Hosanna-Tabor and Culture Gap: A Case for Settling Church & Minister Employment Disputes through Religious Arbitration

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Letter from James Birdsell to James B. Finley

Birdsell (aka Birdsall) writes that he will be coming from Wilmington to Upper Sandusky to purchase furs. He wants to know what articles to bring in exchange and the best sleigh route to Upper Sandusky. Brother Strange (John Strange, P.E. Lebanon District) will be attending the quarterly meeting in Urbana on January 20th, and then plans to visit the Wyandot Mission and head on to Detroit. Birdsell and Strange plan to travel together in the sleigh. Birdsell is concerned about travel conditions between Upper Sandusky and Detroit and wonders whether there is ongoing communication about conditions between the two towns. Abstract Number - 858https://digitalcommons.owu.edu/finley-letters/1344/thumbnail.jp

Dogging it at work : developing and performing organizational routines as a minor league baseball mascot

textReferring to an employee as “the face” of an organization suggests that an individual worker’s actions may transmit information about the kind of organization they represent. Mascots in a baseball stadium make that metaphor material by wearing an organizationally prescribed mask and performing in the name of the organization (Keller & Richey, 2006; MacNeill, 2009). This study investigated how one baseball mascot, Spike of the Round Rock Express, embodied his team’s identity through the activation of organizational routines by analyzing video recordings, autoethnographic field notes, and stories (Heath & Luff, 2013). Recognizing the highly symbolic work of a mascot work has implications for the performer, audience members, and organizations who rely on mascots to enhance the stadium experience. Additionally, this research provides suggestions for future mascot performers on how they might come to “know your role and play it to the hilt” (Devantier & Turkington, 2006). Organizational routines combine three recursive dimensions: the ostensive, understandings an employee brings to his or her work, the performative, actions an employee takes while doing his or her work, and the artifactual, material objects an employee uses or creates in order to facilitate work tasks (Feldman & Pentland, 2003). This research begins with an exploration of how I developed occupational and organizational role expectations. In order to know my role, I had to learn Spike’s identity: what he must do, may do, and can do (Strauss, 1959; Enfield, 2011). I specifically recognize the ways I came to understand my role as someone who embodies the mission of the organization through the preparation of artifacts for performance and protection of the audience for whom I am performing. The performative dimension is explored by identifying instances when my performance challenged established understandings of Spike’s identity, specifically in instances where I was unprepared for a scenario or chose to protect one group’s interest over another’s. In these unanticipated moments, I often found myself turning other participants in the stadium event, like fans and coworkers, into co-performers and relied on their improvisational offerings to inform my ongoing performance (Eisenberg, 1990; Meyer, Frost, & Weick, 1998).Communication Studie

A Compilation of Published Research In Elementary Arithmetic Since 1931

Many articles are published each year pertaining to elementary arithmetic. Some of these may very properly be designated mere opinion” while others may very properly be classified as research . Because of the large number of such articles appearing in print pertaining to some aspect of arithmetic, no doubt a service may be rendered to teachers of the subject by evaluating and classifying them as research or otherwise. From this situation grew the problem of. This thesis, the title of which may be stated as follows: A Compilation of Published Research in Elementary Arithmetic Since 1931. Such a guide should be useful to teachers of arithmetic in classrooms wherever they may be

Teaching At-Risk High School Students Communication Competence Skills through Facework and Improved Self-Monitoring

The relationship between communication apprehension and at-risk students has been given a fair amount of attention in academic research. While it has been determined that at-risk students tend to have higher degrees of communication apprehension,1 little research has been done to explore what other communication skills deficiencies at-risk students might possess. Two studies were conducted to assess a group of 29 at-risk student’s communication abilities. In the first study, we compare the students’ competence and communication apprehension to national averages and discover that the students find themselves above average in competence but also more apprehensive about communicating. The second study investigated the efficacy of a communication curriculum centered on self-monitoring skills in order to address the specific deficiencies in communication apprehension. Post-test data indicates that students increased their self-monitoring skills

Permanently Precarious? Contingent Academic Faculty Members, Professional Identity and Institutional Change in Quebec Universities

Universities across Canada are increasingly using contingent, or temporary instructors to teach undergraduate courses (Rajagopal 2002, Muzzin 2008, Lin 2006). Scholars have examined the marginalization of contingent academic faculty members in Canadian universities (Rajagopal 2002, Muzzin 2008). They have also critiqued the ways in which universities use contingent faculty to create surplus value and surplus labour (Rajagopal 2002, Bauder 2006), and support a “primary segment” (Bauder 2006) of the tenured and tenure-track professoriate. In this thesis, I examine the key issues faced by contingent academic faculty members, and how these issues impact on their professional identity. I also investigate into how the use of contingent faculty impacts on teaching practices in higher education. Through the analysis of Labour Force Survey data, I ascertain to what extent contingent academic labour has increased from 1998 to 2008, suggesting that full-time temporary labour is on the rise. I then analyze data gathered from twelve interviews with contingent academic faculty members at Quebec universities to explore how their working conditions and experiences have impacted on their professional identity and perceived quality of instruction. I suggest that professional identity among contingent faculty members is not as static as suggested by Rajagopal (2002) or Gappa and Leslie (1993) Using David Harvey’s (2005) concept of neoliberalism and Ulrich Beck’s (1992) concept of the flexibilization of labour under risk society, I situate the flexibilization of academic labour within the neoliberalization of the university, and also point to linkages between contingent academic labour and the commodification of higher education