College Student Perceptions of Varying Disability Types: Does Contact Experience Matter?

Studies exploring prejudices between groups have suggested that contact is related to attitudes. This relationship has been studied in the context of attitudes toward people with disabilities and has yielded inconsistent results. Other variables, such as gender, type of relationship, and the type of disability, have been studied in conjunction with and distinct from the contact variable. The present study, conducted among college students, investigated if the contact experience or the exposure to a specific type of disability in a vignette individually were associated with the attitude variable of social distance, as well as if there was an interaction between the two independent variables. Contact experience did not significantly predict scores on the social distance measure; however, type of disability was a significant predictor of undergraduate students’ social distance attitudes. Specifically, physical disability predicted significantly lower scores of social distance than intellectual disability, Attention-Deficit Hyperactivity disorder, and Autism Spectrum Disorder. The results of this research were consistent with prior studies measuring similar variables, prompting a need for further research on the role of contact experience and disability type in forming prejudices toward people with disabilities. As type of disability seems to play a significant role in attitudes toward people with disabilities, greater efforts should be directed towards educating students and faculty on non-physical disability types

Review of research and evaluation on improving adult literacy and numeracy skills

The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions

GPS analysis of a team competing at a national Under 18 field hockey tournament

The purpose of this study was to utilise global-positioning system (GPS) technology to quantify the running demands of national Under 18 field hockey players competing in a regional field hockey tournament. Ten male players (mean ± SD; age 17.2 ± 0.4 years; stature 178.1 ± 5.2 cm; body mass 78.8 ± 8.8 kg) wore GPS units while competing in six matches over seven days at the 2018 New Zealand national under 18 field hockey tournament. GPS enabled the measurement of total distance (TD), low-speed activity (LSA; 0 -14.9 km/hr), and high-speed running (HSR; ≥ 15 km/hr) distances. Differences in running demands (TD, LSA, HSR) between positions were assessed using effect size and percent difference ± 90% confidence intervals. Midfielders covered the most TD and LSA per game and strikers the most HSR during the 6 matches. There were “very large” differences between strikers and midfielders for TD and LSA, strikers and defenders for LSA and HSR, and defenders and midfielders for LSA. These results suggest that these playing positions are sufficiently different to warrant specialised position-specific conditioning training leading into a field hockey tournament

The effects of morning preconditioning protocols on testosterone, cortisol and afternoon sprint cycling performance [conference presentation]

Opportunities exist for athletes to undertake morning exercise protocols in an attempt to potentate afternoon performance. Four sub elite track sprint cyclists completed a morning cycling (Cyc) or weights-based protocol (WP) prior to an afternoon cycling time trial (500m) in a repeated measures, counterbalance crossover design. Measured variables included heart rate, blood lactate, cycling peak power, salivary testosterone (T) and cortisol levels along with time trial performance. Standardised differences in means via magnitude-based inferences were calculated using paired samples T-tests in SPSS version 24 with statistical significance set at p < 0.05. The WP produced significantly faster times in the final 250m in comparison to CycP. The anticipated circadian decline of T was observed after the CycP but was however mitigated following the WP. While slight decreases in 500m times were experienced during the WP, they were not significant and were considered within the normal variations experienced between performances by elite athletes. The effect of the WP on the circadian rhythm of T could be linked to a greater recruitment of muscle fibres. Results suggest a morning resistance protocol can positively affect testosterone levels for afternoon performance. Possible gender and individual responses from conducting a W over Cyc protocol were observed and require further investigation

The Moderating Effects of Power Distance and Individualism/Collectivism on Empowering Leadership, Psychological Empowerment, and Self-Leadership in International Development Organizations

The importance of finding appropriate leadership styles to use in cross-cultural situations is paramount. Development organizations and multinational organizations both struggle to find forms of leadership that are effective in mobilizing the workforce in highly diverse cultural contexts. In this article, the effects of empowering leadership on psychological empowerment and self-leadership are measured in two cultural contexts—Rwanda and the United States, representing both high and low power distance and individualism/ collectivism—to explore how empowering leadership behaviors affects the empowerment of subordinates. First, hierarchical regression analysis shows that empowering leadership has a significant positive effect on both psychological empowerment and self-leadership in both cultural contexts. Second, hierarchical regression analysis with tests for moderation shows that power distance moderates these relationships, especially in high power distance cultures, while individualism/collectivism moderates these relationships only occasionally. This article provides evidence that empowering leadership is an effective form of leadership that produces employee empowerment in diverse cultural contexts. It also provides new insights into appropriate forms of leadership for international development organizations when working in different countries

VIE Project: Cultural values and socioeconomic factors as determinants of entrepreneurial intentions

This paper describes a research project currently being developed by the authors. It aims to analyse the role played by psychosocial, cultural and socioeconomic factors in shaping the entrepreneurial intention. Survey methods will be used on a population of potential entrepreneurs (having not yet performed actual entrepreneurial behaviours). In this sense, undergraduate students and individuals contacting business support centres will be considered as part of the sample. We expect to get a clearer understanding of the psychosocial elements, socioeconomic factors and cultural values affecting the venture-creation decision. The results would be important to policy makers (showing them what to encourage), to practitioners (what to do better), and to researchers (what to clarify)

The Moderating Effects of Power Distance and Individualism/Collectivism on Empowering Leadership, Psychological Empowerment, and Self-Leadership in International Development Organizations

The importance of finding appropriate leadership styles to use in cross-cultural situations is paramount. Development organizations and multinational organizations both struggle to find forms of leadership that are effective in mobilizing the workforce in highly diverse cultural contexts. In this article, the effects of empowering leadership on psychological empowerment and self-leadership are measured in two cultural contexts—Rwanda and the United States, representing both high and low power distance and individualism/ collectivism—to explore how empowering leadership behaviors affects the empowerment of subordinates. First, hierarchical regression analysis shows that empowering leadership has a significant positive effect on both psychological empowerment and self-leadership in both cultural contexts. Second, hierarchical regression analysis with tests for moderation shows that power distance moderates these relationships, especially in high power distance cultures, while individualism/collectivism moderates these relationships only occasionally. This article provides evidence that empowering leadership is an effective form of leadership that produces employee empowerment in diverse cultural contexts. It also provides new insights into appropriate forms of leadership for international development organizations when working in different countries

Ethics and taxation : a cross-national comparison of UK and Turkish firms

This paper investigates responses to tax related ethical issues facing busines

Supporting undergraduate students’ acquisition of academic argumentation strategies through computer conferencing

Executive Summary Background This research grows out of work on the importance of argumentation in developingstudents’ critical abilities. It focuses attention on how students argue in computer mediated conferences as opposed to traditionalwritten assignments, investigating the way in which argumentation is realised within the relatively new context of computer conferencing which allows extended written discussions to take place overa period of weeks. Such text-based asynchronous conferencing is typically characterised by features of both spoken and written modes. Aims The main aims of the project were: • to investigate the argumentation strategies used in asynchronous text-based computer conferences; • to compare the argumentation strategies developed through conferencing with those used in the writing of academic assignments; • to examine the strategies used by tutors to encourage and facilitate argumentation in text-based computer conferences. Methods Data was collected over two years for the distance undergraduate course ‘Perspectives on Complementary and Alternative Medicine’ at the Open University.Qualitative data was obtained through interviews with the course chair, tutors and students, and through a student questionnaire. Assignments and computer-mediated tutorials were collected for textual analysis, although the timing of the assignments meant that analysis has only just begun on the essay data. To analyse the argumentation in the computer conferences and assignments a method of categorising, coding and tracking argumentative discourse was developed building on earlier work by the authors. In addition, computational searches were carried out to compare linguistic features across conference and assignment data. Results In tutorial conferences, student discussion tended to take the form of collaborative co-construction of an argument through exchanging information and experience to substantiate a position. However, students were also prepared to challenge other viewpoints. In both cases, they frequently drew on personal and professional experience to support argument claims. The use of these strategies suggests that text-based conferencing lends itself to the collective combining of diverse sources of information, experiences and ideas. Conference discussions were often personalised with fewer explicit logical links marking argument structure. They were also marked by complexity of argument strands, many of which reached no conclusion. Preliminary analysis of argumentation in assignments suggests that this did not, however, adversely affect students’ ability to create a more traditional, linear argument in their essays. Further analysis will be undertaken to compare argumentation strategies across the two sets of data. Tutors expressed concern about levels of participation in the tutorial conferences, which varied quite considerably. They also felt uncertain about their own knowledge of appropriate pedagogic strategies which would encourage students to participate in a collaborative yet critical way, and tended to rely on strategies from face-to-face teaching. Analysis of the conference discussion showed that tutors made fewer claims than students and were also less likely to provide information in support of their claims. There was, therefore, little modelling by tutors of the basic type of argumentation that would be expected in formal written assignments.Despite these concerns, student responses indicated that having a tutor and a group of peers to interact with, or just to observe, was valued as a supportive feature of this form of distance learning. No clear picture arose of how to make conferencing more interactive for more students, and this reinforces the sense gained from the tutor interviews of the difficulty of proposing a model of tutoring in computer conferences that will necessarily engage all students or raise the level of discussion and debate. Conclusions Our study suggests that text-based conferencing has an important role to play in developing students’ argumentation strategies and understanding of academic discourse and conventions. In view of its hybrid nature, somewhere between spontaneous speech and formal academic writing, course designers and tutors should aim to take advantage of both aspects – on the one hand, the informal dialogic exchange of opinions and co-construction of knowledge, and on the other,the opportunity for consolidation, reflection and re-positioning. Our findings reinforce the view that students’ willingness to exchange ideas freely and openly is partly a consequence of how personally engaged, at ease and confident students feel with one another and their tutor. In particular, it seems that there is a role for the interpersonal and, to some extent, the chat and the frivolity, which in some other studies discussed in the literature review have been regarded as negative influences. Recommendations To facilitate students’ development of argumentation and learning more generally,tutors need greater awareness of the ways in which academic argumentation operates in computer conferencing as compared to written assignments. Since pedagogic strategies developed in other contexts may not transfer well to computer conferencing, there is a need for targeted professional development, focussing in particular on: • Choosing topics for discussion and designing effective task prompts; • Supporting weaker students; • Encouraging challenging of ideas; • Finding the right tone to facilitate peer discussions. Some specific suggestions are made within the report, but our recommendations at this stage remain tentative as we still have to complete the analysis of the assignment data and draw conclusions about the impact of the computer conferencing on the quality of written argumentation within this more formal context