Exploring the Cognitive Nature of Boards of Directors and Its Implication for Board Effectiveness

In this paper we propose a theoretical framework that emphasizes the development of a shared mental model (SMM) of a board of directors and its impact on board effectiveness and suggest that the accuracy and scope of the SMM in a board will moderate the relationship between a board’s SMM and board effectiveness. Also, we examine the impact of task and relationship conflict on the development of a SMM. Finally, we examine three board attributes (board size, CEO duality, and the proportion of outside directors on a board) as antecedents to the development of conflict among board members.Boards of directors, corporate governance, shared mental models

Perceptions, Knowledge, and Teaching of Climate Change and Natural Disaster Risk at Honduran Universities

The objective of the study was to examine perceptions, knowledge, and teaching of climate change and natural disaster risk of 457 faculty members of Honduran universities. In the last 20 years, Honduras has been among the countries with the highest vulnerability due to climate change. The tool RISKPERCEP was used to calculate perception of natural disasters, climate vulnerability, social vulnerability, and disaster response. The results showed that the teachers interviewed evaluated risk with an overall perception of 2.06. They tended to overestimate the variables: imminence, catastrophism, exposure, role of the media, involvement, and history. They underestimated risk for organizational climate, risk comprehension, uncertainty, and familiarity. Overall, 59% of the teachers interviewed did not teach the topics examined here. But they perceived their knowledge was adequate, even though more than 60% of the informers had not received formal training on climate change or natural disaster risk. The results reveal the importance of strengthening the knowledge and applied research of Honduran university professors on climate change and natural disaster risk

On the native status of the southern right whale <i>Eubalaena australis</i> in Peru

The native status of the southern right whale in Peruvian waters is now firmly supported by six confirmed sightings, including four cow-calf pairs, the northernmost at Pucusana (12°29’S,76°48’W) and off San Bartolo (12°24’S,77°11’W). An unconfirmed report exist from northern Peru. Five of six observations were shore-based, underscoring the importance of neritic habitat for E. australis also in Pacific South America. As sighting intervals have shortened over a period of two decades (near significant trend, P= 0.054) without indication of improved reporting, a guarded optimism for the recovery of E. australis in Peru may be warranted. However, a near-collision event with a fishing boat warns of conservation challenges ahead. As applies to three other cetacean species, the coast of Peru is proposed as the most boreal habitual range for E. australis on the planet, enabled by the cooling effects of the strongest of eastern boundary currents

Response of Sahara mustard (Brassica tournefortii) to water addition and soil disturbance

Invasive exotic species can have a significant impact on the structure, function, and diversity of ecological communities. Sahara mustard (Brassica tournefortii) is one of the top exotic invasive species spreading through the southwestern deserts of North America. In arid environments, it is well documented that species abundance is sensitive to rainfall (Beatly 1974, Ernest et al. 2000). In the Mojave Desert, winter precipitation can trigger massive germination events (Beatly 1974). As a winter annual, Sahara mustard may have a positive response to winter precipitation by germinating, growing, and reproducing before native annuals, monopolizing soil moisture and nutrients, and potentially changing native plant community structure and ecosystem processes. To better understand Sahara mustard’s ecology in Mojave Desert habitats, we conducted a field experiment to document the effects of water additions and soil disturbance on Sahara mustard density and native plant assemblage. In addition, we performed a soil seed bank study to compare above ground plant community and soil seed bank composition of study sites. Our experimental treatments were designed to provide favorable conditions for seedling emergence; therefore, we expected to record a greater emergence number in treated than control plots

The Emergence and Intensification of Hydropolitical Conflict Intentionality in Aotearoa-New Zealand

Environmental security literature has devoted a significant amount of attention to the nexus between resource abundance and conflict. Important research has assessed this relationship by focusing on non-renewable resource wealth as a causal determinant of conflict, but little is known about the conditions that influence the emergence and intensification of conflict in water abundant environments. By most accounts, New Zealand is one of the most water-rich countries in the world. Even though violent conflict over water does not normally materialise in New Zealand, conflicts and incompatible claims motivated by water bottling, the growth of some types of agriculture, tourism, and water treatment strategies, continue to surface. Little, however, is known about how and why these conflicts emerge and intensify in a country such as New Zealand. To address this lacuna, this project asks the following research question: How and why does the commercialisation of freshwater influence the emergence and intensification of hydropolitical conflict intentionality in New Zealand? This study presents two central arguments. First, that the introduction of a commercial enterprise motivates the emergence of hydropolitical conflict intentionality if the enterprise is incompatible with the interests of local communities. And second, that the intensification of hydropolitical conflict intentionality is determined by the level of trust that communities pose upon the approval and appeals process that supports a commercial operation. To test these arguments, this study examines the effects of water bottling and water chlorination on the towns of Ashburton (Canterbury) and Glenorchy (Otago), by employing a tripartite analysis comprised, first, of a conflict intentionality and engagement assessment, second, of a comparative case study analysis, and third, of a conflict intentionality classification. The data suggests that communities engage in low intensity conflicts when they trust the approval and appeals process behind any given commercial operation. Water-based conflicts however are likely to escalate when local communities lose trust in the above processes and the institutions that administer them

Mathematics educator teacher stories

Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach

Commentary on Thematic Special Issue: Seeing Self-Based Methodology Through a Philosophical Lens

A mathematics teacher educator’s (MTE) use of self-based methodologies goes beyond developing MTE professional knowledge by contributing scholarly inquiry into MTE work. Existing discussions of MTEs’ use of self-based methodologies have provided descriptions of the methodologies and examples of their use by MTEs to unpack their practice. What is less clear is why MTEs elect to use self-based methodologies. Yet central to understanding and validating self-based methodologies as a means of developing knowledge in mathematics teacher education is understanding the aims of MTEs who use such methodologies. On the basis of author interviews, drafts, and final papers for this special issue, we illustrate and describe MTE assumptions about ontology, epistemology, and ethics of research. Our interpretations through these lenses led to findings about the philosophical underpinnings of self-based methodologies. Using these findings, we argue that the philosophical underpinnings of self-based methodologies as utilized by MTE authors in this special issue are efforts to conduct research in ways that align with views of self in different contexts

Philosophical Underpinnings of Mathematics Teacher Educator\u27s Work

Mathematics teacher educators (MTEs) are turning research lens on themselves to explore their knowledge and practices and with that contribute knowledge to the field of mathematics teacher education. In this working group we build from our exploration of MTEs\u27 work. MTEs will describe their work and their views of knowledge and being in their work as MTEs. We invite MTEs to join our working group and assert that MTEs\u27 discussions of their work will provide opportunities for professional learning that reveals how their knowledge and identity inform their practice