5,950 research outputs found

    Cyber Conflict and Just War Theory

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    Serving to secure "Global Korea": Gender, mobility, and flight attendant labor migrants

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    This dissertation is an ethnography of mobility and modernity in contemporary South Korea (the Republic of Korea) following neoliberal restructuring precipitated by the Asian Financial Crisis (1997). It focuses on how comparative “service,” “security,” and “safety” fashioned “Global Korea”: an ongoing state-sponsored project aimed at promoting the economic, political, and cultural maturation of South Korea from a once notoriously inhospitable, “backward” country (hujin’guk) to a now welcoming, “advanced country” (sƏnjin’guk). Through physical embodiments of the culturally-specific idiom of “superior” service (sƏbisƭ), I argue that aspiring, current, and former Korean flight attendants have driven the production and maintenance of this national project. More broadly, as a driver of this national project, this occupation has emerged out of the country’s own aspirational flights from an earlier history of authoritarian rule, labor violence, and xenophobia. Against the backdrop of the Korean state’s aggressive neoliberal restructuring, globalization efforts, and current “Hell Chosun” (HelchosƏn) economy, a group of largely academically and/or class disadvantaged young women have been able secure individualized modes of pleasure, self-fulfillment, and class advancement via what I deem “service mobilities.” Service mobilities refers to the participation of mostly women in a traditionally devalued but growing sector of the global labor market, the “pink collar” economy centered around “feminine” care labor. Korean female flight attendants share labor skills resembling those of other foreign labor migrants (chiefly from the “Global South”), who perform care work deemed less desirable. Yet, Korean female flight attendants elude the stigmatizing, classed, and racialized category of “labor migrant.” Moreover, within the context of South Korea’s unique history of rapid modernization, the flight attendant occupation also commands considerable social prestige. Based on ethnographic and archival research on aspiring, current, and former Korean flight attendants, this dissertation asks how these unique care laborers negotiate a metaphorical and literal series of sustained border crossings and inspections between Korean flight attendants’ contingent status as lowly care-laboring migrants, on the one hand, and ostensibly glamorous, globetrotting elites, on the other. This study contends the following: first, the flight attendant occupation in South Korea represents new politics of pleasure and pain in contemporary East Asia. Second, Korean female flight attendants’ enactments of soft, sanitized, and glamorous (hwaryƏhada) service help to purify South Korea’s less savory past. In so doing, Korean flight attendants reconstitute the historical role of female laborers as burden bearers and caretakers of the Korean state.U of I OnlyAuthor submitted a 2-year U of I restriction extension request

    A Comparative Study on Students’ Learning Expectations of Entrepreneurship Education in the UK and China

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    Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on students’ learning expectations as a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education. The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in students’ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), students’ actual input (positive) and tutors’ academic qualification (negative). The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour. The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to other fields of study. One key message from this study is that education can be encouraged and supported but cannot be “forced”. Mandatory entrepreneurship education is not a quick fix for the lack of university students’ innovation and entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students

    The Adirondack Chronology

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    The Adirondack Chronology is intended to be a useful resource for researchers and others interested in the Adirondacks and Adirondack history.https://digitalworks.union.edu/arlpublications/1000/thumbnail.jp

    Writing the Past in Twenty-first-century American Fiction

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    Investigating illicit drug use in adolescent students in England

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    Abstract The Smoking Drinking Drug Use Survey of adolescents aged 11 to 15 years living in England shows that lifetime drug use by adolescents aged 11 to 15 years has increased (15% to 24%) from 2014 to 2018 (NHS Digital, 2017, 2021b). This upward trend is despite the implementation of drug policies focused on reducing supply, possession, and manufacture of illicit drugs. Based on the premise that drug use is a socially learnt behaviour, the main objective of this research is to investigate whether social learning factors (imitation, parental reinforcement, peer association and attitudes to drug use) mediate drug use in adolescents aged 11 to 15 years living in England. The second objective is to identify which social learning factors mediate drug use by ages, region, and gender. Using the Social Structure Social Learning (SSSL) theory as a framework for the research, this study contributes to the literature by identifying a) the strongest social learning behaviour for each age, gender and region in England and b) the mechanism (mediation) by which social learning affects drug use. This research employs rich data on drug use drawn from the Smoking Drinking Drug Use Survey 2016, a cross-sectional survey of adolescents aged 11-15 years across England (as of October 2021 the data for the most recent survey 2018 was not available for analysis). Mediation analysis was used to evaluate which social learning factors mediate the association between age, gender, region and drug use. The results showed that there were differences in learning behaviours that were specific to age, gender and region. For example, the most significant social learning behaviour for drug use among boys was “imitation of friends”, whilst for females, it was “peer association” among females (i.e. having a perception that peers are using drugs). In addition, having “positive attitudes to glue” (i.e. “it is ok to try glue”) was the strongest learning behaviour for drug use among younger individuals (i.e. at ages 11 to 13). Furthermore, whilst in Northern England, the strongest learning behaviour was having “positive attitudes to cannabis”, in London peer association was found to be the strongest learning pathway to drug use. Family disapproval of drug use (“persuade me not to take drugs”) was found to be a protective factor against drug use for all ages except for age 11 and 12 years and those living in the East Midlands and London. In these cases, more authoritarian parenting –– strong parental disapproval (“stop me from taking drugs”) was found to be a protective factor. This research offers two main contributions to the literature. First, it shows empirical linkages between constructs built using SSSL theory that have not been previously explored within a population of young adolescents in England. Second, it identifies the effects and degree to which social learning affects the relationship between drug use and social structure. Overall, this research also contributes to an improved theoretical rationale for existing SSSL associations; that is, social learning can behave as a mediator or a moderator depending on the context. The evidence produced by this thesis could also have potentially relevant policy implications. More specifically, the differences in the social learning behaviours may suggest the need to implement more targeted prevention policies aimed by age, gender and regional groups of young adolescents

    Talent Identification and Development in Sports Performance

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    The identification and development of talent have always been a relevant topic in sports performance. In fact, a significant body of research is available worldwide discussing this longitudinal process, the qualities that underpin elite sports performance, and how coaches can facilitate the developmental process of talented athletes. Despite the continued interest given to issues of talent identification and development, recent literature highlights the low predictive value of applied and theoretical talent identification models. Talent is the expression of a complex and multidimensional phenomenon, where, despite the existing practical recommendations, many coaches and stakeholders continue to fail to adequately value the distinction between growth, maturation, and training age. Technological resources have enabled important advances, however, this has been limited essentially to defining or validating motor skills variables or genetic markers that characterize the most talented athletes. Emerging technological resources and recent methodological advances are enabling integrated assessment and monitoring to include maturational, physiological, biomechanical, and perceptual skills while also creating optimal environments for performance and dealing with injury prevention and recovery

    Case Study of Lived Experiences: Three Male Peer Recovery Coaches at a Community-based, Spiritual, Residential Substance Abuse Recovery Program

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    Substance use disorder is one of the most universal clinical and public health concerns in the United States. A shift in the behavioral health field from short-term cures to long-term recovery found peer-based recovery services to be a notable asset. The peer recovery coach (PRC), experientially equipped through personal substance use disorder history and recovery, is the fastest growing role in peer services. Very limited research exists into the lived experience of PRCs and the impact of the PRC role on personal recovery. This investigation aimed to fill gaps in the literature related to PRCs’ lived experience and personal recovery. The theoretical orientation of the re-entry experience of an ex-offender into home, community, and work life supplied a framework for research into the re-entry experience of a PRC. The first research question was “What are the home, community, and work life re-entry experiences of a male PRC working at a community-based, spiritual, residential substance abuse recovery program?” The second research question explored how the home, community, and work life experiences influence PRCs’ present recovery. This qualitative case study collected data through semi-structured interviews. Data analysis themes demonstrated that the PRCs’ home, community, and work life experiences were residential stability, restored relationships, togetherness, recovery support, role, feelings, benefits, and challenges. Experiences that influenced personal recovery categorized as relationships, accountability, triggers, and recovery tools. PRCs, on a journey of personal recovery themselves, need clinical support; the findings of this study could strengthen clinical support systems

    Knowledge Transfer for and through the Replication of Organisational Routines in Franchise Systems

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    Routines are dispositions to behave according to established sets of rules that are also repositories of the organisational memory about “how things get done”. Franchise systems are organisational forms which expand through the replication of routines by new units owned by franchisees. Drawing on insights from the literatures on organisational learning, organisational evolution (under generalised Darwinism), and cognitive psychology, this thesis identifies the building blocks for a conceptual explanation of routine replication in franchise systems. It then proposes an original case study of Yázigi, a large Brazilian franchise system of language schools, which is used to develop a novel process model that captures how knowledge is transferred for and through the replication of routines within an expanding franchise system. Four principal lessons are derived. First, when direct knowledge transfer is not available, artefacts, most notably template representations of routines, are essential. Second, intermediaries, as agents of routine compilation who direct participants to template representations, are crucial to the process of routine replication. Third, just as routines are analogues of habits, routine compilation seems to reproduce habit compilation. Finally, existing learning-related habits of thought may work in favour of or against the adoption of new habits in the replication process. This thesis outlines the prescriptive implications of these lessons for franchise practitioners and details opportunities for future research

    Collected Papers (on various scientific topics), Volume XIII

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    This thirteenth volume of Collected Papers is an eclectic tome of 88 papers in various fields of sciences, such as astronomy, biology, calculus, economics, education and administration, game theory, geometry, graph theory, information fusion, decision making, instantaneous physics, quantum physics, neutrosophic logic and set, non-Euclidean geometry, number theory, paradoxes, philosophy of science, scientific research methods, statistics, and others, structured in 17 chapters (Neutrosophic Theory and Applications; Neutrosophic Algebra; Fuzzy Soft Sets; Neutrosophic Sets; Hypersoft Sets; Neutrosophic Semigroups; Neutrosophic Graphs; Superhypergraphs; Plithogeny; Information Fusion; Statistics; Decision Making; Extenics; Instantaneous Physics; Paradoxism; Mathematica; Miscellanea), comprising 965 pages, published between 2005-2022 in different scientific journals, by the author alone or in collaboration with the following 110 co-authors (alphabetically ordered) from 26 countries: Abduallah Gamal, Sania Afzal, Firoz Ahmad, Muhammad Akram, Sheriful Alam, Ali Hamza, Ali H. M. Al-Obaidi, Madeleine Al-Tahan, Assia Bakali, Atiqe Ur Rahman, Sukanto Bhattacharya, Bilal Hadjadji, Robert N. Boyd, Willem K.M. Brauers, Umit Cali, Youcef Chibani, Victor Christianto, Chunxin Bo, Shyamal Dalapati, Mario DalcĂ­n, Arup Kumar Das, Elham Davneshvar, Bijan Davvaz, Irfan Deli, Muhammet Deveci, Mamouni Dhar, R. Dhavaseelan, Balasubramanian Elavarasan, Sara Farooq, Haipeng Wang, Ugur Halden, Le Hoang Son, Hongnian Yu, Qays Hatem Imran, Mayas Ismail, Saeid Jafari, Jun Ye, Ilanthenral Kandasamy, W.B. Vasantha Kandasamy, Darjan KarabaĆĄević, Abdullah Kargın, Vasilios N. Katsikis, Nour Eldeen M. Khalifa, Madad Khan, M. Khoshnevisan, Tapan Kumar Roy, Pinaki Majumdar, Sreepurna Malakar, Masoud Ghods, Minghao Hu, Mingming Chen, Mohamed Abdel-Basset, Mohamed Talea, Mohammad Hamidi, Mohamed Loey, Mihnea Alexandru Moisescu, Muhammad Ihsan, Muhammad Saeed, Muhammad Shabir, Mumtaz Ali, Muzzamal Sitara, Nassim Abbas, Munazza Naz, Giorgio Nordo, Mani Parimala, Ion Pătrașcu, Gabrijela Popović, K. Porselvi, Surapati Pramanik, D. Preethi, Qiang Guo, Riad K. Al-Hamido, Zahra Rostami, Said Broumi, Saima Anis, Muzafer Saračević, Ganeshsree Selvachandran, Selvaraj Ganesan, Shammya Shananda Saha, Marayanagaraj Shanmugapriya, Songtao Shao, Sori Tjandrah Simbolon, Florentin Smarandache, Predrag S. Stanimirović, DragiĆĄa Stanujkić, Raman Sundareswaran, Mehmet Șahin, Ovidiu-Ilie Șandru, Abdulkadir ȘengĂŒr, Mohamed Talea, Ferhat Taș, Selçuk Topal, Alptekin Ulutaș, Ramalingam Udhayakumar, Yunita Umniyati, J. Vimala, Luige Vlădăreanu, ƞtefan VlăduĆŁescu, Yaman Akbulut, Yanhui Guo, Yong Deng, You He, Young Bae Jun, Wangtao Yuan, Rong Xia, Xiaohong Zhang, Edmundas Kazimieras Zavadskas, Zayen Azzouz Omar, Xiaohong Zhang, Zhirou Ma.‬‬‬‬‬‬‬
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