Search results

Presents information on the Drug abuse resistance education (DARE) program, a set of 17 lessons on drug resistance given by police officers to sixth grade children. Measures attitudes toward drug use and degree of reported use. Indicates that DARE is successful in providing information but that the levels of reported behavior do not show significant improvement in self‐reported drug use compared to two control groups. Urges caution in expanding the program, since positive results are limited at present.

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The purpose of this paper is to examine perceptions of police departments and instructors regarding academy‐based pre‐service firearm and deadly force training.

Surveys of department‐based instructors (n=175) and state and local police departments (n=116) in Washington State provided ratings and other data on pre‐service academy training and included department‐based training provided before and/or after attending the academy.

The paper found academy graduates' skills generally were rated as adequate. Ratings for tactics and decision making were lower, and many departments noted that these areas needed more attention. Some departments also provided extensive post‐academy training before allowing their new officers to work armed. Nevertheless, many departments used BLEA's handgun qualification course‐of‐fire for in‐service requalification and, in some cases, training.

The research setting was one state and the study focused on firearm and deadly force training.

The paper shows pre‐service firearm and deadly force training is crucial for officer and public safety at the outset of officers' employment. It also lays the foundation for department in‐service training. Because departments exercise considerable latitude over the content, techniques and instructional methods of their own programs, the nature and extent of academy training has implications for officers' skills and abilities in the long term, too.

This paper shows prior research has concentrated on the perceptions of academy graduates and the full spectrum job tasks associated with policing and/or taking their certification examinations. It provides detailed insights into a specific training job‐task area, as well as from important stakeholders such as departments and their instructors, not previously available.

We survey and organize over fifty years of theoretical research on status and expectation state processes. After defining some key terms in this theoretical approach, we briefly describe theories and branches in the program.

We also focus on a few theories that illustrate distinct patterns of theory growth, using them to show the variety of ways in which the research program has grown.

The program structure developed from a single set of theories on development and maintenance of group inequality in the 1960s to six interrelated branches by 1988. Between 1988 and today, the overall structure has grown to total 19 different branches. We briefly describe each branch, identifying over 200 resources for the further study of these branches.

Although the various branches share key concepts and processes, they have been developed by different researchers, in a variety of settings from laboratories to schools to business organizations. Second, we outline some important issues for further research in some of the branches. Third, we emphasize the value of developing new research methods for testing and applying the theories.

These theories have been used to explain phenomena of gender, racial, and ethnic inequality among others, and for understanding some cases of personality attributions, deviance and control processes, and application of double standards in hiring.

Status and expectation state processes often operate to produce invidious social inequalities. Understanding these processes can enable social scientists to devise more effective interventions to reduce these inequalities.

Status and expectation state processes occupy a significant segment of research into group processes. This chapter provides an authoritative overview of ideas in the program, what is known, and what remains to be discovered.

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration.

Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.

Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students’ systems thinking and leadership competencies.

We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need.

The purpose of this paper is to examine the relationship between “locker room” hegemonic masculinities at work and the construction of homophobia, particularly the use of the word “fag” to describe gay men – real or perceived. Although research indicates that men are more homophobic than women, examples are presented which examine some of the reasons why women use the word “fag” at work. Although equal opportunities at work have improved for sexual minorities over the past two decades, studies indicate that some forms of anti‐lesbian, bisexual and transgender (LGBT) behaviour continue, which raises the question whether a hierarchy of inequality exists in some organizations.

The data used to analyze this under‐researched phenomenon come from the author's observations working for three multinational corporations in the USA.

The paper shows how men and women engage in locker room culture to construct homophobic narratives.

The issues raised in this article will be useful for empirical studies which examine the relationship between competitive sports and sexuality in the construction of masculine hegemonies in the workplace. Additionally, research should address the workplace experiences of sexual minorities who are also ethnic minorities, and disabled.

The paper contributes to the largely invisible research on the role of sports culture, especially the locker room, and gender and sexuality in non‐sports work environments. It also contributes to the study of masculine embodiments by focussing on sports culture such as the locker room, heteronormative‐masculinities and homophobia.

The primary purpose of this chapter is to offer a conceptual/theoretical understanding of post-M&A integration rationales and/or actions which pose a challenge to acquired firm customers in acquisitions of knowledge-intensive firms, and thus trigger M&A value destruction. The approach takes the form of a literature overview and conceptual development. As a step toward developing a more elaborate understanding of a customer-centered perspective, this conceptual study identifies five key factors that may lead to value leakage/destruction for acquirers’ of knowledge-intensive firms. Specifically, it identifies acquisition motive, specific acquired firm employees other than the engineers and scientists, size of the acquired firm customer-base, M&A customer compatibility, and the acquirer’s own customers’ behavior as integration rationales and/or actions which pose a challenge to acquired firm customers. In addition, the chapter offers a theoretical framework that serves as an analytical tool, and can thus be used as a foundation for future empirical work on analyzing acquirers’ destruction of value in knowledge-intensive acquisitions through the neglect of acquired firm’s customers. This study does not claim to have provided exhaustive list of all factors regarding acquirer’s integration rationales and/or actions that influence acquired firm customers. Nonetheless, for researchers seeking to build a more comprehensive framework relating to the impact of acquirer’s integration rationales and/or actions on acquired firm’s customers, this framework may serve as a solid foundation for achieving that goal. For practitioners, this study points to the importance of knowledge held by acquired firm customers and the need to maintain such customer relationships in order to avert acquirer’s post-M&A value destruction. In addition, acquirers may also recognize that post-M&A integration changes required following M&A should not be restricted to only the firm’s internal activities and resource deployment but should extend to how the firm interacts or relates with other external value creation actors. This chapter contributes by highlighting and stimulating a discussion on the important role of acquired firm customers in acquisitions of knowledge-intensive firms in informing our understanding of the sources of M&A value leakage/destruction.