates and degrees from regionally accredited on-line doctorate programs offered by for-profit universities, because they have provided opportunities and access to doctoral education. The goal is to share the realities of the current stigmas of those degrees from those universities in academic communities at the most highly ranked universities. The ultimate aim would be to educate them on the importance of school choice, even if the only viable option for doctoral completion is an on-line or hybrid doctoral program.
Results: Academic careers often depend on having a doctorate and the university that awards that doctorate. So, African-Americans and other students of color should investigate and choose brick-and-mortar universities with online and hybrid doctoral programs, which are often viewed more favorably. This study offers an accurate world understanding of the challenges and stigmas of African American doctoral graduates driven by where they pursue their doctorate degrees.
Conclusion: This project seeks to change the behavior of doctoral program selection and modification practices that would make graduates more successful and favorable for full-time faculty jobs after graduation.
Originality: The gap in the literature explored is the limited academic discussion about how attending and completing a doctorate from one of these universities can be detrimental to African-Americans, especially if they are interested in full-time tenure-track faculty careers at non profit research universities.
Limitations: More current research is needed on the stigmas and challenges of getting a doctorate from a for profit or totally online university. More scholarly dialogues from the literature could have enriched the study.Introducción: las universidades Walden, Capella y la Universidad de Phoenix generan muchos graduados de doctorado afroamericanos, según Problemas diversos en educación superior.
Problema: si bien estas universidades gradúan a muchos estudiantes minoritarios con títulos de doctorado, contribuyen significativamente a la deuda por préstamos estudiantiles. Estas universidades con grados en línea son propiedad de organizaciones con fines de lucro. Debido a esa clasificación, estas universidades y sus títulos de doctorado tienen estigmas en la educación superior que pueden obstaculizar las oportunidades de los profesores afroamericanos y otras minorías en universidades de investigación de élite, emblemáticas estatales y prestigiosas.
Objetivo: la investigación tiene como objetivo formular estrategias para ayudar a los afroamericanos a tener más conocimientos sobre la selección de programas de doctorado no tradicionales y los estigmas actuales de graduarse con un doctorado de una universidad totalmente en línea o con fines de lucro. El propósito no es disminuir los logros de cualquier persona con el intelecto, el coraje y el talento para obtener un título de doctorado acreditado regionalmente. Esta investigación pretende educar y empoderar a los estudiantes afroamericanos y otros estudiantes de color en su toma de decisiones doctorales y discutir los estigmas contra los doctorados de universidades con fines de lucro y universidades totalmente en línea en los EE. UU.
Método: el enfoque utilizado fue un análisis de contenido de la literatura y entrevistas cualitativas utilizando un enfoque de investigación fenomenológico. El propósito no es menospreciar ni demonizar a los graduados y títulos de programas de doctorado en línea acreditados regionalmente y ofrecidos por universidades con fines de lucro, porque han brindado oportunidades y acceso a la educación doctoral. El objetivo es compartir las realidades de los estigmas actuales de esos títulos de esas universidades en las comunidades académicas de las universidades mejor clasificadas. El objetivo final sería educarlos sobre la importancia de la elección de escuela, incluso si la única opción viable para completar el doctorado es un programa de doctorado en línea o híbrido.
Resultados: las carreras académicas a menudo dependen de tener un doctorado y de la universidad que otorga ese doctorado. Por lo tanto, los afroamericanos y otros estudiantes de color deberían investigar y elegir universidades físicas con programas de doctorado híbridos y en línea, que a menudo se ven más favorablemente. Este estudio ofrece una comprensión mundial precisa de los desafíos y estigmas de los graduados de doctorado afroamericanos impulsados por el lugar donde obtienen sus títulos de doctorado.
Conclusión: este proyecto busca cambiar el comportamiento de las prácticas de selección y modificación de programas de doctorado que harían que los graduados fueran más exitosos y favorables para puestos docentes de tiempo completo después de graduarse.
Originalidad: la brecha en la literatura explorada es la discusión académica limitada sobre cómo asistir y completar un doctorado en una de estas universidades puede ser perjudicial para los afroamericanos, especialmente si están interesados en carreras docentes permanentes a tiempo completo en universidad sin fines de lucro.
Limitaciones: se necesitan más investigaciones actuales sobre los estigmas y los desafíos de obtener un doctorado en una universidad con fines de lucro o totalmente en línea. Más diálogos académicos de la literatura podrían haber enriquecido el estudi
Coos River Basin fish management plan
No full textprepared by Linda J. Wagoner, Kim K. Jones, Reese E. Bender, Jerry A. Butler, Darrell E. Demory, Thomas F. Gaumer, Joel A. Hurtado, William G. Mullarkey, Paul E. Reimers, Neil T. Richmond, Thomas J. Rumreich.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 122-124).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
\u3ci\u3eThe Adventures of Darrell and the Invincible Man\u3c/i\u3e
No full textThe Adventures of Darrell and the Invincible Man has been nominated for the prestigious National Association of Multicultural Education Outstanding Multicultural Children\u27s Book Award.
Research literature is replete with studies that demonstrate how and why Black children when asked to draw themselves do so almost exclusively by depicting themselves as White. Researchers have concluded that this predilection is the result of the Black child being acculturated in a White racist society. This book explores identity development in minority, particularly Black, youth. This book provides a riveting deconstruction of how minority children adopt the White, western ideal as their self-image and the proper way to make the children themselves aware of their subconscious adoption and how the astute multicultural educator, parents, and anyone interested in identity development in minority, particularly, black youth, can redirect this propensity.
Dr. Omowale Akintunde has published a plethora of research regarding multicultural education, black identity development, white privilege, and how these dynamics impact and influence early childhood education. He is also the author of Multiculturalism and the Teacher Education Experience: Essays on Race, Class, and Culture (iUniverse, 2007). He has served on the Editorial Board of the Official Journal of the National Association of Multicultural Education and is currently serving on the national executive board of the National Association of Multicultural Education (NAME) and the National Board of Peace Education (NAPE). The Adventures of Darrell and the Invincible Man is certain to become a necessary and celebrated addition to the field of multicultural children\u27s literature.https://digitalcommons.unomaha.edu/facultybooks/1045/thumbnail.jp
Reflection Roundtable: White Supremacy in Oregon History
No full textOregon Historical Society Panel Discussion with Dr. Karen Gibson, Dr. Darrell Millner, Dr. Carmen Thompson, and Justice Adrienne Nelson, Moderator. Reflection on Hatfield Lecture by Henry Louis Gates, Jr. October 29, 2020. This panel reflects upon the Oregon Historical Society event two days prior, the second virtual Hatfield Lecture Series talk held October 27 that featured the one and only Henry Louis Gates, Jr., host of Finding Your Roots and author of a number of books including his latest work, Stony the Road: Reconstruction, White Supremacy, and the Rise of Jim Crow
Developing more Women in Managerial Roles in Information Technology and Cybersecurity
No full textWith significant shortages of employees and managers are cybersecurity and technology management, the need for more professionals in the field has never been more critical and necessary. Meeting these workforce development shortfalls and developing innovative business strategies requires leaders from all genders and backgrounds. To effectively achieve the most challenging concerns related to organizational technology management strategy will require the contributions of women. This paper explores the barriers, complexities, and innovative approaches related to developing more women in executive and supervisory roles in information technology and cybersecurity
Innovations from Academia around Cybersecurity Workforce and Faculty Development
No full textEvery year in the U.S., 40,000 jobs for information security analysts go unfilled, and employers are struggling to fill 200,000 other cybersecurity related roles. Colleges and universities have created certificates, undergraduate, and graduate programs to train professionals in these job roles. The challenge to meeting the cybersecurity workforce shortage through degree programs is intensified by the reality of the limited number of cybersecurity experts and faculty at colleges and universities based on the qualifications outlined by regionally accredited and state accrediting bodies. Before 2005 doctoral degrees in cybersecurity did not exist, so many faculty that have been teaching computer science and management information systems that completed their doctoral degree before 2005 could need significant re-education on the academic level in cybersecurity. This paper explores the essential need to develop more doctorate faculty in cybersecurity and to create an 18-credit hour post-doctoral diploma bridge programs in cybersecurity. The conceptual paper uses a review of the literature and previous research to make the argument for these programs
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