Engaging Élitism: the Mediating Effect of Work Engagement on Affective Commitment and Quit Intentions in Two Australian University Groups

Some universities rely on their élitism as one mechanism to attract and retain talented faculty. This paper examines two groups of élite and non‐élite universities and the mediating effect that work engagement has on affective commitment and intention to quit. Findings indicate partial support for the mediating effect of work engagement in the non‐élite group but no support in the élite university group. The implications of these diverse results are posed for the management of academics in élite and non‐élite universities, suggesting that a ‘one size fits all approach’ to performance outcomes does not always fit.     

Curriculum Elemental de Metrica

RESUMEN

La elaboración de un curriculum de métrica para el conocimiento de diferentes tipos de medida (longitud, peso, temperatura, volumen) es de gran utilidad en la escuela. Se comentan las características de otros tres curricula de métrica ya existentes. En el curriculum que proponen los autores se exponen los objetivos en cuatro secciones: longitud, temperatura, capacidad y peso. Dentro de cada sección los objetivos se dividen en dos apartados: medición no numérica y medición numérica. Se describen las actividades a desarrollar en términos de material, consignas y respuesta esperada del alumno.     

Evaluating a Tutorial Program Containing Volunteer Subjects

Student teachers enrolled at Kansas State University and Northeastern State College (Oklahoma) in the spring of 1967 were compared on (1) maintenance of philosophic orientation, (2) adherence to teaching attitudes, (3) reaction to student-teaching, and (4) performance on related criteria. The GNC Scale of Logical Consistency in Educational Ideas determined their philosophic orientation. The Minnesota Teacher Attitude Inventory determined their attitudes toward potential teaching situations. Comparisons were made before and after student teaching by institution, teaching level, and sex. GNC, MTAI, and ACT levels, methods and student-teaching grades, and grade point averages were tested for intercorrelation.

K. S. U. students were more logically consistent and empirically oriented in their ideas about education before and after teaching participation. Teaching attitudes were best maintained by the elementary students in both institutions. N. S. C. students showed greater intercorrelation among all the criteria. Low logical consistency by N. S. C. students may signify disagreement between theoretical and practical educational views. Maintenance of teaching attitudes by K. S. U. elementary students suggests variable effects of professional courses. Agreement among academic and educational criteria by N. S. C. students suggests a greater unaminity of educational ends and means.     

有无正当理由违约中的损害赔偿——从案例分析的角度

通过对国际体育仲裁违约合同造成损害赔偿的案例分析,提出没有固定的规则可以适用所有的案例,唯一确定的是所谓的"积极利益"或"预期利益"原则。因此,裁定方确定赔偿金是以假设违约未发生,受害方应当获得利益大小为标准。任何人都不应当试图创设一个固定规则,因为尝试创设规则是不明智的,它将导致裁定方因固定规则被迫以某种方式裁定,并不能实现双方当事人及体育领域所追求的公正、合理的结果。文章认为由裁定方在考虑到所有情形的前提以积极利益原则为首要原则确定最合适的赔偿金。