Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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Reports a study of over 600 soldiers enrolled in Junior Units ofthe British Army. Investigates their perceptions of leadership skills ingeneral and their own leadership qualities…
Abstract
Reports a study of over 600 soldiers enrolled in Junior Units of the British Army. Investigates their perceptions of leadership skills in general and their own leadership qualities both before and after experiencing a leadership course. Leadership skills and qualities are classified as innate personal qualities, personal leadership skills, interpersonal skills and managerial skills. While such courses are seen to improve the self‐perception of personal leadership skills and qualities of all types, the courses fail to emphasize the overall importance of interpersonal skills and managerial skills.
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This special “Anbar Abstracts” issue of the Journal of European Industrial Training is split into seven sections covering abstracts under the following headings: General Training…
Abstract
This special “Anbar Abstracts” issue of the Journal of European Industrial Training is split into seven sections covering abstracts under the following headings: General Training Issues; Education & Students; Training/Learning Techniques; Training Technology; Skills Training; Management Development; Career/HR Development.
This special “Anbar Abstracts” issue of Women in Management Review is split into five sections covering abstracts under the following headings: Leadership Styles and Personality;…
Abstract
This special “Anbar Abstracts” issue of Women in Management Review is split into five sections covering abstracts under the following headings: Leadership Styles and Personality; Recruitment and Career Management; Job Evaluation, Appraisal and Equal Pay; Dependant Care and Health/Family Issues; Discrimination and Equal Opportunities.
This special “Anbar Abstracts” issue of Education + Training is split into five sections covering abstracts under the following headings: Education; Management Development;…
Abstract
This special “Anbar Abstracts” issue of Education + Training is split into five sections covering abstracts under the following headings: Education; Management Development; Training Techniques; Skills Training; General Training.
This special “Anbar Abstracts” issue of the Journal of Management Development is split into six sections covering abstracts under the following headings: General; Executive…
Abstract
This special “Anbar Abstracts” issue of the Journal of Management Development is split into six sections covering abstracts under the following headings: General; Executive Development; Management Education; Management Skills Training; Management Development Techniques; Career Management and Succession Planning.
This special “Anbar Abstracts” issue of the Industrial and Commercial Training is split into six sections covering abstracts under the following…
Abstract
This special “Anbar Abstracts” issue of the Industrial and Commercial Training is split into six sections covering abstracts under the following headings:Education/Graduates/Students; Training/Learning Techniques; Skills Training; Management Development; Career/Human Resources Development; Training Technology.
This special “Anbar Abstracts” issue of Employee Relations is split into seven sections covering abstracts under the following headings: Design of Work; Performance, Productivity…
Abstract
This special “Anbar Abstracts” issue of Employee Relations is split into seven sections covering abstracts under the following headings: Design of Work; Performance, Productivity and Motivation; Patterns of Work; Pay, Incentives and Pensions; Career/Manpower Planning ; Industrial Relations and Participation; Health and Safety.
There needs to be an increased recognition of fetal alcohol spectrum disorder (FASD) in services that deal with young people with disruptive and offending behavior, not just those…
Abstract
Purpose
There needs to be an increased recognition of fetal alcohol spectrum disorder (FASD) in services that deal with young people with disruptive and offending behavior, not just those services that deal with adolescents with a recognized intellectual disability. The paper aims to discuss these issues.
Design/methodology/approach
This is a general review of the current available evidence on FASD and how it is likely to predispose affected young people to have contact with secure mental health services and the criminal justice system.
Findings
FASD is likely to have become a more common cause of intellectual disability and behavioral disturbance but the history of significant alcohol exposure in utero if often missed. There is evidence that the hyperactivity is less responsive to psychotropic medication and may represent a different condition to conventional ADHD. However the majority of those affected are in the low normal IQ range.
Research limitations/implications
There is so far very limited research in what is likely to be a relatively common disorder with significant costs to criminal justice, mental healthcare and social services. Epidemiological information from the UK is lacking and urgently needed.
Practical implications
Professionals who work with mentally disordered young people need to be more aware of FASD and its potential contribution to the problems and disabilities in their population.
Social implications
Social workers, foster carers and adoptive parents need to be more aware of FASD and how it can contribute to the breakdown of social care.
Originality/value
There is currently no other review of FASD and the implications for criminal justice, secure mental health and social care for young people.
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Arthur C. Graesser, Nia Dowell, Andrew J. Hampton, Anne M. Lippert, Haiying Li and David Williamson Shaffer
This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the…
Abstract
This chapter describes how conversational computer agents have been used in collaborative problem-solving environments. These agent-based systems are designed to (a) assess the students’ knowledge, skills, actions, and various other psychological states on the basis of the students’ actions and the conversational interactions, (b) generate discourse moves that are sensitive to the psychological states and the problem states, and (c) advance a solution to the problem. We describe how this was accomplished in the Programme for International Student Assessment (PISA) for Collaborative Problem Solving (CPS) in 2015. In the PISA CPS 2015 assessment, a single human test taker (15-year-old student) interacts with one, two, or three agents that stage a series of assessment episodes. This chapter proposes that this PISA framework could be extended to accommodate more open-ended natural language interaction for those languages that have developed technologies for automated computational linguistics and discourse. Two examples support this suggestion, with associated relevant empirical support. First, there is AutoTutor, an agent that collaboratively helps the student answer difficult questions and solve problems. Second, there is CPS in the context of a multi-party simulation called Land Science in which the system tracks progress and knowledge states of small groups of 3–4 students. Human mentors or computer agents prompt them to perform actions and exchange open-ended chat in a collaborative learning and problem-solving environment.