Educators and practitioners are faced with the transitioning and intersection of two diverse disability studies education models—the medical model and the social model—and the models' effects on career development. This chapter focuses on how individuals with disabilities were transitioned into diversity and inclusion processes and then integrated into the organization and career development structure. Once left out of the measures of performance through education, learners with disabilities, in 1997, clearly became identified in the federal and state answerability systems. This chapter advocates for the social model. Additionally, respondents show how self-identifying as a person with a disability, even anonymously, can be difficult for some people. Readers will better understand the terms diversity, disability, and inclusion through the disability studies lenses, but the question remains, Have we come a long way or are scholars and practitioners floundering in today's society and lacking understanding about diversity through unclear comprehension regarding disability?

Thirty years of debating best journalism models has led to a needed academic business integrated conceptual framework to be developed into distinct models. This chapter offers evidence-based data of needed change for journalism education to meet departmental requirements plus support needs in this technological digital artificial intelligence new media age. Learning must reflect new approaches for data receipt. Readers will review education, practitioner, and learner perspectives to study arguments and experiences, plus probe the manner this data describes the formation, and exercise of journalism, expertise, traditions, determinations, happenstances, objectives, agreements, and learning. Through literature review and ethnography, detailed is a forward-looking framework founded on continuous process improvement which should better prepare learners to compete in this technologically digitized society. This research adds to the journalism, strategy, artificial intelligence, and business process improvement bodies of knowledge for academics, practitioners, and learners.

Many universities require end of course evaluations for all courses taught as tool for academic accreditation purposes. The reality is that often many academic departments either do not do anything or have no idea what to do when evaluations continue to be poor. As a result, students have fought back against this process to create their own on-line rating program, Rate My Professor.com, which allows students to give other students insights into who is a quality professor and who is not. This paper explores this use of mock teaching simulations, which are also called Micro-teaching approaches, as a quality management tool to improve the way students are taught in Technology Management, Cybersecurity, and Computer Science degree and certificate programs.

Continuous learning is essential in academic and business environments for the 21st century learner as success, survival, and growth lean toward the educator answering the question, ‘Which educational design best facilitates educators in becoming learner-focused while producing adaptive completers in this ubiquitous learning environment?' This research team proposes a unique but growing solution around educational synergies in which all learner-focused groups drive the understanding of learning, adaptation, practice, and change. To clarify the difference between training, development, and learning, the following are discussed: 1. reviewing success in learning, as a continuum into the processes of survival and growth; 2. conceptualizing the training model situated inside learning and development; and 3. synergizing the educational epistemology that bridges the gap between training and learning. Last, grouping of key trends expanded through theory and technology to support concrete recommendations for analyzing the influence of synergies through educational evolution around training, development, and learning.

The Problem. After 30+ years of debating the best model for disability, there is a need for a new framework. As the medical model of disability seeks a cure and the social model points to the environment, neither model is without its flaws. Human resource development (HRD) professionals and practitioners are in a position to craft a model that reflects the experiences of people with disabilities. This new model will strengthen HRD's importance in the field and its impact on other disciplines. The Solution. This article offers consideration to be given for a new model for disability that addresses the complexities of cultural boundaries, gives value to the experiences of people with disabilities, and changes language in how disabilities are described. Using the results of the literature review, a path to the Transculturalized Diversity and Inclusion Model lays the groundwork for further research. This article accesses the perceptions of people with disabilities regarding both models, incorporates the strategies used by HRD scholars and researchers for improving value in a growing population of disabled people, and synthesizes a platform for future discussion and development of the Transculturalized Diversity and Inclusion Model. The Stakeholders. HRD practitioners, especially those serving populations with disabilities, will benefit greatly from a new model and perspective provided by the Transculturalized Diversity and Inclusion Model. HRD scholars likewise will be provided with a new framework for conducting research on people with disabilities in the workplace.