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The purpose of this paper is to explore a true World War One event, the Christmas Truce of 1914. The paper is inspired by the National Council for the Social Studies (NCSS) award winning book, Shooting at the Stars: The Christmas Truce of 1914 by John Hendrix, which narrates the truce through a fictitious letter from a British soldier. On Christmas Eve, German soldiers on the western front line, specifically near the Belgium border, ceased fire and invited British soldiers to celebrate Christmas. Descriptions of events derive from oral histories and photos collected from actual soldiers who experienced this unusual historic event.

This lesson engages students in inquiry centers focused on events, location, soldiers, remembrance, and primary sources to answer the question: Why did the First World War Christmas Truce of 1914 occur?

World War One (AKA the First World War and The Great War) classroom history studies typically focus on tragic components of, what many call, a needless war. Many lessons examine military technologies, political power struggles, horrors of trench warfare, disease and casualties. In essence, “World War I saw unprecedented levels of carnage and destruction. By the time the war was over and the Allied Powers claimed victory, more than 16 million people – soldiers and civilians alike – were dead” (history.com Staff, 2009). This lesson reveals a spontaneous, impactful, emotionally charged event occurring during the worst of times. The Christmas Truce of 1914 moves students from thinking about the ravages of war into thinking deeply about what it truly means to be enemies, friends or even to mend relationships. Who are soldiers – what do they feel, need, believe and miss? During the truce, the longing for peace and human interaction superseded political ideologies, for a while. This lesson starts with students participating in a class discussion to uncover prior knowledge of the famous event. Students examine their real-life feelings regarding personal truces, answer guiding questions while rotating through classroom research centers, and collectively create a generalized response to answer the compelling question: Why did the First World War Truce of 1914 occur? Students will apply their understandings of the event, location, and feelings associated with the truce by taking a soldier’s persona and writing a letter home. Illustrations and maps further engage students’ creativity.

This true story about the Christmas Truce of 1914 reminds us that countries may have differing ideologies and political beliefs which cause conflicts, yet people, as individuals, find commonalities making them seek peaceful connections with one another.

“The soldiers of 1914 remind us of the choice we all can make: we can see others as humans who matter like we matter – even when they’re our enemies. They also show us what can happen when we make that choice: enemies can become friends and, at least for a moment, there is peace” (Arbinger Institute, 2017, Section 3). This quote embodies the lesson’s value, because it brings understanding to a personal level – soldiers on the field. First World War soldiers were typically powerless. For instance, as many as 250,000 boys under the age of 18 served in the British army during the First World War. Patriotic fervor, escape from poor conditions or hopes for adventure were motives for joining. Birth certificates were uncommon; war recruiters received money for each sign-on, so boys as young as 14 went to war. In this lesson, students examine First World War background information; analyze the truce’s events, geography, soldiers and memorials. Students are immersed in large numbers of resources including videos, music, photographs, maps, books, articles, newspapers, historians’ perspectives, oral histories, museum archives and the First World War soldiers’ original letters that help reveal the story and help students understand underlying feelings of soldiers and their families.

My Country ‘Tis of Thee: How One Song Reveals the History of Civil Rights offers insights into the historic significance of the song’s familiar melody as an instrument for change Protesting for freedom is universal, and songs have long provided a sense of solidarity and a means to communicate messages for protesters with strong beliefs about various causes. By hearing an instrumental recording, students first engage in an activity to identify the song, which, since 1831, has been known as “America” to many in the USA. Students become familiar with concepts and historic people named throughout the book by manipulating and sorting concept cards. Using historic events depicted in the book, students create timelines using a technological timeline tool. Then, after listening to a read-aloud of the book, they use clues to match different sets of lyrics with corresponding historical events. Civil rights history is revealed through different lyrics of this song.

Through a systematic literature review covering 15 years, this paper aims to identify and annotate the barriers that hinder the career development of women working in the construction industry. Furthermore, it describes publication trends that have contributed to the evolution of the topic.

A systematic literature review of credible sources in different databases has been carried out for the period from 2000 to 2015. By means of thematic analysis, a data set of 60 articles has been analysed.

The topic has been and still is of interest to the research community. Women who work in the construction industry in different countries confront numerous career barriers, the more frequent being the difficulty of balancing work and family, and the lack of professionalism in human resource management.

Some publications related to the topic might have been inadvertently omitted. Hopefully, this paper can be valuable for informing future research directions.

The paper is useful to human resource managers to understand how their practices influence women’s career development, gender equity and organisational injustice, and how to improve them. It informs policies to reduce gender discrimination and guides researchers interested in gender diversity in the industry.

A clear vision of career barriers affecting women is required to find solutions and improve the fairness and justice of business practices.

Previous studies do not offer a comprehensive and up-to-date review covering such a wide time period and so many countries. It will have implications in the identification of initiatives critical to achieving lasting change in gender equity in the construction industry.

The purpose of this paper is to test the existence of the halo effect caused by the presentation of information scope (holistic/specific), which can eventually lead to an inaccurate risk assessment of material misstatement. Empirical evidence is provided to demonstrate that methods of knowledge acquisition (explanatory feedback and self-explanation) are able to mitigate the halo effect.

This study used an experimental research, which focused on control and experimental groups in order to determine if the halo effect caused by the information scope (holistic/specific) can be mitigated via the explanatory feedback or self-explanation method.

It was found that auditors who received information from the holistic scope tend to experience the halo effect and eventually, their risk assessments of material misstatement also became less accurate when compared to auditors who received information from the specific scope. The explanatory feedback was found to be effective in mitigating the halo effect. However, the self-explanation knowledge acquisition method was not reliable in mitigating the halo effect.

This research use self-explanation with a manual technique but, in practice, most auditors use audit tools based on computer. Experimental setting with computer to self-explanation cannot held because there is limitation of seminar setting. This research used individual decision; in practice most of audit decision with discussion in audit team.

CPA firms can use explanatory feedback, which comes in the form of managers’ review as a form of knowledge acquisition method as a mitigation strategy for the halo effect.

The social implication of this research is the halo effect that can influence the decision in many aspects. Individuals must increase their professional values with many trainings that are useful to mitigating the halo effect.

The outcome of this paper was derived from the first accounting study that relied on learning methods as a mitigation strategy for the halo effect. In other words, this study used explanatory feedback and self-explanation as methods to test the halo effect. Previous literature on mitigating the halo effect had used audit experiences, implying that CPA firms’ intervention was unnecessary. Moreover, such study periods had been much longer, thereby, deteriorating the effectiveness of the research. Previous studies had only used the learning method to increase human capital quality and this was not related to any method as a mean to mitigate individual bias, for example, the halo effect, and an issue that was covered by this study.

The purpose of this paper is to clarify the influence of linguistic profiling on perceived employability. In doing so, we recognize multiple factors that can contribute to this relationship. Using the systems theory framework (STF) of career development, we categorize these factors based on whether they primarily reside within the societal system, the organizational system, or the individual system. Subsequently, we construct and present an open systems model that depicts the influence of linguistic profiling on perceived employability in context with other societal, organizational and individual factors.

The STF provides a theoretical perspective on how to contextualize linguistic profiling and perceived employability within the scope of career development. We employed an integrative literature review method to locate existing research studies that investigated the influences of linguistic profiling and perceived employability. The literature search process, coupled with inclusion and exclusion criteria, resulted in 46 publications retained for analysis.

Findings provided evidence of language ideologies that contribute to linguistic profiling globally. Linguistic profiling usually results in reduced perceived employability. There was variation in the research findings based on the context of the research studies. The context consisted of the societal, organizational and individual systems in which the research study was conducted. Findings supported our construction of an open systems model of the influence of linguistic profiling on perceived employability, which is rooted in the STF.

This study highlights the negative influence of linguistic profiling on perceived employability. It also demonstrates how the STF can be used to contextualize the linguistic profiling problem within societal and organizational systems.