Is saying ‘sorry’ enough? examining the effects of apology typologies by organizations on consumer responses

Apology has been found to be the most effective strategy in times of crises. However, there is a dearth of research on the kinds of apology used and how primary stakeholders, in particular consumers, received them. This study aims to examine consumer responses to the types of apologies offered post crises against the levels of attribution of responsibility. We also assess the potential mediating role of ethical concerns by developing the Perception-Behavioral Model of Crisis Response. An experiment was conducted to ascertain consumers’ impression of the organization post-apology. The results showed that the attribution of crisis responsibility significantly influences complaining, withholding and negative word-of-mouth behaviors. However, a very high degree of apology issued by the organization does not necessarily translate to reduced negative responses from consumers in light of the large attribution of responsibility. Finally, the Perception-Behavioral Model of Crisis Response suggests that ethical concerns can mediate negative behavioral intentions from consumers.     

Contact analysis and load distribution of double-envelop hourglass worm gearing affected by errors and load

1. Introduction The double-envelop hourglass worm gearing is characterized by multi-tooth line contact and good lubrication condition. It has high load-carrying capacity and is often built in heavy-duty machines. Like other line-contact gear drive, it is sensitive to manufacturing errors, misalignment errors and load-dependent deformations, which cause the tooth end contact and large transmission errors [1]. The classic theory for meshing analysis of a gear drive overlooks diverse errors and l…     

Parents’/carers’ perceptions and experiences of growing,preparing and eating their own fruit and vegetables as part of the ‘Field to Fork’ project

This paper reports research into a project to encourage KS1 and KS2 pupils to eat more healthily by supporting their families to grow their own fruit and vegetables at home. Participants were recruited through a Primary School Trust comprising four primary schools in the North West of England. They were given practical support to enable them to grow fruit and vegetables. The findings of pre-programme focus groups with parents/carers suggested families tended not to eat the daily government-recommended five portions of fruit and vegetables; cost, time and knowledge being the main inhibitors. With resources, knowledge and support most participants were enabled to grow their own fruit and vegetables leading to increased consumption. Availability to and familiarity with fresh fruit and vegetables by tending and growing them first-hand was shown to increase their consumption.     

Making a Difference for the Under Fives? The early implementation of Te Whaariki,the New Zealand National Early Childhood Curriculum

The New Zealand Ministry of Education is producing the final draft of Te Whaariki the national early childhood curriculum (Ministry of Education 1993). Once formalised all early childhood services will be required to demonstrate that their programmes are operating according to the Principles, Aims and Goals outlined in Te Whaariki (a Maori name meaning a mat for all to stand on). Three years ago a paper at the first Warwick International Early Years Conference outlined the rationale, framework and processes involved in the development ofTe Whaariki (Carr & May 1993c). We had been contracted by the Ministry of Education to coordinate the development of a national early childhood curriculum that firstly, would embrace a diverse range of early childhood services and cultural perspectives, secondly, would articulate a philosophy of quality early childhood practice, and thirdly would make connections with the new national curriculum for schools. Te Whaariki was released to early childhood centres on a trial basis in late 1993. Since that time there has been an official process of trialing and evaluation which has indicated a very high level of support within the early childhood community for the document. In 1994 the Government contracted a number of professional development projects to support early childhood practitioners with the document. Training programmes began reviewing the structure and rationale of the courses they provide. Margaret Carr is now undertaking a research project looking at some possibilities for the assessment for young children that relate to the Principles, Aims and Goals outlined in Te Whaariki. There are, however, many issues for centres regarding the implementation of Te Whaariki. For example, current regulatory requirements and funding levels make it difficult for centres to meet the high expectations of quality outlined in Te Whaariki, although the 1995 budget pronouncements promised some small funding increase.

This paper provides an overview of the implementation of Te Whaariki. We are mindful that other countries, have been undertaking similar kinds of development. While we see Te Whaariki as a document that is uniquely New Zealand, we have also sought, throughout the process of development and implementation, to encourage international critique and appraisal ofTe Whaariki as part of on going debates regarding the nature of early childhood curriculum in the 1990s. This paper was first presented at the second Early Years Conference at Warwick in 1996.     

Honesty tests in academia and business: A comparative study

This study was designed to extend our understanding of trustworthiness and attitude measures as they relate to academia and business. The basic research question was whether students modify their responses to such inventories based on the purpose of the test. Students were randomly assigned to one of two conditions: respond as honestly and openly as possible or respond as if applying to graduate school or as if applying for a job. Results indicate that students modified their responses to an honor system survey if the results would be used as part of the admission criteria to graduate school; students did not modify their responses to an employment trustworthiness survey when the results would be used as part of the hiring decision. Implications for schools and businesses are discussed.     

The Incidence of Delayed School Entry: A Twelve-Year Review

Delaying school entry for a year beyond a child's chronological eligibility for kindergarten is a controversial practice. However, it is unclear from the available literature exactly how common this practice is. The purpose of this study was to examine the incidence of delayed kindergarten entry in a suburban school district over a 12-year period. In this district, school personnel did not make formal recommendations to parents to delay kindergarten entry for their children. A review of the incidence data indicated that, in general, there had been a significant increase in the number of children who had delayed school entry. Furthermore, significantly more males than females had delayed kindergarten entry, and the majority of children who delayed school entry had autumn birthdates, making them the youngest group of children in this study. Implications for school practices are discussed.     

Online engineering education for manufacturing technology: Is a remote experiment a suitable tool to teach competences for “Working 4.0”?

The demands of modern industry contexts (so‐called Industry 4.0) are going to reshape the working world of future engineers. It seems obvious that these technological developments will affect higher education institutions with increasing intensity. For years, there has been a vivid discussion on the IT competences, which need to be developed by students in order to face emerging technology changes. To tackle the question regarding industry expectations towards future engineers, in this article a remote laboratory at a German university is analysed to identify potentials for future‐oriented teaching and learning in the light of the required competences for “Working 4.0”. Current scientific studies and industry agendas about Working 4.0 competences are identified, connected learning objectives are derived and the focused remote laboratory is linked to these objectives. As a result, it can be shown that this educational setting has the potential to reflect the complexity of Working 4.0. However, the results also show that the examined laboratory addresses only some of the competences in the context of Industry 4.0. Furthermore, it is argued in how far industry demands serve as the only basis for educational development efforts. The scientific studies and the industry agenda offer a limited and more political perspective on educational development. Nevertheless, based on the research in this article, it can be argued that remote labs (and online labs in general) have the potential to lift traditional laboratory‐based engineering education to a modern engineering education 4.0.     

Rescuing the Childcare Center: One Community’s Efforts to Manage Change Through Generating and Coordinating Resources

Childcare centers are business organizations and are subject to some of the same issues and problems as any small business. Many childcare administrators have little or no business training, and are unable to embrace change in order to help their programs survive economic problems. This article describes how one community saved their childcare center through collaboration.     

The press, public knowledge and the grant maintained schools policy

This article examines as a critical case how newspapers reported the grant maintained schools policy. It argues that claims that press reporting of educational issues is frequently unfair are only partially substantiated. The quality press is more likely to be internally inconsistent and contradictory in its reportage of education policy and, on occasion, to inhibit debate through discourses of omision.