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91.
We explore academic literature on business ethics education and critically compare the themes emerging from different contexts. Outlining guidelines for analysis based on Southern Theory, we conduct a content analysis on a selection of English, peer-reviewed articles and then critically compare emergent themes from across the ‘Northern'–Southern’ divide. The results suggest commonality but also substantive nuances. One key difference concerns a concerted effort from the South to decipher daily business experiences in relation to prevalent business ethics frameworks focused on the North. Furthermore, using notion of phronetic science, we critically discuss our findings to highlight inherent dynamics of control and resistance. The paper concludes by suggesting future directions for business ethics curriculum development that is more sensitive to these dynamics and by suggesting an adoption of notions related to practical wisdom. 相似文献
92.
Charlotte Jonasson 《British Journal of Sociology of Education》2012,33(5):723-741
In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well as goals related to the perceived future work settings. The misrecognition of the students' perception of engagement had direct negative consequences for student performance and school attachment. The implications of the findings are discussed in detail. 相似文献
93.
Charlotte A. Humphries Edward Hebert Kay Daigle Jeffrey Martin 《Measurement in physical education and exercise science》2013,17(4):284-299
Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association for Sport and Physical Education's Teacher Education Standards. Students attending 11 institutions who are majoring in regular and alternate physical education teacher education and who are at different stages of preparation (N?=?592) completed the initial survey. Exploratory, followed by confirmatory, factor analysis resulted in a 35-item, 7-factor scale. Factors were Content Knowledge, which were activities one might teach; Applying Scientific Knowledge in Teaching, which reflected academic content; Accommodating Skill Differences; Teaching Students with Special Needs; Instruction, which included management, motivation, and instruction; Using Technology; and Assessment. Results support that the Physical Education Teaching Efficacy Scale addresses many aspects of teaching physical education and meets research criteria for validity and reliability. 相似文献
94.
Jeffrey William Frederick Aldous Bryna Catherine Rose Chrismas Ibrahim Akubat Charlotte Anne Stringer Grant Abt 《European Journal of Sport Science》2019,19(2):156-165
This investigation examined the effects of three pre-match and half-time cooling manoeuvres on physical performance and associated physiological and perceptual responses in eight University soccer players during a non-motorised treadmill based individualised soccer-specific simulation [intermittent soccer performance test (iSPT)] at 30°C. Four randomised experimental trials were completed; following 30-min (pre-match) and 15-min (half-time) cooling manoeuvres via (1) ice slurry ingestion (SLURRY); (2) ice-packs placed on the quadriceps and hamstrings (PACKS); (3) mixed-methods (MM; PACKS and SLURRY concurrently); or no-cooling (CON). In iSPT first half, a moderate increase in total (Mean?±?Standard Deviation: 108?±?57 m, qualitative inference: most likely, Cohen’s d: 0.87, 90%CL: ±0.31), high-speed (56?±?46 m, very likely, 0.68?±?0.38) and variable run (15?±?5 m, very likely, 0.81?±?0.47) distance covered was reported in MM compared with CON. Additionally, pre-match reductions in thermal sensation (–1.0?±?0.5, most likely, –0.91?±?0.36), rectal (–0.6?±?0.1°C, very likely, –0.86?±?0.35) and skin temperature (–1.1?±?0.3°C, very likely, –0.88?±?0.42) continued throughout iSPT first half. Physical performance during iSPT first half was unaltered in SLURRY and PACKS compared to CON. Rectal temperature was moderately increased in SLURRY at 45-min (0.2?±?0.1°C, very likely, 0.67?±?0.36). Condition did not influence any measure in iSPT second half compared to CON. Only MM pre-match cooling augmented physical performance during iSPT first half, likely due to peripheral and central thermoregulatory factors favourably influencing first half iSPT performance. Further practical half-time cooling manoeuvres which enhance second half performance are still required. 相似文献
95.
Catherine T. Kwantes Charlotte M. Karam Ben C.H. Kuo Shelagh Towson 《Int J Intercult Relat》2008,32(3):229-243
The relationship between dimensions of individual level culture-related variables (social axioms) and the categorization of organizational citizenship behaviours (OCB) as in-role versus extra-role was explored within a Canadian sample. In order to appropriately address levels-of-analysis issues, this study focused on the relationship between two variables at the same level of analysis: individual social beliefs and individual perceptions of what constitutes OCB. Results indicate that the extent to which each of the OCB dimensions were viewed as in-role versus extra-role varied considerably among participants and that this variation could in part be predicted by social beliefs. The implications of understanding culture's effect on employee work behaviours and attitudes are discussed. 相似文献
96.
97.
ABSTRACTZoos and aquariums are popular visitor destinations, with around 30 million visits made to them annually throughout the UK and Ireland. The role and mission of modern zoos have evolved, with the conservation of world’s remaining biodiversity now being their major purpose. They seek to aid biodiversity through a combination of public education, in situ and ex situ conservation programmes, and applied scientific research. Directly relevant to this paper, they are also institutions that actively recruit, attract and utilise volunteers. However, the impacts of volunteering in zoos and aquariums, on the volunteers themselves, are under-researched. Here we show that, in a survey of more than 500 volunteers at 19 different zoological collections in the UK, zoo volunteers report positive impacts, specifically in relation to increases in their human and social capital. We also found that these benefits were more pronounced in younger volunteers, and with those volunteers who received more initial training. We conclude that while volunteering in UK zoos correlates with significant personal benefits to individuals, zoos could aim higher and should seek to do more to maximise the positive effects of connecting volunteers with the wildlife and nature found in zoo settings, as well as tailoring their volunteer training programmes for different age groups. 相似文献
98.
Henk Erik Meier Till Utesch Charlotte Raue Christina Uhlenbrock Nabila Chababi Bernd Strauss 《Sport in Society》2019,22(3):476-498
It is commonly assumed that sport plays an important role for national identity. However, empirical research has primarily focused on sport’s role for emotional-affectice rather than cognitive aspects of national identity. Therefore, research presented here explores whether identification with the German national soccer team serves to reinforce ethnic or civic conceptions of national identity. Analyses of a unique dataset conducted during the 2014 FIFA World Cup and the 2016?EURO show that national team identification is an important determinant of national pride and national belonging. Respondents who identify with the national soccer team can adhere to different conceptions of national identity. It seems that national pride and affection as well as conceptions of national identity represent stable attitudes not affected by the success of the national team. Further research should improve conceptual clarity and measurement. 相似文献
99.
This paper presents the findings of an action research project designed to examine the dynamics of classroom relationships and perceptions of how rights and identities operate in an all boys' comprehensive school in the English West Midlands. The principal aims of the research were to examine the feasibility of adopting a human rights framework as a basis for school life and to evaluate subsequent relationships and identities. The first section of this paper examines the potential of human rights education to promote constructive relationships and manage conflict. It takes the 1989 United Nations Convention on the Rights of the Child as its framework for action. We then outline the methodology adopted and consider how the classroom environment affects and is affected by those working within it. We reflect on the expression of identities and understandings of rights and responsibilities in the classroom by both students and teachers and the impact of these understandings and of masculine identities on classroom management. Although we recognise the findings of action research are necessarily situation specific and possibly transient and/or changeable, we draw on these findings to develop a model which may be of value to those seeking to develop schools as human rights communities. 相似文献
100.
In the present paper a model of self-fulfilling prophecy effects in media-based learning was developed and tested. The central model assumption was that information about an instructional medium's quality affects students' academic achievement depending on the instructional content's relevance to the student. Experiment 1 (N = 100) demonstrated higher achievement in response to positive compared to negative information, but not the predicted moderating effect of content relevance. Using a revised relevance manipulation, Experiment 2 (N = 199) identified the following moderating function of content relevance: Under moderate relevance positive information led to higher achievement, under high relevance negative information resulted in higher achievement. No differences appeared under low relevance. Path analyses revealed students' cognitive effort as significant mediator for these effects. 相似文献