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Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

As we engaged in this research, we returned to the earliest uses of the term curriculum making that we could find. We were not surprised to learn that curriculum making is most…

Abstract

As we engaged in this research, we returned to the earliest uses of the term curriculum making that we could find. We were not surprised to learn that curriculum making is most commonly used to refer to making the planned or mandated curriculum (Jackson, 1968) and not in reference to the curriculum making in which teachers and children engage in classroom and schools (Clandinin & Connelly, 1992). However, in our search, we read Cremin (1971), who drew our attention to William Torrey Harris, a school superintendent in the St. Louis school system in the United States during the 1870s. As Cremin wrote,What is of special interest is rather the analytical paradigm. There is the learner, self-active and self-willed by virtue of his humanity and thus self-propelled into the educative process; there is the course of study, organized by responsible adults with appropriate concern for priority, sequence, and scope; there are materials of instruction which particularize the course of study; there is the teacher who encourages and mediates the process of instruction; there are the examinations which appraise it; and there is the organizational structure within which it proceeds and within which large numbers of individuals are enabled simultaneously to enjoy its benefits. All the pieces were present for the game of curriculum-making that would be played over the next half-century; only the particular combinations and the players would change. (p. 210)

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Article
Publication date: 30 October 2007

Brent M. Han and Vittal S. Anantatmula

Research has shown that the current knowledge management (KM) practices are developed from the standpoint of the management and do not put enough emphasis on knowledge sharing

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Abstract

Purpose

Research has shown that the current knowledge management (KM) practices are developed from the standpoint of the management and do not put enough emphasis on knowledge sharing from the non‐executive employees' perspective. However, it is important for organizations to understand – from the perspective of employees – the factors that motivate employees to share knowledge for successful implementation of any KM program. In this exploratory study, willingness of employees to share knowledge is the dependent variable. The purpose of this study is to explore the knowledge sharing factors from the employees' perspective.

Design/methodology/approach

Using survey methodology, two large IT service and consulting organizations were included in the study to examine cultural, technological, motivational and organizational factors, which influence knowledge sharing within an organization from the perspective of non‐executive employees.

Findings

The study results showed that issues related to availability and usability of technology, leadership support and motivating structures were shown to have influences on knowledge sharing. The study also revealed that employees' willingness to share knowledge was not affected by their concerns about the loss of power or job insecurity.

Research limitations/implications

Self‐reporting bias is a limitation of the survey study. Self‐report bias occurs when individuals would bring in their experiences, self‐perception, and their work environment when completing a survey. Even though the present study clearly indicates to the participants that it is anonymous, it is possible that sometimes participants may misreport and misrepresent their perceptions to make themselves look better. The study was exploratory, and it was limited to two organizations. This would therefore restrict one from generalizing the outcomes of the study.

Originality/value

This exploratory study contributed to a deeper understanding of knowledge sharing with empirical data from two large IT organizations based on the non‐executive employees' perspective rather than that of management.

Details

VINE, vol. 37 no. 4
Type: Research Article
ISSN: 0305-5728

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come…

Abstract

Betta is the only person there to talk to when I get home. She is my family. (Field notes, May 9, 2007)I don't know what I want but the first thing I want is for my family to come to Canada because everyone in my class has their family in Canada. (Ji-Sook's letter to Santa, December 5, 2006)

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home…

Abstract

The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home places and through conversations with Ji-Sook and with Mrs. Han. The interim research text shows something of ways in which we recognized Ji-Sook's curriculum making as interwoven with her assessment making and identity making. By tracing Ji-Sook's assessment making in this interim research text, we see that before our coming to know Ji-Sook, she and her parents were already engaged in this process. At the centre of the family's assessment making was Ji-Sook's life, the life curriculum she was composing in Korea. As described in earlier chapters, Mr. and Mrs. Han were concerned about the competitive aspects of schooling in Korea. As Ji-Sook's parents, they wanted Ji-Sook to be deeply engaged in learning in school. In part, Mr. and Mrs. Han did not want Ji-Sook's life to be shaped by the dominant social and cultural plotlines of competition for the highest grades in schools in Korea. However, they did want her to attend university. Mr. and Mrs. Han had experienced long years of studying and testing as they competed for grades that would guarantee their acceptance into a Korean university. This was not what Mr. and Mrs. Han wanted for Ji-Sook's life, for her identity making. It was their dream of a “happier” childhood for Ji-Sook that shaped the family's immigration to Canada.

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their…

Abstract

As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was…

Abstract

As the bell rang, sounding the beginning of the school day, Ji-Sook (Elizabeth) entered the classroom, her pink tweed coat and mittens still frosty from the snow outside. This was Ji-Sook's second year of school in Canada and her first year at Streamside School. She really liked it here and loved her teacher, Ms. Song Lee. Ms. Lee was always sharing stories with the class about her experiences growing up in another country as well as her arrival to Canada and growing up in small towns where Ms. Lee was often the only Chinese person in her school. Listening to Ms. Lee's stories helped Ji-Sook think about Korea and her family there.Removing her coat, Ji-Sook moved quickly to hang it up, her dark curly bobbed hair bouncing as she skipped. Her newly permed hair felt different, but she liked the way it looked. Today Ji-Sook was wearing a favourite outfit, a knitted sweater with a matching plaid skirt. After hanging up her coat, Ji-Sook turned to face the class and noticed that along with her teacher, Ms. Lee, was Ms. Mitton and Ms. Simmee. Ji-Sook was surprised to see Ms. Mitton and Ms. Simmee at school on a Tuesday morning for they usually came in the afternoon. She greeted them happily and took another close look around the room for Ms. Jean. Ji-Sook asked Ms. Mitton where Ms. Jean was; Ms. Mitton smiled and reminded Ji-Sook that Ms. Jean would be coming Wednesday afternoon. Ji-Sook remembered to ask if Ms. Mitton would read with her during shared reading time.Ji-Sook knew it was going to be a very special day. Yesterday afternoon Ms. Lee had reminded the children that in the morning they were to begin a wonderful art project and create their own Starry Night paintings. Quickly Ji-Sook removed the book about Van Gogh, which discussed his Starry Night painting, from her backpack and, before everyone was seated, showed Ms. Lee and Ms. Simmee her book from home. The night before, she and her mother had spent time reading the book aloud. Ji-Sook felt it was much easier to read aloud in Korean than in English. Today's art lesson was out of the ordinary for she loved being able to bring things from home that fit with what they were learning in the classroom. And today was very special.Before going to her desk, Ji-Sook retrieved the poetry book that had a picture of a boy peering over the end of a sidewalk,1 Ji-Sook hurried to her desk and sat down and waited for Ms. Mitton to join her for reading. Seated with three of her classmates at a table composed of 4 desks, she smiled at Nathan, Grace, and Dana. There was so much to be excited about as she knew that after school today there were parent teacher interviews. Ji-Sook knew her mother was not working at the deli shop and was going to come to the interviews with their neighbour who would translate for her. Ji-Sook so loved it when her mother came to school. Once Ms. Mitton arrived, she and Ji-Sook spent a few minutes reading aloud together before Ms. Mitton went to join Ji-Sook's friend, Hailey, who had also asked Ms. Mitton to read with her. Ji-Sook continued to read and look at the drawings in this wonderful book.Adjusting her headset and microphone, Ms. Lee asked Ella, the class's ‘star-of-the-week’, to tap on the desks of each group to indicate that they were to come to the sharing area. Ji-Sook waited excitedly for Ella to tap her group's desks and then she hurriedly joined Grace, Nathan, Dana, and the rest of her classmates on the foam mats by the picture window. Ms. Lee began the art lesson by showing examples of Starry Night paintings completed by the students she had taught last year. Ms. Lee then shared the rubric with which Ji-Sook and her friends could assess their paintings. Ji-Sook knew that Ms. Lee worked with Mrs. D, the other Grade 3 teacher, and that students in both classes would be making the paintings. Once Ms. Lee finished explaining the steps of their art lesson, she asked Ji-Sook if she would like to come and share the book she brought from home.Sitting at the front of the class in Ms. Lee's chair and wearing her microphone, Ji-Sook read aloud from the book. The book was in Korean and Ji-Sook scanned each page quickly before explaining to the class bits and pieces about Van Gogh's life. Ji-Sook, reading from her book, explained that Van Gogh cut off his ear because he couldn’t draw his own portrait properly. Ms. Lee later returned to this detail and asked about how this piece of information in Ji-Sook's book was different from what they had previously read about the artist. The children remembered that Van Gogh cut off his ear for a woman he loved and had offered his ear as a gift to her. Ms. Lee asked the class to think about these two different pieces of information. Following this question Ms. Lee asked what the children might do to ensure the information they found was accurate. Logan suggested that reading many sources would help.Ms. Lee then drew the children's attention to Ji-Sook and said that as Ji-Sook read she was doing two things at the same time. She asked the class what they thought she was doing. Mya suggested Ji-Sook was reading and then talking. Picking up on Mya's point, Ms. Lee emphasized that Ji-Sook was reading in Korean first and then translating what she read into English. Ms. Lee asked Ji-Sook if she would like to read aloud in Korean. Ji-Sook momentarily hesitated but responded with a smile when her classmates encouraged her. Ji-Sook read one page aloud. She read quickly and the rhythm of how she read aloud in Korean sounded very different from her reading skills in English.Paper and crayons were distributed. Ji-Sook, Grace, Nathan, and Dana were quiet as they began their Starry Night paintings. Looking over the rubric that Ms. Lee had explained, Ji-Sook understood the first step today was to plan the sky and landscape of her painting. She knew the sky was to be about 2/3 of the paper and that everything she drew was to be in small dashes. It was important for the sky of her painting to look like it was moving. Ji-Sook was aware of Ms. Lee moving about the classroom, helping her classmates check, whether or not, the sky in their paintings was approximately the right size. As everyone worked, Ji-Sook heard Ms. Lee remind the class to press hard with their crayons so that the paint would have something to cling to as it dried. Taking Ms. Lee's advice seriously, Ji-Sook pressed firmly each time her crayons touched the paper, and soon her right arm grew tired. Ji-Sook now had a better idea about what Ms. Lee meant by this art project taking a long time to complete. (Interim research text based on field notes,2 November 21, 2006)

Details

Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Book part
Publication date: 26 April 2011

Janice Huber, M. Shaun Murphy and D. Jean Clandinin

Elizabeth told her parents she wants to be an inventor but they said she should be a dentist. Elizabeth told us that being a dentist is okay with her because they make stuff �…

Abstract

Elizabeth told her parents she wants to be an inventor but they said she should be a dentist. Elizabeth told us that being a dentist is okay with her because they make stuff – they still invent so she can be a dentist. (Field notes, March 9, 2007)Today as Ji-Sook shared her collage with the class, she emphasized her family in Korea, her church, and the Bible, three topics that came up several times. She talked about Betta, her fish who is also her family and who she talks to when she is sad. Her symbols of belonging were trees and friendship: trees are about belonging for without them the ground would be cracked, there would no oxygen and we would be dead; friendship is like a broken toy – both can be mended. (Field notes, May 9, 2007)

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Places of Curriculum Making
Type: Book
ISBN: 978-0-85724-828-2

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Article
Publication date: 26 July 2023

Aarzoo Sharma, Aviral Kumar Tiwari, Emmanuel Joel Aikins Abakah and Freeman Brobbey Owusu

This paper aims to examine the cross-quantile correlation and causality-in-quantiles between green investments and energy commodities during the outbreak of COVID-19. To be…

282

Abstract

Purpose

This paper aims to examine the cross-quantile correlation and causality-in-quantiles between green investments and energy commodities during the outbreak of COVID-19. To be specific, the authors aim to address the following questions: Is there any distributional predictability among green bonds and energy commodities during COVID-19? Is there exist any directional predictability between green investments and energy commodities during the global pandemic? Can green bonds hedge the risk of energy commodities during a period of the financial crisis.

Design/methodology/approach

The authors use the nonparametric causality in quantile and cross-quantilogram (CQ) correlation approaches as the estimation techniques to investigate the distributional and directional predictability between green investments and energy commodities respectively using daily spot prices from January 1, 2020, to March 26, 2021. The study uses daily closing price indices S&P Green Bond Index as a representative of the green bond market. In the case of energy commodities, the authors use S&P GSCI Natural Gas Spot, S&P GSCI Biofuel Spot, S&P GSCI Unleaded Gasoline Spot, S&P GSCI Gas Oil Spot, S&P GSCI Brent Crude Spot, S&P GSCI WTI, OPEC Oil Basket Price, Crude Oil Oman, Crude Oil Dubai Cash, S&P GSCI Heating Oil Spot, S&P Global Clean Energy, US Gulf Coast Kerosene and Los Angeles Low Sulfur CARB Diesel Spot.

Findings

From the CQ correlation results, there exists an overall negative directional predictability between green bonds and natural gas. The authors find that the directional predictability between green bonds and S&P GSCI Biofuel Spot, S&P GSCI Gas Oil Spot, S&P GSCI Brent Crude Spot, S&P GSCI WTI Spot, OPEC Oil Basket Spot, Crude Oil Oman Spot, Crude Oil Dubai Cash Spot, S&P GSCI Heating Oil Spot, US Gulf Coast Kerosene-Type Jet Fuel Spot Price and Los Angeles Low Sulfur CARB Diesel Spot Price is negative during normal market conditions and positive during extreme market conditions. Results from the non-parametric causality in the quantile approach show strong evidence of asymmetry in causality across quantiles and strong variations across markets.

Practical implications

The quantile time-varying dependence and predictability results documented in this paper can help market participants with different investment targets and horizons adopt better hedging strategies and portfolio diversification to aid optimal policy measures during volatile market conditions.

Social implications

The outcome of this study will promote awareness regarding the environment and also increase investor’s participation in the green bond market. Further, it allows corporate institutions to fulfill their social commitment through the issuance of green bonds.

Originality/value

This paper differs from these previous studies in several aspects. First, the authors have included a wide range of energy commodities, comprising three green bond indices and 14 energy commodity indices. Second, the authors have explored the dependency between the two markets, particularly during COVID-19 pandemic. Third, the authors have applied CQ and causality-in-quantile methods on the given data set. Since the market of green and sustainable finance is growing drastically and the world is transmitting toward environment-friendly practices, it is essential and vital to understand the impact of green bonds on other financial markets. In this regard, the study contributes to the literature by documenting an in-depth connectedness between green bonds and crude oil, natural gas, petrol, kerosene, diesel, crude, heating oil, biofuels and other energy commodities.

Details

Studies in Economics and Finance, vol. 41 no. 3
Type: Research Article
ISSN: 1086-7376

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Article
Publication date: 15 September 2023

Taicir Mezghani, Fatma Ben Hamadou and Mouna Boujelbène-Abbes

This study aims to investigate the impact of the COVID-19 pandemic on the time-frequency connectedness between green bonds, stock markets and commodities (Brent and Gold), with a…

308

Abstract

Purpose

This study aims to investigate the impact of the COVID-19 pandemic on the time-frequency connectedness between green bonds, stock markets and commodities (Brent and Gold), with a particular focus on China and its implication for portfolio diversification across different frequencies.

Design/methodology/approach

To this end, the authors implement the frequency connectedness approach of Barunik and Krehlik (2018), followed by the network connectedness before and during the COVID-19 outbreak. In particular, the authors implement more involvement in portfolio allocation and risk management by estimating hedge ratios and hedging effectiveness for green bonds and other financial assets.

Findings

The time-frequency domain spillover results show that gold is the net transmitter of shocks to green bonds in the long run, whereas green Bonds are the net recipients of shocks, irrespective of time horizons. The subsample analysis for the pandemic crisis period shows that green bonds dominate the network connectedness dynamic, mainly because it is strongly connected with the SP500 index and China (SSE). Thus, green bonds may serve as a potential diversifier asset at different time horizons. Likewise, the authors empirically confirm that green bonds have sizeable diversification benefits and hedges for investors towards stock markets and commodity stock pairs before and during the COVID-19 outbreak for both the short and long term. Gold only offers diversification gains in the long run, while Brent does not provide the desired diversification gains. Thus, the study highlights that green bonds are only an effective diversified.

Originality/value

This study contributes to the existing literature by improving the understanding of the interconnectedness and hedging opportunities in short- and long-term horizons between green bonds, commodities and equity markets during the COVID-19 pandemic shock, with a particular focus on China. This study's findings provide more implications regarding portfolio allocation and risk management by estimating hedge ratios and hedging effectiveness.

Details

International Journal of Emerging Markets, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1746-8809

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Article
Publication date: 25 August 2023

Kirk Luther, Zak Keeping, Brent Snook, Hannah de Almeida, Weyam Fahmy, Alexia Smith and Tianshuang Han

The purpose of this study is to contribute to the literature on information elicitation. The authors investigated the impact of social influence strategies on eyewitness recall…

175

Abstract

Purpose

The purpose of this study is to contribute to the literature on information elicitation. The authors investigated the impact of social influence strategies on eyewitness recall performance. Specifically, the authors examined the effect of social influence techniques (Cialdini, 2007) on recall performance (Experiment 1) and conducted a follow-up experiment to examine the incremental effect of social proof on the report everything cognitive interview mnemonic (Experiment 2).

Design/methodology/approach

Participants watched a video depicting vandalism (Experiment 1: N = 174) or a verbal altercation (Experiment 2: N = 128) and were asked to recall the witnessed event. Experiment 1: Participants were assigned randomly to one of six conditions: control (open-ended prompt), engage and explain (interview ground rules), consistency (signing an agreement to work diligently), reciprocity (given water and food), authority (told of interviewer’s training) and social proof (shown transcript from an exemplar participant). Experiment 2: The authors used a 2 (social proof: present, absent) × 2 (report everything: present, absent) between-participants design.

Findings

Across both experiments, participants exposed to the social proof tactic (i.e. compared to a model exemplar) spoke longer and recalled more correct details than participants not exposed to the social proof tactic. In Experiment 2, participants interviewed with the report everything mnemonic also spoke longer, recalled more correct details, more incorrect details and provided slightly more confabulations than those not interviewed with the report everything mnemonic.

Originality/value

The findings have practical value for police investigators and other professionals who conduct interviews (e.g. military personnel, doctors obtaining information from patients). Interviewers can incorporate social proof in their interviewing practices to help increase the amount and accuracy of information obtained.

Details

Journal of Criminal Psychology, vol. 14 no. 1
Type: Research Article
ISSN: 2009-3829

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