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This paper aims to compare style and behavior-focused individual difference measures in their ability to uniquely predict naturally occurring conflict acts.

Primary participants (and a friend of their choosing) completed a style measure and a behavior-focused measure about the primary participants and reported on the occurrence of a variety of conflict actions over a 60-day period.

For self-ratings and friend ratings, both the style measure and the behavior-focused measure were significantly related to the occurrence of conflict acts. However, the unique effect of the behavior-focused measure was stronger than that of the style measure.

The data were collected from college students, thus limiting the generalizability of the findings. The measure of conflict acts was based on recall, which may also be subject to error and bias. In terms of implications, the findings strongly suggest that behavior-focused instruments are superior to style measures in predicting everyday conflict acts.

Because the behavior-focused individual difference measure was a better predictor of actual behavior than the style measure, investigators interested in such prediction may want to seriously consider using such measures.

Little research exists regarding the relative predictive abilities of style measures and behavior-focused measures; this paper provides some of the first such evidence.

The present data illustrate the effectiveness of utilizing theoretically guided models to develop consumer-based micro-segmentation strategies. The results provide marketers with a powerful discriminant function calculated from six variables to profile consumers and make informed decisions regarding promotional content and channel delivery to stimulate processing of marketing communication. The function also enables marketers to carve out casual, moderate, and loyal market segments with 74.3 per cent accuracy utilizing only 18 survey questions.

This paper examines the relationship between brand associations (anything in the consumer's mind linked to a specific team brand) and brand loyalty in US professional sport. To study the relationship between 13 brand association dimensions and brand loyalty, a survey of professional sport consumers was completed (N = 929). Results of multiple regression analysis revealed positive relationships between fan identification, escape, nostalgia, and product delivery, and brand loyalty. Negative relationships were found between tradition, star players, and peer group acceptance, and brand loyalty.

As CD‐ROM becomes more and more a standard reference and technical support tool in all types of libraries, the annual review of this technology published in Computers in Libraries magazine increases in size and scope. This year, author Susan L. Adkins has prepared this exceptionally useful bibliography which she has cross‐referenced with a subject index.

Ever since Mead, sociology has maintained a deep divide between human and non human animals. In effect, Mead constructed humans as having capacities that he saw lacking in animals. Recent research on animals has challenged the traditional ideas of Mead and others by providing evidence of animal intelligence, adaptability, selfawareness, emotionality, communication and culture. This paper examines the human‐animal relationship as presented in Introductory Sociology Textbooks to see if this new research on animals has allowed us to move beyond Mead. We find outdated information and confused thinking on such topics as the relationship between language and culture, the development of the self in animals, and the role of instinct, socialization and culture in animal behavior. We conclude that, with few exceptions, the main function of the treatment of animals in these texts is to affirm the hard line that sociology has always drawn between humans and other species.

Social Cognitive Career Theory (SCCT; Lent, Brown, and Hackett 1994, 1996) proposes that career interests, goals, and choices are related to self-efficacy beliefs and outcome expectations. It suggests that peopleʼs self-efficacy beliefs and outcome expectations with regard to self-employment would predict their goals to become selfemployed. This study explores the ability of SCCT to predict goals for self-employment in a sample of 115 undergraduate business students. Results indicated that students with higher entrepreneurial self-efficacy and higher self-employment outcome expectations had higher intentions to become self-employed. These findings imply that educators and policy-makers may boost student entrepreneurial intentions by (1) enhancing studentsʼ confidence to succeed in an entrepreneurial career and (2) enhancing studentsʼ expectations of strong positive outcomes resulting from an entrepreneurial career

Social studies teachers possess a daunting task in a 21^st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multiyear project begun in 2005 to study the process of professional development in graduate geography in the U.S and sponsored by the National Science Foundation. As a research and action project responding to the needs of graduate geography programs, EDGE seeks to provide academic geographers with an empirical perspective of disciplinary as well as interdisciplinary and generic skills that M.A./M.S. and Ph.D. students develop as a result of graduate education. Related objectives are to understand how disciplinary skills are applied by geography graduates once they enter the professional workforce in both academic and nonacademic professional settings, and to gauge the extent graduate programs are sufficiently preparing geography graduates for those careers. We begin by summarizing the research goals and design of EDGE, highlighting the roles and contributions of geographers and educational researchers, and noting the interplay and synergy between disciplinary and interdisciplinary methodologies and practices. To date, research has focused on: (1) assessing contemporary workforce competencies in professional geography and (2) examining the role of department climate and culture on student experience and faculty development within masters and doctoral programs. Although the EDGE research efforts are still underway, we present some preliminary research findings and discuss the implications of those outcomes for professional development in geography and related social and environmental sciences. Also discussed is the complementary nature of disciplinebased and interdisciplinary professional development efforts.

This study explores the consequences of digitalization in the field of education, particularly in relation to teachers’ course processes in higher education institutions. It emphasizes the importance of understanding how information systems (IS) support not only individual tasks but also processes as a whole. The results reveal that process practices have not been considered comprehensively and even core processes may be unseen.

A systematic literature review was conducted to explore the extent to which teachers’ processes are discussed in the literature. A qualitative case study was then conducted at a Finnish higher education institution to identify course processes and their relationships to IS.

Teachers’ processes have scarcely been discussed in the literature, and the process support provided by ISs is remarkably limited. It seems that course processes, which are core to education, are a blind spot in education digitalization. To support evaluating the level of support by IS, novel course process indicators were introduced.

Developing core processes, teachers’ course processes and thesis processes in education field, supports improving service quality. In all industries, organizations should consider whether processes are properly recognized and whether IS support not only individual tasks but also processes as a whole. We recommend recognizing and applying business process management practices to better support teachers’ work and to improve overall efficiency in education.

To the best of our knowledge, this is the first education sector study that attends to teacher’s work as a comprehensive process.

Summary This paper presents the case for a geocentric approach to global strategy formation. It describes the geographic adjustments that are the embodiment of both attack and defence under global competition, and the geographic units that multinationals adopt as their primary organizational units to identify and carry out these adjustments. In addition to actions with local effects, global competitive performance demands actions from these primary units which will have payoffs accruing to other units. The geocentric approach to global strategy endeavours to identify and stimulate these cross‐unit opportunities through collaboration among units and the centre. The consequent needs at unit level for information on the global competitive situation are examined, as well as some common impediments to geocentric collaboration imposed by the design of planning, accounting and reporting systems.