Search results

Through a unique design and application of a photo‐elastic material a gripper was developed that was able to perform high precision assembly tasks with a robot on ultra thin‐walled(R/T300).

Most studies of foreign-born faculty have documented various difficulties in their careers in academic institutions. This chapter offers data regarding the successful careers of foreign-born faculty in the Israeli academic world and identifies the factors that contributed to this success. Our data are based on several measures for success of foreign-born faculty in the studied institution. A statistical analysis was performed in order to examine to what degree scoring on various excellence criteria distinguishes between foreign- and native-born faculty. The research reveals that foreign-born faculty have succeeded in reaching impressive academic achievements. Five complementary explanations for the successful integration are presented, with the most crucial being in-group ethno-cultural similarity of faculty who immigrated from the same country. We conclude by discussing managerial implications for the successful integration of foreign-born faculty in higher education institutions.

The authors propose that the nature of prejudice differs across cultures. A model is introduced that proposes that the interpersonal perspective associated with individualist cultures (Westerners) leads to interpersonal prejudices, whereas the intergroup perspective associated with collectivist cultures (Easterners) leads to intergroup prejudices. These prejudices, in turn, are argued to impact on the outcomes of individuals working in intercultural teams. An organisational diversity climate of openness fostered by diversity oriented HRM and the combined use of individualist and collectivist HRM policies and practices is proposed to minimize the negative effects of such prejudices can be minimized.

Given the growth in use of Preimplantation Genetic Diagnosis (PGD) in reproductive medicine, most fertility clinics have developed websites describing the benefits of PGD. This chapter examines the media frames employed on 372 U.S. fertility clinic websites marketing PGD to consumers and how these frames promote biomedicalization.

Evaluation of website discourse was conducted with the use of frame analysis, a research methodology for examining the way media frames bind together claims, judgments, and value statements into a narrative that guides readers’ interpretation of an issue.

Findings show that website discourse frames PGD in terms of the attainment of reproductive normality, the management of reproductive risk, and the achievement of technological progress. These discursive frames contribute to the ongoing biomedicalization of reproduction by re-naturalizing conception as a choice rather than a natural fact, by promoting preoccupation with biomedical risk, and by affirming new forms of technological power and expertise.

Examination reveals the ways in which PGD has developed its own system of representations, notions of exchange, and epistemic forms, and highlights the important ethical issues leveraged on fertility clinic websites marketing PGD.

As one of the first attempts to systematically analyze media frames that depict PGD on fertility clinic websites, this study contributes to medical sociology by advancing theoretical and empirical understanding of the media processes shaping accounts of reproductive technologies. Findings also provide a foundation for further analysis of the social norms and bioethical standards arising from consumer marketing of reproductive technologies.

The purpose of this paper is to study examine the social identity of Ultra-Orthodox students enrolled in institutions of higher learning in Israel, and specifically the ways in which the identity of Ultra-Orthodox students who interact with other groups on campus compares to the identity of self-segregated Ultra-Orthodox students. Traditionally, Ultra-Orthodox students have preferred self-segregated educational institutions. Today, however increasing numbers of Ultra-Orthodox Jews are enrolling in regular academic institutions. Although they study in separate, homogeneous classrooms, they interact with secular students within the framework of the institution.

A four-part questionnaire dealing with attributions, feelings, personal identities, and social proximity was administered to the Ultra-Orthodox students.

As hypothesized, the students in self-segregated institutions exhibited a different identity than the students in secular institutions. Contrary to the hypotheses, the self-segregated students had positive feelings toward secular Israeli students and a greater desire for social proximity than the more integrated group. Explanations center on structural identity theory.

In this naturalistic study, the encounters between Ultra-Orthodox students and other students in their academic institution were random, unplanned, and unmonitored, unlike previous studies of intergroup relations in institutions of higher education. These students were not involved in cooperative tasks, which theoretically could help improve the relationships between Ultra-Orthodox and secular students.

The purpose of this paper is to examine the impact of inter-group conflicts on the trust toward the acquirer and then further on cooperation intention after acquisitions in cross-border mergers and acquisitions (M&As), in the lens of the social classification theory. Two types of conflicts (realistic conflicts and symbolic conflicts) and a mediating mechanism (trust toward the acquirer) exhibit different effects on cooperation intention. The research further examines two moderating coping strategies (localizing management and assigning trustworthy expatriate managers) and tests their effectiveness in promoting trust toward the acquirer and increasing cooperation intention in cross-border M&As.

The research hypotheses were empirically tested in the context of post-acquisition of Chinese companies' cross-border M&As. In total, 600 questionnaires were provided to the research participants of 37 acquired firms/units from advanced economies of 12 Chinese companies, and 209 valid questionnaires were collected (the response rate is 34.83%). Confirmatory factor analysis was conducted to verify data validity and hierarchical multiple regression analyses were employed to test relational and moderating effects.

This research demonstrates that both realistic and symbolic conflicts can reduce the intention to cooperate, but the latter does not have a significant influence. The results also uncover that whether employees from acquired firms trust in their acquirers mediates the relationship between realistic conflicts and cooperation intention. Moreover, management localization (a measurement of whether local/original managers are retained with a high degree of freedom and autonomy after M&As) and trustworthiness of expatriate managers (a measurement of whether the assigned expatriate managers is trustworthy) positively moderate the relation between realistic conflicts and trust toward the acquirer. In addition, trust toward the acquirer mediates the interaction of realistic conflicts and management localization on the cooperation intention of the acquirers' employees.

This study examines how inter-organizational conflicts influence trust toward the acquirer and then cooperation intentions in the context of Chinese companies' M&A behavior of targets from developed countries and gain supportive evidence, which enriches the literature on the management of international M&As. By introducing two management localization and trustworthiness of expatriate managers into the model, the research deepens our knowledge of how to build trust toward the acquirer in cross-border M&As.

This paper examines the effect of personality disorders, namely loneliness and shyness, on the family business successors' attitude towards social networking services (SNS).

In this study the personality disorder and attitude towards using WhatsApp are analysed in a sample of 511 family business successors, aged 18 and up to more than 50 years. Participants completed questionnaires designed for the purposes of the study specifically using for loneliness factor the UCLA Loneliness Scale (Russell et al., 1978) and for shyness the Sociability Scale (Cheek and Buss, 1981). We use two statistical methods: the first statistical technique is an exploratory factor analysis to show that shyness can be measured down into two dimensions (1) lack of confidence and (2) hesitancy, while loneliness also can be measured into the two dimensions: (1) amiability and (2) abandonment. The second statistical method uses structural equation modelling (SEM) to fit the data to the proposed model.

The results indicate that neither a lack of confidence nor amiability has a significant effect on the attitude towards instant messaging, while hesitancy and abandonment both have significant effects on attitude. Moreover, abandonment has a stronger effect on attitude than hesitancy.

In this study were not included other related social disorders that other scholars normally study in such projects. For example, narcissism, addiction and socially anxious are very important and have results that conflict with ours.

The causal relations between the two independent factors of shyness and loneliness and the dependent factor of attitude towards using an Internet and SNS in family businesses from the Arab world have not yet been clearly and fully explored. This study aims to fill this gap through studying the impact of personality disorder (loneliness and shyness) on attitude to use SNS by the successors of family businesses.

This study aims to explore the extent to which Twitter users engaged in uncivil and morally questionable expressions in their comments about specific Asian countries and citizens. The integrated threat theory (ITT) was used to formulate questions surrounding incivility and moral foundations within Twitter discourses related to the COVID-19 pandemic.

The authors collected tweets and retweets posted by English-speaking Twitter users in the United States (US) across the following three phases: (1) initial discovery of COVID-19 in China, (2) high US mortality rate from COVID-19 and (3) the announcement that a vaccine would soon be available in the US.

The authors found a significant difference in uncivil tweets posted in cities with higher levels of reported hate crimes against Asians than cities with low levels. Lastly, English-speaking Twitter users tended to employ moral virtue words and moral vice words when discussing China and Chinese culture/populations.

The bags-of-words employed are limited in capturing nuanced and metaphorical terms. In addition, the analysis focused solely on Tweets composed in English and thus did not capture the thoughts and opinions of non-English speakers. Lastly, this study did not address all Asian countries. In this sense, the findings of this study might not be applicable to Tweets about other nations.

Given that many Twitter users tend to use terms of moral virtue in support of Asians and Asian communities, the authors suggest that non-governmental organization administrators provide morally supportive social media campaigns that encourage users to engage in civil discourse.

These findings have theoretical implications as the frameworks of integrated threats and moral foundations were used to offer group-level explanations for online behavior. Additional research is needed to explore whether these frameworks can be used to explain negativity in other communication environments.

This study expands the findings of prior studies that identified the extent to which Twitter users express hate speech, focusing on general Twitter discourse across three specific periods of the pandemic: degrees of incivility and moral foundations, and comparison of incivility based on the prevalence of reported hate crimes.

With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning.

A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation.

Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines.

The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.

The aim of this paper is to explore, analyse and summarise the potential tangible user interface (TUI) design features for dyslexics learning to read and spell.

This study adopts a systematic literature review method through a manual search of published papers from 2011. This systematic literature review consists of three main phases starting with planning the review, conducting the review and studying the selection and reporting the results.

As the result, 10 papers were found that are considered most applicable as they met the review criteria. Based on the 10 papers, 11 design features are found in the current TUIs design features implemented in the tangible system dedicated for dyslexia and reading. The 11 design features are viewed to be fundamental and useful for the groundwork towards designing and developing a comprehensive TUIs design specifically and exclusively meant for dyslexic children learning to read and spell.

A critical reading of past literature relating to the TUIs concept reveals that this concept still appears to be under-explored even though it was introduced two decades ago. This systematic literature review highlights directions for future research, involving the dyslexic children early in the design process towards the evaluation of the prototype and finally examining the outcome of TUIs on children's learning.