Concerns as TSU’s band director Clarence Gibson resigns
School explains “He was immediately placed on administrative leave and has since resigned“
Band members former and current said Gibson (pictured) served as a mentor and a father-figure to all his students. They said the last several days without him haven’t been the same.
Members of Texas Southern University’s Ocean of Soul Marching Band are questioning why their head band director, Clarence Gibson, was suddenly asked to resign with no explanation, Houston’s Fox 26 reports.
The news comes just days before TSU’s homecoming next weekend.
“We all deserve answers, We all deserve some sort of reasoning why he’s no longer here,” said former TSU drum major, Giovandre St. Cyr.
Band members former and current said Gibson served as a mentor and a father-figure to all his students. They said the last several days without him haven’t been the same.
“It feels very different. It feels like mama no longer coming home or dad no longer coming home, It’s just the kids at home now and now we gotta make the house stand up,” St.Cyr said.
“Even though this is my last year of marching, it wouldn’t feel the same without him being here. Even once I come back as an alum, it wouldn’t be the same without him,” said TSU base drummer, Gianni Bailey.
“He just created a rapport with the students to where we can get to know him personally,” said adjunct professor and TSU band alum, Brittany Paul.
To reinstate his position, Paul created a petition that garnered hundreds of signatures within hours. The petition now has nearly 1200 signatures as of Thursday night.
The petition also suggests the reason why Gibson may no longer have his position at TSU.
“He was giving a speech to the band about making right choices and he shared a story about his past where he had gotten in trouble, It later had gotten dismissed. But he was using that anecdote to tell the students to make right choices and learn from my mistakes. From what I was told, someone went back to the administration and reported that story to them and that’s where we are right now,” Paul said.
In a statement, TSU said, “We were made aware of allegations concerning our interim band director. He was immediately placed on administrative leave and has since resigned. It is TSU’s policy to not comment on personnel matters. TSU is committed to both the privacy and the safety of our students, faculty and staff.”
FOX 26 also spoke to Gibson on the phone. He declined to comment on the matter for now, but said he’s currently out of town and is considering legal action.
Students are reportedly upset by the loss of their director and have created a petition to bring Professor Gibson back to the university that already has about 2,000 signatures.
Social media dialogue highlights the devastating effects of corporal punishment in the Nigerian school system
It started with a Facebook discussion
forum and metamorphosed into a much more serious issue – the dire effects of
bodily punishment in the Nigeria’s education sector.
After watching a video of how the Russian President Vladimir Putin veered from a Victory Day Parade protocol in Moscow to embrace his former schoolteacher Vera Gurevich, a Nigerian social media commentator, Doris Chii Nwike, recanted her own school experience with teachers. This was not a joke.
“I don’t think I’ll ever stop to hug my maths teacher, Mrs. Okigbo and my Religious knowledge teacher Sister Rose – a Catholic Nun,” Doris wrote. She continued. “Mrs. Okigbo flogged me mercilessly because I couldn’t make head or tail of what she teaches in mathematics, not only me but almost everyone. We take math lessons in fear! Sister Rose wields her cane with relish all the time; she relished pleasure in the canes and flogging. There is no pity in her dictionary, that is why till today, I find it hard putting any of my kids in a school being run by reverend sisters.”
But Doris was not done. In her narrative, not all her teachers were brutal. There was one teacher that she would hug any day. According to Doris, “When we would be assembling in the staff room to be punished, it is only Mrs. Florence Onyema Obiechina that would look at this lanky fair-skinned girl with a red birthmark on her left arm, and would motion me to kneel by her side to prevent Sister Rose from flogging me and my skin turning red. She will be the one I’ll give my hug and some of my other kind-hearted teachers.”
Doris Chii Nwike (left), Mrs. Florence Onyema Obiechina… Doris’s experience highlights the disturbing effects of corporal punishment in the Nigerian school system
Doris’s account thus generated a long discussion thread of forum participants, mainly from Nigeria, narrating their own experience. Interestingly, Mrs. Obiechina joined the discussion thread to explain the secrets behind her successful classroom instructional strategies. According to Mrs. Obiechina, “I strongly believe that students can perform excellently well without being flogged. Flogging scares students and makes them hate the subject. A teacher who wants her students to perform well must have a good knowledge of the subject, lay a good foundation for the students and make serious efforts to instill knowledge into the students using instructional materials while ensuring active participation of the students in the class.”
In further explanation of what might contradict the traditional corporal punishment approach, Mrs. Obiechina, an alumni of the University of Winnipeg in Manitoba, Canada stated, “I taught with no cane and it worked perfectly for me since my students perform excellently well in all schools I was opportune to serve. Whenever I meet my students, they always show great appreciation.”
In Nigeria’s school system, corporal punishment remains a disturbing classroom supervision tool. Children are beaten, flogged, slapped, spanked, punched, or even kicked for violating common rules. They are hit with objects, ordered to kneel down under severe weather for extended time periods, and in the other circumstances, restrained not only by teachers but also by elder pupils authorized to supervise newer ones.
In Nigeria’s school system, corporal punishment remains a disturbing classroom supervision tool. Children are beaten, flogged, slapped, spanked, punched, or even kicked for violating common rules. They are hit with objects, ordered to kneel down under severe weather for extended time periods, and in the other circumstances, restrained not only by teachers but also by older pupils authorized to supervise newer ones.
“I strongly believe that students can perform excellently well without being flogged. Flogging scares students and makes them hate the subject. A teacher who wants her students to perform well must have a good knowledge of the subject, lay a good foundation for the students and make serious efforts to instill knowledge into the students using instructional materials while ensuring active participation of the students in the class.”
Florence Onyema Obiechina
Last year, for instance, students were being tied to makeshift crucifixes and flogged with horsewhips for coming late to school. This happened in a private school in Abeokuta, Ogun State south-west Nigeria. After a public uproar, the police arrested three people, including a school principal suspected to be involved in the incident for questioning.
In Nasarawa State, a video of ruthless beating of some students
of Government Science Secondary School Nasarawa-Eggon went viral on the social
media, prompting the Commissioner for Education, Ahmed
Tijani to ban corporal punishment in public schools in the state. He went
further to announce that the State had established a committee to investigate
this incident. His Ministry also issued a memo to all public schools informing
the management of the various schools on the ban on corporal punishment.
Without the doubt, managing school children is not an easy task. The challenge entails supervising a set of different individuals from different social and economic backgrounds; managing their conduct and conception levels; Creating a conducive learning environment to inspire their hope, improve learning, and reinforce their academic guidelines and required standards. Corporal punishment does not fit the aforementioned values.
If nothing else, Doris’s account highlights one of the devastating effects of corporal punishment – a gap in the relationship between the teacher and student. Her closeness with her favorite teacher, Mrs. Obiechina was based on her transformational teaching strategies – a teacher-student approach that prioritizes cultivation of knowledge as a foundation for success. This approach replicates a study by Clayton et al., which underscores how the foundational aspect of a positive school experience is reliant on positive impact of a strong teacher–student relationship.
Students cannot learn under excruciating circumstances of fear and tyranny perpetrated by instructors who they see as Killer-Dinosaurs. Thus, building relationships remain the most effective classroom management technique. This approach instills confidence, love, and knowledge in the learning system. It creates an encouraging environment where rules are hardly broken because students are more focused on academic accomplishments.
This article does not advocate a disregard of lawlessness in the classrooms. Rather, it emphasizes a learning environment immune from torture and bullying. The setting must instill love, trust, hope, and aspiration. Good teachers are explicit about their expectations regarding classroom behavior. They often explain the rules and applied them in a non-brutal, fair-minded, and consistent manner. The classroom should be a family not a torturing camp.
Fall of moral standards – fighting corruption must start from the school curriculum
A society is measured by the quality of undergraduates it
produces and the moral character of those entering the work force. This is why they
are considered the future leaders, and this is why they are believed to be the foundation
of societal political and economic success. Unfortunately, in today’s Nigeria, Bachelor
degree holders are the kingpins of corruption on the internet. Some of these young men and women are so sophisticated
and advanced in the internet fraud that the western world has to invent new
technology to keep up with their crime wave
By Dominic (Big D) Ikeogu
One wonders why these young men and women would choose such lifestyle
after their education career. Does this
means that they did not receive any lessons on ethics while in school? Or do we just blame this on the quality of
education they receive?
When I was in school, my lessons on values were very constructive. I was thought upon graduation, to go out in
the society and use my knowledge to make the world better. Other valuable
lessons were:
Fighting for those who do not have the
opportunity I had, and becoming their voice and hope
Fighting for injustice wherever they exist, and
treating those under me with respect and dignity
Desisting from using my education to oppress
others, and remaining fair to my enemies
Remain environmentally conscious, and making the
earth a little be better than I find it
Remain conscious that taking bribery is morally
wrong and would defeat the purpose of my degree
And finally differentiating myself from others
and becoming a shimmering example to them to emulate
As they said, education makes a people easy to lead but
difficult to drive; easy to govern but impossible to enslave. However, this is not
true in Nigeria. This country has one of the highest level of education
standards, yet majority are still enslaved with the worst corruption known to
mankind.
But this quote from Bishop kukah got me thinking too:
” Nigeria Educational system surprising outcomes: The smartest student passes with first class and get admitted to medical and engineering schools, the second class student get MBA’s and LLB’s to manage the first class students. The third class students enter politics and rule both the first class and second class students. The failures enter the underworld of crime and control the politicians and business. And the worst of all, those who did not attend school at all become prophets and imams and start teaching bigotry and hatred and everyone follows them. What a paradox of life. This can only happen in Nigeria where corruption is the life blood and order and a way of ordinary life in this part of the world “
I appreciate Bishop Kukah for intelligently analyzing the
deep symptoms – describing the country
as it is and highlighting the structure of their failure.
Finally, I could offer my own thoughts regarding solutions
to corruption in the Nigeria society. Of course, it is necessary that the
government both the state, local, and the federal government must have in place
comprehensive ethical guidelines to regulate every employee. This document must
be endorsed by every employee as covenant for moral decency. Furthermore:
Government at all levels, must adopt the
teaching of ethics in the school curriculum
Training on ethics must also be embedded in the
workforce system. This could be applied to both the public and private sector.
Effective or rather applicable penalty for
ethical violations must be legislated to deter culprits as well as punish
offenders.
If these measures are strictly enforced, Nigeria as you know
it today would gradually become corrupting-free within a substantial amount of
time.
Thank you for reading
this piece and give me your honest feedback
@ ikeogud@gamil.com or respond to my Facebook page, click >>>
God Bless You.
BIG D – Dominic Ikeogu
World Association for Academic Doctors proposes a research-based global transformation of socio-economic development
A cross-section of attendees and guests
In its 3rd Global Conference, June 27-30, 2019, a global conference of college dons vows to connect the world for socio-economic development through study research
International Guardian – Houston, TX – Just last year – 2018, the World Association for Academic Doctors (WAAD) gathered for a conference aimed at creating research opportunities to advance education and leadership in the 21st Century. This gathering attracted researchers from Brazil, Uganda, Nigeria, Cameroon, India, Turkey, Pakistan, Ghana, and multiple states in the U.S.A. This was WAAD’s 2nd Global Conference co-hosted by Ashford University Center for Excellence Teaching and Learning (CETL).
This year, WAAD’s 3rd Global Academic Conference has just ended with activities focusing on global socio-economic development and progress. Sponsored by WAAD, founder and President, Dr. Henrietta Okoro, and South University of Tampa, Florida, the Conference held June 27-30, 2019 flaunted a theme that reflected WAAD’s transformational standard. This theme, “Connecting Continents for Socio-Economic Development Through Research” further reflected numerous academic presentations throughout the conference. Researchers worldwide presented complex issues and strategies through data-driven results of agriculture, cybersecurity, education, health and medicine, and social issues.
For instance, President James McCoy from South University,
opened the conference with the opening remarks, followed by Co-Conference
Chairs, Dr. Vianna and Dr. Young, who did the introduction and a welcome
address. Dr. Okoro further, who spoke about global challenges, which included
security, poverty, hunger, and water.
Sitting at the dinner cruise, From Left:
Pastor Pete Onyia, Mr. Chris Aderogba, Dr. Kofoworola Aderogba
Dr. Opeoluwa Olubela, Mr. Olukorede Olubela, and Dr. Maureen Onyia
From Left: Dr. Margaret Vianna, Dr. Charles Lagu, Dr. Henrietta Okoro,
Dr. Elizabeth Young, & Dr. Ashraf Esmail
2019 new members induction ceremony
From Left: Dr. Vanessa Washington, Dr. Ebere Erugo, Dr. Opeoluwa Olubela,
Dr. Adewale Adeboye, Dr. Henrietta Okoro (Founder),
Dr. Maureen Onyia, Dr. Benedicta Ilouno, Dr. Priscilla Okunji,
Dr. Victoria Mmagwu, Dr. Francisca Mbanaja-Opara, Dr. Lynch Tincie,
Dr. Ryan Holmes, the guest speaker and Associate Vice
President for Student Affairs at the University of Miami, presented a dynamic
discussion on the global trends of the future of education. He challenged researchers and attendees to
consider the concept of “othering,” which entails making superficial
assumptions about people and cultures without a thorough understanding of the
context. Another guest speaker, Dr.
Tincie Lynch spoke passionately of research regarding women and military leadership
roles and service to their countries.
Dr. Lynch shared of her extended role of nurturing military women about
their future benefits as veterans.
Finally, Dr. Chanel Suggs, the Keynote speaker and Duchess of Cybersecurity,
presented the hacking paradigm, educational Challenges, and how to leverage
organizations’ cybersecurity. She
illustrated how hacking into business, governments, and individuals’ personal
information could be through a demonstration video. Dr. Okoro followed up with
Dr. Suggs’ cybersecurity presentation by sharing the complexities of mitigating
Advanced Persistent Threats (APT) through vulnerability assessments and policy
restructure.
Keynote Speaker, Dr. Carlos Aquino, and panelists Dr.
Pamela Allen and Dr. Tomi Wahlstrom from Finland and affiliated with the United
States Sports Academy University highlighted the need for competencies in
Learning Management Systems (LMS) for professionals to stay marketable in
today’s digital technology. Following
the Keynote speaker and two panelists, a presentation was given on artificial
intelligence that connected to the LMS with discussion on the impact of
artificial intelligence in the educational arena.
Dr. Okoro presenting keynote speaker certificate to Dr. Chanel Suggs (Duchess of Cybersecurity).Dr. Okoro presenting guest speaker certificate to Dr. Lynch TincieFrom left: Nolloywood and Gospel Artiste Ngozi Orji, Dr. Henrietta Okoro, and Dr. Frank Ibeawuchi Amagwu (Deputy Director, CBN Nigeria)
Finally, WAAD founder and CEO, Dr. Okoro, returned to the
podium to wrap up the presentations and to impart an overview on the success
stories of WAAD in the previous years, future goals and initiatives with WAAD,
and WAAD’s impact on the global community. The attendees from 16 North American
States, 32 University affiliates, and 11 countries pledged to continue to
advance scholarship through innovative research practices to obtain world peace,
security, and continuous developments.
The conference closing ceremony, induction of new
members, and award ceremony were hosted on StarLite Majesty Dinner Cruise
in Clearwater Tampa, Florida. Nollywood Actress & Gospel Music Artiste, Priscilla
Ngozi Orji featured at the event and entertained the guests with her latest
music “Chim Nonso.” Over eighty (80) members were inducted for the year 2019.
The top team builders for the year 2018-2019 received awards: (Platinum
Achievement Award): Dr. William G. Woods & Dr. Hemrietta M. Okoro; (Gold
Achievement Award): Dr. Elizabeth Young, Dr. Abiodun Adeleke, Dr. Andree
Swanson, Dr. Charles Lagu; and (Silver Achievement Award): Dr. Margaret H. Vianna
and Dr. Valentine Chuwkwueloka. Dr. Ashraf Esmail (IJLEBS Chief Editor)
received the 2019 Most Dedicated Member Award. The Founder & President, Dr.
Henrietta Okoro received the 2019 Excellence in Leadership Award and six Government
Citations: Governor of Maryland –
Larry Hogan, Governor of Florida- Ron DeSantis, Office of Prince Georges County
Executive Maryland- Angela Alsobrooks, Office of State Attorney for Prince Georges County Maryland-Aisha Braveboy,
United States Senator, Van Hollen, and City of Tampa Florida Councilman –
Orland Gudes.
Cross section of WAAD Ladies: From left, Dr. Margaret Vianna, Dr. Benedicta Ilouno, Dr. Opeoluwa Olubela, Dr. Nneka Chukwurah, Dr. Kofoworola Aderogba, Dr. Henrietta Okoro, Dr. Victoria Mmagu, Dr. Maureen Onyia, Dr. Uchenna Ukachukwu, Dr. Lynch Tincie, Dr. Grace Opigo, Dr. Elizabeth Young. Dr. Ryan C. Holmes (USA) Associate VP & Dean, University of Miami
Founded by Dr. Henrietta Okoro, WAAD is a 501(c)(3)
non-profit worldwide professional association of academic doctors driving
excellent initiatives to reality for a better World through cooperation,
collaboration, and communication of diverse intellectuals and professionals
across the globe. Dr. Okoro said the conference was the second opportunity for
the World Association to connect members and attendees in a university conference
setting. According to Dr. Okoro, “WAAD focuses on bringing together the vast
potential of professionals around the globe to promote excellence through
quality education, advanced research, good leadership, and business ethics
aimed at sustainable political, socioeconomic, and scientific growth of the
world.” “To attain this goal, members’ pool their intellectual resources
together through conferences and journal publications to offer solutions to
world pressing issues for a better tomorrow,” Dr. Okoro said.
WAAD’s founder and President, Dr. Henrietta Okoro
Since its inception, WAAD has expedited significant
functions in the academic, social, political, and economic spheres. The group, according to Dr. Okoro, has
continuously published an annual International Journal of Leadership Education
and Business Studies (IJLEBS) to promote research and development. Consequently,
noted Dr. Okoro, “We have empowered intellectual members to maintain a
worldwide database of academic doctors that contributes in every professional
field; we have to periodically host global academic conference/congress where
individuals can present their research findings and discuss issues of
international scope; furthermore, We
have supported the underprivileged through quality education, financial
and information technology literacy, research, and community development
initiatives.”
Currently, WAAD continues to offer good professional networking, mentoring, conferences, workshops, and other educational resources through the world congress forums. Globally, communities’ benefit from WAAD’s deep commitment to quality education, research, development, cybersecurity management, and advocacy for good governance and community stability.
Read or download the complete conference communique, please click >>>
For more information about WAAD, visit the website >>>
50 Minutes with Debra Mccaughey – Texas Southern Journalism Students take the pen into their own hands
Special Students' Section
50 Minutes with Debra Mccaughey – Texas Southern Journalism Students take the "pen" into their own hands
Introduction to Journalism | Instructor: Dr. Anthony Ogbo
Veteran journalist, former KHOU Channel 11 news anchor and currently the Director of Communication Services for the Houston Community College (HCC) Central, Debra McGaughey spent exactly 50 minutes with Journalism Students at the Texas Southern University Houston where she delivered lectures about journalism, the practice, and prospects.
As the Director of Communication Services at the HCC, Ms. McGaughey oversees all marketing, communications, and community outreach efforts for the 12,000-student college, which is one of six, full-service colleges in the 65,000+ student HCC District. She has worked for HCC as the college’s television station general manager and a college communications director for the past 15 years. She spent 15 years as an award-winning television news reporter for KHOU Channel 11 News in Houston, and KDAF-TV in Dallas. She also spent four years as a feature writer and news reporter for The Dallas Morning News. She’s been nominated for a Lone Star EMMY and has won other awards for her writing.
Ms. McGaughey holds a B.S. in Journalism from Boston University, and a and a Master’s degree in Integrated Marketing Communications from West Virginia University. Originally from New York, she is a married mother of four grown children.
Fascinating aspect about Ms. Mccaughey’s visit is that even as beginners in this course, these students took the pen into their own hands, and covered the event in its entirety. They took the photos, wrote their stories their way, created their own blogs, and published their coverage. Below are the blogs:
She took this time to explain to the journalism students the importance of education. Debra Mcgaughey is a very big advocate for education. She believes that getting an education will open up many doors and introduce many opportunities. The students had questions about how they could transition from college to the industry and if she had any suggestions or ideas that they could use while in college. Mcgaughey offered many options including how students could join school newspapers or journalism organizations for internship programs.
“People in the marketing and public relations fields should ask themselves if they are good at writing, selling, being creative, graphic design, interacting with people, doing reports, and other aspects of communication. To be able to achieve those qualities, McGaughey instructed the class with overall ingredients of good communicators.”
“You can still get advice from Ms. McGaughey and information from her at Houston Community College (Central Campus). She still mentors aspiring journalist around Houston Texas. After today the TSU Journalism 130 class walked away with more knowledge and hopes of becoming journalists after hearing Ms. Debra Mcgaughey’s speech.”
“As a young African American student who is studying broadcast journalism and is an aspiring journalists, I think that it is really amazing seeing a successful African American woman who has done it all. Ms. Mcguaghey continues to help students whether it is teaching at the HCC or speaking with a class. She continues to show that she cares about the next generation and want us to succeed just like her. Even as a mother and a wife, she did not let that stop her from completing her goals.”
The basic lesson throughout her whole speech was how to persistently be a good writer. She said, “you have to be assertive to get what you want, such as asking questions. You must not be afraid to ask the over-the-top questions in order to get the answer you want. Also, being a good writer is a person’s backbone if he or she has the desire to become a journalist. Expectations remain the same even as a Public Relations and Marketing major.”
During her lecture, McGaughey gave a few pointers on how to become the best journalist. She encouraged the importance of staying focus, becoming an intern, and lastly, the importance of mastering the art of written language.
Ms. Mcgaughey indeed delivered a lecture that left students with the knowledge most of them did not have before. She gave students such knowledge and experience by allowing her own personal experiences to shine through them. The years of experience Mcgaughey holds makes her a great mentor for students to look at going into the Journalism profession. She provided knowledge and experiences as she started off and walked us through her career success.
Also, her being a black woman in that field must be pretty hard, but it gave me the confidence and courage to be able to go for my dreams. It was an honor to have a speaker with so much advice and tips that were helpful to not just myself, but also my peers. The information that was given by her will be used and cherished throughout my journey.
Ms. Mcgaughey said, “In order to be a journalist, you must know how to write and if you cannot write then you will struggle professionally. You have to like talking to people and you have to be pushy or others will run over you. You have to think fast on your feet and must be able to speak in a tone that’s sounds believable to the audience.
McGaughey explained how she became a “shot caller” and how her position behind the camera was just as important, if not more important than the positions in front of the camera. “You’re creating and dictating what the public sees and that is infinitely more valuable,” said McGaughey. Her career working as a TV manager at HCCTV took off and she soon found herself working in the marketing aspect as a Public Relations director, which is the position she still maintains.
As she began speaking, she shared a little about her personal life and why she chose journalism. It was 1975 when Debra McGaughey graduated from High School, but she had no idea what career she wanted was going to choose. She knew that her hometown and being surrounded by livestock was not the life she wanted. She went to college in Upstate New York. Debra thought that the Sociology class in High School gave her a taste of what that career was, so she chose that as her major.
Debra didn’t always know this is what she would end up doing. Growing up in Cortland New York, she was an athlete. Originally after college she wanted to get into Psychology, Journalism was the last thing on her mind. “I didn’t want to get into journalism until my professor graded my paper and told me I should look into journalism because I was a very good writer” Debra said.
Working in TV can be one of the best gigs out there because you can call your own shots, learn professional editorial skills and manage creative people. You can connect with the community better to, because everybody watches TV. If you can create something to put on TV to capture the minds of the community or a broader audience, you would have a better chance in reaching people or changing the way people view society.
My latest book “Maxims of Political Leadership” is ready for the prime-time
My latest book “Maxims of Political Leadership” is ready for the prime-time
Anthony Obi Ogbo
This book unleashes thoughts and reflections on issues in management and contemporary leadership. But before you ask, please note that this book is not about metaphors neither is it a research study on maxims. Whereas phrases and paragraphs are riddled with tropes of structural leadership realities, the entire content remains a deconstruction of comprehensible management tools, conceptual theories, and conventional MAXIMS relevant to the actions of POLITICAL LEADERSHIP and organizational change management.
In unraveling the ontological meaning, interpretation, and application of leadership, I provide remedies to the disparaging afflictions of leading beyond the conjectural boundaries of organizing people, their hopes, and aspirations. In this book, I explained the process of leading and managing, and offered substantial clues on how leader or managers could harness their resources and translate their communal crisis into a plantation of economic possibilities. My tone was most philosophical. For instance, in a shear reversal, rather than ask or explain what leadership is or should be, my approach came from a backmost standpoint by asking and conveying what leadership is not and should not be. At some point, I appeared sarcastic, but delivered the conviction, that “if he talks like Robert Mugabe; tweets like Donald Trump; or parades the ruthless disposition of Kim Jong-un, it is definitely NOT Leadership.”
I explained the process of leading and managing, and offered substantial clues on how leader or managers could harness their resources and translate their communal crisis into a plantation of economic possibilities.
I took the managerial actions of innovation seriously and raised effective measurable concepts to convey fundamental actions of technology innovation management. I flaunted the change management process and explained substantial actions that would directly influence employee-behavior toward this cause. I presented actions of technology integration for performance efficacy and offered considerable innovation process measurement tools that would ultimately enable managers to monitor, control, and improve system performance at all production levels. The emphasis was clear, that effective innovation process must not just be measurable, but also have the propensity to move theories into creativity; convert ideas into outputs; and transform opportunities into merchantable results.
I presented actions of technology integration for performance efficacy and offered considerable innovation process measurement tools that would ultimately enable managers to monitor, control, and improve system performance at all production levels.
Another interesting chapter in this book was a philosophical revelation of the cradle of workforce emotional management actions. Of course, a regulation of employee emotions is paramount to creating a decent workplace structure – thus, in organizational leadership, complexities of decision-making engagements in managing could activate a negative attitude among subordinates. My argument is that good pay raise and other reward schemes could boost optimism among employees, but a lack of positive attitude in addressing management matters might devastatingly deface employee emotional comportment. I presented insights about identifying and mitigating such negative challenges through a constructive approach to employee supervision. I offered effective cognitive tools capable of alleviating nonsensical workplace conditions and transforming them into useful supervision possibilities and values. Then I dissected the psychological significance of how positive attitude could empower employees with hope and aspiration; promote organizational trust, and foster optimism, satisfaction, loyalty, and sense of responsibility in the production system.
I dissected the psychological significance of how positive attitude could empower employees with hope and aspiration; promote organizational trust, and foster optimism, satisfaction, loyalty, and sense of responsibility in the production system.
All through this book, constructive MAXIMS of political leadership were presented, and in specific cases explained. For instance, I noted that there were indeed “Three political parties in the United States; Democratic Party, the Republican Party, and the Supreme Court.” It is simply a maxim expressing how in the United States, the Supreme Court is fragmented into the liberals and conservative ideological spheres, which in critical cases, forces Judges to favor litigants from their own sociopolitical fraternity. The increasingly partisan nature of the Supreme Court nomination and confirmation process is evidential – that this sector is now structured to reflect party-ideological partisanship tied to political considerations and interests.
The overall content of this book specifically reveal a body of theories, thoughts, and phrases confronting head-on, substantial difficulties of organizational management and authority. This book will hit the stands in November 2018.
2nd Global Conference by The World Association for Academic Doctors centers on Education and Leadership
2nd Global Conference by The World Association for Academic Doctors centers on Education and Leadership
Karen Ivy, PhD, an Associate Dean, in the Forbes School of Business & Technology, Ashford University took the podium as the day one keynote speaker to open the 2nd Global Conference jointly hosted by The World Association for Academic Doctors and Ashford University Center for Excellence Teaching and Learning (CETL) which commenced June 19 through 20, 2018. The conference theme, “Advancing Education & Leadership in the 21st,” attracted researchers from Brazil, Uganda, Nigeria, Cameroon, India, Turkey, Pakistan, Ghana, and multiple states in the U.S.A. Dr. William Woods served as the conference Chairperson.
Founded by Dr. Henrietta Okoro, WAAD is a worldwide association of academic doctors driving excellent initiatives to reality for a better World through cooperation, collaboration, and communication of diverse intellectuals and professionals across the globe.
Dr. Okoro said the conference was the first opportunity for the World Association to connect members and attendees in a conference setting through the use of virtual technologies. According to Dr. Okoro, “Participants were able to use Zoom Meeting Technologies to give their presentations effectively. Through the use of Zoom Meeting Technologies, the World Association was able to bridge time and distance and at significant cost savings for all attendees.” The June 2018 virtual conference was the organization’s second global annual conference.
The conference according to most participants was a learning and sharing experience. For instance, researchers worldwide presented complex issues and strategies through data-driven results of leadership, business, and education. Dr. William Woods opened the conference with introductions of Dr. Henrietta Okoro who spoke of sustainability. Dr. Karen Ivy, the keynote speaker for day one, spoke about VUCA (Vision, Understanding, Clarity, and Agility) and building a consensus and commitment to inspire others toward a challenging future vision that builds upon diverse persons and openness. Guest speaker Dr. Cavin Noble contributed to research on data driving profits through cybersecurity. Guest speaker Dr. Carlos Aquino spoke of diversity inclusion in higher institutions and the drive to attain excellence among diverse age generations with a focus on scholarship. Dr. Henrietta Okoro followed Dr. Aquino with policy implementation and compliance strategies for combating cybercrime with an emphasis on effective communication strategies. Dr. Vianna and Dr. Young focused on the positive ecological influencers that advance Brazilian students’ development of the English language. Dr. Stella discussed the impact of dietary acculturation on obesity in adult African immigrants living in the United States.
Dr. Raj Singh, the keynote speaker for day two, spoke of multicultural education and challenges in the 21st century. Cross-cultural learning was identified as a cornerstone to strengthening diversity and eliminating barriers among cultures. Guest speaker, Dr. Darrell Burrell, identified strategies for professional development and career planning, essential for continued growth among educators and business leaders. Dr. Afrah Hamin and Dr. Liz Young presented on Leadership Traits Modeled by Women of Diversity Charter School Principals. Dr. Ogechi Joy Azubuike discussed Mentoring & Teacher Education in Nigeria. Dr. Udeze, Chinenye Viola, and Dr. Perpetua C. Ifegbo presented research on Advancing Teachers’ Instructional Methodology.
Dr. Ajileye Ijeoma C. and Dr. Ndidiamaka R. Uwazurike presented research that focused on Teachers’ Perception of Problems for Inclusion of Students with Autism in Regular Secondary Schools in Imo State. Dr. Ijeoma Anyakoha gave an effective presentation concerning Cultural Practice and Maternal Mortality in Nigeria: Implications for National Development. A World Association Member, Dr. Abiodun Adeleke, made the final presentation. The focus of his presentation was on the Security Clearance dilemma and Shortage of Cybersecurity Professionals in the United States of America.
To read or download the complete conference communique please click>>>
New barber program debuts at the Houston Community College
“The program also provides our communities with a viable option to develop and enhance their economic standing.”
Houston Community College, one of the country’s largest singly-accredited, open-admission, community colleges has announced a debut of a new Barber Program to its popular Consumer Arts & Sciences Center of Excellence. In a press release made available to The Guardian, Beginning in the fall 2018 semester, the college will offer a three-semester curriculum that will lead to a level II barber certificate and qualify students to take the Texas Department of License and Regulation Barber Exam. The move is inline with its mission of providing relevant workforce curriculum, the release indicated.
Dr. Anthony Hancock, Dean of the Consumer Arts & Sciences Center of Excellence
Based on demographic and workforce necessities, bringing the Barber Program to HCC’s Central Campus invokes a philosophy that would grow this department to serve more pupils, amplify the faculty, and increase HCC’s scholastic delivery and engagements. According to Anthony Hancock, dean of the Consumer Arts & Sciences COE, “The Barber Program creates more opportunities to serve students who may wish to open their own business.” Dr. Hancock added, “The program also provides our communities with a viable option to develop and enhance their economic standing.”
The Barber program provides the student with the opportunity to further develop their skills in hair cutting technique using shears, razor, and clippers. In addition, students will gain experience and practice in the use of various implements for cutting hair, and their effects on the outcome of the style. Furthermore, students in this program master the use of blow dryers, thermal irons, and the various styling tools such as brushes and combs to complete styling services. They practice the process of chemical texture services for the hair such as chemical hair relaxing and permanent waving products and procedures, including the practice of all safety and sanitation guidelines.
According to HCC, the growing Texas population is creating an increasing need for skilled individuals capable of using shears, razors, clippers and other tools to cut and style hair. The need for certified barbers in the state is projected to grow by about seven percent between now and 2020.
The Barber Program will be located in the HCC Central College’s J.B. Whiteley Building, 1301 Alabama Street.
The Consumer Arts & Sciences Center of Excellence provides technical design, fashion, food, culture, costume, beauty, interior and kitchen design training through its eight award-winning arts and degree or certificate programs. Houston Community College (HCC) is composed of 15 Centers of Excellence and numerous satellite centers that serve the diverse communities in the Greater Houston area by preparing individuals to live and work in an increasingly international and technological society.
For additional information on the barber curriculum, click here >>>
Waterford Institute of Technology International Student Scholarships in Ireland, 2018
Waterford Institute of Technology is now accepting applications of scholarships for international (non-EU) students for the academic year 2017-2018. Scholarships are available for pursuing undergraduate or a higher diploma programme and taught masters programmes.
The main objective of the institute is to provide high quality, comprehensive educational and training opportunities that are compatible to changing needs of the students.
WIT is the major provider of higher education in the South East region of Ireland and one of the largest IOT’s in Ireland. The Institute’s range and scope reflect the changing needs of the southeast as well as the country as a whole.
Scholarship Description:
Application Deadline: May 18, 2018
Course Level: Scholarships are available for pursuing undergraduate or a higher diploma programme and taught masters programmes at Waterford Institute of Technology.
Study Subject: Scholarships are awarded to learn any of the courses available at Waterford Institute of Technology.
Scholarship Award: Undergraduate and Higher Diploma students: The International Student Scholarship will provide for a 25% reduction in tuition fees for each year of an undergraduate or a Higher Diploma programme. (NB for entry into all years of Bachelor programmes except final year). Award in subsequent years of study is subject to the achievement of 60% overall average mark.Postgraduate students: The International Student Scholarship will provide for a reduction of €3,150 for all taught Masters programmes
Number of Scholarships: Not given
Nationality: International (Non-EU) students
Scholarship can be taken in Ireland
Eligibility for the Scholarship:
Eligible Countries: International (Non-EU) students can apply for these scholarships.
Entrance Requirements: The following criteria must be met in order for applicants to be eligible for these scholarships
The scholarships are open to all self-funding Non-EU students
Minimum IELTS score of 6.5 or equivalent
This scholarship only applies to new incoming students (first time entrants to WIT- it does not apply to WIT International Graduates)
English Language Requirements: Applicants must have minimum IELTS score of 6.5 or equivalent.
Nationality: International (Non-EU) students can apply for these scholarships.
Application Procedure:
How to Apply: The mode of applying is online. Applications must be made on the prescribed forms (please see below) and submitted to the International office on or before 18th May 2018.
University of Adelaide International Scholarships in Australia, 2018-2019
Adelaide Scholarships International (ASI) are open for pursuing higher degree by research (masters/ doctoral) at University of Adelaide. International students can apply for these scholarships.
The University of Adelaide aims to create and engender a university culture that values health, safety and wellbeing as fundamental components of the work environment, supported by safe systems of work, appropriate governance, training, management structures and operational strategies.
The University of Adelaide is one of Australia’s most prestigious universities and is renowned internationally for excellence in education and research.
In order to be eligible applicants are required to have successfully completed at least the equivalent of an Australian First Class Honours degree.
Scholarship Description:
Application Deadline: August 31, 2018
Course Level: Scholarships are available for pursuing higher degree by research (Masters/ Doctoral) at University of Adelaide.
Study Subject: Scholarships are awarded to study any of the courses offered by the University of Adelaide.
Scholarship Award: The ASI provides
Course tuition fees for two years for a Master degree by Research and three years for a Doctoral research degree (an extension is possible for doctoral programs only),
An annual living allowance ($26,288 in 2016) for two years for a Master degree by Research and three years for a Doctoral research degree (an extension is possible for doctoral programs only), and
For Postgraduate Research (Subclass 574) visa holders, the award provides compulsory standard Overseas Student Health Cover (OSHC) Worldcare policy for the student and their spouse and dependents (if any) for the standard duration of the student visa. It does not cover the additional 6-month extended student visa period post thesis submission. If the award holder does not hold a subclass 574 visa then he/she is responsible for the cost of health insurance.
Number of Scholarships: Not Known
Nationality: International students
Scholarship can be taken in the Australia
Eligibility for the Scholarship:
Eligible Countries: International students can apply for these scholarships.
Entrance Requirements: In order to be eligible
Applicants are required to have successfully completed at least the equivalent of an Australian First Class Honours degree (this is a four-year degree with a major research project in the final year). All qualifying programs of study must be successfully completed.
Scholarships will be awarded on academic merit and research potential. Extra-curricular achievements are not considered.
International applicants must not hold a research qualification regarded by the University of Adelaide to be equivalent to an Australian Research Doctorate degree or, if undertaking a Research Master degree, not hold a research qualification regarded by the University of Adelaide to be equivalent to or higher than an Australian Research Master degree.
International applicants who have not provided evidence of their meeting the minimum English language proficiency requirements for direct entry by the scholarship closing date, or who have completed a Pre-Enrolment English Program to meet the entry requirements for the intended program of study, are not eligible.
Citizens and Permanent Residents of Australia, and citizens of New Zealand are ineligible.
Those undertaking research via remote candidature is ineligible.
Candidates are required to enrol in the University of Adelaide as ‘international students’ and must maintain ‘international student’ status for the duration of their enrolment in the University.
Candidates who have applied for Australian permanent resident status can apply for ASI scholarships.
International applicants are not eligible if they have already commenced the degree for which they are seeking an award unless they can establish that they were unable to apply in the previous round.
Scholarships holders must commence study at the University of Adelaide in the semester the scholarship is offered.
Applicants who applied and were eligible for consideration in an international scholarship round, and were unsuccessful, will automatically be reconsidered in the following international scholarship round, assuming they hold a valid offer of candidature for that intake. An applicant who has been considered in 2 rounds cannot be reconsidered in any future scholarship rounds.
The offer of a scholarship is contingent upon a student not being offered another award by the Commonwealth of Australia, the University of Adelaide, or an overseas sponsor. The University reserves the right to withdraw an offer of a scholarship at any time prior to enrolment if it is advised that an awardee has been offered a scholarship equal to or in excess of the financial value of the award offered by the University.
English Language Requirements: The university’s preferred accredited English language tests are: IELTS, TOEFL, Pearson Test of English – Academic and CAE (Cambridge English: Advanced). Students without the required level of English will need to satisfactorily complete an intensive program of English language before being admitted to the University of Adelaide. The university can arrange an appropriate English language program, Academic English (PEP Pathway) in Adelaide at the university’s English Language Centre.
