Google Scholar:
A.)
1. Author: Peggy Whitby
Title: “Academic Achievement Profiles of Children with High Functioning Autism and
Asperger Syndrome: A Review of the Literature”
Year: 2009
Journal Information: Volume 44, Number 4/page numbers 551-560
URL: http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.477.1092&rep=rep1&type=pdf - page=123
2. *Author: Peggy Whitby
Title: “A Framework for Teaching Social Skills to Students with Asperger
Syndrome in the General Education Classroom”
Year: 2012
Journal Information: Volume 18, Number 1/ Page numbers 62-72
URL: http://oadd.org/wp-content/uploads/2012/01/41011_JoDD_18-1_62-
72_Whitby_et_al.pdf
3. Author: Peggy Whitby
Title: “The Effects of a Modified Learning Strategy on the Multiple Step Mathematical
Word Problem Solving Ability of Middle School Students with High-Functioning Autism
or Asperger’s Syndrome”
Year: 2009
Journal Information: page numbers 1-254
URL:
http://etd.fcla.edu/CF/CFE0002732/SchaeferWhitby_Peggy_J_200908_PhD.pdf
*In this article, Whitby’s goal is to explain what kind of environment is
needed for those with Asperger’s to succeed. This includes people with Asperger’s,
their family and friends, educators, and those in charge of schools. Whitby states
that general and special education teacher have to work together as a team; while a
special education teacher may be better at teaching these children, a general
education teacher also needs to know effective ways to communicate. Families are
also typically educated on support and interventions; when possible, educators and
peers should use these same interventions. Whitby also states that it is beneficial to
put students with Asperger’s in Cooperative Learning Groups and put these students
with compassionate partners in Peer Assisted Learning. Whitby ends with key
messages concerning people with disabilities, professionals, and policy makers.
People with disabilities can learn social skills alongside their peers, as long as these
peers know how to respect those that are different from them. Professionals can
have a difficult time teaching social skills, but they can use social skill instruction,
collaboration and a pro-social model to enhance those with Asperger’s learning
experience. Lastly, policymakers need to be cautious of the fact that students with
Asperger’s deserve the right to be in an environment that does not hinder their
learning experience.
B.)
1. Author: Peter Rosa, Daphne Hamilton, Sara Carter and Helen Burns
Title: “The Impact of Gender on Small Business Management: Preliminary Findings of
a British Study
Year: 1994
Journal Information: Journal 12, 3/ page numbers 25-32
URL: http://journals.sagepub.com/doi/pdf/10.1177/0266242694123002
2. Author: John T. Samaras
Title: Management Applications
Year: 1927
Journal Information: Chapter IV of Business Management as a Profession/ page
numbers 73-87
URL: http://www.esf.edu/for/germain/Samaras_Follett.pdf
3. *Author: Wayne Encalarde Jr. and Lillian Y. Fok
Title: “The Overall Management Readiness Scale and the Five Big Personality
Traits: A Predictor of Managerial Readiness in Business Students
Year: 2012
Journal Information: Volume 17, Number 1page numbers 63-68
URL: http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.465.4596&rep=rep1&type=pdf - page=69
*In this article, the author uses a student sample to look at the correlation
between Overall Managerial Readiness and the Five-Factor personality model. The
Overall Managerial Readiness was originally used on Chinese managerial candidates,
and the author wants to see if it works for non-Chinese students as well. The article
also states that the Five-Factor model is the most studied model of personality.
These Five Factors include: extroversion, conscientiousness, neuroticism/emotional,
openness, and agreeableness. The article is comparing the difference between
undergraduate and graduate students. It claims to find evidence that supports a
difference between school classifications. However, the first analysis supports the
relationship between Overall Managerial Readiness, the Five-Factor Model, and
performance; however, it finds no numerical difference in Overall Managerial
Readiness and the Five-Factor Model between different level students.
