The multifaith campus: Transforming colleges and universities for spiritual engagement

Dafina Lazarus Stewart, Michael M. Kocet, and Sharon Lobdell explore what college and university campuses would look like if transformed to promote and sustain religious and secular pluralism and interfaith cooperation.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83741/1/20049_ftp.pd

Health care in Bosnia and Herzegovina before, during, and after 1992–1995 war: a personal testimony

Market-based health care reform during democratic transition in Bosnia and Herzegovina was complicated by the 1992–1995 war, that devastated the country and greater part of its health care infrastructure. The course of the transition and consequences of war for the health system and health professionals are presented here from the perspective of the author. The description of real-life situations and their context is used to illustrate the problems physicians, as well as international community, were faced with and how they tried to cope with them during and after the war. Speaking openly about the mistakes that were made in those times is the first step in preventing them from happening again and an invitation for exchange of opinions and open academic discussion

Work-Unit Absenteeism: Effects of Satisfaction, Commitment, Labor Market Conditions, and Time

Prior research is limited in explaining absenteeism at the unit level and over time. We developed and tested a model of unit-level absenteeism using five waves of data collected over six years from 115 work units in a large state agency. Unit-level job satisfaction, organizational commitment, and local unemployment were modeled as time-varying predictors of absenteeism. Shared satisfaction and commitment interacted in predicting absenteeism but were not related to the rate of change in absenteeism over time. Unit-level satisfaction and commitment were more strongly related to absenteeism when units were located in areas with plentiful job alternatives

Organization Culture as an Explanation for Employee Discipline Practices

Most supervisors dread employee discipline and often employ strategies not officially sanctioned by the organization. Poorly designed discipline systems cause this variation in discipline practices. Inconsistent discipline can cause losses in productivity and reduce employee morale. Extant literature offers little in the form of guidance for improving this important human resource activity. This article explore where normative literature on organizational culture may have explanatory value for understanding variation in discipline practices. The article suggests two groups of factors that have causal effects on discipline practices. The tangible factors are those describing the formal practices the organization wishes its employees to follow. The intangible factors provide cues for explaining why informal strategies emerge as successful practices for getting things done. Using this conception of organization culture, the article proposes hypotheses for future testing to validate the suspected influence of culture on decisions regarding employee discipline.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Some psychological factors associated with illness behavior and selected illnesses

In the expanding field of medical sociology, the frequency of visits to a free medical facility has become an important form of illness behavior. Such behavior not only reflects the individual's physical health, but also his perception of it, and his decision what to do about it. Involved here are also his attitudes toward doctors and medical care, his psychological make-up, and his phenomenological well-being. Various studies have been able to relate the frequency of dispensary visits to such variables as occupational status, self-esteem and self-acceptance, perceived stress, and the readiness to assume the sick role.The present study was concerned with relating the frequency of dispensary visits to the following variables: disturbances of mood (reported well-being) and self-report measures of aggressive tendencies and of control over impulsiveness and over feelings of anger. The same variables were also related to three diagnostic categories: rheumatoid arthritis, hypertension, and ulcer. The major findings, obtained on an industrial population of over 300 male workers, are summarized below: 1. 1. Subjects who obtained high scores on the Mood Scales labeled Aggressive, Jittery, and Depressed had a greater frequency of illness behavior (dispensary visits for illness and illness absences).2. 2. Subjects who scored high on a self-report scale reflecting a tendency to engage in overt aggressive behavior, had a greater frequency of illness behavior.3. 3. The above test and questionnaire data were unrelated to control variables, not indicative of illness behavior: hernia, dispensary visits for injuries, and absences for personal leaves.4. 4. When the measures of control over impulsiveness and over feelings of anger were considered jointly with the other scales, then it was apparent that the amount of control affects the association of illness behavior with mood and overt aggressiveness: strong control reduces the association and weak control enhances it.5. 5. If the scales reflecting tendency to engage in overt aggressive behavior and to control impulsiveness and angry feelings are used to construct a two-dimensional space, then the following placements of the different diagnostic categories are possible: 5.1. (a) Hypertensive men tend to be low on overt aggressiveness and high on control.5.2. (b) Rheumatoid arthritics tend to be high on overt aggressiveness and high on control.5.3. (c) Men with ulcers tend to be low on overt aggressiveness and low on control.5.4. (d) Subjects with a high frequency of illness behavior tend to be high on overt aggressiveness and low on control.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32133/1/0000186.pd

The medicalization of current educational research and its effects on education policy and school reforms

Este artículo parte del supuesto de la aparición de una cultura pedagogizada durante los últimos 200 años, según la cual los problemas sociales percibidos se traducen en desafíos educativos. En consecuencia, tanto la investigación como las instituciones educativas crecieron, y una política educativa surgió como resultado de las negociaciones entre los profesionales, los investigadores y los responsables políticos. El documento mantiene que algunas experiencias específicas ocurridas durante la Segunda Guerra Mundial, provocaron un cambio fundamental en el papel social y cultural de los círculos académicos, que condujo a una cultura tecnocrática caracterizada por una mayor confianza mostrada hacia los expertos en lugar de a la práctica profesional (es decir, los maestros y administradores). Bajo este cambio tecnocrático, en primer lugar surgió un sistema tecnológico de razonamiento, que luego fue sustituido por un “paradigma” médico. El nuevo paradigma condujo a una medicalización de la investigación social, en el cual se da por sentado un particular entendimiento organicista de la realidad social, y su investigación se realiza bajo las más discutibles premisas. El resultado es que pese a la creciente importancia de la investigación en general, este cambio expertocrático y médico de la investigación social dio lugar a una reducción drástica de las oportunidades reformistas al privar a las partes interesadas de una amplia gama de investigación educativa, experiencia profesional, sentido común, y debate político.This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical “paradigm.” The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of abroad range of education research, professional experience, common sense, and political deliberation.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granad