32,755 research outputs found

    How Does Reciprocity Affect Undergraduate Student Orientation towards Stakeholders?

    Get PDF
    5987Nowadays, students are more aware of the impact of companies on their stakeholders and the need for properly handling their expectations to operationalize corporate social responsibility. Nevertheless, little is known about how certain individual traits may relate to their stance on the issue. This exploratory research contributes to stakeholder theory by analysing the e ect of the individual’s decision-making process, including the consideration of their social preferences, on their orientation toward stakeholder management. Here, we draw upon a theoretical model for resource-allocation decision-making consisting of reciprocal and non-reciprocal components. Our data, from undergraduate students enrolled in di erent degrees, were collected through a questionnaire and two social within-subject experiments (ultimatum and dictator games). Thus, our results show that the presence of a reciprocal component when decisions are made is positively linked to an instrumental orientation toward stakeholders. In addition, a greater non-reciprocal component in the decision-making process corresponds to a more normative orientation.S

    Relaciones sociales y creatividad en la empresa: la importancia de la calidad de las interacciones del empleado con su entorno más cercano

    Get PDF
    pp. 1-16La creatividad se está convirtiendo en un fenómeno de especial importancia para las organizaciones. Por ello, existe un interés creciente por comprender cuáles son los factores responsables del rendimiento creativo en los entornos laborales. A pesar de ello, todavía existen lagunas importantes en la literatura sobre la influencia del liderazgo y del comportamiento de los grupos en la creatividad. Con el fin de aportar nueva evidencia empírica al respecto, el objetivo del presente trabajo consiste en analizar cómo influyen las relaciones de intercambio que mantiene el empleado con su superior inmediato y con su grupo de trabajo en la creatividad que pone de manifiesto.S

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

    Get PDF
    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    Structural and Attitudinal Barriers to Bicycle Ownership and Cycle-Based Transport in Gauteng, South Africa

    Get PDF
    Policies that aim to facilitate and promote non-motorised transport (NMT), and in particular cycling, have been developed by many high-income countries facing increasingly congested roads and saturated public transport systems. Such policies are also emerging in many low- and middle-income settings where high rates of urbanisation have led to similar problems with motorised transport. The aim of the present study was to better understand the potential structural and attitudinal barriers to cycle-based transport in one such context: South Africa’s Gauteng Province, the industrial powerhouse of sub-Saharan Africa that has recently made a firm commitment to NMT. The study focussed on demographic and socioeconomic variation in bicycle and car ownership, and related this to: (1) the reported use of motorised and non-motorised transport (both private and public); and (2) perceived ‘problems’ with cycling. The analyses drew on interviews with key respondents from n = 27,490 households conducted in 2013 as part of the third Quality of Life survey undertaken by the Gauteng City Regional Observatory. The survey contained items on three outcomes of interest: household vehicle ownership (bicycles and cars); modes of transport used for the “trips” most often made; and respondents’ “single biggest problem with… cycling”. Respondent- and household-level demographic and socioeconomic determinants of these outcomes were examined using descriptive and multivariable statistical analyses, the latter after adjustment for measured potential confounders identified using a theoretical causal path diagram (in the form of a directed acyclic graph). Of the n = 26,469 households providing complete data on all of the variables examined in the present study, only n = 8722 (32.9%) owned a car and fewer still (n = 2244; 8.4%) owned a bicycle. The ownership of these assets was commonest amongst wealthier, economically active households; and those that owned a car had over five times the odds of also owning a bicycle, even after adjustment for potential confounding (OR 5.17; 95% CI 4.58, 5.85). Moreover, of household respondents who reported making ‘trips’ during the preceding month (n = 18,209), over two-thirds of those whose households owned a car (70.1%) reported private car-based transport for such trips, while only 3.2% of those owning a bicycle reported cycling. Amongst the specific responses given to the item requesting the “single biggest problem with… cycling” by far the commonest was “Don’t know how to cycle” (32.2%), less than half as many citing “Vehicle accident risk” (15.9%), and fewer still: “Destination is too far” (13.9%); “Crime” (10.3%); “Too much effort” (9.2%); or “Lack of good paths” (4.6%). While the first of these reasons was commonest amongst poorer households, concerns about risk and effort were both most common amongst better educated, economically active and wealthier/better serviced households. In contrast, concerns over (cycle) paths were only common amongst those owning bicycles. The low prevalence of household bicycle ownership, and the disproportionate number of households owning bicycles that also owned cars, might explain the very small proportion of the ‘the trips most often made’ that involved cycle-based transport (0.3%), and the preferential use of cars amongst households owning both bicycles and cars. Low levels of bicycle ownership might also explain why so many respondents cited “Don’t know how” as the “single biggest problem with… cycling”; although risk and effort were also substantial concerns (presumably for many who did, and some who did not, know how to cycle); the lack of suitable cycle lanes being only primarily a concern for those who actually owned bicycles. Structural and attitudinal barriers to cycle-based transport limit the use of cycle-based transport in Gauteng, not only amongst the vast majority of household respondents who lack the means to cycle (and the means to learn how), but also amongst those dissuaded from learning to cycle, purchasing a bicycle and/or using a bicycle they own by: the risks and effort involved; the lack of suitable cycle paths; and/or because they also own a car and prefer to drive than cycle

    Co-authors, colleagues, and contributors: Complexities in collaboration and sharing lessons on academic writing

    Get PDF
    Academic writing, especially in the health field, is usually an interdisciplinary team effort. This paper highlights some of the trials, tribulations, and benefits of working with co-authors. This includes collaborations and co-authorship between academics from different disciplines, academics of different level of careers, and authors from countries of varying economies i.e., high-income countries (HICs) and from low-and middle-income countries (LMICs). This paper also provides advice in the form of several useful tips to lead authors and co-authors to support collaborative working

    Tense times for young migrants: temporality, life-course and immigration status

    Get PDF
    This article explores the intersection between immigration status, life-course and the experience of time. It looks at how time and life-course transitions are experienced by young people who are in constant encounter with the immigration regime in the UK. The encounters at this intersection produce a complex landscape for young people to navigate during their transitions to adulthood. What emerges from unpicking the relations of this messy and complex temporal-immigration status matrix, are distinct experiences of time and life-course transitions for young migrants. First, in dealing with the immigration regime young people are confined to a passive role of waiting that results in a sense of feeling stuck. Secondly, pre-18 young people experience a growing up too early and upon turning 18 and gaining legal independence, their situation paradoxically leads to practical dependence. And thirdly, the immigration status renewal system produces long-term uncertainty for young people’s futures

    The Time Devil runs amok: How I improved my creative practice by adopting a multimodal approach for a specific audience.

    Get PDF
    This research illustrates how teacher-writers can improve their craft and pedagogy by writing for a specific audience, namely school children. It also illustrates why they might do so. It interrogates what was learnt from an innovative collaboration between a university teacher-education department, an inner-city secondary school and the United Kingdom’s National Maritime Museum (NMM). Multimodality (Barnard 2019) inspired the project: local spaces, institutional settings, historical objects, photographs, pictures, time-travelling films and narratives motivated the teacher-writer and participants to read and respond imaginatively to the world. The author found that the project caused him to “remediate” his own practice: to transfer “existing skills in order to tackle new genres” (Barnard 2019: 121). This process enabled him to become a more effective writer and teacher. The research shows that the problem of multimodal overload – having too much choice regarding what to write about and the many forms writing can take – can be circumnavigated if participants are given both autonomy and constraints. It illustrates in some depth how the concept of reciprocity is vital to adopt if writers are to improve their craft

    Metodología de intervención para trabajar ODS. Educación a través de las artes

    Get PDF
    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los países miembros de la ONU emplean para enmarcar sus políticas. Entre las metas del ODS 4 “educación de calidad” encontramos: “asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible”. La educación, se considera el motor de la Agenda 2030 porque, además de representar el centro del ODS 4, desempeña también un papel notable en la implementación de los demás, mejorando su alcance y efectividad. Así pues, entre las disciplinas que sustentan este trabajo se escogió la Educación para el Desarrollo Sostenible y la Ciudadanía Global como marco de acción y punto de partida en la formación de los ciudadanos de un futuro viable, equitativo y habitable. Se continuó investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y cómo la educación permitiría su aprovechamiento. Con todo ello, se planteó el marco didáctico de interacción en el cual se implementó la interculturalidad en el ejercicio educativo. Se estudió así el poder de las artes como medio de motivación e inspiración a la hora de transmitir de la manera más eficaz posible los valores considerados más arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadanía y sostenibilidad. Para ello, se ha realizado una investigación aplicada que deriva en una propuesta concreta de intervención con un programa educativo destinado a la enseñanza de lenguas, tanto primera como extranjera, en distintos niveles de la educación formal en Mali y en España, aplicando un método holístico basado en el paradigma interpretativo. A través de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento crítico, la empatía, la resiliencia, la comunicación, la cooperación y la educación intercultural, como competencias esenciales para la consecución de los 17 ODS, la construcción de un mundo transcultural sostenible y el desarrollo de una ciudadanía global preparada para los retos del siglo XXI. En la metodología de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un análisis del proceso de investigación para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observación, rúbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un análisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles más bajos de la misma y en todos los niveles de la educación formal) de en qué consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecución para garantizar un futuro sostenible para toda la ciudadanía global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 “quality education,” we find the one that seeks: “to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development”. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens

    Word sketches of descriptive modifiers in children's short stories for teacher training in teaching English as a foreign language

    Get PDF
    .Stories have proved to be an important didactic resource in language teaching; therefore, teacher trainees are often encouraged to design story-based tasks. However, they may find difficulties in identifying the language typically found in children's stories. For this reason, the present paper aims at exploring a relevant feature of this genre, descriptive modifiers, in order to raise student teachers’ genre awareness and prompt them to use high-frequency words and phrases. In this corpus-based study, a number of key elements were first identified, then classified, and finally, their occurrences were analyzed to obtain patterns in their grammatical behavior and an inventory of their most common collocates. SketchEngine was used both to compile the corpus and to retrieve word sketches of each modifier. Gaining more insight into the language of stories can contribute to helping teacher trainees to perceive characteristic language in children-oriented text types and to develop their own storytelling abilities.S

    Evaluation of an educational mediation programme in primary education: M-Educa = Evaluación de un programa de mediación educativa en Educación Primaria: M-Educa

    Get PDF
    p. 140-165La preocupación por la conflictividad en nuestros centros educativos ha ido en aumento en los últimos años. Por ello, han surgido iniciativas como la mediación educativa encaminadas a tratar los conflictos. Este estudio tiene como objetivo evaluar la utilidad del Programa M-Educa en su fase formativa de estudiantes a través de una investigación evaluativa de las medidas pre y post del cuestionario de violencia escolar CUVE3-EP aplicado a 118 alumnos de quinto y sexto de Educación Primaria de un colegio público de la Comunidad de Madrid, y del análisis de los registros de los alumnos mediadores y las entrevistas de los tutores implicados. Las principales conclusiones de este estudio indican que la aplicación del Programa M-Educa ha producido efectos positivos en la convivencia de este centro escolar, siendo especialmente útil en la percepción de la reducción de la violencia general en las clases donde se han realizado mayor número de mediaciones. Concretamente, ha tenido mayor repercusión en la reducción de los niveles de violencia verbal y física, y en la exclusión social.S
    • …
    corecore