Search results

This study had three aims. First, to examine the validity of the workaholism triad as compared to the workaholism dyad. Second, to test the relationship between workaholism and work‐family conflict. Third, to explore the three‐way relationships between worker type, work‐family conflict (WFC) and supervisor support and flexible work schedules.

Participants consisted of 169 workers employed in the legal industry. The sample used was respondent‐driven and questionnaires were self‐administered. Workaholism was operationalised using two dimensions of the Spence and Robbins WorkBat: first, drive to work and second, work enjoyment, which produced four worker types (workaholics, enthusiastic workaholics, relaxed workers and uninvolved workers).

Support was found for McMillan et al.'s dyad conceptualisation of workaholism as opposed to Spence and Robbins' triad model. Specifically it was found that the work involvement subscale had low internal reliability and an unreliable factor structure. Results demonstrated that worker type was significantly related to WFC. Specifically, workaholics and enthusiastic workaholics experienced significantly more WFC than relaxed and uninvolved workers. Regarding the three‐way relationships, it was found that worker type moderated the relationship between schedule flexibility and WFC. Specifically, it was found that enthusiastic workaholics, in contrast to their workaholic counterparts, experienced declining WFC with access to flexible scheduling. Supervisor support was not significant.

The current study suggests that blanket policies, designed to promote work‐life balance, are unlikely to be effective for all employees. Indeed, it appears that although both workaholics and enthusiastic workaholics experience high levels of WFC, these two worker types may require different support mechanisms in order to achieve greater work‐life balance.

Despite their apparent conceptual linkage, the relationship between workaholism and work‐family conflict has not been explored in the literature to date. The current study contributes to the field of organisational behaviour both through proposing an additional dispositional antecedent to WFC (i.e. workaholism) and through uncovering an additional consequence of workaholic behaviour patterns (i.e. WFC).

Two hydrodynamic models of a semiconductor device are considered. The first takes into account thermal and collisional effects, while neglecting viscous terms, which are included in the second. A qualitative analysis of stationary one‐dimensional solutions is performed and a numerical comparison is presented.

Very little is known about the influences of corporate strategy and regulation on the risk of regulated firms. The current study addresses this gap by examining the relationship among the level of diversification, the regulatory environment, and risk levels of regulated electric utility companies. Results suggest that both the regulatory environment and level of diversification impact firm risk. Specifically, the regulatory environment in which a firm operates moderates the relationship between diversification and risk. Electric utilities operating in the least favorable regulatory environments benefited the most from diversification in terms of risk reduction, while electric utilities in the most favorable regulatory environments experienced increases in risk from diversification. These findings extend previous studies by showing how both the regulatory environment and corporate strategy impact the risk of regulated utilities.

Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing on research evidence and a reflective account from a current primary school teacher, this chapter highlights the multifaceted impacts of food insecurity for children in schools. It also draws attention to some important considerations around food, education and food-related interventions for practitioners supporting children in schools.

This paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.

A grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.

Findings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.

A recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.

This study was predicated on gaze behaviour in front-of-shelf orientation. The purpose of this paper is to analyse the effect of the presence (absence) of competing brands on consumer attention in front-of-shelf orientation. The effects on visual attention investigated on the shelf were eye scan path of the total available area, information acquisition in extremities and mental effort.

Two experiments were performed using eye-tracking technology. The first study was conducted in a closed and static environment. The second study was performed in an open and dynamic environment. In these studies, the authors used, as an independent variable, the arrangement of brands on shelves (presence vs absence of competing) and evaluated the variations in the visual attention through three dependent variables: eye scan path of the total available area, information acquisition in extremities and mental effort.

Three hypotheses were tested. The first hypothesis confirmed that scenarios of competitive brands are rather composed of natural complex scenes, so there is a greater number of eye fixations needed to identify and locate objects. In addition, the second hypothesis demonstrated that, in scenarios of competitive brands, there is an acceleration of information acquisitions causing an increase in peripheral vision at the ends of the shelf. Finally, the third hypothesis demonstrated that the presence of a greater attention effort in the scenario of competing brands was verified, since the mental effort variables (revisiting the shelf, noting and re-examining) were greater than in the scenario of non-competing brands.

Limitations of this study may be associated with the absence of top-down factors and a lack of results associated with evaluation and verification phases.

Gaze behaviour is susceptible to the information derived from the absence and presence of competing brands.

Music education and music therapy offer many positive benefits for students with disabilities. This chapter highlights some of the most recent research in both fields and in neuroscience that offers strategies for special educators to use to increase inclusion in music classes and ensembles.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).