G. Paul Peterson and James A. Buss
Pope John Paul II and the social teachings of the Catholic Church emphasize that labor should not be treated as an instrument in the production process. Rather justice requires…
Abstract
Pope John Paul II and the social teachings of the Catholic Church emphasize that labor should not be treated as an instrument in the production process. Rather justice requires that labor be given priority over capital. The reasons for this priority are explained. Several labor market conditions are examined to show that generally the priority of labor over capital does not exist. These conditions include unemployment, unjust wages, poverty, suppression of union activities, lack of participatory management, and discrimination against women and foreign workers. The works of Pope John Paul II are examined to discern the causes of these injustices and possible remedies for them. The roles played by the indirect employer, structures of evil, the ownership of economic resources, as well as the error of economism are considered.
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Christin L. Munsch and Elizabeth S. Zack
An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other…
Abstract
Purpose
An accelerometer is a device that measures force due to gravity or a change in speed or direction of travel. This paper describes accelerometers and their application in other disciplines and, by way of an example, explores the utility of accelerometers for studying aggression. We end with a discussion of additional ways accelerometers might be used in group processes research.
Methodology
We first review the use of accelerometers in other disciplines. We then present the results of four studies that demonstrate the use of accelerometers to measure aggression. Study 1 establishes the measure’s concurrent validity. Study 2 concerns its stability and representative reliability. Study 3 seeks to establish the measure’s predictive validity by associating it with an existing measure. Study 4 demonstrates the ability of accelerometers to address a sociological research question.
Findings
In Studies 1 and 2, we find that accelerometers can be used to differentiate between distinct levels of aggression. In Study 3, we find that men’s average peak acceleration correlates with a previously validated measure of aggression. Study 4 uses accelerometers to reproduce a well-established finding in the aggression literature.
Practical Implications
We conclude that accelerometers are a flexible tool for group processes’ researchers and social scientists more broadly. Our findings should prove useful to social scientists interested in measuring aggression or in employing accelerometers in their work.
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Rosie Allen and Chathurika Kannangara
The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological…
Abstract
The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.
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This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong…
Abstract
Purpose
This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.
Design/methodology/approach
A mixed method approach was used, including pre- and post-program surveys and interviews.
Findings
The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.
Research limitations/implications
The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.
Practical implications
There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.
Originality/value
Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.
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Thalia Anthony, Juanita Sherwood, Harry Blagg and Kieran Tranter
Johnnieque Blackmon (Johnnie) Love
This chapter explores the role of librarianship, mentoring, leadership, community outreach, professional organizations, and change when infused with positive administrative…
Abstract
Purpose
This chapter explores the role of librarianship, mentoring, leadership, community outreach, professional organizations, and change when infused with positive administrative leadership. These elements are explored because they increase the likelihood of a positive climate for assessment of diversity, inclusion, and implementation of diversity initiatives in libraries. The chapter also examines cultural issues that impact the inclusiveness in libraries as well as identifies the barriers that leave an indelible imprint that institutional racism creates when the library’s effort to deliver quality services to users is in doubt. The author takes a cathartic look at her education, career trajectory, professional development, and how she has come to value her purpose and survival of 51 years in the profession.
Methodology/approach
Using as a lens for change in the profession, the author traces her career in K-12 schools, community college, and academic libraries in times of both segregation and integration.
Findings
Through the metaphor of “stepping back in order to move forward,” the author demonstrates best practices that can be taken by libraries, library professionals, and community organizations toward progress in terms of diversity and inclusion. The author also explores pioneers of color and has used their lives as models for training future librarians. Walking in the “back door” and going through the hotel kitchen has never been a positive example of appreciation for a professional as they make monumental contributions to serve the library profession. Our pioneers endured to serve as “lights” in spite of societal obstacles.
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Private provision of public services has always been a factor in local government. In 1736 Benjamin Franklin and a group of civic leaders founded a fire company in Philadelphia…
Abstract
Private provision of public services has always been a factor in local government. In 1736 Benjamin Franklin and a group of civic leaders founded a fire company in Philadelphia because such a service was needed and the city could not provide it. Local municipalities often cannot provide the labor, equipment, and expertise to build roads, to do data processing, or to run hospitals but rather arrange with someone else who has the expertise to perform these tasks. However, during the 1970s rapid inflation, shrinking tax bases, and “no growth” budgets made the public provision of even what is popularly perceived as essential government services seem more like a tight‐rope walk than responsible government.
I will present an example of a shared decision-making process between adults and children: a case study of an intergenerational project built collaboratively between a group of…
Abstract
I will present an example of a shared decision-making process between adults and children: a case study of an intergenerational project built collaboratively between a group of artists, teachers, their current and former students, their families and the inhabitants of a pedestrian square in Lisbon's city centre.
The project began as weekly meetings that took place in the ruins of an abandoned house that only had walls and a cemented floor. The participants had to climb up the wall to enter it. Eventually, together they decided to renovate the ruins, paint them, garden in them and to research what had happened to that building. They began a newsletter with photos, drawings and texts that was compiled into a book, which was published and released in a public event.
The results were obtained by the triangulation of participatory observation data, interviews with the children and adults, written and filmed records. I will show how the project stimulated a learning process that was collective and active for all participants. As a consequence of the use of child-centred practice, the children saw their collaboration in the structuring of the meetings as a moment when the traditional school hierarchy was minimised and they felt their knowledge valued, with impact in their school performance.
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As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to…
Abstract
As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.