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Article
Publication date: 6 May 2014

John L. Cotton, Bonnie S. O’Neill and Andrea E.C. Griffin

– The purpose of this paper is to examine the hypothesis that Whiteness is used as a normative standard when comparing a variety of first names.

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Abstract

Purpose

The purpose of this paper is to examine the hypothesis that Whiteness is used as a normative standard when comparing a variety of first names.

Design/methodology/approach

Respondents (full- and part-time business students) evaluated names that sounded common, African-American, Russian, and unusual.

Findings

Results from two studies suggest that “common” or “neutral” names are perceived to be white, and to be more American than African-American, Russian or unusual-sounding names. Results also demonstrate that the common names have more positive attributes, including socio-economic class.

Research limitations/implications

The study found that the basic comparison of American respondents will be to a white person. Second, the authors applied Critical Race Theory (CRT) to the research on names. Finally, the authors demonstrate that unless they are totally anonymous, virtual teams will still have the type of social categorization and stereotyping of team members found in ordinary teams.

Practical implications

Organizations and managers need to recognize that a “colorblind” approach simply reinforces the expectation that any differences in American organizations will be compared against the Whiteness standard. This can be a problem in any organizational setting, especially given the proliferation of virtual teams. This may be addressed with attempts to increase common in-group identity and strategies for identifying bias.

Originality/value

In this research the authors integrate concepts and theory from Virtual Teams, CRT and the Psychology of Names, providing both theoretical and practical implications.

Details

Journal of Managerial Psychology, vol. 29 no. 4
Type: Research Article
ISSN: 0268-3946

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Publication date: 10 June 2015

Frances Mary D’Andrea and Yue-Ting Siu

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full…

Abstract

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full participation in community and citizenship. This chapter reviews research on technology use by students with visual impairments, and highlights effective practices, promising developments, and ongoing challenges. The authors discuss the implications of these advancements on policy, instruction, professional development, and future research.

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Efficacy of Assistive Technology Interventions
Type: Book
ISBN: 978-1-78441-641-6

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Article
Publication date: 6 February 2024

Andrea Lucherini and Donatella de Silva

Intumescent coatings are nowadays a dominant passive system used to protect structural materials in case of fire. Due to their reactive swelling behaviour, intumescent coatings…

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Abstract

Purpose

Intumescent coatings are nowadays a dominant passive system used to protect structural materials in case of fire. Due to their reactive swelling behaviour, intumescent coatings are particularly complex materials to be modelled and predicted, which can be extremely useful especially for performance-based fire safety designs. In addition, many parameters influence their performance, and this challenges the definition and quantification of their material properties. Several approaches and models of various complexities are proposed in the literature, and they are reviewed and analysed in a critical literature review.

Design/methodology/approach

Analytical, finite-difference and finite-element methods for modelling intumescent coatings are compared, followed by the definition and quantification of the main physical, thermal, and optical properties of intumescent coatings: swelled thickness, thermal conductivity and resistance, density, specific heat capacity, and emissivity/absorptivity.

Findings

The study highlights the scarce consideration of key influencing factors on the material properties, and the tendency to simplify the problem into effective thermo-physical properties, such as effective thermal conductivity. As a conclusion, the literature review underlines the lack of homogenisation of modelling approaches and material properties, as well as the need for a universal modelling method that can generally simulate the performance of intumescent coatings, combine the large amount of published experimental data, and reliably produce fire-safe performance-based designs.

Research limitations/implications

Due to their limited applicability, high complexity and little comparability, the presented literature review does not focus on analysing and comparing different multi-component models, constituted of many model-specific input parameters. On the contrary, the presented literature review compares various approaches, models and thermo-physical properties which primarily focusses on solving the heat transfer problem through swelling intumescent systems.

Originality/value

The presented literature review analyses and discusses the various modelling approaches to describe and predict the behaviour of swelling intumescent coatings as fire protection for structural materials. Due to the vast variety of available commercial products and potential testing conditions, these data are rarely compared and combined to achieve an overall understanding on the response of intumescent coatings as fire protection measure. The study highlights the lack of information and homogenisation of various modelling approaches, and it underlines the research needs about several aspects related to the intumescent coating behaviour modelling, also providing some useful suggestions for future studies.

Details

Journal of Structural Fire Engineering, vol. 15 no. 4
Type: Research Article
ISSN: 2040-2317

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Book part
Publication date: 15 July 2019

Samantha L. Jordan, Andreas Wihler, Wayne A. Hochwarter and Gerald R. Ferris

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects…

Abstract

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects primarily in the academic and military contexts, as well as attracted widespread media attention. Despite recent criticism regarding grit’s construct and criterion-related validity, research on grit has begun to spill over into the work context as well. In this chapter, the authors provide an overview of the initial theoretical foundations of grit as a motivational driver, and present newer conceptualizations on the mechanisms of grit’s positive effects rooted in goal-setting theory. Furthermore, the authors also draw attention to existing shortcomings of the current definition and measurement of grit, and their implications for its scientific and practical application. After establishing a theoretical understanding, the authors discuss the potential utility of grit for human resource management, related to staffing and recruitment, development and training, and performance management systems as well as performance evaluations. The authors conclude this chapter with a discussion of necessary and potential future research, and consider the practical implications of grit in its current state.

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Book part
Publication date: 17 January 2022

Andrea Fischbach and Benjamin Schneider

Purpose: Work-related emotional exposure is a fundamental job characteristic in all kinds of service jobs from sales to law enforcement and corrections and from human services…

Abstract

Purpose: Work-related emotional exposure is a fundamental job characteristic in all kinds of service jobs from sales to law enforcement and corrections and from human services (nursing, counseling) to legal services. But formalized job descriptions are surprisingly silent about the emotional issues accompanying the jobs and roles service workers perform. This is surprising because formalized job descriptions are the foundation of job design, HR, and leadership practices that positively affect employee, customer, and organizational outcomes. Study Design/Methodology/Approach: This is a theory paper and review. To help clarify the emotional labor issues service employees confront, we explicate a model of emotional labor based on the attributes of jobs, roles, and professionalism. Findings: We define emotional labor as service work that exposes those who do such work to interactions with others that can arouse negative emotions. We propose that, while employing organizations define their jobs and employees craft their larger roles, professional norms and values also are a foundation for their emotional labor. Research Implications: We integrate this work-focused emotional labor model into the larger context in which such work occurs via theory and research on organizational climate. We suggest future research on this approach to understanding the antecedents and consequences of emotional labor work. We summarize the major research ideas of what should be the focus of such research and provide a hint about what an emotional labor climate scale might look like based on these ideas. Practical Implications: This chapter offers practical advice to HR managers about how to improve emotional labor. Social Implications: Better management of emotional labor can reduce employee stress and increase employee well-being. Originality/Value: This chapter develops an original model of emotional labor.

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Emotions and Negativity
Type: Book
ISBN: 978-1-80117-200-4

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Identity in the Public Sector
Type: Book
ISBN: 978-1-83753-594-1

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Article
Publication date: 30 June 2020

Charles Arcodia, Margarida Abreu Novais, Nevenka Cavlek and Andreas Humpe

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and…

1997

Abstract

Purpose

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program.

Design/methodology/approach

The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience.

Findings

The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching.

Research limitations/implications

While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives.

Originality/value

Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

研学旅游与体验式学习:学生对田野实践的认知

摘要

研究目的

本文的研究目的是为了探讨学生对于研学旅游中田野实践的参与动机和观念。特别地, 本文检验了学生的观念是否以及如何随时间变化, 并探讨了影响体验式研学旅行项目成功实施的关键因素。

研究设计/研究架构/研究方法

该研究在两个时间点收集数据, 一是在完成体验式学习之后立即进行数据收集, 二是在两个月后再次进行数据收集。研究主要采用配对样本T检验来检验认知的潜在差异, 采用主成分分析法来识别影响该体验能否成功的关键因素。

研究结论

研究结果表明, 参加体验式研学旅行的人们有着不同的动机, 时间基本不影响参与者对研学体验的认知。此外, 三个因素显得十分重要:社交和专业联系、学习、传统的参与式教学。

研究局限/研究启示

尽管本研究的结果有重要的实践价值, 但由于样本量相对较小, 需要谨慎应用此研究结果。本研究认为, 有必要在未来的研究中进行类似的重复研究, 以确保所得出的结论具有稳健性。此外, 未来的研究应当考虑更多的结果, 从而判断参与者的认知是否稳定。本文的研究意义有三:教育工作者以及旅游目的地经理人可以轻松应用这些结论来盈利, 可以启发其他类型的田野实践, 启发更一般的体验式学习项目。

原创性/研究贡献

近来, 虽然关于体验式学习成效、体验式学习认知的研究迅速增加, 但一个尚未被解答的根本性问题是:体验式学习的认知是如何变化的, 因此, 在哪个时间点去评估参与者的认知是最合适的?

Turismo educativo y aprendizaje experimental: percepciones de los estudiantes sobre las excursiones

Propósito

El propósito de este estudio es investigar las motivaciones y percepciones de un viaje de campo. Específicamente, en este articulo se examina si las percepciones de los estudiantes cambian con el tiempo y se determinan los principales factores para asegurar el éxito de un programa de aprendizaje experimental de turismo.

Diseño/metodología/enfoque

El estudio reunió y comparó datos recopilados en dos puntos en el tiempo – directamente después de la experiencia y dos meses después. Se aplico la prueba “t” para muestras emparejadas para examinar las posibles diferencias en las percepciones y se utilizó el análisis de componentes principales para identificar los factores clave que determinan el éxito de la experiencia.

Resultados

los resultados indican que hay varias motivaciones detrás de la participación y que el tiempo prácticamente no afecta las percepciones de la experiencia. Además, tres factores surgieron como fundamentales para cumplir con las expectativas de los estudiantes: conexiones sociales y profesionales, aprendizaje y enseñanza tradicional pero dinámica.

Limitaciones/implicaciones de la investigación

Si bien los resultados son útiles, deben aplicarse cuidadosamente debido al pequeño conjunto de datos. Es importante repetir investigaciones similares para permitir mayor certeza en las proposiciones formuladas. Además, los estudios futuros deberían evaluar una variedad más amplia de resultados para determinar si las percepciones permanecen constantes. Las implicaciones son que los educadores y los gerentes de destino pueden aplicar fácilmente estas conclusiones para beneficio y los hallazgos pueden informar otras excursiones e iniciativas experimentales más amplias.

Originalidad/valor

Si bien la investigación sobre percepciones del aprendizaje experimental se ha ampliado considerablemente, una pregunta fundamental que queda sin respuesta es cómo cambian las percepciones de tales experiencias y, en consecuencia, cuándo es el momento más apropiado para evaluar las percepciones de los participantes.

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Publication date: 5 June 2018

Stacy M. Kelly

This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and…

Abstract

This chapter discusses the elements of interventions provided to students who are visually impaired within the context of past instructional advancements still in effect today and current instructional advancements preparing the field for tomorrow. Disability-specific interventions and the theoretical framework that encompasses the unique areas of instruction for students with visual impairments are described. Important additional considerations of interventions for students with visual impairments are presented. Needs of students who are visually impaired, alignment with state standards, management of limited instructional time, and shortage of qualified specialists who teach students with visual impairments are examples of significant matters to be considered for effective instructional practice in present-day classrooms.

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Book part
Publication date: 1 January 2009

Thomas J. Reynolds and Joan M. Phillips

Abstract

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Review of Marketing Research
Type: Book
ISBN: 978-0-85724-727-8

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Book part
Publication date: 25 October 2021

Andrea Bramberger and Kate Winter

This chapter provides foundations of differentiating the sophisticated and various theoretical approaches towards safe spaces demonstrated in this book. For the purpose of framing…

Abstract

This chapter provides foundations of differentiating the sophisticated and various theoretical approaches towards safe spaces demonstrated in this book. For the purpose of framing the examples provided in this collection, we offer three broad ways of thinking about safe spaces: safe learning spaces as separate, counterhegemonic, or third spaces; safe learning spaces of difference, sameness, and intersecting identities; and deliberative and democratic learning spaces. It needs to be noted, however, that these are not mutually exclusive but different aspects to consider and that they each operate within and across, and are therefore influenced by, the five levels of inequity discussed in Chapter 2. That said, not all levels of inequity are necessarily addressed by any given space, regardless of the frame used to interpret it. This discussion respects the multiple paradoxes in education, especially the one of pluralism and sameness, offering approaches to modes and learning settings of inclusion and exclusion and how they create different, yet “safe,” spaces.

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