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Face‐to‐face (F2F) teams form and function differently than computer‐mediated (virtual) teams. The social processes associated with effective team work are different in…
Face‐to‐face (F2F) teams form and function differently than computer‐mediated (virtual) teams. The social processes associated with effective team work are different in F2F and virtual teams. These differences affect the ability of groups of people to successfully form a team that can function effectively. This study found that computer‐mediated teams differ significantly from F2F teams along important group style dimensions as measured by the Group Style Inventory (GSI).
Phillips, J. has drawn the distinction between wrongful dismissal at common law and unfair dismissal under statute. He points out the considerable difference which exists between the position at common law and the position under statute. “The common law” he says “is concerned merely with the contractual relationship between the parties, whereas a complaint of unfair dismissal…is concerned with the statutory right of an employee not to be unfairly dismissed.” There thus exists a fundamental difference between the two concepts, both of which are in their different circumstances important. In this monograph, it is proposed to treat the common law of wrongful dismissal. Statutory unfair dismissal will be the subject of discussion in a future monograph.
Public interests and concerns often create dilemmas for school principals. As such moral dilemmas are the case for schools as places marked by social, economic, cultural…
Public interests and concerns often create dilemmas for school principals. As such moral dilemmas are the case for schools as places marked by social, economic, cultural and political diversity. The purpose of this paper is to look at how Appalachian school leaders use moral literacy to make decisions when facing ethical issues?
The data for this study emerged from interviews conducted with ten principals. The principals interviewed represent a purposeful sample of practitioners within the Appalachian region of Southern Ohio, using group characteristic sampling.
Principals’ responses varied in their depth of familiarity and comfort with moral literacy. The abductive analysis yielded several thematic units, classified using both emergent patterns and a priori codes. The overarching themes that emerged from this analysis concerned what an ethical dilemma is, what it means to be a morally literate leader, moral dimensions of leadership, and the value integration of doing ethics and being ethical.
This study relies strictly on the participants’ personal conceptualization of moral literacy and the ethical paradigms it presupposes. As a qualitative study, the findings are based primarily on the participants’ perception of and the researcher’s interpretation of the complexities and ambiguities in reading ethical dilemmas.
To effectively accomplish the moral work of the principalship requires that school leaders be morally literate, understanding the integrated nature of ethical paradigms.
The findings of this study continue to disclose the manner in which practicing principals define what an ethical dilemma is and moves us closer to understanding how practitioners frame moral literacy within their practice yet outside of exposure to clearly defined theoretical frameworks.
The purpose of this paper is to provide a framework for conceptualizing three dispositional‐related stages that educators may experience in their professional careers and…
The purpose of this paper is to provide a framework for conceptualizing three dispositional‐related stages that educators may experience in their professional careers and address the implications of these stages for integrating moral literacy perspectives into initial and advanced teacher and leader certification programs.
The dispositional conceptual framework is presented and discussed from the author's viewpoint. The contention is that there is at least some general consistency that teacher and leader program candidates, at various stages of their professional careers, may experience and reflect in the attitudes – a component of dispositions – that they bring to the university classroom learning environment.
Observations and insights about the consistency of dispositions within each of three program candidate groups are discussed. The dispositions emerged as: attitude formation; attitude adjustment; and attitude alignment. Within the context of course development and through that process of course delivery, the author describes how an understanding of candidates' attitudinal stages informed decisions about course content and instructional strategies to facilitate an ethos of values inquiry and reflection.
The framework may be useful to professors of education interested in integrating values inquiry and moral agency into their teaching.
During the decade 1970 to 1979, more than 11 million immigrants came to the United States. The only comparable period in the nation's history was from 1900 to 1909, when…
During the decade 1970 to 1979, more than 11 million immigrants came to the United States. The only comparable period in the nation's history was from 1900 to 1909, when entire towns emigrated from Italy, Poland, and Russia, and eight million immigrants arrived in America.
Despite an increase in businesses started by celebrities, we have limited understanding as to how celebrity entrepreneurs benefit new ventures. Drawing on a reputational…
Despite an increase in businesses started by celebrities, we have limited understanding as to how celebrity entrepreneurs benefit new ventures. Drawing on a reputational capital perspective, we develop the notion of celebrity capital and show how it can be used to uniquely differentiate the venture and to overcome liabilities of newness. We discuss how celebrity capital can negatively influence the venture when negative information about the celebrity surfaces and in terms of limiting the scope of the venture. We discuss the different strategic implications of celebrity capital for ventures using celebrity entrepreneurs versus endorsers.