<abstract xmlns="http://www.w3.org/1999/xhtml">The object of this article is to present a critical analysis of the impact of the notion of ‘VIPsm’, a phenomenon through which human beings are socially ‘categorized’ or ‘classed’ according to status or wealth or position being held in society. The article is predicated on South Africa’s discernible constitutional pursuit of attaining social stability and equitable social justice. This work is also considerate of the country’s known unpleasant history of apartheid’s acute race-based social exclusions, and in contrast, the post 1994 persistent social and economic inequalities which thus far proliferates material disadvantage, poverty, social discontent and protests amongst citizens. The article employed ‘Transformational Leadership theory ‘and ‘Power and Influence theories’ as tools of analysis, given that the Constitution, 1996 is transformative in nature and thus require ‘transformational leaders’ in order to achieve its major goal of burying wounds of the past, to build one unified nation that is socially stable. It is asserted that social challenges and superfluous differential treatment of humans besieging contemporary South Africa are suggestive of the presence of leadership that is self-centered, opulence driven, and has little or no regard for the poor and thus, disfavor the solidarity principle.</abstract>

‘VIPsm’, A Threat to Social Stability in South Africa: From Apartheid Exclusions to Democratized Inequalities

<abstract xmlns="http://www.w3.org/1999/xhtml">In our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.</abstract>

University of Nord, Bodo, Nordland Region,

Special or Inclusive Education in Romania?

<abstract xmlns="http://www.w3.org/1999/xhtml">Three very different study abroad visits for US students illustrate limitations of short-term study abroad experiences as well as highlight successful approaches. Lessons can be gained for strategically planning experiences that gain the most cross-cultural learning from short study abroad visits.Seven US business students attended a two-week business-plan competition in Germany that involved students from six countries. Incidents occurred which could have provided critical cross-cultural learning. Faculty-assisted analysis of these cultural incidents could have been used as teachable moments.Thirty US business students attended a one-week study visit to Mexico in conjunction with a Mexican university. The students attended economic lectures at the university and visited industrial locations. Students were allowed to do as they wished during free time, without any interaction with host nationals or assisted cultural analysis.Two US business students journeyed to Ethiopia for a three week visit in conjunction with an Ethiopian business college. The students were involved with in-depth cultural research and intensive interaction with host nationals. Strong gains in cultural understanding were observable.The thesis of this pedagogical case study is that instructors and program directors should seize upon, and create, the opportunity for unplanned critical incidents. These incidents should not be looked on as problems, difficulties, or bad behavior, but as normal cross-cultural interactions that can teach students more than pre-planned program interactions. Intensive interactions with host nationals in uncontrolled situations, combined with expert analysis, may convey greater cross-cultural learning than controlled formal programs.</abstract>

College of Business Administration and Public Policy, California State University Dominguez Hills

An Active Learning Pedagogy for International Management: Cases in Germany, Mexico, and Ethiopia

<abstract xmlns="http://www.w3.org/1999/xhtml">The procedural revolution of technology making people more and more linked to virtual based lives, and providing an outline to live in online-based curriculums. However, not all the nations have the same level of access and equal opportunities to grip the fruit of communication technology, hence the social presence in cyberspace suppose to differ from nations to nations. The study tends to explore the facets of technology-mediated text-based correspondences of the young generation, who often apt to use their own technologically advanced telecommunication devices. To conceptualize the qualitative aspect of the study into quantitative findings, the key assumptions are tested in each step of the factor analysis process. Based on the scanned cases of the survey, the study concludes that the young generation of the nations, where technological advancement is yet to flourish is less formal, more emotionally sensitive and more open about their state of the mind compared to the technologically advanced nations.</abstract>

School of Business & Economics, United International University, Dhaka,

The Social Presences in Text-Based Collaborations Via Electronic Devices: Measuring the ‘Online-Self’ of the Young Generation in Bangladesh

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European Review Of Applied Sociology

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