Manager communication and workplace trust: Understanding manager and employee perceptions in the e-world

Today's business environment is populated with individuals who are digitally connected to clients, contractors, managers, and employees. Traditionally, the ways and behaviors of managers had developed and thrived within face-to-face work environments, but as computer-mediated technologies continue to change the boundaries of the business community, permit alternative worksites to increase, and the traditional workday to disappear, the role of the manager has changed. This article focuses on the communication behaviors between managers and their employees, and how these behaviors have changed as digital communication methods have become mainstream within organizations today. The variables of interest are manager communication and workplace trust. The intended outcome is to uncover the expectations that have yet to be agreed upon within the manager–employee e-relationship.     

Relative Heights of Males and Females in Children's Drawings Taille Relative des Silhouettes Masculines et Fe´minines dans les Dessins d'Enfants Alturas Relativas de las Figuras Masculina y Femenina en los Dibujos de los Niños

Two studies are reported concerning the height of male and female figures in children's drawings. In Study 1, 5 and 7 year olds were asked to draw a man and a lady or a boy and a girl. Adult figures were drawn taller than child figures. For boys, the mean heights of their male and female figures were approximately the same but girls drew their females taller than their male figures. The reason for this was that more girls than boys used different structures (incorporating a skirt or trousers into the drawing) to differentiate their figures; this use of different structures results in a taller drawing of a skirted figure. This finding was replicated in Study 2 in which 7-year-olds were asked to draw a lady in a skirt and another in pyjamas: the skirted figure was taller when it had a different structure from the figure in pyjamas, whereas the mean heights of both figures were approximately the same height when the same structure had been used. Deux travaux de recherche ont étudié la taille des silhouettes masculines et féminines dans les dessins d'enfants. Dans l'étude 1, des enfants de 5 et 7 ans ont dû dessiner un homme et une femme ou un garçon et une fille. Les silhouettes adultes ont été dessinées plus grandes que les silhouettes d'enfants. Les garçons ont dessiné des silhouettes d'hommes et de femmes à peu près de la même taille en moyenne, mais les filles ont dessiné leurs femmes plus grandes que leurs hommes. La raison en est que plus de filles que de garçons utilisaient des structures différentes (en incorporant une jupe ou un pantalon dans le dessin) pour différencier leurs silhouettes; cette utilisation de structures différentes résulte en un dessin plus haut de la silhouette en jupe. Ces résultats se retrouvent dans l'étude 2, où des enfants de 7 ans ont dû dessiner une dame en jupe et une autre en pyjama: la silhouette en jupe était plus haute quand elle avait une structure différente de celle en pyjama, tandis que la hauteur moyenne des deux silhouettes était à peu près la même quand la même structure était utilisée. Se informa de dos estudios relacionados con la altura de las figuras masculina y femenina en los dibujos de los niños. En el Estudio 1, se pidió a niños de 5 y 7 años que dibujan un hombre y una mujer, o un chico y una chica. Las figuras adultas fueron dibujadas con una altura mayor que las figuras de niños. Para los niños, las alturas medias de sus figuras masculinas y femeninas fueron aproximadamente las mismas, pero las niñas dibujaron sus figuras femeninas más altas que las masculinas. La razón para esto fue que más niñas que niños usaron estructuras diferentes (incorporando una falda o pantalones en el dibujo) para diferenciar sus figuras. El uso de estas estructuras diferentes resulta en un dibujo más alto de una figura con falda. Este hallazgo se reprodujo en el Estudio 2, en el que se pidió a niños de 7 años que dibujaran una señora con una falda y otra con un pijama: la figura con falda fue más alta cuando tuvo una estructura diferente a la de la figura con pijama, mientras que las alturas medias de ambas figuras fueron aproximadamente la misma altura cuando la hizo uso de la misma estructura.     

Effects of integrated video media on student achievement and attitudes in high school chemistry

This study explored the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a first-year general high school chemistry course within a multiculturally diverse metropolitan school district. Through the use of a treatment-control experimental design, approximately 450 students in Grades 9–12 were sampled on measures of chemistry achievement and attitude over the period of 1 academic year. The results revealed significantly higher achievement scores on standardized measures of achievement as well as on microunit researcher-designed, criterion-referenced quizzes for the treatment students who experienced a general chemistry course enhanced with an integrated use of a structured chemistry video series. Correlation of student achievement with logical thinking ability revealed that students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Treatment students also scored significantly higher than control students on the chemistry attitude instrument. These results along with qualitative supportive evidence suggest that this integrated video media curriculum intervention can positively affect student chemistry achievement and attitude across ability levels and across a diverse multicultural population. Furthermore, the data suggest that educational science video media in general, and the World of Chemistry video series in particular, are instructional tools that can be used effectively to bring the often abstract, distant worlds of science into close focus and within the personal meaningful realm of each individual student. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 617–631, 1997.     

Seeing History: Malaika Favorite's Furious Flower Poetry Quilt Painting and Pan‐African Memory

Malaika Favorite's Furious Flower Poetry Quilt (2004) is an acrylic painting that depicts 24 portraits of leading poets of the African Diaspora. Commissioned by Dr Joanne Gabbin, English professor and director of the Furious Flower Poetry Center at James Madison University, the painting is part of a larger programme of poetry education. The painting's interweaving of the portraits with fragments from the poets’ writing functions to create an interactive visual‐textual body of poets and poetry, a collection which has been taught at all levels of education from primary school to university. Its quilt structure pays homage to the historic role of women in preserving history and memory. The painting also serves to construct a pan‐African identity and collective memory about slavery, African American history and empowerment.     

Numeracy‐related exchanges in joint storybook reading and play

Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development.     

Academic engagement: A review of the literature 2011-2019

We provide a systematic review of the literature on academic engagement from 2011 onwards, which was the cut-off year of a previous review article published in Research Policy. Academic engagement refers to knowledge-related interactions of academic scientists with external organisations. It includes activities such as collaborative research with industry, contract research, consulting and informal ties. We consolidate what is known about the individual, organisational and institutional antecedents of academic engagement, and its consequences for research, commercialisation, and society at large. Our results suggest that individual characteristics associated with academic engagement include being scientifically productive, senior, male, locally trained, and commercially experienced. Academic engagement is also socially conditioned by peer effects and disciplinary characteristics. In terms of consequences, academic engagement is positively associated with academics’ subsequent scientific productivity. We propose new areas of investigation where evidence remains inconclusive, including individual life cycle effects, the role of organisational contexts and incentives, cross-national comparisons, and the impact of academic engagement on the quality of subsequent research as well as the educational, commercial and society-wide impact.     

Psychological Development and Females' Sport Participation: An Interactional Perspective

Dorothy Hams's writings have consistently reflected a philosophy that emphasizes the importance of an integrated sport science perspective for understanding females' participation and performance in the physical domain. Her advocacy for a 7ldquo;somatopsychic” approach included a consideration of the sociological, psychological, biological, and physical factors that interact to influence patterns of involvement and performance potential. Although a complete integration of subdisciplines within the sport sciences would be a formidable task, the purpose of this article is to first review selected research findings pertaining to females' sport socialization, psychological development, and biological and cognitive maturation. Then, a heuristic model is proposed as an initial attempt to represent an interactional approach to understanding females' sport participation and as a framework for future research.