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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/eb004035. When citing the article, please cite: Irene Rodgers, (1986), “Making Cultural Differences Work for You”, Industrial and Commercial Training, Vol. 18 Iss: 3, pp. 15 - 17.

Some Illustrative Problems — A large company in the petroleum sector, with subsidiaries in virtually every European country, consistently gets lack of co‐operation, if not downright hostility, from its subsidiary in one particular country.

Explores the shifting values and infrastructures which characterize recent changes in US managerial systems – from a traditional hierarchical approach to an emerging team management concept. Success will come to those companies which place innovation and team spirit back into the work environment. As we approach the twenty‐first century, two major challenges confront US corporate managers in utilizing team management techniques – a new corporate mindset and a multicultural workforce. To accept the commitment needed for effective team management, managers will be required to develop a paradigm shift. This shift is a process which is both complicated and difficult. Multi‐cultural teams must be helped to confront differences in attitudes, value, behavior, experience, background, and expectations, as well as language, with respect.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations.

The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary sessions. Discussions were audio-recorded. Scripts and discussions were analysed according to four characteristics: consistency between stated pedagogical priorities and intended practices; specificity of the reflection to the classroom situation reported in the scripts; reification of pedagogical discourse; and, reification of mathematical discourse.

In the results, the authors exemplify student teachers’ insights that emerged from the analysis of the scripts through the typology of the four characteristics, and the authors observe that the student teachers’ insights mirror the complexity and richness of the mathematics classrooms they face. The authors’ examples and their evaluation through the aforementioned typology of the four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.

As these activities take placein the context of teacher education, professional development or developmental research environments, an additional challenge is to generate robust and informative evaluation of teachers’ engagement with reflection and research on their practice. This study takes on this challenge in the context of a mathematics teacher education programme in the UK: the authors propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations.

The examples and their evaluation through the typology of four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.

The “moral panic” generated by public response to teenage mothering marginalizes the experiences of young women as mothers, with adolescent pregnancy viewed as catastrophic for young women, their families, and society. In this analysis, focused on the experience of a group of teen women from the city of São Paulo, Brazil, the author explores how the integration of a maternal identity, shaped by Brazilian norms of “good motherhood,” with previously existing identities might lead to new aspirations and ambitions for the future or to hopelessness and despair.

Visions of the future were shaped by individual women’s structural circumstances and fell into four rough groups. Well-established adult women expressed their maternal identity through personal ambition, revealing confidence in their ability to provide “the best” for their children. Some adolescent mothers were fortunate enough to be buffered by family resources so that optimistic objectives for the future that pre-dated the pregnancy remained fairly attainable and were compatible with a “good mother” identity. For teens from less well-off families, motherhood resulted in a new-found determination to succeed in school and work, in line with ideals of Brazilian “good mothering” that focus on working hard to benefit one’s children. Women from the poorest households could or would not conjure a vision of the future, faced with the overwhelming challenges of their circumstances. The detailed, longitudinal qualitative data analyzed here reveal how the construction of maternal identity and visions of the future among adolescent mothers are shaped by the embodied experience of motherhood and pre-existing structural forces.

This study aims to investigate whether digital advertising can be effective despite consumer inattention and how certain common combinations of ad characteristics increase or decrease ad effectiveness under conditions of low attention.

Using two online experiments in naturalistic environment, the authors compare ad effects under focussed, divided and incidental attention, for certain ad characteristics, namely, appeal type and (mis)matching between appeal and brand type. The results are analysed using logistic regression.

Ad exposure under low attention does increase brand consideration and choice. The greatest uplift in impact occurs when moving from non-exposure to incidental attention. Under incidental attention, emotive advertising was more effective than rational advertising, as was matching rather than mismatching an emotional appeal to a hedonic brand. Conversely, under divided attention, rational advertising and mismatching a rational appeal to a hedonic brand were more effective.

This research explores the effectiveness of Twitter ads with an emotional or a rational appeal and the (mis)matching between appeal and utilitarian or hedonic brand type. Future research can examine other formats and creative elements of digital advertising that can affect the low-attention processing and the effects that occur.

Intrusive, attention-getting advertising strategies may not be necessary. Certain common creative devices can increase advertising effectiveness despite low attention, so marketers can ensure consumer-centric marketing communication.

There has previously been limited understanding of low-attention mechanisms in advertising and little evidence of ad effectiveness under conditions of low attention. The research also demonstrates that certain ad characteristics, linked to common creative devices, enhance the impact of advertising despite low attention.

Research on student teacher learning has identified development of a professional identity as an inevitable focus in teacher education. Accordingly, many teacher education programs have come to include attention for the development of student teachers’ professional identities, but not much research has been done on the (effects of) pedagogies that have such development as their goal. Pedagogies that aim at developing teacher identity share common elements, such as the view that developing a professional identity is an ongoing process and the view that developing a professional identity as a teacher unmistakably includes a combination of personal and professional (including contextual) aspects. This chapter describes pedagogies that focus particularly on the development of student teachers’ and beginning teachers’ professional identity, from different angles, but sharing the views as described above. First, we describe two pedagogies that have “key incidents” in student teachers’ development as focus point. Second, we report on the “subject-autobiography,” in which student teachers describe and develop how their identity is shaped in relation to the subject they (learn to) teach. Third, we describe the “at-tension” program, which teachers follow during their first year of teaching, and which focuses particularly on the professional tensions that they experience in their first year of teaching, and how they personally and professionally deal with socialization in the school context. Together, these pedagogies reflect our view that professional identity development is underlying the entire teacher education program. This view implies that only a combination of various-focus pedagogies enables student teachers to develop a full-fledged professional identity.