This document is Kiran Mirchandani's curriculum vitae from 2012. It lists her academic appointments as Associate Professor at the Ontario Institute for Studies in Education, University of Toronto since 2004 and Director of the Collaborative Graduate Program in Workplace Learning and Social Change since 2006. It provides information on her education, awards, research grants, publications and other academic accomplishments.
This document discusses Drupal 7 and its new capabilities for representing content as Resource Description Framework (RDF) data. It provides an overview of Drupal's history with RDF and semantic technologies. It describes how Drupal 7 core is now RDFa enabled out of the box and how contributed modules can import vocabularies and provide SPARQL endpoints. The document advocates experimenting with the new RDF features in Drupal 7.
This document provides an overview of Emily Boyles' school project on mental illness. The project plan includes defining mental illness, researching specific mental conditions and treatments, interviewing a field expert, and discussing education/career paths. Emily intends to explain mental illness, explore psychology career options including required education and job outlook, and gain insight from an expert interview. She researches conditions like schizophrenia, bipolar disorder, therapies such as CBT, common medications and their side effects, and how mental illness can impact life expectancy. The document outlines Emily's research sources and methodology for informing her audience about mental illness.
This document is the 2011-2012 issue of the DukEngineer Magazine from the Edmund T. Pratt Jr. School of Engineering at Duke University. It contains articles on various engineering research projects, student experiences, alumni profiles and updates on the Pratt School. The Dean provides a letter highlighting the growth and momentum at Pratt, including increased research expenditures, new degree programs, and opportunities for students and faculty.
The document discusses the digital humanities, including collecting and analyzing historical data using technologies like XML and SQL, and sharing findings through wikis and databases. It provides examples of projects like a database of convicts transported to Tasmania and the Old Bailey Online proceedings. Founders applied new methods to preserve and study cultural works, and survivors now collaborate online through tools like wikis and content management systems.
El documento describe los usos educativos de los blogs o webslogs. Menciona que los blogs pueden usarse para que los estudiantes escriban sobre temas específicos, compartan ideas y fomenten discusiones. También explica cómo crear un blog paso a paso y da ejemplos de cómo los blogs se pueden utilizar para proyectos colaborativos, diarios reflexivos y para conectar a las comunidades escolares.
Panel Moderator: Timothy Reinhold, Ph.D., P.E., IBHS Senior Vice President of Research & Chief Engineer
Panelists: Stephen Quarles, Ph.D., University of California Cooperative Extension and IBHS Wildfire Consultant, and Timothy Smail, Program Lead for Resilient Programs, Savannah River National Laboratory
This document discusses Drupal 7 and its new capabilities for representing content as Resource Description Framework (RDF) data. It provides an overview of Drupal's history with RDF and semantic technologies. It describes how Drupal 7 core is now RDFa enabled out of the box and how contributed modules can import vocabularies and provide SPARQL endpoints. The document advocates experimenting with the new RDF features in Drupal 7.
This document provides an overview of Emily Boyles' school project on mental illness. The project plan includes defining mental illness, researching specific mental conditions and treatments, interviewing a field expert, and discussing education/career paths. Emily intends to explain mental illness, explore psychology career options including required education and job outlook, and gain insight from an expert interview. She researches conditions like schizophrenia, bipolar disorder, therapies such as CBT, common medications and their side effects, and how mental illness can impact life expectancy. The document outlines Emily's research sources and methodology for informing her audience about mental illness.
This document is the 2011-2012 issue of the DukEngineer Magazine from the Edmund T. Pratt Jr. School of Engineering at Duke University. It contains articles on various engineering research projects, student experiences, alumni profiles and updates on the Pratt School. The Dean provides a letter highlighting the growth and momentum at Pratt, including increased research expenditures, new degree programs, and opportunities for students and faculty.
The document discusses the digital humanities, including collecting and analyzing historical data using technologies like XML and SQL, and sharing findings through wikis and databases. It provides examples of projects like a database of convicts transported to Tasmania and the Old Bailey Online proceedings. Founders applied new methods to preserve and study cultural works, and survivors now collaborate online through tools like wikis and content management systems.
El documento describe los usos educativos de los blogs o webslogs. Menciona que los blogs pueden usarse para que los estudiantes escriban sobre temas específicos, compartan ideas y fomenten discusiones. También explica cómo crear un blog paso a paso y da ejemplos de cómo los blogs se pueden utilizar para proyectos colaborativos, diarios reflexivos y para conectar a las comunidades escolares.
Panel Moderator: Timothy Reinhold, Ph.D., P.E., IBHS Senior Vice President of Research & Chief Engineer
Panelists: Stephen Quarles, Ph.D., University of California Cooperative Extension and IBHS Wildfire Consultant, and Timothy Smail, Program Lead for Resilient Programs, Savannah River National Laboratory
The document summarizes findings from a survey of professionals in private capital markets and privately-held businesses. Key findings include:
1) Significant declines in lending across all private capital market segments due to reduced credit quality and demand, with mezzanine finance being the only segment to increase in size.
2) Privately-held businesses have high return expectations but show signs of struggle, with many reporting decreased access to capital and increased competitive pressures and failure risks.
3) While businesses are optimistic about fundraising prospects, their qualification rates are actually lower than reported, especially for smaller companies.
This document discusses emerging technologies for teaching and learning, including Web 2.0 tools like wikis, blogs, podcasts, and social networking. It provides examples of how each tool has been used educationally and their potential benefits and disadvantages. The document also briefly discusses early concepts of Web 3.0 which aim to further connect information online through personalized metadata and semantic tagging.
The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
Twidox is a service that allows users to easily find, share, and manage documents online for free. It optimizes documents for the internet by indexing full text for search and adding social sharing features. Twidox also provides custom profiles for organizations to support marketing, PR, and recruiting through its documents and widgets, as well as API and white label solutions for other sites and publishers.
SHU Diplomacy & UNA-USA Post 2015 UN Dev. Agenda WebinarMartin Edwards
SHU Diplomacy & UNA-USA/UNF Co-sponsored a Double Feature Webinar on: Building the Post-2015 UN Development Agenda; and
Introducing the New UN Studies Graduate Certificate, School of Diplomacy and International Relations, Seton Hall University
This document proposes a theoretical framework called WorkFlow to support creativity in problem solving environments (PSEs). WorkFlow combines theories of flow, creativity, and problem solving into a model of the creative problem solving process. It identifies 10 key conversions in problem solving like problem formation, detector creation, and model execution that PSEs should support to foster creativity. The document also provides an example scenario of a biologist using a PSE to model mouse sleep cycles to illustrate how the theory applies.
The document discusses the MOSEP project, which aims to help reduce dropout rates among 14-16 year olds by familiarizing them with ePortfolio tools for lifelong learning. It provides background on issues like informal/non-formal learning and the need to upskill the European workforce. The MOSEP course teaches trainers how to use ePortfolios to help students reflect on their skills, boost self-esteem, and encourage continuing education. The course structure and wiki-based modules are outlined.
This document provides a bibliography of references related to information extraction and retrieval. It lists over 80 sources including journal articles, conference proceedings, book chapters, tutorials, and websites covering topics like text summarization, cross-language retrieval, information extraction techniques and systems, probabilistic models in IR, and using natural language processing for IR tasks. The references were compiled to provide background reading for a tutorial on information extraction and retrieval.
7 Things You Should Know About Flipped Classrooms - EducauseLuciano Sathler
1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document summarizes the use of the private cost of capital model for valuing privately held companies. It discusses that privately held companies obtain capital from private rather than public markets, so their cost of capital should be based on expected returns in private capital markets. The Pepperdine Private Capital Markets Project surveys private capital providers to determine expected returns by type of capital and investment size. These expected returns are used to estimate cost of capital for privately held firms according to the private capital they would likely obtain.
Interesting Times: Will Business Survive?Ben Tomhave
Cloud computing. Mobile computing and Bring your own device (BYOD). Global collaboration and communication. Big data. Governance, risk management and compliance. Rapidly escalating regulatory requirements. The world is changing faster than we can keep pace. Attackers evolve methods more rapidly than we can develop defenses, amplifying the asymmetric threat. These are, indeed, interesting times. The question is not how to win, but how to survive in the ever-changing risk landscape.
Este documento proporciona información sobre blogs. Explica que un blog es un tipo de página web donde los autores publican contenido de forma cronológica y permite comentarios. Detalla las características y tipos de blogs, incluyendo blogs educativos. También cubre proveedores de servicios de blogs y cómo administrar un blog.
This document summarizes the Galactic Arms Race (GAR) video game, which uses an evolutionary algorithm called content-generating neuroevolution of augmenting topologies (cgNEAT) to evolve unique weapon designs for players to use in-game. The algorithm tracks which weapons players use most and evolves new weapon designs based on player preferences, allowing the game content to continuously change based on collective player behavior. When released, GAR attracted over 1,000 registered players who contributed to the evolution of hundreds of thousands of unique weapons. The game demonstrated the potential for evolutionary algorithms to impact video games by generating novel content in real-time.
Erich Gunsenheimer is a senior strategy and partnerships executive with over 15 years of experience in strategic planning, business development, and international expansion across various industries. He has facilitated partnerships that generated over $1 billion in revenue. Currently, he runs a Dubai-based management consultancy supporting technology companies in the Middle East. Previously, he spent 5 years at Google developing strategies for emerging markets and overseeing their global expansion.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Statistics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
Creating Value Beyond the Firm's Boundaries: Networks, Social Media, and Virt...Robin Teigland
A presentation on networks, social media, and virtual worlds I made for a group of Swedish journalists as well as the Swedish Public Relations Association (Sveriges Informationsförening) in April 2010.
The document provides a summary of Katia Sol Madjidi's educational and professional background. It summarizes that she has a PhD in Adult Education and Community Development from the University of Toronto, over 15 years of teaching and program development experience, and expertise in areas such as transformative learning, Indigenous knowledge, leadership development, and international community development.
The document is a CV for a sociology PhD candidate applying for a market consulting position. It summarizes their education including a PhD from Duke University in sociology, research focusing on globalization and international migration, administrative and teaching experience at Duke University, and publications in peer-reviewed journals.
The document summarizes findings from a survey of professionals in private capital markets and privately-held businesses. Key findings include:
1) Significant declines in lending across all private capital market segments due to reduced credit quality and demand, with mezzanine finance being the only segment to increase in size.
2) Privately-held businesses have high return expectations but show signs of struggle, with many reporting decreased access to capital and increased competitive pressures and failure risks.
3) While businesses are optimistic about fundraising prospects, their qualification rates are actually lower than reported, especially for smaller companies.
This document discusses emerging technologies for teaching and learning, including Web 2.0 tools like wikis, blogs, podcasts, and social networking. It provides examples of how each tool has been used educationally and their potential benefits and disadvantages. The document also briefly discusses early concepts of Web 3.0 which aim to further connect information online through personalized metadata and semantic tagging.
The document discusses models of telecollaboration used in foreign language education. It describes traditional models like eTandem where learners communicate 50% in their native language and 50% in the target language. New models are emerging like multilateral projects using lingua francas beyond English. An ongoing project called INTENT aims to support telecollaboration in European universities through surveys, training resources, and developing networks of partner institutions. Challenges include convincing administrators of the benefits and assessing student learning in these exchanges.
Twidox is a service that allows users to easily find, share, and manage documents online for free. It optimizes documents for the internet by indexing full text for search and adding social sharing features. Twidox also provides custom profiles for organizations to support marketing, PR, and recruiting through its documents and widgets, as well as API and white label solutions for other sites and publishers.
SHU Diplomacy & UNA-USA Post 2015 UN Dev. Agenda WebinarMartin Edwards
SHU Diplomacy & UNA-USA/UNF Co-sponsored a Double Feature Webinar on: Building the Post-2015 UN Development Agenda; and
Introducing the New UN Studies Graduate Certificate, School of Diplomacy and International Relations, Seton Hall University
This document proposes a theoretical framework called WorkFlow to support creativity in problem solving environments (PSEs). WorkFlow combines theories of flow, creativity, and problem solving into a model of the creative problem solving process. It identifies 10 key conversions in problem solving like problem formation, detector creation, and model execution that PSEs should support to foster creativity. The document also provides an example scenario of a biologist using a PSE to model mouse sleep cycles to illustrate how the theory applies.
The document discusses the MOSEP project, which aims to help reduce dropout rates among 14-16 year olds by familiarizing them with ePortfolio tools for lifelong learning. It provides background on issues like informal/non-formal learning and the need to upskill the European workforce. The MOSEP course teaches trainers how to use ePortfolios to help students reflect on their skills, boost self-esteem, and encourage continuing education. The course structure and wiki-based modules are outlined.
This document provides a bibliography of references related to information extraction and retrieval. It lists over 80 sources including journal articles, conference proceedings, book chapters, tutorials, and websites covering topics like text summarization, cross-language retrieval, information extraction techniques and systems, probabilistic models in IR, and using natural language processing for IR tasks. The references were compiled to provide background reading for a tutorial on information extraction and retrieval.
7 Things You Should Know About Flipped Classrooms - EducauseLuciano Sathler
1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
This document summarizes the use of the private cost of capital model for valuing privately held companies. It discusses that privately held companies obtain capital from private rather than public markets, so their cost of capital should be based on expected returns in private capital markets. The Pepperdine Private Capital Markets Project surveys private capital providers to determine expected returns by type of capital and investment size. These expected returns are used to estimate cost of capital for privately held firms according to the private capital they would likely obtain.
Interesting Times: Will Business Survive?Ben Tomhave
Cloud computing. Mobile computing and Bring your own device (BYOD). Global collaboration and communication. Big data. Governance, risk management and compliance. Rapidly escalating regulatory requirements. The world is changing faster than we can keep pace. Attackers evolve methods more rapidly than we can develop defenses, amplifying the asymmetric threat. These are, indeed, interesting times. The question is not how to win, but how to survive in the ever-changing risk landscape.
Este documento proporciona información sobre blogs. Explica que un blog es un tipo de página web donde los autores publican contenido de forma cronológica y permite comentarios. Detalla las características y tipos de blogs, incluyendo blogs educativos. También cubre proveedores de servicios de blogs y cómo administrar un blog.
This document summarizes the Galactic Arms Race (GAR) video game, which uses an evolutionary algorithm called content-generating neuroevolution of augmenting topologies (cgNEAT) to evolve unique weapon designs for players to use in-game. The algorithm tracks which weapons players use most and evolves new weapon designs based on player preferences, allowing the game content to continuously change based on collective player behavior. When released, GAR attracted over 1,000 registered players who contributed to the evolution of hundreds of thousands of unique weapons. The game demonstrated the potential for evolutionary algorithms to impact video games by generating novel content in real-time.
Erich Gunsenheimer is a senior strategy and partnerships executive with over 15 years of experience in strategic planning, business development, and international expansion across various industries. He has facilitated partnerships that generated over $1 billion in revenue. Currently, he runs a Dubai-based management consultancy supporting technology companies in the Middle East. Previously, he spent 5 years at Google developing strategies for emerging markets and overseeing their global expansion.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
This document outlines a project to enhance student learning at a university chemistry department by providing recordings of lectures. Over four years, lectures were recorded and made available online. Benefits included increased flexibility for students and support for diverse learning styles. Hardware was inexpensive, and recording lectures was quick and easy. As part of an HEA project, more staff were trained to record lectures. Student feedback was very positive, praising the ability to revisit difficult concepts. Statistics showed recordings were widely and flexibly accessed. The project concluded that recording lectures benefits both students and staff with minimal effort.
Creating Value Beyond the Firm's Boundaries: Networks, Social Media, and Virt...Robin Teigland
A presentation on networks, social media, and virtual worlds I made for a group of Swedish journalists as well as the Swedish Public Relations Association (Sveriges Informationsförening) in April 2010.
The document provides a summary of Katia Sol Madjidi's educational and professional background. It summarizes that she has a PhD in Adult Education and Community Development from the University of Toronto, over 15 years of teaching and program development experience, and expertise in areas such as transformative learning, Indigenous knowledge, leadership development, and international community development.
The document is a CV for a sociology PhD candidate applying for a market consulting position. It summarizes their education including a PhD from Duke University in sociology, research focusing on globalization and international migration, administrative and teaching experience at Duke University, and publications in peer-reviewed journals.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
This document provides a curriculum vitae for Patrick J. Ashton, an Associate Professor Emeritus of Sociology at Indiana University Purdue University Fort Wayne. It outlines his education, current positions, previous positions, honors and awards, publications, and teaching materials. Ashton has a Ph.D. in Sociology from Michigan State University and over 30 years of experience teaching sociology. He has received many teaching awards for his work promoting diversity, engagement, and critical thinking.
This curriculum vitae summarizes the career and accomplishments of John H. Borden. Over his career, Borden held positions at various universities and companies, and received numerous awards and honors for his work. His research focused on unraveling the chemical ecology of insects, particularly for pest management. Some of his key accomplishments include identifying over 30 insect pheromones, elucidating mechanisms of pheromone production and communication, and describing plant-insect interactions related to host selection. He led a highly productive research group over 37 years that made significant contributions to the fields of chemical ecology and integrated pest management.
20 page no. 16 international conference in kuala lumpur malaysia_program_boo...Aminullah Assagaf
This document provides details of the opening plenary session of the International Conference on Sustainable Development 2016 held in Kuala Lumpur, Malaysia from September 06-08, 2016. It introduces the conference chairs, location, and keynote speakers including Matthias Gelber from Germany, Dr. Henri Pallard from Canada, Dr. Devapriya Chitral Wijeyesekera from the UK, and Mr. YB Datuk Seri Panglima Madius Tangau from the Ministry of Science, Technology and Innovation in Malaysia. The opening plenary session on September 06th included welcome remarks from representatives of the organizing institutions and a meet and greet networking period.
This PPT is a synopsis of my Academics, Achievements & Career.
It showcases my qualifications, achievements and work knowledge. Though, what it cannot exhibit is the consistency, creativity and the passion which I put in my work.
Dame Athene Donald is a British physicist and professor who has had a distinguished career in theoretical physics and scientific research. She has received numerous honors and awards for her work, and has been a champion for advancing women's careers in science, technology, engineering, and math fields. She currently serves as the Master of Churchill College, Cambridge.
This document provides a curriculum vitae for Dr. P. KUMARESAN. It includes his personal details like name, date of birth, address and contact information. It also lists his educational qualifications which include a Ph.D from M.K University in 2011, M.Phil from the same university in 2002, and M.Com from M.K University in 2001. His work experience includes positions at Theni Kammavar Sangham College for Arts and Science and Madurai Kamaraj University Evening College. The CV also outlines his publications, papers presented, seminar participations and workshops conducted.
Dan J. Wang is a PhD candidate in sociology at Stanford University expected to graduate in 2013. His dissertation focuses on skilled return migration and global knowledge flows. He has a BA from Columbia University and MA from Stanford. His research interests include organizational theory, economic sociology, social networks, and globalization. He has published papers in top journals and has received honors including the Kauffman dissertation fellowship.
Anu Ghatane's curriculum vitae provides her personal and contact information, academic and professional qualifications, training experience, extracurricular activities, and hobbies. She has obtained degrees including an SLC, +2, BSc in Microbiology, and is currently pursuing a Master's in Business Studies. Her work experience includes positions at ENPHO, Sangrila Saving and Credit Co-operative Ltd, and Avenues Television. She has received several awards and certificates for her academic and extracurricular achievements.
Anu Ghatane's curriculum vitae provides her personal and contact information, academic and professional qualifications, training experience, extracurricular activities, and hobbies. She has obtained a B.Sc. in Microbiology from Kathmandu College of Science and Technology in 2012 and is currently pursuing a Master's in Business Studies expected to graduate in 2018. Her work experience includes positions as an accountant, archive officer, and current role as a counselor. She has participated in various extracurricular competitions in basketball, table tennis, dance, and quiz, obtaining several first, second, and third place positions. Her hobbies include sports, travel, reading, music, dancing, and painting.
2010 Ifma Foundation Overview Final CarlKathryn Lopez
The IFMA Foundation is an international non-profit dedicated to expanding knowledge of the built environment through scholarships, education, and research. It has raised over $3.5 million for these causes since inception. The Foundation supports accredited degree programs, publishes research, and provides scholarships to students worldwide in order to contribute to a more productive and sustainable built environment.
Examining the Role of the Culture of Local Government on Adoption and Use of...IAIN Datokarama Palu
This paper describes research in progress to explore the role of culture in adoption of e-government at local government levels. The majority of research in electronic government highlighted cultural issues but they do not identify specific cultural traits influencing e-government adoption and use. From our literature review we identified four major cultural traits; adaptability, involvement, mission, and bureaucratic, that is explored in this research. Based on these cultural traits and other cultural issues surrounding the adoption of e-government, we develop a framework to explore the role of culture in adopting and using e-government systems at local government organizations. Evidences suggest that the adoption of e-government at local levels may be mandatory or voluntary which is followed by supportive policies from central governments. During the adoption process, the culture traits contribute to the adoption and use of e-government systems.
This document is a resume for Mark Frederick Houghton. It summarizes his education, research experience, teaching experience, awards, and affiliations. Houghton has obtained degrees from OISE at the University of Toronto and Ryerson University, including a Doctor of Education in Social Justice Education. He has worked as a research assistant, graduate assistant, and teacher candidate. Houghton has received academic awards and is a member of organizations like the Arts & Letters Club of Toronto.
Dr. Ankur Awadhiya has had an extremely accomplished academic career. He received his B.Tech from IIT Kanpur, where he was class rank 1 and received several awards for academic excellence. He then earned his Ph.D from the same institution, developing an inexpensive bioplastic and receiving patents. Dr. Awadhiya has also had a highly successful career in the Indian Forest Service, receiving numerous honors at the Lal Bahadur Shastri National Academy of Administration. He is fluent in several languages and computer skills, and has worked on diverse projects in areas like water purification, gene expression, and microbial metabolism.
Andrew Higham is an international expert in environmental management. He is currently the Director of the Centre for Ecosystem Management at Edith Cowan University. Previously he held roles at the University of Western Australia, including as the foundation Director of the UWA Oceans Institute. He has published over 150 scientific papers and won numerous national and international awards for his research focusing on marine ecosystems and climate change impacts.
This document summarizes a presentation given by Dr. S.R. Prabagaran at the Academic Staff College at Bharathiar University in Coimbatore, India in October 2012. The presentation covered recent trends in various fields of science, opportunities for funding and scholarships in higher education in India, and the relationship between science and society. It provided examples of genetically modified foods and discussed topics like agriculture, medicine, the environment, and physical sciences.
This summary provides high-level information about three Alberta engineers who were recognized with national engineering awards in June 2013:
1. Dr. Elizabeth Cannon, P.Eng., FEC, president of the University of Calgary, received the Engineers Canada Gold Medal Award, recognizing her outstanding achievements and contributions to geomatics engineering.
2. Dr. Arindom Sen, P.Eng., an associate professor at the University of Calgary, received the Medal for Distinction in Engineering Education for his exemplary contributions to engineering education.
3. Dr. Josephine Hill, P.Eng., a professor at the University of Calgary, received the Award for the Support of Women in the Engineering Profession for her mentorship of
Similar to Kiran Mirchandani Cv oct 2012 lifetime (20)
This chapter provides an introduction and overview to the study of educating children in conflict zones. It discusses the growth in interest in this topic due to high-profile conflicts over the past decade. The chapter was developed as a tribute to an influential scholar in the field. It then discusses the scope of the problem, noting that while progress has been made in education globally, children in conflict-affected countries face greater challenges. The chapter examines debates around defining which countries should be considered conflict-affected and discusses the impacts of contemporary conflicts on children. It provides context for the subsequent chapters in the volume.
This curriculum vitae summarizes the qualifications of Karen Mundy. She is an Associate Professor and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto. She received her PhD in Sociology of Education and Comparative Education from OISE in 1996. Her research focuses on global governance and educational change. She has authored or edited several books and published over 20 articles in peer-reviewed journals. She also directs the Comparative International and Development Education Centre and has received multiple awards for her work.
AEC 3180: Global Governance and Educational ChangeArif Anwar
This document provides an overview of a doctoral seminar course on global governance and educational change. The course has five primary goals: to orient students to theoretical perspectives on globalization and changes to world order; to introduce key international organizations and actors involved in education; to look at the influence of international actors on educational policies and practices; to familiarize students with research methods for studying international education politics; and to stimulate debate about reforming global institutions in education. The course requirements include weekly readings, leading class discussions, a reflection paper, poster presentation, and 20-25 page research paper.
This document discusses challenges for Canada in ensuring education access in conflict-affected states. It notes that over 40 million children lacking school access live in such states. While progress has been made, serious gaps remain in financing and coordination. Canada provides less than its fair share to education financing needs and concentrates funding in a few countries. The document examines issues of increasing education financing, improving coordination between aid channels, and ensuring fair resource allocation considering all conflict-affected needs.
This document summarizes a case study on education sector programs in four African countries (Burkina Faso, Mali, Kenya, and Tanzania) that have adopted sector-wide approaches (SWAPs) influenced by the aid effectiveness agenda. It finds that while civil society organizations (CSOs) have gained a seat at the education policy table in these countries, their engagement remains uneven and limited by a lack of coordination and capacity. CSOs in Tanzania and Burkina Faso have achieved a greater degree of voice through cohesive national networks, while engagement is more fragmented in Kenya and Mali. However, across all cases there is a need for more transparent frameworks and donor support to strengthen CSO participation
This document provides a historical overview of Canadian aid for education from 1951 to 2000. It discusses how Canadian aid evolved from focusing on tertiary education and scholarships to increasingly support basic education. Key points include:
- Canadian aid historically focused on tertiary education and scholarships but provided little support for basic education.
- Support for education declined in the 1970s-80s as priorities shifted but resumed growth in the 1980s focused again on tertiary education.
- The 1995 policy statement marked the first concrete target for basic education but cuts reduced funding. Support began expanding again in the late 1990s.
- Recent CIDA policies show increased commitment to basic education, with funding targets, new country strategies, and moves
This document provides an overview of session 3 of a digital literacy course. It recaps that previous sessions discussed controlling one's digital identity, setting up blogs, and introduced concepts like Web 1.0, 2.0 and 3.0. Participants were also introduced to social media options and created accounts on social media sites while working on their WordPress blogs.
This 4-week course aims to teach participants how to establish an online professional presence through setting up social media accounts and building a website. The goals are for students to understand search engine optimization, have active profiles on networking sites for marketing, and have their own website ranking highly for searches of their name. The document emphasizes that an individual's name is their most valuable intellectual property and stresses the importance of controlling one's online identity, as potential employers are likely to search for candidates online and finding nothing or something negative could hurt job prospects.
The document discusses the evolution of the World Wide Web from Web 1.0 to Web 3.0. Web 1.0 allowed for static, one-way consumption of content on sites like news pages and business websites. Web 2.0 enabled dynamic, two-way interaction on sites like YouTube, Flickr, and Facebook where users can both consume and create content. Web 3.0 aims to develop a "semantic" web that can understand users by predicting their behavior based on their preferences and those of others. The document also recommends various social media platforms like Facebook, Twitter, Google+, LinkedIn, and Academia.edu for increasing exposure and networking within different communities.
This document is a CV for Arif Anwar that outlines his education, research experience, skills, publications, conference presentations, and work experience. It shows that he has a PhD in curriculum, teaching and learning from OISE at the University of Toronto, with research focusing on mobile phone usage in Bangladesh. It also lists his qualifications like writing and qualitative research skills, as well as experience managing information systems and networking roles.
The document discusses strong and weak social ties among newcomers and non-newcomers. It notes that strong ties refer to intra-ethnic, familial, and intra-community connections, while weak ties are inter-ethnic, non-familial, and inter-community. Most job offers come through weak ties rather than strong ties. The document then proposes using Twitter to help disseminate information to newcomers and connect them with information-rich non-newcomers in order to expand their social networks and opportunities.
This thesis examines the role of mobile devices in educational contexts through a review and analysis of case studies on mobile education. The author conducted a meta-ethnography of exemplar case studies to synthesize a framework for understanding how mobile devices can support learning. The framework consists of three main roles or categories of usage: accessing learning, enhancing learning, and managing learning. The analysis of case studies within each category provides examples of how mobile technologies have been applied in educational settings and insights into how they can potentially support or transform teaching and learning. The thesis aims to provide a critical landscape of mobile education and an initial framework to guide further research on leveraging the educational potential of mobile technologies.
The document discusses BRAC's experience setting up an education program in Afghanistan. It notes that BRAC staff reported that their community in Afghanistan was more accepting of their work because BRAC came from another Muslim country, Bangladesh. It also discusses a BRAC staff member who said they were sent to Afghanistan to help rebuild the education system there based on Bangladeshi experience.
BRAC Afghanistan is an NGO that began operations in Afghanistan in 2002. It aims to alleviate poverty and empower the poor through various development programs, applying proven best practices from Bangladesh while adapting to Afghanistan's culture and context. In 2008, BRAC Afghanistan provided microfinance loans to over 58,000 borrowers, trained over 20,000 farmers, and delivered health and hygiene education to thousands of families. While initially relying on staff from Bangladesh, BRAC Afghanistan has since trained hundreds of Afghan nationals to manage programs locally.
1. KIRAN MIRCHANDANI
Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education
University of Toronto
252 Bloor Street West, 7-111
Toronto, Ontario M5S 1V6
Canada.
kiran@oise.utoronto.ca
Telephone: 416 978-0884
Fax: (416) 926-4749
ACADEMIC APPOINTMENTS
2004-date Associate Professor
Ontario Institute for Studies in Education
University of Toronto
2006-date Director
Collaborative Graduate Program in Workplace Learning and Social
Change, University of Toronto
1999-2004 Assistant Professor
Ontario Institute for Studies in Education
University of Toronto
1997-1999 Postdoctoral Fellow
Social Sciences and Humanities Research Council of Canada
St. Mary’s University
1996-1997 Assistant Professor
Sociology & Anthropology
Concordia University
EDUCATION
1996 Doctor of Philosophy, Sociology
McGill University, Canada
1991 Master of Philosophy, Social and Political Theory
University of Cambridge, UK
1990 Bachelor of Arts [Hons], Cultural Studies
Trent University, Canada
1986 'A' Levels, Arts
Raffles Junior College, Singapore
Kiran Mirchandai, Curriulum Vitae, 2012.
1
2. AWARDS AND DISTINCTIONS
2010 Academic Activist Award, Council of Agencies Serving South Asians,
Toronto.
2003 Best Paper Award, Gender and Diversity in Management Division,
Administrative Sciences Association of Canada (ASAC), ($500).
2002 Shortlisted for Rosemary Moss Kanter Award for the author of the
best piece of work-family research published in a journal during a
calendar year.
1998 Second Place in Best Dissertation Competition, Academy of
Management, Gender and Diversity Division.
1996 Annual Feminist Thesis Prize. Best Thesis in Feminist Studies at
McGill University.
1996 Honourable Mention Award, Women in Management Division,
Administrative Sciences Association of Canada (ASAC).
1994 McGill Major Award - Gorgon H. Eberts Fellowship (15,000).
1993 Best Ph.D. Paper Award, Women in Management Division,
Administrative Sciences Association of Canada (ASAC).
1993 Samuel Lapitsky Fellowship, McGill University ($3,500).
1991 McGill Major Award - Alma Mater Fellowship ($20,000).
1990 Cambridge Commonwealth Trust Award ($9,000)
1987 Singapore International Chamber of Commerce - CIDA Full
Undergraduate Scholarship ($36,000).
RESEARCH GRANTS AWARDED
Dates Granting Body Title Role Amount
2010-2013 Social Sciences Auxilliary Workers: The Hidden Principal $111,930
and Humanities Scaffold of India’s Information Investigator
Council of Technology Industry
Canada
2006-2009 Social Sciences Professional Immigrant Women Co- $110,091
and Humanities Navigating the Canadian Labour Investigator
Kiran Mirchandai, Curriulum Vitae, 2012.
2
3. Council of Market: A Study in Adult
Canada Learning
2003-2005 National Overcoming Race and Gender Principal $40,000
Literacy Barriers to Workplace Literacy Investigator
Secretariate
2002-2007 Social Sciences The The Uneven Periphery: Principal $89,857
and Humanities Social Effects of Telemediated Investigator
Council of Work
Canada
2002-2006 Social Sciences Skilled In Vulnerability: Work- Principal $199,
and Humanities related Learning Amongst Investigator 675
Council of Contingent Workers.
Canada
2002-2005 Social Sciences Knowledge Networks of Co- $107,456
and Humanities Portfolio Workers: Investigator
Council of Development, Usage, and
Canada Benefits for Success in the New
Economy
2002-2003 University of Learning to Cross Borders: Principal $2,100
Toronto, Seed Transnational Call Centre Work Investigator
Grant in India. Principal Investigator
2002-2004 Canadian Race The Racialized impact of Co-principal $30,000
Relations Welfare Fraud Control in B.C. investigator
Foundation and Ontario
2001-2002 Canadian Indo- The Globalized Home: Women Principal INR100,0
Shastri Home-Based Workers in India’s Investigator 00/
Foundation. Export Industries. C$3,000
2001-2002 University of Training Against Vulnerability: Principal $2,500
Toronto, Seed Workplace Learning Amongst Investigator
Grant Contingent Workers
2001-2003 Social Sciences Changing Work, Changing Co- $86,147
and Humanities Lives: Mapping the Canadian investigator
Council of Garment Industry
Canada
2000-2002 University of The Uneven Periphery: Mapping Principal $7,500
Toronto Seed the Home-based Workforce in Investigator
Grant Canada
2000-2002 Connaught Restructuring Work: The Principal $10,000
Automatic Experiences of Veteran Investigator
Start-up Grant Home-Based Teleworkers
2000-2001 University of Immigrant Integration, Principal $2,000
Toronto Seed Settlement and Garment Investigator
Grant Workers: A Feasibility Study.
Kiran Mirchandai, Curriulum Vitae, 2012.
3
4. 2000-2001 University of Employers, communities and Co- $2,500
Toronto, Seed workers in the new global Investigator
Grant environment of the garment
industry
1997-1999 Social Sciences Postdoctoral Fellowship Field Principal $5,000
and Humanities Grant Investigator
Council of
Canada
1994-1995 McGill Centre Fieldwork Grant Principal $1,0000
for Research Investigator
and Teaching
on
1994-1995 McGill Grant for Thesis Fieldwork Principal $2,200
University Investigator
PUBLICATIONS
BOOKS
Mirchandani, K. (2012). Phone Clones: Authenticity Work in the Transnational Service
Economy. Ithaca: Cornell University Press.
Livingstone, D., Mirchandani, K. and Sawchuk, P. (Eds). (2008). The Future of Lifelong
Learning and Work: Critical Perspectives. Rotterdam: Sense Publishers.
Mirchandani, K. and Chan, W. (2007). Criminalizing Race, Criminalizing Poverty: Welfare
Fraud Enforcement in Canada. Halifax: Fernwood.
Chan, W. and Mirchandani, K. (Eds). (2002). Crimes of Colour: Racialization and the Criminal
Justice System in Canada. Peterborough: Broadview Press.
CHAPTERS IN BOOKS
Mirchandani, K., Maitra, S. and Sangha, J. (2012). Treats and Threats: Global Cultures in
India's Call Centres. In A. Prasad (Ed.), Against the Grain: Advances in Postcolonial
Organization Studies (pp. 135-154). Denmark: Copenhagen Business School Press.
Mirchandani, K., Ng, R., Coloma-Moya, N., Maitra, S., Rawlings, T., Shan, H., Siddiqui, K., and
Slade, B. (2011). The entrenchment of racial categories in precarious employment. In N. Pupo,
D. Glenday and A. Duffy (Eds.), The Shifting Landscape of Work (pp. 119-138). Toronto:
Nelson Educational Ltd.
Mirchandani, K. (2010). Gendered Hierarchies in Transnational Call Centres. D. Howcroft and
H. Richardson (Eds.), Work and Life in the Global Economy (pp. 78-98). Hampshire: Palgrave
McMillan.
Mirchandani, K., Ng, R., Coloma-Moya, N., Maitra, Rawlings, T., Siddiqui, K., Shan, H., Slade,
Kiran Mirchandai, Curriulum Vitae, 2012.
4
5. B. (2010). Transitioning into Contingent Work: Immigrants’ Learning and Resistance. In P.
Sawchuk and A. Taylor (Eds.), Challenging Transitions in Learning and Work: Reflections on
Policy and Practice (231-242). Rotterdam: Sense Publishers.
Mirchandani, K. (2010). Preface. In Ramtulla, K. Socio-Cultural Impacts of Workplace E-
Learning: Epistemology, Ontology and Pedagogy. Hershey: IGI Global.
Mirchandani, K. (2009). Transnationalism in Indian Call Centres. In M. Thite and B. Russell
(Eds.), The Next Available Operator (pp. 83-114). New Delhi: Sage.
Mirchandani, K. (2008). Work. In Darity, W. A Jr. (Ed.), International Encyclopedia of the
Social Sciences (pp. 121-124). 2nd Edition. Detroit: Macmillan Reference.
Mirchandani, K. (2008). Practices of global capital: gaps, cracks and ironies in transnational
call centres. In R. Gajjala and V. Gajjala (Eds.), South Asian Technospaces (pp. 225-248).
New York: Peter Lang. Updated reprint.
Mirchandani, K and Chan, W. (2008). The Racialized Impact of Welfare Fraud Control in
British Columbia and Ontario. In M. Wallis and S. Kwok (Eds.), Daily Struggles - the
Deepening Racialization of Poverty in Canada (167-182). Toronto: Canadian Scholar's Press.
Reprint.
Ng, R. and Mirchandani, K. (2008). Linking Global Trends and Local Lives: Mapping the
Methodological Dilemmas. In K. Gallagher (Ed.), The Methodological Dilemma
Creative, critical and collaborative approaches to qualitative research (pp. 34-45). New York:
Routledge.
Mirchandani, K., Ng, R., Coloma-Moya, N., Maitra, Rawlings, T., Siddiqui, K., Shan, H., Slade,
B. (2008). The Paradox of Training and Learning in a Culture of Contingency. In Livingstone,
D., Mirchandani, K. and Sawchuk, P. (Eds.), The Future of Lifelong Learning and Work: Critical
Perspectives (pp. 171-184). Rotterdam: Sense Publishers.
Mirchandani, K. (2008). Enactments of Class and Nationality in Transnational Call Centres. In
S. Fineman (Ed.), The Emotional Organization: Passions and Power (pp. 88-101). Oxford:
Blackwell. Also translated into Italian - Le Emozioni Nell’ Organizzazone. 2009. Milano: Rafello
Cortina Editore.
Mirchandani, K. and Maitra, S. (2007). Learning Imperialism through transnational call centres.
T. Fenwick (Ed.), Educating the Global Workforce: Knowledge Work, Knowledge Workers (pp.
154-164). London: Routledge.
Mirchandani, K. (2007). Contradictory Images of Home Based Work. In P. Adler and P. Adler
(Eds.), Sociological Odyssey: Contemporary Readings in Introductory Sociology (pp. 359-396).
Belmont: Thomson. Reprint.
Mirchandani, K. and Butler, A. (2006). Beyond Inclusion and Equity: Contributions from
Transnational Anti-Racist Feminism. In A.M. Konrad, P. Prasad and J. Pringle (Eds.),
Handbook of Workplace Diversity (pp. 475-488). London: Sage.
Kiran Mirchandai, Curriulum Vitae, 2012.
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6. Mirchandani, K. (2005). Women Entrepreneurs: Exploring New Avenues. In S. Fielden and M.
Davidson (Eds.) International Handbook of Women and Small Business Entrepreneurship (pp.
253-263). Cheltenham: Edward Elgar.
Mirchandani, K. (2004). Webs of Resistance in transnational call centers: strategic agents,
service providers and customers. In R. Thomas, A. Mills and J. Helms Mills (Eds.), Identity
Politics at Work: Resisting Gender, Gendering Resistance (pp. 179-195). London: Routledge.
Mirchandani, K. and Chan, W. (2002). From Race and Crime to Racialization and
Criminalization. In Chan, W. and Mirchandani, K. (Eds.), Crimes of Colour: Racialization and
the Criminal Justice System in Canada (pp. 9-22). Peterborough: Broadview Press.
Mirchandani, K. (2001). Feminist Insight on Gendered Work: New Directions in Research on
Women and Entrepreneurship. In B. Shaffer (Ed.), Feminism(s) Challenge the Traditional
Disciplines (pp.79-89). Montreal: McGill Centre for Research and Teaching on Women.
Mirchandani, K. (1999). Re-forming Organisations: Contributions of Teleworking Employees. In
P.J. Jackson (Ed.), Virtual Working: Social and Organisational Dynamics (pp.61-75). London:
Routledge.
Mirchandani, K. (1998). No Longer a Struggle? Teleworkers’ Reconstruction of the Work-Non-
Work Boundary. In P.J. Jackson and J. Van Der Wielen (Eds.), Teleworking: International
Perspectives From Telecommuting to the Virtual Organisation (pp.118-135). London:
Routledge.
ARTICLES IN REFEREED JOURNALS
Sangha. J. K., Slade, B., Mirchandani, K., Maitra, K., Shan, H. (2012). An Ethnodrama on
Work-Related Learning in Precarious Jobs: Racialization and Resistance. Qualitative Inquiry,
18, 3, 286-296
Mirchandani, K. (2012). Learning Racial Hierarchies: communication skills training in
transnational customer service work. Journal of Workplace Learning, 24, 5, 338-350.
Gellatly, M., Grundy, J., Mirchandani, K., Perry, J.A., Thomas, M., Vosko, L. (2011).
Modernizing Employment Standards? Efficiency, Market Regulation, and the Production of the
Illegal Claimant in Ontario. The Economic and Labour Relations Review, 22, 2, 81-106.
Mirchandani, K. and Chan, W. (2006). The Racialized Impact of Welfare Fraud Control in
British Columbia and Ontario / Les répercussions raciales de la lutte contre la fraude dans le
domaine de l'aide sociale en Colombie-Britannique et en Ontario. Directions, 2, 2, 31-58.
Mirchandani, K. Ng, R, Sangha, J., Rawlings, T., and Coloma-Moya, N. (2005). Ambivalent
Learning: Racialized Barriers to Computer Access for Immigrant Contingent Workers. The
Canadian Journal for the Study of Adult Education, 19, 2, 14-33.
Mirchandani, K. (2006). Gender Eclipsed?: Racial Hierarchies in Transnational Call Centres.
Social Justice, 32, 4, 105-119.
Kiran Mirchandai, Curriulum Vitae, 2012.
6
7. Mirchandani, K. (2004). Practices of Global Capital: Gaps, Cracks and Ironies in Transnational
Call Centres in India. Global Networks: A Journal of Transnational Affairs, 4: 4, 355-374.
Mirchandani, K. (2004). Immigrants Matter: Canada's Social Agenda on Skill and Learning.
Convergence, 37, 1, 61-68.
Mirchandani, K. (2003). Challenging Racial Silences in Studies of Emotion Work: Contributions
from Anti-Racist Feminist Theory. Organization Studies, 24, 5, 721-742.
Mirchandani, K. (2002). A Special Kind of Exclusion: Race, Gender and Self-Employment.
Atlantis, 27, 1, 25-38.
Mirchandani, K. (2000). "The Best of Both Worlds" and "Cutting my Own Throat":
Contradictory Images of Home-Based Work. Qualitative Sociology, 23, 2, 159-182.
Mirchandani, K. and Tastsoglou, E. (2000). Towards a Diversity Beyond Tolerance. Studies in
Political Economy, 61, 49-78.
Mirchandani, K. (1999). Feminist Insight on Gendered Work: New Directions in Research on
Women and Entrepreneurship. Gender, Work and Organization, 6, 4, 224-235.
Mirchandani, K. (1999). Legitimizing Work: Telework and the Gendered Reification of the
Work-Nonwork Dichotomy. Canadian Review of Sociology and Anthropology, 36, 1, 87-107.
Mirchandani, K. (1998). Shifting Definitions of the Public-Private Dichotomy: Legislative Inertia
on Garment Homework in Ontario. Advances in Gender Research, 3, 47-71.
Mirchandani, K. (1998). Protecting the Boundary: Teleworker Insights on the Expansive
Concept of "Work". Gender & Society, 12, 2,168-187.
REPORTS
Mirchandani K. and Chan, W. (2005). The Racialized Impact of Welfare Fraud Control in
British Columbia and Ontario. Report Published by the Canadian Race Relations Foundation,
October.
Mirchandani, K. (1997). Gender Integration and Diversity in the Canadian Forces: Pointing the
Way forward through Comparisons with Other Canadian Organizations. Research
commissioned by the Personnel Research Team, National Defense (Ottawa), March.
Mirchandani, K. (1996). Living in the Office: How Teleworkers Manage their Work and
Nonwork. Telework International, Electronic Edition, Volume 4, no. 4, Fall.
Mirchandani, K. (1995). Reasons Teleworkers Like to Work at Home. Telework International,
Vol 3, No 2, Summer.
BOOK REVIEWS
Kiran Mirchandai, Curriulum Vitae, 2012.
7
8. Mirchandani, K. (2011). [Review of the book Managing the Margins: Gender, Citizenship, and
the International Regulation of Precarious Employment, by L.F. Vosko]. Work, Employment
and Society, 25, 4.
Mirchandani, K. (2003). [Review of the book Beyond Service: State Workers, Public Policy and
the Prospects for Democratic Administration, by G. McElliott]. Canadian Review of Social
Policy. 65.
Mirchandani, K. (2002). [Review of the book High Tech and High Heels in the Global
Economy, by C. Freeman]. Atlantis, 26, 2.
Mirchandani, K. and Doucet, A. (1999). [Review of the book Not one of the family: Foreign
Domestic Workers in Canada, by A. B. Bakan and D. Stasiulis (Eds.)]. Canadian Review of
Sociology and Anthropology. 36, 2.
Mirchandani, K. (1997). [Review of the book Gendered Work: Sexuality, family and the labour
market, by L. Adkins]. Canadian Review of Sociology and Anthropology, 34, 4.
Mirchandani, K. (1993). [Review of the book Theorizing Patriarchy, by S. Walby]. Canadian
Woman's Studies, 13, 4.
INVITED LECTURES AND MEDIA INTERVIEWS
Mirchandani, K. 2012. Daily Journeys: The Engagement of the Virtual Diaspora in India.
Diaspora and Development Workshop, Institute for South Asian Studies, National University of
Singapore, Singapore.
Mirchandani, K. 2012. Using Institutional Ethnography for the Study of Service Work. College
for Women, Pune, India.
Mirchandani, K. 2011. Welfare Fraud Policy and Enforcement. Social Exclusion and the Law:
Newcomers Experience of the Justice System. Elizabeth Fry Society, Toronto.
Mirchandani, K. 2011. Transnational Service Work in India. Asian Research Institute,
University of Singapore, August 8th, Singapore.
Mirchandani, K. 2011. Speaker for Closing Plenary for the CASAE/AERC Annual Conference.
OISE/UT, Toronto.
Mirchandani, K. 2011. Transnationalism and Public Policy Rountable. Collaborative Program in
Policy Studies. OISE/UT, Toronto.
Mirchandani, K. 2011. Transnational Service Work. Institute for Gender and Women’s Studies
Seminar Series, University of Toronto, Toronto.
Mirchandani, K. 2010. Interview on Radio Canada International on The Link, April 14 th
Mirchandani, K. 2010. Guest Speaker, Book Launch for Managing the Margins (Vosko), Oxford
University Press, April, 2nd, Toronto.
Kiran Mirchandai, Curriulum Vitae, 2012.
8
9. Mirchandani, K. 2008. Invited speaker for the Corporate Human Rights Practitioners on
Diversity Training. Oct 28th, Toronto.
Mirchandani, K. and Chan, W. 2006. Press conference on the Racialization of Welfare Fraud.
Canadian Race Relations Foundation, Toronto.
Mirchandani, K. 2004. International Challenges and Opportunities for organizing call center
workers. Conference on Organizing Call Centres: Workers' perspectives. September 11th,
Toronto (invited by Steelworkers Union).
Mirchandani, K. 2004. Racialized Class Relations in Telemediated Employment. Conference
on Gender and Work Database – Knowledge Production in Practice. York University, Oct 1-2 nd,
Toronto.
Mirchandani, K. 2003. Work and Learning Conference. Immigrants Matter: Canada's social
agenda on skill and learning. Panel on Perspectives on Federal Policy Related to Work and
Learning, Edmonton.
Mirchandani, K. 2003. Contingent workers and instability: case studies from New Delhi. Work,
Information Technology and Restructuring in the Canadian Context. September 28th,
Vancouver.
Mirchandani, K. 2003. International Challenges and Opportunities. Organizing Call Centres:
Workers' perspectives. September 11th, Toronto.
Mirchandani,K. 2002. Critical Reflections on Adult Work-Related Education. Indian Adult
Education Association. April 5th, New Delhi, India.
Mirchandani, K and Slade, B. 2002. Constructing Resistance: A geo-cultural analysis of
promotional material on home-based work. Institute for Gender Studies and Women's Studies.
March 13th, Toronto.
Mirchandani, K. 2001. The Uneven Periphery: Home-Based Work in Canada. Popular
Feminism Speaker Series. April 15th, OISE/UT, Toronto.
Mirchandani, K. 2000. Learning Self Employment: The Negotiation of Exclusion. Network for
Lifelong Learning (NALL) Speaker Series. May 16 th OISE/UT, Toronto.
Mirchandani, K.1999. Media Interview with Ylva Van Buuren for article on Working Women
and Stress.
Mirchandani, K. 1998. Telework: Catalyst for Change or Tonic for the Status Quo?. University
of Calgary, October, Calgary.
SELECTED CONFERENCE PRESENTATIONS (2007 onwards)
Mirchandani, K., Tambe, S. and Mukherjee, S. 2012. Learning Old Jobs in New Sectors:
The Professionalization of Housekeeping Services. Canadian Association for the Study of
Adult Education, Waterloo.
Kiran Mirchandai, Curriulum Vitae, 2012.
9
10. Mirchandani, K. 2012. Authenticity Work in the Global Service Economy. British Sociology
Association Annual Meetings, Leeds.
Mirchandani, K. 2012. Gender, Work and Transnational Service. Gender, Work and
Organization Annual Meetings, Keele.
Mirchandani, K. 2011. Sounding Right in Service Work. Canadian Association for the Study of
Adult Education. Toronto. Published in refereed proceedings.
Chatterjee, S. Berlingieri, A, Dossa, S and Mirchandani, K. 2011. Roundtable: Mobilization
through discourses of skill. Canadian Association for the Study of Adult Education. Toronto.
Published in referred proceedings.
Mirchandani, K, Transnational Service Work in India. 2011. International Labour Process
Conference, Rutgers, New Jersey.
Tania Das Gupta, Roxana Ng, Guida Man, Hongxia Shan and Mirchandani, K. 2008.
Transnational Class Mobility: Professional Immigrant Women Navigating the Labour Market.
Race-ing Hegemonies, Resurging Imperialisms. Ryerson University, Toronto.
Mirchandani, K, Maitra, S and Sangha, J. Emerging Cultures in Indian Call Centres. 2008.
Race-ing Hegemonies, Resurging Imperialisms. Ryerson University, Toronto.
Mirchandani, K. 2008. Transnational Call Centres. Cities, Social Lives and Poverty Seminar.
University of Pune, India.
Chan, W. and Mirchandani, K. (2007). Media Racialization: Constructions of Welfare Fraud in
Canadian Newspapers. 7th Annual Critical Race Studies Conference of Researchers and
Scholars of Colour. Toronto.
Mirchandani, K., Sangha, J., Maitra, S., Slade, B., Shan, H., 2007. Skilled Invulnerability: A
Multimedia Ethnodrama on Learning in the Racialized Culture of Contingency. 7th Annual
Critical Race Studies Conference of Researchers and Scholars of Colour, Toronto.
Mirchandani, K. 2006. Participation in Training Programs by Marginalized and Immigrant
Workers. Restructuring Work and Labour in the New Economy. York University, Toronto.
COURSES DEVELOPED AND TAUGHT
Gender and Hierarchy at Work
Critical Perspectives on Organizations
Practicum in Organizational Development
Work, Technology and the Knowledge Economy
Master's Research Seminar
Workplace Learning and Social Change
Gendered Labour Around the World
Gender and Society
Classical Social Theory
Kiran Mirchandai, Curriulum Vitae, 2012.
10
11. GRADUATE SUPERVISION
Completed Theses Supervised
Name Degree Year Title
Yetunde Banjo M.A. 2012 Welcome to Canada! An Inquiry into the Choice
of Nursing as a Career Among Immigrant Women
of Nigerian Origin
Roula Hawa Ph.D. 2012 Risk Factors Contributing to HIV Vulnerability of
(Dec 3 Immigrant Women of South Asian Descent in the
oral) GTA
Zainab Habib M.A. 2011 Cutting off the Homeless: Reexamining Social
Housing Service and Activism in Ontario
Shama Dossa Ph.D. 2011 In Pursuit of Empowerment: Navigating the
Participatory Trail
Srabani Maitra Ph.D. 2010 Redefining Enterprising Selves: Exploring the
‘Negotiation’ of South Asian Immigrant Women
as Home-Based Enclave Entrepreneurs
Cole Gately M.A. 2010 Solidarity in the Borderlands: Gender, Race,
Class and Sexuality for Racialized Transgender
Bonnie Slade Ph.D. 2008 From Highly Skilled to High School: The Social
Organization of "Canadian Work Experience",
Immigration, and Volunteer work
Alana Butler M.A. 2004 Addressing Race in Workplace Cultural Diversity
Training
Jasjit Sangha M.A. 2003 Race, Cyberspace and the Linux Community
Amy Appelle M.A. 2003 Experiences of Class amongst Migrant Domestic
Workers in Toronto
Jennifer King M.A. 2001 Participation in Knowledge Sharing Activities in
Organizations
Completed Thesis Committee Memberships
Name Degree Year Title
Julie M.A. 2012 Who is Wilhelmsburg? Race and Space in
Chamberlain Internationale Bauaustellung Hamburg
Sumaya Ahmed MRP 2012 Working Class Embodiments Behind the Myth:
South Asian Immigrants in Canada Living up to
the Model Minority Status
Mai Ngo M.A. 2011 Canadian Youth Volunteering Abroad: Rethinking
issues of Power and Privilege
Sohaila Ph.D. 2011 Non-status Women: Invisible Residents and
Pashang Underground Resilience
Trudy Rawlings Ph.D. 2011 The Digital Divide: Globalization and
Technological Access and its impact on Adult
Education
Karim Remtulla Ph.D. 2010 Socio Cultural Impacts of Workplace E Learning
Kiran Mirchandai, Curriulum Vitae, 2012.
11
12. Johanna Maria Ph.D. 2010 Clerical Workers: Acquiring the Skills to Meet
Radsma Tacit Process Expectations within a context of
work undervaluation and job fragility
Hongxia Shan Ph.D. 2009 Learning as Socially Organized Practices:
Chinese Immigrants Fitting Into the Engineering
Market in Canada
Laura Charles M.A. 2008 How Language is Put to Work: An Analysis of the
Language of New Capitalism
Hijin Park Ph.D. 2007 Constituting Asian Women: Canadian gendered
orientalism and multicultural nationalism in an age
of Asia rising
Melanie Knight Ph.D. 2007 We can't all be Oprah: How Black women
negotiate entrepreneurship
Sandra Tam Ph.D. Young Women's Provisioning: A Study of the
Social Organization of Youth Employment.
Nancy Slamet M.A. 2007 The Struggle for Equity in Unionized Social
Justice Organizations in Canada
Joni Brook M.A. 2007 It wasn't just bowling on Wednesdays : ins and
Thorndycraft outs of engagement in radical activism
Nancy Latimer Ph.D. 2006 Student Nurses’ Perceptions of Self Image in a
Four Year Baccalaureate Program
Archana Ph.D. 2006 Girl Seeks Suitable Boy: Indian Marriage Dot com
Sharma
Rachel Gorman Ph.D. 2004 A Marxist Feminist Analysis of Disability Activism
Rashida Ph.D. 2004 A Redefined Role for Educated Muslim Women
Keshavjee
Hongxia Shan M.A. 2004 Orientation Toward Clerical Work: Institutional
Ethnographic Study of Immigrant Women’s
Experiences of Employment Related Services
Jennifer Clark M.A. 2003 Experiential Learning as an Enabler to Improving
Conflict Management in a Work Team
Bonnie Slade M.A. 2003 A Critical Feminist Analysis of the Marginalization
of Immigrant Women Engineers: Subtle
Semantics, Redundant Assessments and
Conflicting Juristictions
John Paul Ph.D. 2003 Making the Transition to Re-employment: Social
Halata Networks and their Impact on Social Assistance
Recipients.
Adriane Paavo M.A. 2002 Eight Days a Week: How Union Workload Blocks
Women's Leadership in the Union Movement.
Wang Yi M.A. 2002 Women and Leadership in China.
Olakunle M.A. 2002 Government Funding and Staffing in the
Ayodele Nonprofit Sector: A Case Study of the Canadian
Akingbola Red Cross, Toronto Region.
Kiran Mirchandai, Curriulum Vitae, 2012.
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13. Sarita Ph.D. 2002 Facing Race, Saving Face: Anti-racism, Emotion
Srivastava and Knowledge in Social Movement
Organizations.
Jos Ann Cutajar Ph.D. 2001 Widowhood in the Island Where Time Stood Still:
Gender, Ethnicity and Citizenship
Isla Carmichael Ph.D. 2001 Union Pension Funds, Worker Control and Social
Investment in Canada: Implications for Labour
Education
Nandita Ph.D. 2000 The Social Organization of 'Difference' and
Sharma Capitalist Restructuring in Canada: The Making of
'Migrant Workers' through the 1973 Non-
Immigrant Employment Authorization Program.
Current Thesis Supervisions
Name Degree Title
Zeenat Ph.D. Social exclusion: investigating the experiences of queer
Janmohamed parents in early childhood education settings
Agnes Thomas Ph.D. South Asian Immigrant Women in the Cash Economy
Abdulhamid Ph.D. Bridging Programs for Internationally Trained Professionals
Hathiyani
Soma Ph.D. Racial Governmentality and Skills Deficit
Chatterjee
Adriana Ph.D. Workplace Harassment
Berlingeri
Haesun Moon Ph.D. Developmental Disability Sector in Ontario
Michelle Ph.D. Leadership in the Non Profit Sector
Coombs
Beverley Jones M.A. Interprofessional Teams in Social Work
Current Committee Memberships
Name Degree Title
Valarie Ph.D. The history of immigration of Philippine-trained nurses to
Damasco Canada
Tammy Chan Ed.D. Ethnic Minority Women and Innovative Lifelong Learning
Roy Della Savia Ed.D. Job Developers in Ontario
Yuk-yung Kim Ph.D. Transnational Feminist Self-Making
EXTERNAL EXAMINER
Romee Lee. Lifelong Learning at the Borders: Transnational Learning Experiences of Migrant
Workers in Korea. Ph.D. Educational Studies. University of British Columbia. 2006.
Nicole Balan, Displaced Women Professionals: An Exploration of Perceived Learning
Processes During Workplace Transition. Master of Education, Brock University, 2004.
Lisa Kane, Understanding the Complexity of Contingent Employment: Employee Experiences
Kiran Mirchandai, Curriulum Vitae, 2012.
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14. and Employer Considerations for Organizational Effectiveness. Masters of Continuing
Education. University of Calgary. 2002
INDEPENDENT READING COURSES SUPERVISED (Selected)
2012 Gender & Organizational Leadership: a critical review
2012 Canadian Social Welfare: Social Policy, Racial Inequality and Poverty
2011 Women, Migration and Informal economy
2010 Immigrant Women's Settlement and Governmentality.
2010 Queering Immigrant Education in Early Childhood Studies
2009 Harassment in the Workplace: Concepts, Consequences, Causes
2009 Feminist Organizational Development
2009 Borderlands and Trans sexuality
ACADEMIC AND PROFESSIONAL SERVICE (Selected)
Administrative Service within the University
2010-2012 Program Chair, Adult Education and Community Development Program
2008-2012 Director, Collaborative Program in Workplace Learning and Social Change
2006-2012 Departmental Committees for Tenure and Promotion Candidates
2009 Hiring Committee for Academic Position (SESE)
2006 Hiring Committee for Academic Position (CTL)
2005 Hiring Committee for Academic Position (TPS)
2005 Developed Collaborative Program in Workplace Learning and Social Change
2000-2004 Editorial Board, Resources for Feminist Research.
2000 Developed Collaborative Program in Work and Careers
Reviews
1999-date Articles Reviewed for the following Journals:
American Sociological Review
ACME
Atlantis
Canadian Ethnic Studies
Canadian Journal for the Study of Adult Education
Canadian Public Policy
Canadian Review of Sociology and Anthropology
Convergence
Ephemera: After Organization Studies Issue
Ethnography
Family Business Review
Gender, Place and Culture
Human Relations
Journal of Applied Behavioural Sciences (JABS)
Journal of Management Studies
Organizational Research Management
Organizational Research Methods
Organizations
Personnel Review
Resources for Feminist Research
Kiran Mirchandai, Curriulum Vitae, 2012.
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15. Women’s Studies International Forum
2006-2012 Reviewer for SSHRC research grant (approximately one per year)
2011 Participant in review of the SSHRC Postdoctoral Program
2010 Reviewer for Book Manuscript, Routledge
2009 Reviewer for Book Manuscript, Princeton University Press
2006, 2001 Reviewer for Shastri Indo-Canadian Institute Faculty Research Fellowships.
2006 Reviewer for CFI Leaders Opportunity Fund Project.
2004 Adjudicating Committee, Scholarships, Shastri Indo-Canadian Institute.
2001 Reviewer for Book Proposal, Sage.
2000 Reviewer for Theresa F. Girouz Fellowship Program at SSHRC.
External Tenure Assessments
2010 External Reviewer, Tenure case at Babson College
2007 External Reviewer, Tenure case at Skidmore University
2006 External Reviewer, Tenure case at Carleton University
Service to Students and Community
2012 Organized student seminar with Carla Freeman.
2011 Organized student seminar with Richa Nagar.
2003-2011 Instructor, Regent Park Community Development Project
2003 Introduction for talk by Avtar Brah, March 28, University of Toronto.
2003 Moderator, Event on Women, War and Resistance. University of Toronto.
2000-2002 Board Member, Nightwood Theatre, Toronto.
1996-1998 Board Member, Universal Shelter Association, Halifax.
CAREER INTERRUPTIONS
I was on adoption/maternity leave in 2003 and 2005.
Kiran Mirchandai, Curriulum Vitae, 2012.
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