Search results

The purpose of this paper is to explore the decision‐making implications of “regrets of the heart” versus “regrets of the head” in economic decision making.

The phenomenon in three empirical studies is examined. Study 1 is a protocol analysis of people's “regrets of the heart” and “regrets of the head”. Study 2 uses the same recall prompt and examined decision makers' choices in an ultimatum bargaining game. Study 3 tests regrets of heart versus the head in an interactive face to face negotiation setting.

Overall, it is found that people who were prompted to recall a time in which they regretted “not following their heart” were more likely to recall situations in which they experienced a loss or lost opportunity compared to people who recalled a time when they regretted “not following their head”. Recalling a regret of the heart prompts decision makers and negotiators to put a greater value on maintaining relationships and avoid loss in an interpersonal exchange situation.

These findings contribute to the literature on how emotions affect economic decision making and provide a more nuanced examination of regret.

Focusing on “regrets of the head” may lead to greater economic gains in economic decisions.

This article examines a different type of regret and demonstrates how this type of regret impacts economic decision‐making behavior.

The paper aims to investigate the impact of customers’ expectations, negative emotions and regret on consumers' intention to buy Chinese clothing products in the Palestinian market.

This paper used a convenience sampling technique. The path relationship of the study model was analyzed by structural equation modeling (SEM) based on partial least squares (PLS-SEM).

Results showed that regret was affected by the negative feelings that consumers could incur after buying the product. Additionally, negative feelings and regret negatively affected consumers' intention to buy Chinese clothing products, while their expectations positively affected their decisions. However, the mediation effect of regret was approved in the relationship between negative feelings and the intention to buy.

This is to certify, that the research paper submitted by us is an outcome of our independent and original work. We have duly acknowledged all the sources from which the ideas and extracts have been taken. The project is free from any plagiarism and has not been submitted elsewhere for publication.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Health scientists and urban planners have long been interested in the influence that the built environment has on the physical activities in which we engage, the environmental hazards we face, the kinds of amenities we enjoy, and the resulting impacts on our health. However, it is widely recognized that the extent of this influence, and the specific cause-and-effect relationships that exist, are still relatively unclear. Recent reviews highlight the need for more individual-level data on daily activities (especially physical activity) over long periods of time linked spatially to real-world characteristics of the built environment in diverse settings, along with a wide range of personal mediating variables. While capturing objective data on the built environment has benefited from wide-scale availability of detailed land use and transport network databases, the same cannot be said of human activity. A more diverse history of data collection methods exists for such activity and continues to evolve owing to a variety of quickly emerging wearable sensor technologies. At present, no “gold standard” method has emerged for assessing physical activity type and intensity under the real-world conditions of the built environment; in fact, most methods have barely been tested outside of the laboratory, and those that have tend to experience significant drops in accuracy and reliability. This paper provides a review of these diverse methods and emerging technologies, including biochemical, self-report, direct observation, passive motion detection, and integrated approaches. Based on this review and current needs, an integrated three-tiered methodology is proposed, including: (1) passive location tracking (e.g., using global positioning systems); (2) passive motion/biometric tracking (e.g., using accelerometers); and (3) limited self-reporting (e.g., using prompted recall diaries). Key development issues are highlighted, including the need for proper validation and automated activity-detection algorithms. The paper ends with a look at some of the key lessons learned and new opportunities that have emerged at the crossroads of urban studies and health sciences.

We do have a vision for a world in which people can walk to shops, school, friends' homes, or transit stations; in which they can mingle with their neighbors and admire trees, plants, and waterways; in which the air and water are clean; and in which there are parks and play areas for children, gathering spots for teens and the elderly, and convenient work and recreation places for the rest of us. (Frumkin, Frank, & Jackson, 2004, p. xvii)

This research investigated the creative representations and written reflections of 74 pre-service teachers in two teacher education courses from two large public research universities. Using qualitative methodology, this study examined images of teaching in conjunction with written reflections as a measure of the developmental level of learning to teach. As the representations were analyzed, the very personal nature in which these representations were constructed became apparent, along with the importance of the students’ own past personal experiences. Moreover, sophistication of reflective comments also differed across groups. Differences between the two groups are discussed and implications for future research are offered.

In the highly gendered academic sector, womens’ high participation rates have not translated into equal career progression with men. Existing literature suggests that early career publication success is a good indicator of long-term publication success. This research is intended to provide a better understanding of whether the notions of success espoused by neo-liberal universities align with the subjective measures of what constitutes academic success for women ECRs (early career researchers).

The study examines the perceptions of nine successful women ECRs at an Australian university. It uses collaborative autoethnography with thematic analysis of participants’ self-reflective narratives on being a successful ECR.

Five themes were identified. One focussed on objective academic success, which included publications, grants and citations. The other four themes – living a balanced life, making a difference, labour of love and freedom and flexibility – offered more subjective views of success. These included: research making a contribution to society, undertaking research they are passionate about, having autonomy in their role and achieving work-life balance.

The findings demonstrate that women define success in broader terms than neo-liberal universities, and future studies should consider these divergent definitions. Universities committed to equality should understand differences in how women may approach career progress and incorporate this into support processes and in alignment of individual and university goals.

This research offers unique insights into the experience of post-doctoral employment for women in the academic environment and the factors influencing their success in this early career phase.

Cultural heritage and memory are essential mechanisms for the formation of individual and group identity, contributing to a sense of belonging in society. More specifically, built heritage (the buildings, structures and monuments associated with our cultural history) reflect our individual and collective decisions about what is important to preserve and remember into the future, further shaping our identities as citizens of Waterford. Thus, our relationship with heritage is just as much about looking forward into our social imagination for the future of Waterford city as it is about reflecting on our past.

Sites of Conscience are a specific type of built heritage which signify a society's belief that by remembering difficult pasts we can interrogate our current lived realities and create meaningful change in the future (International Coalition for Sites of Consciousness, 2022). Sites of Conscience are akin to what French historian Pierre Nora (1989) referred to as ‘les lieux de mémoire’, or places of memory. These physical spaces can connect past traumas and struggles to our present lives. As places of memory which ask us to acknowledge the past, Sites of Conscience can prevent the erasure of historical traumas and stand as an act of restorative justice, providing safe spaces for citizens to engage with difficult memories.

One such site of conscience in Waterford is the complex of buildings located at the College Street Campus of the South East Technological University. The site comprises the former convent of the Congregation of Our Lady of Charity of the Good Shepherd of Angers (commonly known as the Good Shepherd Sisters); the St Mary's Good Shepherd (Magdalene) Laundry; and St Dominick's Industrial School. The site was occupied in 1884 and the Laundry operated until its closure in 1982 (Department of Justice, 2013). This chapter will consider the former Magdalene Laundry and Industrial School's cultural and heritage significance to Waterford as a site of conscience, which encourages the citizens of Waterford not only to connect our past to our present, but to connect these memories to current actions to create a more just society into the future.

The built heritage of this complex acts as a powerful memory aide of a shared local history, allowing citizens to connect this past to related contemporary human rights issues. In this way, the former Laundry and Industrial School can stimulate discussions on gendered violence today, or to interrogate modern forms of institutionalisation such as Direct Provision. The chapter will further consider how these connections are even more important when our need to remember and recognise past atrocities are met with social, political, economic or cultural pressure to forget. Sometimes the desire for erasure is understandable; we want to commit events to the past and move on. However, such erasure can further disempower survivors of these institutions; prevent current and future generations from learning critical lessons; and dismantle future opportunities for healing and reconciliation. In this context, Sites of Conscience offer an opportunity to connect a difficult past to visions of a more socially just city of the future.

Purpose – An investigation of how women construct their entrepreneurial identities as owners of high growth technology ventures within the context of business incubation.

Methodology/approach – A qualitative case study approach is adopted to enable the development of an in-depth and nuanced picture of high technology business incubation.

Findings – The women oscillated between trying to emulate the behaviour of their male colleagues within the incubator as the prevailing ‘entrepreneurial identity’ was embedded in masculinity; thus, to achieve credibility and legitimacy, the women attempted to deny associations with femininity by undertaking a metaphorical sex change. Once, however, the firms became successful, they again felt comfortable displaying elements of their femininity as the tensions surrounding entrepreneurial and feminine characterizations could be negated by demonstrations of business competence.

Research limitations/implications – The documented limitations of case study research are noted. There are a number of implications surrounding the utility and accessibility of incubation for female entrepreneurs and the underlying assumption that these are spaces specifically for male entrepreneurs.

Practical implications – It is essential to critically evaluate current policy initiatives and managerial strategies informing current incubation practices.

Social implications – Gender disadvantage is reproduced within business incubators.

Originality/value of chapter – There are few explorations of the accessibility of business incubators to encourage and support female entrepreneurship.

From labor conditions to public health and environmental justice, globalization has created an increasingly complex web of issues surrounding human rights. Research in social studies education points to adolescents’ intrinsic curiosity when engaged in these multiple issues, as well as their idealistic thirst for involving themselves in social progress campaigns. Many students desire involvement and believe in the importance of human rights education within the formal educational setting, especially within social studies curriculum. We report the findings from a qualitative study conducted during a two-week intensive summer institute on human rights and genocide studies in western New York in the summer of 2011. In our study, we found while student participants felt empowered by the institute and their desire to take action was heightened during the experience, they questioned the disconnect between the genocide and human rights education in the Institute and the human rights education they experienced in their social studies classrooms. In comparing the two, they wished there were more authentic learning experiences and a higher level of academic rigor in their social studies classes. Although the New York State curricula, at the time of the study, included human rights education related topics, the interviewed student participants did not recognize its presence and felt human rights education is not a prevalent part of the enacted public school curriculum.