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Selecting appropriate variables for analytical studies is critical for the validity of analysis. It is the same with data envelopment analysis (DEA) studies. In this study, for benchmarking using DEA, the paper seeks to suggest a novel framework based on return on assets (ROA), which is popular and user‐friendly to managers, and demonstrate it by use of an example.

The paper demonstrates the selection of variables using the elements of ROA and applies DEA for measuring and benchmarking the comparative efficiency of companies in the same industry.

It is frequently impossible to obtain internal data for benchmarking from competitors in the same industry. In this case, annual reports may be the only source of data for publicly traded companies. The framework demonstrated with an example is a practical approach for benchmarking with limited data.

This study employs financial data and is subject to the limitations of accounting practices.

The approach is applicable to various studies for performance measurement and benchmarking with minor modifications. Contributions of the study are twofold: first, a framework for selecting variables for DEA studies is suggested; second, the applicability of the framework with a real‐world example is demonstrated.

This study aims to consider the role of emotions, especially those related to empathy, in promoting a more humane education that enables students to reach out across kinship chasms to promote the development of communities predicated on a shared value on mutual respect. This attention to empathy includes a review of the rational basis for much schooling, introduces skepticism about the façade of rational thinking, reviews the emotionally flat character of classrooms, attends to the emotional dimensions of literacy education, argues on behalf of taking emotions into account in developmental theories and links empathic connections with social justice efforts. The study’s main thrust is that empathy is a key emotional quality that does not come naturally or easily to many, yet is important to cultivate if social justice is a goal of education.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The author clicked Essay and Conceptual Paper. Yet the author required to write the research design.

The paper challenges the rational emphasis of schooling and argues for more attention to the ways in which emotions shape thinking.

In 1969, Warren Nutter left the University of Virginia Department of Economics to serve as the Assistant Secretary of Defense for International Security Affairs in the Nixon administration. During his time in the Defense Department, Nutter was deeply involved in laying the groundwork for a military coup against the democratically elected president of Chile, Salvador Allende. Although Nutter left the Pentagon several months before the successful 1973 coup, his role in Chile was far more direct than the better-known cases of Friedrich Hayek, Milton Friedman, James Buchanan, and Arnold Harberger. This chapter describes Nutter’s role in Chile policymaking in the Nixon administration. It shows how Nutter’s criticisms of Henry Kissinger are grounded in his economics, and compares and contrasts Nutter with other economists who have been connected to Pinochet’s dictatorship.

Michael Holquist (1990), one of the commentators on Mikhail Bakhtin’s monumental work, stated flatly that “human existence is dialogue,” and Ivana Markova (2003) declared that “dialogism is the ontology of humanity.” Bakhtin (1985;1986) himself said that such dialogues are conducted by using “speech genres.” From another angle Kenneth Burke asked, “What is involved when we say what people are doing and why they are doing it?” and claimed – and showed – that this question can be best answered by using what he called the “grammar of motives,” which consisted of a hexad of terms: act, attitude, scene, agent, agency, and purpose. In this chapter, I examine, by using various examples, how the Burkean grammar is used in the construction of one speech genre or the other to achieve rhetorically effective dialogic communication.

Purpose – People do not just interact, with each other; rather, they engage with each other using the visual and verbal instrumentations of communication at their disposal, constructing meaningful and intelligible conversations with differing degrees of precision of intention and clarity of expression. In doing this, they employ the “fundamental features of language,” described in various semiotic and structuralist theories.

Methodology – Here, we synthesize and integrate the key aspects of these language theories in an attempt to apply them to everyday conversations. The language features in question are routinely put into play by human agents to convey attitudes, emotions, opinions, and information and to achieve an engagement with the other.

Findings – Human relations, expansive in their range and intricate in their forms, demand complex instrumentations with which to conduct them. These instrumentations are essential features of the linguistic socialization of human agents, integral to both memory and habits of speech.

One of the gravest disabilities from which training suffers is that, of all the important fields of human activity, few have a smaller corpus of significant literature. Most of the millions of words which have gushed forth about training have been ephemeral, repetitious or pretentious. It is sad that after decades of bustle and effort Bruce Nixon should, in the September 1982 issue of ICT, have had to write in such simplistic terms about a LAST CHANCE FOR MANAGEMENT DEVELOPMENT. Though there are some sectors to which they do not apply, few will quarrel with his general charges. The packaged course, the remote academic, the fluttering fashions and the lowly, disregarded trainer should all have vanished long ago, but they are, it appears, still with us. The basic reason for this intellectual poverty is surely that trainers have concerned themselves with means rather than ends. With a few notable exceptions, such as the Phoenix series, the journals are filled with techniques and descriptions, and those aspects of analysis which are covered are apt to be so swathed in jargon as to be frighteningly obscure. Seen from the trainer's eye‐view this preoccupation with means may seem inevitable. As Nixon points out, the ends of training are concerned with the survival, the effectiveness and the financial viability of an enterprise. How can a trainer, way down the hierarchy, presume to deal with these high matters? Their proper consideration demands that the trainer should peer into the future and, if Jacques' theory of the time span is correct, he should be paid more than his Managing Director. His problem is that if he dons the mantle of a futurologist, he may not only be denied a rise, but also be told sharply to get back to training the foremen. There are ways of squaring this circle, but there seems no doubt that the low status of most trainers and the limited horizons that have been imposed upon them have been a prime cause of the intellectual deserts which cover much of the training world.

The purpose of this paper is to explore the subtle racist rhetoric used by members of the Republican Party over the last 60 years connected to issues of race. The authors start by providing a brief history of the Republican Party and race issues. Then, the authors discuss the civic thinking skills stressed within the C3 Framework, specifically the ability to analyze politicians’ arguments. Then, the focus shifts to look at the racial literacy framework discussed by King et al. Finally, three activities are provided that enable students to grasp the subtle racist rhetoric used by some Republicans connected to issues of race.

In this paper, the authors explore race issues with members of the modern Republican Party. The authors design three classroom-ready activities by drawing on the best teaching practices advocated for in the C3 Framework. To elaborate, these activities allow students to research and analyze arguments made by some Republican politicians. This enables students to engage in the four dimensions of the Inquiry Arc in the C3 Framework.

The authors provide three activities that can be utilized in the high school social studies classroom to enable students to dissect American politicians’ messages connected to race issues. These activities can be adapted and utilized to enable students to examine a political candidate’s messages, especially those that contain subtle racist rhetoric. By completing the steps of these three activities, students are better prepared to be critical consumers of political messages and to hold elected officials accountable for their words, policies and actions.

In this paper, the authors explore the role of racist political rhetoric employed by members of the Republican Party over the last 60 years. The authors use the racial literacy framework advocated for by King et al. in three classroom-ready activities. The three activities are provided to help students break down the racist political rhetoric employed by notable members of the Republican Party.

Suggests how producers, marketers and advertisers can respond to the debate on marketing to children, especially the concerns about obesity. Emphasises that denial of the problems is not an option, and that simple unawareness on the part of parents accounts for some of the unhealthy eating habits of many children. Contrasts the socially responsible actions of older entrepreneurs like Cadbury and Lever with the more complex attitudes of today’s companies, who know how to avoid prosecution and protect their brand names, but are not actually socially and environmentally responsible, largely because the costs of such behaviour are considerable. Outlines principles for leading transformation in this complex and uncertain world.

This study examined the impact of peer mentoring on identity transformation amongst women in prison, exploring how peer mentoring roles develop non-offender identities, contributing to the desistance process.

A qualitative, interpretative approach was adopted. The research was undertaken at a female prison in England and Wales. Data was collected through semi-structured interviews with peer mentors, mentees, project workers and prison officers, alongside focus groups. Thematic analysis was used to analyse the findings.

Being a peer mentor contributes positively to identity transformation for women in prison, fostering a legitimate, non-offender identity critical to the desistance process. Mentors view their role as a desistance signal through their interactions with prison staff. However, it can lead to role conflict and tension with other women in prison and prison staff.

Future studies should consider longitudinal approaches to capture the long-term effects of peer mentoring upon desistance.

Recommendations include leveraging peer mentoring as a rehabilitative intervention, providing ongoing support for mentors and educating prison staff on programme benefits to foster a supportive environment.

Enhancing peer mentoring programmes can improve the well-being of women in prison and support their reintegration into society.

This study examined identity transformation in female peer mentors in prison through the lens of social identity and group membership. To the author’s knowledge, no previous studies have focused centrally on identity or applied social identity theory to explore the psychological mechanisms behind these transformations.