An international analysis of CSR rankings and a country\u27s culture

As globalization has increased, so too has the number of companies practicing corporate social responsibility (CSR) around the world. Social and environmental issues like global warming has been an underlying factor in this growing importance (Peng, 2012). Increasingly, companies are communicating their activities through CSR reports that outline corporate initiatives to access and take responsibility for the company\u27s effects on the global environment and impact on social welfare. In this paper, we will expand on previous results found in A Study of a How CSR Rankings Are Affected in a Globalized Economy , which is published in McNair Scholars Research Journal, Vol. 9 Issue 1. In the article, we statistically compared Environmental, Social, Governance, and Total CSR rankings using Sustainalytics Global Platform (SOP) Data for 6 regions: (1) North America, (2) South America, (3) Latin America, (4) Asia Pacific, (5) Africa, and (6) Europe. The statistical analysis found that regions of Africa, Europe, and South America consistently had higher Total CSR scores, followed by North America, while the regions of Latin America and Asia Pacific had the lowest CSR scores. We expand upon the regional analysis by comparing a country\u27s CSR score, based on a random sample of firms in a country, with six of Hofstede et al. (2010) cultural dimensions. Regression analysis was used to examine the relationship between a country\u27s Total, Environmental, Social and Governance CSR scores and the components of culture, Power Distance, Individualism, Masculinity, Uncertainty Avoidance, Long-term Orientation and Indulgence. Results of this analysis showed that four of the six cultural dimensions were significantly re]ated to at least one type of CSR score. Masculinity had a significant negative association to Total CSR, Social CSR, and Governance CSR while Uncertainty Avoidance had a significant positive association with Total CSR, Environmental CSR, and Social CSR. Long-term Orientation was significantly positively associated with Environmental CSR while Indulgence was significantly positively associated with only Governance CSR. Power Distance and Individualism were not significantly related to any of the four dimensions of CSR. These results suggest that CSR vary by region and culture may play a role in CSR levels

From General Chemistry to Anatomy and Physiology: Revalidating and Adapting Assessments and Models

The 1980s saw an increasing demand for education standards that would create a scientifically literate society. In response, the American Association for the Advancement of Science (AAAS) published a report that outlined four themes that are characteristic of a scientifically literate individual: systems, models, constancy and change, and scale (1). In 1993, the AAAS published the Benchmarks for Science Literacy which outlined common scientific skills that a student should be able to demonstrate by grades 2, 5, 8, and 12 (2). Beyond the AAAS scale was not included in national science educational standards until 2012 when the National Research Council released the Framework for K-12 science education followed by the Next Generation Science Standards in 2013. Scale was included as a cross-cutting concept titled “Scale, Proportion, and Quantity” (3). Because proportion and quantity were included along with scale, some instructors who cover proportion and quantity believe that they also cover scale but may not have fully addressed the scale portion of the cross-cutting concept. Previous research in general chemistry I and scale led to the development of two instruments: the Scale Literacy Skills Test (SLST) and the Scale Concept Inventory (SCI) (4). The average of the two assessments generated a Scale Literacy Score for a student providing a measure of their scale ability. Previous research has shown that scale literacy is a better predictor for success in chemistry than traditional measures. Scale has been systematically integrated as a theme in the undergraduate chemistry curriculum in lecture, laboratory, and supplemental instruction activities. When scale was integrated in all components of the course there was an increase in student learning as measured by final exam performance. Scale as a cross-cutting concept has applications beyond that of only chemistry, e.g. biology. When transferring disciplines from chemistry to biological sciences, the existing scale instruments, SLST and SCI, cannot be assumed to be valid. Before investigating students’ ability in scale in biological sciences the existing instruments were tested for reliability and validity. Once this was complete, the SLST and SCI were used to measure scale ability in Anatomy and Physiology I. The goal of this project is studying student scale understanding across STEM disciplines. This continues the previous research in General Chemistry II and adapts the research for Anatomy and Physiology I (5). This thesis contains the details of three studies between two courses covering student scale conception and scale’s relation, if any, to final exam performance. The first (Chapter 3) discusses the development and implementation of two supplemental instruction online adaptive activities for General Chemistry II students. Chapter 4 details semi-structured interviews with Anatomy and Physiology I students with regards to their scale conception. Chapter 5 details the building of a multiple regression model to predict cumulative final exam score for the Anatomy and Physiology I course. References: (1) American Association for the Advancement of Science, Project 2061; Science for all Americans: a project 2061 report on literacy goals in science, mathematics, and technology; Washington, D.C., 1989. (2) American Association for the Advancement of Science, Project 2061; Benchmarks for science literacy; New York, New York: Oxford University Press, 1993. (3) National Research Council; Next Generation Science Standards: for states, by states; Washington, D.C., National Academies Press: Washington, D.C., 2013. (4) Gerlach, K.; Trate, J.; Blecking, A.; Geissinger, P.; Murphy, K. (2014). Valid and Reliable Assessments to Measure Scale Literacy of Students in Introductory College Chemistry Courses. Journal of Chemical Education. 91, 1538-1545. (5) Trate, J. (2017). Integrating Scale-Themed Instruction Across the General Chemistry Curriculum and Selected In-Depth Studies (Doctoral dissertation). University of Wisconsin-Milwaukee, Milwaukee, WI

Alien Registration- Fisher, Victoria (Brewer, Penobscot County)

https://digitalmaine.com/alien_docs/11176/thumbnail.jp

A Study of How CSR Rankings are Affected in a Globalized Economy

We are in a time of globalization, and as a result there is a “rapid growth in trade, financial transactions, and cross country ownership” of assets (Tengblad & Ohlsson, 2010, p. 653). As globalization has increased, the number of companies in different industries using corporate social responsibility (CSR) activities has grown. Increasingly, companies are communicating their activities through CSR reports that outline corporate initiatives to access and take responsibility for the company’s effect on the global environment and its impact on social welfare. In this paper, we examined how a globalized economy affects Environmental, Social, Governance, and Total CSR rankings in six regions: (1) North America, (2) South America, (3) Latin America, (4) Asia- Pacific, (5) Africa, and (6) Europe. We collected CSR scores using Sustainalytics Global Platform (SGP) data for each region. Then we compared differences in Environmental, Social, Governance, and Total CSR scores between the regions. The results of the statistical analysis show that Africa and Europe consistently had the highest CSR scores, while Latin America and Asia-Pacific had the lowest

Exploring Nevada\u27s past and present: Archaeology education and Nevada public schools

State mandated education concerning the first Nevadans begins in the fourth grade. A series of content standards, or guidelines which identify what students should know and be able to do by the end of each grade, has been developed by the state to assist teachers in meeting this requirement. Though Native Americans are covered in roughly a third of the content standards, there are very few materials available to meet these standards. While there are many materials that attempt to teach the prehistory of native Nevada, there are few that are designed to meet the standards that the state has delineated. Because anthropology is a science that studies culture through the use of many well-defined concepts such as ethnicity, beliefs, worldview and tradition (McNutt 1991) it is appropriate to use these concepts as a vehicle to teach about Nevada\u27s Native American cultures. A basic assumption of this research is that an archaeology-based curriculum will better meet these standards and be useful to educators in Nevada; This research reviews and quantifies the existing materials available to teachers to meet Nevada state content goals related to Native American history, develops a new curriculum to meet these goals and tests the new curriculum to determine if archaeology education can be used to address state goals

Scholarly journal output : a regional perspective

This paper presents the findings of an investigation designed to reveal the destination of the refereed journal research output of accounting and finance faculty members across their entire academic careers. A geographic approach was adopted with the intention of providing a historical data-set to inform the development of a region-centric model of academic research productivity. The study focuses on publication careers of accounting and finance academics from one particular geographic region, New Zealand. The data were collected through a detailed examination of electronic databases of journal holdings and research reports of tertiary institutions. The results of this study provide evidence that, across their careers, New Zealand\u27s academics have published a significant number of papers in journals located in two regions, Australia-New Zealand and the United Kingdom, and that this academic community has attained publication success in international journals generally regarded as high quality.<br /