There is growing interest in the role of emotion when considering communication in the workplace. This work has most often considered workers in front-line service positions in investigations of emotional labor, and human service workers in investigations of empathy and emotional work. In this study, we consider processes of both emotional labor and emotional work in the financial planning profession. Financial planners occupy a role requiring ongoing relationships with clients, conversations about the often emotional topic of money, and a need to manage emotion in a variety of interaction contexts. Thus, from extant theory and literature regarding emotion and communication, we proposed research questions regarding the roles of emotional labor and emotional work in the financial planning profession. These questions were investigated in a web-based survey study of almost 300 professional financial planners and supporting interviews with 14 financial planners. Results indicate support for existing theory on emotional work, extensions to current research regarding emotional labor, and important implications for the role of emotion and communication in a range of professional service roles. 相似文献
This study aimed to (1) evaluate the effect of hand shaking during recovery phases of intermittent testing on the time–force characteristics of performance and muscle oxygenation, and (2) assess inter-individual variability in the time to achieve the target force during intermittent testing in rock climbers. Twenty-two participants undertook three finger flexor endurance tests at 60% of their maximal voluntary contraction until failure. Performances of a sustained contraction and two intermittent contractions, each with different recovery strategies, were analysed by time–force parameters and near-infrared spectroscopy. Recovery with shaking of the forearm beside the body led to a significantly greater intermittent test time (↑ 22%, P?.05), force–time integral (↑ 28%, P?.05) and faster muscle re-oxygenation (↑ 32%, P?.05), when compared to the hand over hold condition. Further, the ratio of intermittent to continuous test time distinguished specific aerobic muscular adaptations among sport climbers (2.02), boulderers (1.74) and lower grade climbers (1.25). Lower grade climbers and boulderers produced shorter duration contractions due to the slower development of target force during the intermittent test, indicating worse kinaesthetic differentiation. Both the type of recovery and climbing discipline determined muscle re-oxygenation and intermittent performance in rock climbers. 相似文献
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
The introduced study represents methodology and results of research focused on utilization of interactive whiteboard as didactic technology mediating information through multimedia worksheets applied in education process in pre-primary education. Its aim was to determine whether it can significantly increase the level of children’s acquired knowledge in the field of technical skills education and whether it can positively influence the development of children’s creative skills as a sign of their motivation. We observe that this issue in the way it is theoretically and practically established in this study can contribute by proposing education standards and set of multimedia worksheets in the technical field in Slovak pre-primary education. 相似文献
Purpose: This study attempts to close the research gap created by the fact that existing studies neglect the problem of how effectively agricultural professors from different European countries communicate. The aim is to identify similarities and differences in the numbers of agricultural professors perceived by students as engaging in verbal and nonverbal immediacy communication.
Methodology: An online survey was conducted among students of agricultural universities from Austria, Slovenia and Albania.
Findings: The results show that professors of agriculture from Austria, Slovenia and Albania should generally not be satisfied with their own communication patterns and should thus try to improve their communication. The result also reveals cultural differences in the shares of agriculture professors employing different communication patterns in Austria, Slovenia and Albania. Compared to Austrian and Slovenian students, their Albanian peers perceive that most of their professors use nonverbal immediacy communication. According to Austrian students, the majority of their professors use verbal immediacy. On the contrary, Albanian students assessed that some of their professors employ verbal immediacy.
Practical Implications: The results show the professors of agriculture should improve the way they communicate to students. In particular, the Albanian professors should improve their verbal communication especially in terms of providing timely and quality feedback to students.
Theoretical implications: The study reveals differences in immediacy communication among countries (Austria, Slovenia and Albania) which the scientific literature considers to have a high-context culture.
Originality/Value: Given that no study has yet examined how students perceive professors’ communication in different European countries, this research helps understand the characteristics of agricultural professors’ communication. 相似文献
Research carried out over a period of two years into primary teachers' understanding of concepts in science and technology
provided information about teachers' confidence in teaching science, their understanding of a range of key ideas and their
background of science in their own education. The early part of the paper describes how these data were collected, noting
that the method of interviewing used to explore teachers' understanding served as an opportunity for the advancement of their
understanding. The relationships among the variables of confidence, understanding and background in science are then explored.
Although teachers expressed low confidence in teaching science, which was linked to a lack of understanding of scientific
ideas, they also claimed not to find great difficulty in using certain teaching skills required for science, including those
which would appear to demand content knowledge. This apparent anomaly is discussed and linked to the strategies used by teachers
to cope with low confidence and understanding. The paper ends by considering briefly the role of content knowledge in teaching
science. 相似文献