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Article
Publication date: 12 September 2008

Joseph I. Goldstein and Adriaen M. Morse

The purpose of this paper is to explain the SEC's proposed rule to modify the oil and gas reporting requirements that have been defined heretofore in Rule 4‐10, Regulation S‐X.

205

Abstract

Purpose

The purpose of this paper is to explain the SEC's proposed rule to modify the oil and gas reporting requirements that have been defined heretofore in Rule 4‐10, Regulation S‐X.

Design/methodology/approach

The paper explains the provisions of the existing rule, outlines the SEC's proposed changes (such as allowing companies to disclose reserves using probabilistic methodologies and tightening project maturity requirements for proved reserves), and explains why the proposed rule is an ambitious and overdue step to overhaul the SEC's oil and gas disclosure regime.

Findings

The alert discusses the SEC's proposed new rule that will replace the existing standard for disclosing volumes of oil and gas reserves in SEC filings. The rule applies to all US oil and gas public companies and also foreign oil and gas companies whose shares are traded on US exchanges via American Depositary Receipts (ADRs). Some of the larger non‐US companies affected by this rule change include Royal Dutch Shell, BP, Total, Eni, StatoilHydro, Petrobras, and CNOOC.

Originality/value

The paper shows that the proposed rule will be of interest to oil and gas companies, research analysts at investment banks that publish reports about oil and gas companies, and any firms that engage in proprietary investing in these companies. This rule change has broad interest for many companies. For example, in addition to dozens of oil and gas industry firms, the 80 firms and individuals who commented on the Concept Release that preceded this proposed rule included major financial institutions, rating agencies, and investment banks.

Details

Journal of Investment Compliance, vol. 9 no. 3
Type: Research Article
ISSN: 1528-5812

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Book part
Publication date: 13 August 2018

Robert L. Dipboye

Abstract

Details

The Emerald Review of Industrial and Organizational Psychology
Type: Book
ISBN: 978-1-78743-786-9

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Article
Publication date: 7 August 2018

Ashleigh Hillier, Jody Goldstein, Lauren Tornatore, Emily Byrne, Joseph Ryan and Hannah Johnson

The purpose of this paper is to better understand the impact of peer mentoring on mentors working with university students with a disability. Research questions focused on how…

675

Abstract

Purpose

The purpose of this paper is to better understand the impact of peer mentoring on mentors working with university students with a disability. Research questions focused on how undergraduate student mentors evaluated their experience as a mentor, in what ways they benefited, the challenges they experienced and how these challenges could be addressed.

Design/methodology/approach

Quantitative and qualitative data examined the experiences, benefits and challenges experienced by the mentors across seven separate cohorts. Self-report measures were collected in a pre-post design, and qualitative analysis was conducted on focus groups at the end of the program. The paper also outlines the program model including training and support mechanisms, and the program curriculum implemented by mentors.

Findings

Responses on the measures showed that student mentors saw mentoring as a positive experience, and they felt more committed to their university after participating. Qualitative content analysis of focus groups supported this and also highlighted some of the unique challenges faced by mentors working with students with a disability. These included communication difficulties, trouble building rapport, not knowing how to help their mentee and feeling over-protective.

Research limitations/implications

While the findings are preliminary, results indicated that serving as a mentor to freshmen university students with a disability had an important impact on the personal growth and skills development of the mentors. In addition, similar program models should recognize that careful attention is needed to ensure mentors are fully supported in their role. Findings also highlight areas for improvement of the program such as examining longer term outcomes, including a comparison group, and seeking the perspectives of the mentees. Limitations included limited standardized assessment tools to assess impact more broadly.

Originality/value

The study is original in its focus on improving current understanding of outcomes for student mentors who are working with incoming university students with a disability status.

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 3
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 1 February 2008

Joseph Murphy

The purpose of this paper is to review the literature from the organizational sciences to develop a grounded narrative of turnaround leadership.

3199

Abstract

Purpose

The purpose of this paper is to review the literature from the organizational sciences to develop a grounded narrative of turnaround leadership.

Design/methodology/approach

The paper is a review of literature, which employs a ten‐step process to explore and make sense of the turnaround literature from the organizational sciences. The paper relies on strategies appropriate for document analysis, and borrows analytic strategies (e.g. memoing, coding) employed with interview data.

Findings

The paper finds three defining themes that flow from the review of empirical and theoretical work on organizational recovery in firms, non‐educational public agencies, and not‐for‐profit organizations: leadership as the critical variable in the turnaround equation; change of leadership as a generally essential element in organizational recovery; and type of leadership, but not style, as important in organizational reintegration work.

Practical implications

The paper posits that the literature on turning around failing organizations in sectors outside of education provides blueprints for recovery activity in failing schools. The implications for turnaround leadership are particularly strong.

Originality/value

This paper is the first systematic effort to mine research in the corporate, not‐for‐profit, and public sectors to develop insights for leadership in failing schools.

Details

Journal of Educational Administration, vol. 46 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 9 July 2018

Beng Huat See and Stephen Gorard

The purpose of this paper is to provide a response to Goldstein et al.’s (2017) attempted rebuttal of the authors’ prior paper in this journal (See and Gorard 2015).

125

Abstract

Purpose

The purpose of this paper is to provide a response to Goldstein et al.’s (2017) attempted rebuttal of the authors’ prior paper in this journal (See and Gorard 2015).

Design/methodology/approach

The prior paper reported a systematic review of interventions to involve engaging parents more in their children’s education in order to raise school attainment. Goldstein et al. make a large number of unwarranted claims about its quality. They reproach the authors for using reports of unpublished evidence, for mis-labelling or mis-describing studies, and for denigrating studies by labelling them as “bad”. The authors were very surprised when first alerted to this response and went back to look at all of the research reports that Goldstein et al. claimed the authors mis-represented in the authors’ assessment.

Findings

The authors found that the Goldstein et al. claims are false and based on such a poor understanding of how evidence is reviewed that it was strange to see their paper in this journal.

Originality/value

In the authors’ reply, they look first at why unpublished material must be included in a review, and why the outlet for publication is not relevant, then at appropriate designs for causal questions, and at the confusion in Goldstein et al. between evaluation quality and intervention impact. The authors look at many examples where the confusion leads to Goldstein et al. making incorrect assertions about the authors’ paper, in order to make the point that their whole idea of how to conduct a systematic review is wrong.

Details

Journal of Children's Services, vol. 13 no. 2
Type: Research Article
ISSN: 1746-6660

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Article
Publication date: 1 March 1974

Tom Schultheiss, Lorraine Hartline, Jean Mandeberg, Pam Petrich and Sue Stern

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the…

704

Abstract

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Details

Reference Services Review, vol. 2 no. 3
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 March 1917

The Daily Dispatch publishes a letter from “ One of the Guard” at a war camp, who writes as follows:—

45

Abstract

The Daily Dispatch publishes a letter from “ One of the Guard” at a war camp, who writes as follows:—

Details

British Food Journal, vol. 19 no. 3
Type: Research Article
ISSN: 0007-070X

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Book part
Publication date: 16 July 2018

Shane Connelly and Brett S. Torrence

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of…

Abstract

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-78756-322-3

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Book part
Publication date: 6 December 2021

Megan E. Gregory, Daniel M. Walker, Lindsey N. Sova, Sheryl A. Pfeil, Clayton D. Rothwell, Jaclyn J. Volney, Alice A. Gaughan and Ann Scheck McAlearney

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a…

Abstract

Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.

Details

The Contributions of Health Care Management to Grand Health Care Challenges
Type: Book
ISBN: 978-1-80117-801-3

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Article
Publication date: 1 January 1981

MIRIAM EREZ and JOSEPH GOLDSTEIN

The present study examined the potential and actual stress in terms of conflict and ambiguity, in the role of the elementary school principal. The investigation was focused on the…

63

Abstract

The present study examined the potential and actual stress in terms of conflict and ambiguity, in the role of the elementary school principal. The investigation was focused on the pedagogical and the administrative domains of the principal's role. Data on the perceived ambiguity and conflict were collected by means of individually administered questionnaires to 65 elementary school principals in Israel. In addition, objective ambiguity was measured by content analysis of formal documents of the Ministry of Education. Results pointed at the existence of role conflict as well as that of role ambiguity in objective and in subjective terms. Activities which fell under the administrative domain contained fewer clements of stress than those in the pedagogic domain. It was concluded that role stress forced the principal to neglect his pedagogical duties in favor of the administrative duties.

Details

Journal of Educational Administration, vol. 19 no. 1
Type: Research Article
ISSN: 0957-8234

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