Veterans in Australia: The Search for Integration

On the experiences and health of Australian veterans following the Vietnam War

Independent writing in grades one and two

Thesis (Ed.M.)--Boston University Page misnomered no 14

Teaching ethics in organisational behaviour : a Humean viewpoint

Problem Statement: Concepts of ethics have rarely been easy to teach in the organizational behaviour curriculum. The philosophical bases of ethics are often abstract and prone to multiple interpretations and dilemmas. The changing global environment of organisations adds complexity to the interacting values that people bring into the workplace. To redress the situation, this articlerepresents the stance of David Hume on human morality and proposes an original nexus of his concepts for application in the teaching and learning of ethics in the field of organizational behaviour. Method: Based on the literature, we develop a conceptual model from a thread drawn between Hume&rsquo;s influence on the Scottish Enlightenment and accordingly the current complex business environment which was fostered in part by the economic models espoused by his Enlightenment associates. The concepts are presented as a matrix and relevant examples are explained in this context. Results: Pointing out the challenge of the global rifts in organisational morality, we relate the fable of the traveller from Hume&rsquo;s writings and make the point that the Humean nexus, now distilled from the elaborate reasoning of Hume, provides educators and managers alike with a helpful centre of gravity around which to develop analyses of decisions and actions in order to gain moral perspective that transcends time and place. Conclusions: Business ethics lessons have sometimes been abstract and emotive in organisational Behavior education but the empirical concepts of Hume in this new form have the potential to be useful and agreeable for many.<br /

The influence of intelligence and adaptive behavior on rote learning and social skills

This study addressed two questions believed to have implications for the current definition of mild mental retardation. The sample of 60 males (30 whites and 30 blacks) was selected from a population that had been evaluated according to the dual criteria of mild mental retardation in the public schools of southern Louisiana. Measures of the students\u27 IQ, adaptive behavior, and socioeconomic status were obtained from the files. The Digit Span subtest of the WISC-R, a serial learning task, a paired-associates learning task and the Porteus Mazes were individually administered to the subjects. Other measures obtained were the regular homeroom and special education teachers\u27 ratings of the students\u27 social skills in the school setting;The results revealed that those students who had higher adaptive behavior scores did not perform better on the Level I tasks. Likewise, social competence as measured by adaptive behavior did not correlate to any noticeable degree with teachers\u27 ratings of social skills in the school setting. However, better teacher ratings of social skills were associated with better performance on the Level I tasks. IQ and social competence as measured by adaptive behavior and teachers\u27 ratings of social skills were not discrepant in the predominantly lower-class sample. The correlations of Race and Socioeconomic status were virtually zero with IQ and adaptive behavior. Likewise, race and Socioeconomic status were not significantly correlated with performance on the Level I tasks and the teachers\u27 ratings of social skills. Although IQ correlated better than the adaptive behavior measure with the measures of Level I abilities and the teachers\u27 ratings of social skills, a linear composite of the variables of IQ, Race, Adaptive Behavior, and Socioeconomic status was poorly predictive of the performance of the students