Confronting gender inequality in a business school

This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b Acker, J. (2006a). The gender regime of Swedish banks. Scandinavian Journal of Management, 22 (2), 195–209. doi: 10.1016/j.scaman.2006.10.004[Crossref] , [Google Scholar]). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’.     

Tennis forehand kinematics change as post-impact ball speed is altered

Peak joint angles and joint angular velocities were evaluated for varying speed forehands in an attempt to better understand what kinematic variables are most closely related to increases in post-impact ball velocity above 50% of maximal effort. High-speed video was used to measure three-dimensional motion for 12 highly skilled tennis players who performed forehands at three different post-impact ball speeds: fast (42.7 +/- 3.8 m/s), medium (32.1 +/- 2.9 m/s), and slow (21.4 +/- 2.0 m/s). Several dominant-side peak joint angles (prior to ball impact) increased as post-impact ball speed increased from slow to fast: wrist extension (16%), trunk rotation (28%), hip flexion (38%), knee flexion (27%), and dorsiflexion (5%). Between the aforementioned peak joint angles and ball impact, dominant-side peak angular velocities increased as ball speed increased from slow to fast: peak wrist flexion (118%), elbow flexion (176%), trunk rotation (99%), hip extension (143%), knee extension (56%), and plantarflexion (87%). Most kinematic variables changed as forehand ball speed changed; however, some variables changed more than others, indicating that range of motion and angular velocity for some joints may be more closely related to post-impact ball speed than for other joints.     

Instituciones,servicios, centros

Abstract

The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.     

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

Educational Psychology Review - For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence...     

A Note on the Calculation and Interpretation of the Delta-p Statistic for Categorical Independent Variables

This methodological note illustrates how a commonly used calculation of the Delta-p statistic is inappropriate for categorical independent variables, and this note provides users of logistic regression with a revised calculation of the Delta-p statistic that is more meaningful when studying the differences in the predicted probability of an outcome between two or more groups. Although one cannot fully document the extent to which this error in the current calculation of the Delta-p statistic has spread across the field, the potential for error is far reaching as an increasing number of researchers use logistic regression to study categorical outcomes and as researchers look more closely at the Delta-p statistic as a means to communicate the results of logistic regression models to policy makers and administrators. It is recommended that higher education scholars and institutional researchers use caution when reporting the Delta-p statistic from prior studies and that they adopt the revised calculation of the Delta-p statistic presented in this methodological note when estimating logistic regression models with categorical independent variables.

Mapping Playgrids for Learning Across Space,Time, and Scale

In this article, we analyze the production of learner-generated playgrids. Playgrids are produced when learners knit together social media tools to participate across settings and scales, accomplish their goals, pursue interests, and make their learning more enjoyable and personally meaningful. Through case study methodology we examine how two platforms - Slack and Hypothesis - enabled learners to curate and participate among their own digital resources and pathways for learning. We contend that both theoretical and pedagogical development is necessary to support adult learners as they curate tools and pathways based upon their contingent needs and goals, and that the concept of playgrids does so by usefully connecting less formal social media practice with more formal professional learning across various settings and scales. In the end, we demonstrate the importance of honoring learners’ desire to connect their completion of formal course activities with their less formal social media practices; both sets of practices need not be in conflict and may be complementary.     

A Masters Programme in telecommunications management – demand-based curriculum design

This paper presents a curriculum design approach for a Masters Programme in Telecommunications Management based on demand data obtained from surveying the needs of potential students of the proposed programme. Through online surveys disseminated at telecom companies in Jordan, it was possible to measure the demand for such a programme and to determine the required programme contents and specifications. The curriculum design is based on definition of programme outcomes and on using a house of quality approach (HOQ) to determine the list of courses required in the programme. Surveyed competencies are mapped to a long list of proposed courses in a HOQ in order to determine the importance of each of these courses. A final list of core and elective courses is then developed considering the contribution to programme outcomes and the academic standards.     

老年人血小板谷胱甘肽过氧化物酶的纯化和分子特性研究

报道老年人血小板谷胱甘肽过氧化物酶由ＳｅｐｈａｒｏｓｅＱ柱层析、ＭｏｎｏＱＨＲ５／５ＦＰＬＣ和亲和层析后，经ＳＤＳ／ＰＡＧＥ鉴定为一条区带，其分子量为２３ｋＤａ．等电聚焦测定ＰＩ为５．１．用Ｓｕｐｅｒ－ｏｓｅＨＲ１０／３０柱经ＦＰＬＣ测定的分子量为９２ｋＤａ，这表明在自然状态下血小板谷胱甘肽过氧化物酶由四个相同的亚单位组成。这些结果与人红细胞谷胱甘肽过氧化物酶的特性相一致．     

Economic Crisis,War, Humor,and Lessons From Shakespeare for Adult Learning and Human Resource Development

This paper addresses the problem of teaching adult learners who are going through difficult economic and political times. Lessons are learned from Shakespeare＇s King Lear. Humor is at the same time both a powerful educational tool and a course content that can be used to highlight tragic social realities. Through thoughtful laughter, humor comforts people. On the one hand, humor eases tension. On the other hand, humor intensifies tension by exposing harsh realities in a comic way. Hence, humor can be used as an instructional tool to facilitate learning about complex issues and tragedies both inside and outside the classroom （formal education）, the community （informal education）, and the workplace （non-formal education and human resource development）.