Achieving and maintaining high performance levels in any organization requires an effective communication system — otherwise there will be no way to exchange information and share knowledge.

This paper explores a highly effective tool with which an organization can improve its organizational communication: Intranets.  The abstract of the paper reads as follows:

With increasing frequency, organizations are implementing intranets to improve their internal communication, increase productivity and reduce operating expenses. This paper defines the need for improved internal communication, outlines the history of intranets, explores their benefits, notes the risks and solutions, and offers implementation insights to which an organization can refer.

iabd-business-research-yearbookThis was the first scholarly paper I wrote that was published. I originally wrote it in the fall of 2002 for an organizational behavior and strategy class in my MBA program at Woodbury
University
.

Upon the suggestion of my instructor — Dr. Satinder K. Dhiman, the Associate Dean of Business and MBA Program Chair — I submitted it for publication in the 2003 Business Research Yearbook of the International Academy of Business Disciplines (IABD).

Fortunately my paper was accepted and I presented it at the group’s annual conference in Orlando, Florida that April. The experience was an exceptionally positive one that opened my eyes to the option of academia as a career path.

Two months later, in June 2003, I flew to Honolulu, Hawaii to present the same paper at the International Business and Management Research Conference (IBMRC), which had also been published in the organization’s refereed academic journal, The Business Review, Cambridge. I was also recognized with the “Best Presenter” award at the conference.

If you would like to read my paper, you can read it online on Academia.edu. I welcome your thoughts and comments — please contact me at doctorious (at) generative (dot) com.

Update: My paper was cited in the 2004 book “MBA In A Day: What You Would Learn At Top-Tier Business Schools (If You Only Had The Time!) ” by Dr. Steven Stralser. It was apparently used as a general source of information in a chapter dealing with Intranets! The citation appears on page 262 and covers material presented on pages 260 to 262.

Last Wednesday, April 2, 2008 marked the first annual “World Autism Awareness Day.” The day was created by the General Assembly of the United Nations which voted in November 2007 to establish the annual event date as an opportunity for Member States to raise awareness about children with autism.  Various events and lectures were planned around the globe and CNN scheduled all-day coverage about autism. April is also National Autism Awareness Month.

Autism Awareness RibbonWhat is autism? According to the Autism Society of America, “Autism is a brain development disorder that impairs social interaction and communication, and causes restricted and repetitive behavior, all starting before a child is three years old. Both children and adults with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities.”

Autism is one of five disorders considered a Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by “severe and pervasive impairment in several areas of development.”

These disorders include: Autistic Disorder, Asperger’s Disorder, Childhood Disintegrative Disorder (CDD), Rett’s Disorder, PDD-Not Otherwise Specified (PDD-NOS). Each disorder has specific diagnostic criteria which been outlined in the American Psychiatric Association’s Diagnostic & Statistical Manual of Mental Disorders (DSM-IV-TR).

Diagnosed in an estimated 1 in 150 children, autism is the most common Pervasive Developmental Disorder, and the numbers are on the rise. It is estimated that as many as 1.5 million Americans have some form of autism.

Data from the U.S. Department of Education and other governmental agencies indicates that autism is growing at an alarming rate of 10-17 percent per year — and the Autism Society of America estimates that 4 million Americans could be diagnosed in the next decade.

Below are some additional facts about autism, courtesy of Autism Speaks, an advocacy group:

Basic Facts

  • 1 in 150 children is diagnosed with autism
  • 1 in 94 boys is on the autism spectrum
  • 67 children are diagnosed per day
  • A new case is diagnosed almost every 20 minutes
  • More children will be diagnosed with autism this year than with AIDS, diabetes & cancer combined
  • Autism is the fastest-growing serious developmental disability in the U.S.
  • Autism costs the nation over $90 billion per year, a figure expected to double in the next decade
  • Autism receives less than 5% of the research funding of many less prevalent childhood diseases
  • Boys are four times more likely than girls to have autism
  • There is no medical detection or cure for autism

Incidence vs. Private Funding

  • Leukemia: Affects 1 in 25,000 / Funding: $310 million
  • Muscular Dystrophy: Affects 1 in 20,000 / Funding: $175 million
  • Pediatric AIDS: Affects 1 in 8,000 / Funding: $394 million
  • Juvenile Diabetes: Affects 1 in 500 / Funding: $130 million
  • Autism: Affects 1 in 150 / Funding: $15 million

National Institutes of Health Funds Allocation

  • Total 2005 NIH budget: $29 billion
  • $100 million goes towards autism research
  • This represents 0.3% of total NIH funding

Autism has clearly become the polio of our time and something must be done to reverse its progress. If we don’t act now and dedicate more research dollars to finding a cure and treatment, while also finding a way to convince the health insurance industry to cover the costs associated with treatment we run the risk of losing an expontentially increasing percentage of this generation’s children to autism.

The impact of autism on families is extensive. Emotionally, it can be draining. Mentally it can be consuming. Physically it can be exhausting. Financially, it can be devastating. In addition to the divorce rates of parents with autistic children being higher than the average, many families of children with autism struggle to avert bankruptcy.

It’s no wonder, the costs involved are daunting: from the early intervention and treatment services (which only a handful of states cover) to the lost income from one parent in a two-parent household who must stay home with the affected child while services are provided, autism affects an entire family, not just the individual overcoming it.

Raising a child is stressful enough — raising a child with autism is beyond compare. That is not to say that raising a child with autism is totally unlike raising a “neurotypical” child, it just puts things within a different framework.

I speak from personal experience: my older son, Jacob, who will turn five this September, was diagnosed with autism just before his third birthday.  We have come a long way since then, but still have far to go. He is now speaking contextually, exhibiting emotion and is full of boundless energy. Some days are full of joy while others are full of challenges parents of children without autism truly cannot comprehend.

Fortunately Jacob is on the higher functioning end of the spectrum and has many skills that a typical child near his age has (though developmentally he is not functioning at a level consistent with his chronological age). He is a sweet and smart little boy with a curiosity about the world and great potential to do wonderful things with his life.

We are grateful for the services he has received and credit them with a great deal of his progress so far. However, we have also had to aggressively advocate on his behalf to ensure he continues to receive the services to which he is entitled.

Jacob currently receives his applied behavior analysis (ABA) services through the Center for Autism and Related Disorders (CARD) — a worldwide leader in the field founded by Dr. Doreen Granpeesheh. His Individualized Education Program (IEP) is coming up in a month and my wife and I are beginning to prepare for battle with the Saugus Union School District to ensure that he receives the most appropriate and beneficial services.

As a father, Jacob has taught me many lessons about life. but I know I have much more to learn. I now appreciate the small steps in life and applaud incremental improvement, however small, because it represents movement in the right direction. I admire his sweet and loving disposition and marvel at his unbridled joy and creativity. He is a wonderful little boy who has inspired me to become a better father and, frankly, a better person.

For additional information about autism, I encourage you to visit the following:

I received an e-mail from a reader of my blog asking for suggestions as to how she could “break in” to academia as an adjunct instructor.  Although I am far from an expert at navigating the potentially pitfall-ridden pathway to academic employment, I felt it might be helpful to relate some of my experiences so far.

Whether or not they will work for anyone else — or, to be brutally honest, me — is unclear.  However, I am a firm believer that by doing good I can do well, so here goes: Craigslist education and teaching jobs (seriously).

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I mostly use Craigslist for Los Angeles, but have also explored the sites for Ventura, Santa Barbara (which is how I found the opportunity at UC Santa Barbara Extension) and Bakersfield (which is how I found out about the opportunity at DeVry University).

I have found Craigslist to be a great source of leads for adjunct level positions and even some full time ones. In fact, with the exception of my position at Axia, every single adjunct teaching job I now have was the result of a posting on Craigslist.

I first ventured into education by teaching traffic school for nine months — and, yes, I found the job on Craigslist! Despite not being academic, teaching traffic school helped me develop my classroom management and curriculum development skills.

Mind you, I did this of my own free will (there were no court orders or community service hours involved!). I realize the mere thought of traffic school has already made some of you uncontrollably twitch and or gag, but I could not have asked for a more effective “entry level” experience.

It was a great way to test the waters of teaching — especially because those waters were full of sharks and piranhas. Think of it this way: what better way to prove that you are meant to teach than by putting yourself in the worst possible teaching situation and making a difference?

Knowing that everyone in attendance would have rather spent an afternoon at Gitmo or making human pyramids at Abu Ghraib, I went out of my way to make the class as interesting and engaging as possible. Granted, I still had to show the requisite outdated videos about road rage, traffic safety and related topics — but I found clever ways to stay within the DMV’s guidelines while managing to have some fun.

I even managed to show a few minutes of the campy 1985 film “Moving Violations,” starring John Murray (the lesser known brother of Bill Murray), Jennifer Tilly, James Keach, Sally Kellerman, Fred Willard and Clara Peller — the octogenarian actress best known for the 1984 “Where’s the beef?” ad campaign for Wendy’s.

One of the highlights of the day happened just after lunch when, as an introduction to the curriculum about drinking and driving,  I showed mugshots of celebrities arrested for DUI to the students and had them guess who everyone was. I knew it was working when the evaluator who showed up at one of my classes unannounced after lunch was laughing!

I am extemporaneomoving-violations-signsus by nature, so a good part of my “material” was improvised based on what was discussed in class.

I found that engaging the students directly and making them a part of the program made the day more interesting for me, but (big surprise!) it actually made them more interested in the class as well.

Of course, being “interested” in traffic school is a relative term — don’t for a minute think I was recreating scenes from Stand and Deliver! That being said, it was a rewarding and (to use a “report card word”) unique experience unlike anything I could have imagined.

Since then I have taught 15 sections of asynchronous online writing and business communication courses for Axia College of University of Phoenix. I have also taught ten sections of computer, English and management courses in a hybrid classroom/asynchronous online model at DeVry University in Bakersfield.

I have also taught one section of a buying behavior course at UC Santa Barbara Extension along with one principles of marketing course and one organizational behavior class at International American University, a private school focused on providing Asian students with an American education.

As for another resource, I have to give massive applause to the members of the Chronicle of Higher Education Forums — what a wonderful resource they all are! There are threads on all sorts of topics of interest to a aspiring academic — and a good number of the members are active and emeritus professors. Everyone is very willing to share their insights and experiences — often with an unexpected sense of humor (teachers are people too!).

I’ve asked (and had answered) questions about which Ph.D. programs to pursue to how I should format my CV. Its best to sit quietly and read many of the existing threads before jumping in head first — what until you get a flavor for the tone and temperament of the place.

If you want to avoid posting threads all together and just want to go straight for raw information, check out the following threads/resources:

I also found my way to a Facebook Group sponsored by The Babb GroupMake a Living Teaching Online — it is definitely worth signing up for; even if you just lurk and read the posts made by others the information is exceptionally helpful.

Hopefully these resources are useful to those of you looking for information on how to transition into a career in academia. Certainly, my experiences are not typical, but then I suppose they are not entirely atypical.

Happy teaching!