Managing Expatriation, Repatriation and Organisational Learning in MNCs: an Integrative Framework

In the expanding global economy knowledge has became one of the most strategically-significant resource, so that firms’ competitive advantage depends, more and more, on their ability to create, transfer and protect knowledge asset. Since very few firms are able to develop a wide range of knowledge internally, expatriation and repatriation may be considered as important sources of competitive advantage, thanks to the huge amount of knowledge, both tacit and explicit, that corporate may acquire by managing the cycle. Prior researches mainly investigated the intra-organisational knowledge transfer – from headquarter to subsidiaries – allowed by the expatriates. Very few studies, on the contrary, focused on the “reverse” process – from the subsidiaries to headquarter. According to this, we aim at deeply investigate the conditions upon which intra-organisational knowledge transfer may occur, and corporate learning process may be fostered, as well. In doing so, we focus on the entire expatriate-repatriate cycle, assuming that the effectiveness of knowledge transfer depend on the way the whole process is managed. An integrative theoretical model will be finally suggested, and recommendations for further researches will be proposed.multinational; expatriation; repatriation; knowledge transfer; organisational learning.

Communication for Personal Relationships: A Qualitative Study on Taylor Swift\u27s Music Videos and Message-Design Logics Theory

This dissertation focuses on Barbara O’Keefe’s message-design logics theory and Taylor Swift’s music videos on YouTube. The first chapter provides background information and study elements for the project, focusing on the scholarly area of communication, the problem statement, the purpose statement, research questions, and definitions. The second chapter reviews the relevant literature associated with message-design logics theory and music videos on YouTube. The third chapter discusses the dissertation’s methodology, focusing on the study’s approach, framework, setting, instruments, procedures, analyses, and trustworthiness. The fourth chapter features the results of the research questions about Swift’s music videos and message-design logics theory. The fifth chapter includes the discussion, implications, delimitations and limitations, and future research of the project

Some chemical aspects of the marine environment off the Amazon and Pará rivers, Brazil

This paper describes the salinity, temperature, dissolved oxygen and inorganic phosphate distributions for the Brazil northern coast, with special reference to the marine environment off the Amazon and Pará rivers. The change in direction of the coast with the consequent change in the axis of the Guiana Current together with the large amount of suspended matter contributed by river waters, create peculiar conditions on the continental shelf. These conditions are also influenced by the wind and rain system. Out from the continental shelf Tropical Atlantic oceanic conditions are prevalent. In contrast to the very low fertility of the Guiana Current the coastal waters, directly influenced by the rivers, show a supersatu ration of dissolved oxygen. The nutrients absorbed by suspended matter are partly liberated when the rivers mix with the oceanic water. However, the low light penetration restricts the oxygen production to only few meters.1 - A penetração da água doce dos rios Amazonas e Pará, extende-se na direção NE atingindo a borda da plataforma continental, onde são retidas pela corrente da - Guiana tomando a direção dessa corrente, isto é, NW. 2 - A temperatura das águas menos salinas

Exploring Teachers’ Experiences Navigating the Inclusion of Women in World History Situated through a Professional Learning Community

While the importance of including women’s history in the social studies curriculum has been examined, several scholars have identified potential reasons for the continued underrepresentation of women’s history. Few studies have explored the ways in which the reasons identified by scholars have manifested in teacher decision-making and classroom practice. This study sought to examine factors that influenced teacher curricular-instructional choices with regard to historical female perspectives paying particular attention to the qualities of a professional learning community and the role of personal teacher efficacy. This embedded case study investigated the experiences of four sixth grade world history teachers who participated in this study and the factors that influenced their curricular-instructional choices with regard to historical female perspectives. Over a five-month period, participants engaged in a PLC designed with the shared goal of supplementing historical female perspectives. Before and after the PLC sessions, participants took a survey modeled after Riggs and Enochs (1990) science teacher efficacy belief instrument (STEBI) entitled the social studies teacher efficacy belief instrument (SSTEBI). In addition to the survey, participants engaged in two semi-structured interviews. Both the qualitative and quantitative findings of this study were analyzed using the theoretical frameworks of situated learning theory and communities of practice. Findings of the study identified eight factors that had either an obstructive or a constructive influence on teacher curricular-instructional practices with regard to historical female perspectives including: time, standards, content knowledge, resources, evaluations, levels of personal teacher efficacy, student interests and needs, and professional learning communities. As PLCs have been identified as a context in which teacher change can occur, additional attention was paid to the qualities of the PLC that emerged throughout the course of this study that elicited teacher change. Those qualities of the PLC included: autonomy, collaborative activity, strong participant relationships, relevance, and participant dialogue as a source of efficacy information. Both the factors and qualities identified were inclusive of the impactful role teacher efficacy came to play in influencing teacher curricular-instructional choices with regard to historical female perspectives. While the importance of including women’s history in the social studies curriculum has been examined, several scholars have identified potential reasons for the continued underrepresentation of women’s history. Few studies have explored the ways in which the reasons identified by scholars have manifested in teacher decision-making and classroom practice. This study sought to examine factors that influenced teacher curricular-instructional choices with regard to historical female perspectives paying particular attention to the qualities of a professional learning community and the role of personal teacher efficacy. This embedded case study investigated the experiences of four sixth grade world history teachers who participated in this study and the factors that influenced their curricular-instructional choices with regard to historical female perspectives. Over a five-month period, participants engaged in a PLC designed with the shared goal of supplementing historical female perspectives. Before and after the PLC sessions, participants took a survey modeled after Riggs and Enochs (1990) science teacher efficacy belief instrument (STEBI) entitled the social studies teacher efficacy belief instrument (SSTEBI). In addition to the survey, participants engaged in two semi-structured interviews. Both the qualitative and quantitative findings of this study were analyzed using the theoretical frameworks of situated learning theory and communities of practice. Findings of the study identified eight factors that had either an obstructive or a constructive influence on teacher curricular-instructional practices with regard to historical female perspectives including: time, standards, content knowledge, resources, evaluations, levels of personal teacher efficacy, student interests and needs, and professional learning communities. As PLCs have been identified as a context in which teacher change can occur, additional attention was paid to the qualities of the PLC that emerged throughout the course of this study that elicited teacher change. Those qualities of the PLC included: autonomy, collaborative activity, strong participant relationships, relevance, and participant dialogue as a source of efficacy information. Both the factors and qualities identified were inclusive of the impactful role teacher efficacy came to play in influencing teacher curricular-instructional choices with regard to historical female perspectives

AMERICAN FOUNDING SON: JOHN BINGHAM AND THE INVENTION OF THE FOURTEENTH AMENDMENT

poster abstractJohn Bingham was the architect of the rebirth of the United States following the Civil War. A leading antislavery lawyer and congressman from Ohio, Bingham wrote the most important part of the Fourteenth Amendment to the Constitution, which guarantees fundamental rights and equality to all Americans. He was also at the center of two of the greatest trials in history, giving the closing argument in the military prosecution of John Wilkes Booth’s co-conspirators for the assassination of Abraham Lincoln and in the impeachment of President Andrew Johnson. And more than any other man, Bingham played the key role in shaping the Union’s policy towards the occupied ex-Confederate States, with consequences that still haunt our politics. Drawing on his personal letters and speeches, the book traces Bingham’s life from his humble roots in Pennsylvania through his career as a leader of the Republican Party. I argue that Bingham and his congressional colleagues transformed the Constitution that the Founding Fathers created, and did so with the same ingenuity that their forbears used to create a more perfect union in the 1780s

Rediscovering \u3cem\u3eCorfield v. Coryell\u3c/em\u3e

This Article reveals new details about Corfield v. Coryell based on archival research. In 2017, the author found Justice Washington’s original notes on Corfield in the Chicago History Museum. The most important revelation about Corfield is that the Justice was initially inclined to hold that the state law his decision upheld was, in fact, unconstitutional under the Privileges and Immunities Clause. The notes also say that he saw Livingston v. Van Ingen as the leading precedent on the Privileges and Immunities Clause and backed Chancellor Kent’s view in that case that the Clause articulated a nondiscrimination rule for out-of-state citizens instead of a freestanding guarantee of fundamental rights. Even more important may be the disclosure from the notes that Justice Washington wrestled with the Commerce Clause issue in Corfield prior to the Supreme Court’s ruling in Gibbons v. Ogden in a way that probably influenced Chief Justice John Marshall’s landmark opinion for the Court. In short, the Corfield notes provide a fascinating glimpse into the thinking of a key member of the Marshall Court at a crucial stage. The discovery of Justice Washington’s notes also provides an occasion to offer one reflection on Corfield’s legacy. His opinion was the first notable legal authority to say that the right to vote is fundamental. This idea was so radical in the nineteenth century that even the strongest supporters of Reconstruction shied away from Corfield’s implications for African American and female voting. Indeed, not until the 1960s did the Supreme Court and Congress accept Corfield’s wisdom that “the elective franchise, as regulated and established by the laws or constitution of the state in which it is to be exercised,” is an essential right of citizenship, though the United States still struggles to reconcile that right with the reality of state and local regulation of election administration. Part I gives a detailed account of Corfield and explores how the case was subsequently understood. Part II examines Justice Washington’s notes on the case and shows how they expand our understanding of Gibbons and Corfield. Part III explores Corfield’s revolutionary reference to voting rights