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Employers often comment on the lack of good team leadership skills exhibited by newly graduated business students. While an understanding of the factors that contribute to effective communication in workplace teams does exist, are we certain that the factors influencing quality of communication between student team leaders and team members are the same as the factors influencing quality of communication in workplace teams? To investigate this issue, students were surveyed. Results indicate that student team leaders mirror workplace team leaders in all but one important factor: the use of exchange as a tactic of influence. Use of supportive influence tactics and recognition that assertive tactics are not effective was consistent with workplace team leader tactics. As with workplace team leaders, trust was an important determinant with satisfaction with the team leader’s communication. Implications and suggestions for training students to become effective team members in the work world are discussed.

In an effort to revise an undergraduate human resource management (HRM) curriculum and improve the relevance of the students’ learning, a collaborative effort between human resource management practitioners and HRM faculty was launched. The result was the design of a project‐based, action learning curriculum blending the knowledge acquisition that has historically been the outcome of university classroom training with the application that is so critical to effective functioning in the HRM work world. The paper provides guidance for others planning to improve the relevance of their curricula. The template presented in this paper emphasizes practitioner input, a willingness to adopt creative approaches to student learning, development of specific measurable outcomes, observable demonstrations of the learning of those outcomes and the creation of relevant, appropriate projects. Follow‐up comments after one year of experience with the newly revised curriculum are also included.

A major premise of this paper is that organizational values are likely to be expressed in the type of influence tactics successful individuals employ. The purpose of this study is to explore the notion that individuals can gauge their fit with the organization according to their perception of the influence tactics they think are important for success. Specifically, this research is premised upon the assumption that individuals, over time, acquire a sense ofthe influence tactics they believe are important, and gauge their fit with the organization accordingly. This study is longitudinal in nature, and includes a measurement of turnover, permitting further exploration of the individual’s perception of fit with the organization. This study is unique in that no research to date has explored the relationship between turnover and individuals’ perceptions of those tactics they think are important for success.

The purpose of this paper is to identify behaviorally‐based training for management trainees with a foundation in employees' beliefs about effective managerial behaviors, and the relationship of these behaviors to employees' satisfaction with supervision, company as employer, and job assignments.

Manufacturing organization and social services agency employees (N=134) were surveyed by questionnaire and asked “How important do you think it is that managers exhibit the following behaviors?” and “How well does your manager exhibit the following behaviors?” Factor analysis produced three factors: Connection with employees, Vision, Autonomy. Employee satisfaction questions were included.

Vision and Autonomy scales for “How well does your manager exhibit the following behaviors?” showed significant, positive correlations for satisfaction with quality of supervision, and with company/agency as an employer. Connection with employees scale for “How important do you think it is that managers exhibit the following behaviors?” showed significant, positive correlations for employees' satisfaction with job assignments

Future research should include employees' perceptions of what constitutes effective managerial behaviors. Study should be replicated in larger, multicultural organizations to assess the universality of these managerial behaviors.

Specific recommendations for behaviorally‐based manager training of management trainees, based on employee‐identified behaviors, are provided.

The paper is creative in its inclusion of employees in data collection of definition of effective managerial behaviors and is valuable to those interested in management trainee programs linking behaviorally‐based development to employee satisfaction outcomes.

Shows that the communication style that team and project leaders use to enhance team creativity is of paramount importance in trying to promote creativity in the workplace. Team leaders need to be trained to exhibit a communication pattern that enhances team creativity, but they should be trained in such a way that team members perceive accurately the message the team leader is portraying. Explains how team leaders can be trained to exhibit a consultative/team‐oriented communication style to enhance team creativity, as opposed to a directive/assertive style, such that team members perceive the team leader’s message accurately. Describes a follow‐up evaluation process, including sample questions for a survey of team members’ perceptions of leader style.

Professor Anita Hill's testimony in October of 1991 at the Senate confirmation hearings for then Supreme Court nominee Clarence Thomas brought more attention to the issue of sexual harassment than in any other year since the Equal Employment Opportunity Commission (EEOC) published its definitional guidelines in 1980. Recent events such as the Navy's Tailhook incident and current sexual harassment claims filed against several U.S. Congressmen have heightened awareness of the magnitude of the sexual harassment problem.

This chapter will focus on the development of children's literature in the western world. The topic will be discussed with reference to the historical development of children's literature, previous sample works and the concepts of childhood, which have been changing day by day. As it is known, the first literary texts presented to children are verbal. With the spread of the printing press, written literature and changing social perceptions led to the emergence of a separate literary idea for children. Tales, myths, legends, nursery rhymes, and children's songs, as well as the alphabet books and the texts in holy books, which are among the first oral products, are considered the first texts that children encounter. However, the spread of the idea of humanism enables the questioning of the position of the child in society. In this way, works that are suitable for the world of imagination have started to be produced, considering the interests, needs and perceptual differences of children. The Aesopian fables in the 17th century, the Works by J.J. Rousseau in the 18th century for children and his liberal perspective, Robinson Crusoe by D. Defoe and Gulliver's Travels by J. Swift are among the basic works of children's literature. The perception of children and childhood that changes in every century is reflected in literary works.

The College, Career, and Civic Life Framework and recently revised social studies standards in a number of states have placed renewed emphasis on inquiry-based instruction rooted in rigorous and relevant questions, which necessitates a better understanding of how teachers develop questions capable of meeting the expectations set forth in these documents. The purpose of this paper is to examine teachers’ question-development processes and the impact of question development and implementation on their understanding of compelling questions.

This qualitative study examined how six high school civics teachers from a single Kentucky school district defined and developed compelling questions. Following recommendations for in-depth phenomenological interviews, this study implemented a three-interview sequence, each of which included a verbal report component. Additional data were generated through teacher-completed Question Development Tasks and Question Evaluation Tasks.

The findings suggest that participants’ attempts to craft questions that balanced relevance and complexity led them to engage in a deliberate, reflective question-development process. Teachers’ understandings of compelling questions were shaped by their question-development experience; however, teachers who implemented their compelling questions emerged with a more nuanced understanding of their construction and a deeper commitment to their use.

Although focused on a small group of teachers, this study provides valuable insight into teachers’ conceptions of inquiry, which may strengthen the supports teacher educators and administrators provide to those attempting to implement inquiry in their classrooms.

Background: Hyperglycemia in pregnancy (HIP) is a common medical complication during pregnancy and is associated with several short and long-term maternal-fetal consequences. We aimed to determine the prevalence and factors associated with HIP among Ugandan women.

Methods: We consecutively enrolled eligible pregnant women attending antenatal care at Kawempe National Referral Hospital, Kampala, Uganda in September 2020. Mothers known to be living with diabetes mellitus or haemoglobinopathies and those with anemia (hemoglobin <11g/dl) were excluded. Random blood sugar (RBS) and glycated hemoglobin A1c (HbA_1c) were measured on peripheral venous blood samples. HIP was defined as an HbA1c ≥5.7% with its subsets of diabetes in pregnancy (DIP) and prediabetes defined as HbA1c_1c of ≥6.5% and 5.7–6.4% respectively. ROC curve analysis was performed to determine the optimum cutoff of RBS to screen for HIP.

Results: A total of 224 mothers with a mean (±SD) age 26±5 years were enrolled, most of whom were in the 2^nd or 3^rd trimester (94.6%, n=212) with a mean gestation age of 26.6±7.3 weeks. Prevalence of HIP was 11.2% (n=25) (95% CI: 7.7–16.0). Among the mothers with HIP, 2.2% (n=5) had DIP and 8.9% (n=20) prediabetes. Patients with HIP were older (28 years vs. 26 years, p=0.027), had previous tuberculosis (TB) contact (24% vs. 6.5%, p=0.003) and had a bigger hip circumference (107.8 (±10.4) vs. 103.3 (±9.7) cm, p=0.032). However only previous TB contact was predictive of HIP (odds ratio: 4.4, 95% CI: 1.2–14.0; p=0.022). Using HbA_1c as a reference variable, we derived an optimum RBS cutoff of 4.75 mmol/L as predictive of HIP with a sensitivity and specificity of 90.7% and 56.4% (area under the curve=0.75 (95% CI: 0.70–0.80, p<0.001)), respectively.

Conclusions: HIP is common among young Ugandan women, the majority of whom are without identifiable risk factors.

As the First Lady, Michelle Obama stated that she had a number of priorities but that the first year would be mainly about supporting her two girls in their transitions to their new life in the White House. Her choice to be mom-in-chief drew unusually intense and rather puzzling, scrutiny. The chapter briefly discusses the range of reactions along the political spectrum as well as African-American feminists’ analyses of the stereotypes of Black women underlying those reactions. This analysis engages the debates from a different perspective. First, the chapter addresses the under-theorizing of the racialized gender norms embedded in the symbolism of the White House and the role of First Lady. It challenges the presumption of traditional notions of true womanhood and the incorrect conclusion that mothering would preclude public engagement.

Second and most importantly, this chapter argues that there are fundamental misunderstandings of what mothering meant for Michelle Obama as African-American woman. Cultural traditions and socio-historical conditions have led Black women, both relatives and non-kin, to form mothering relationships with others’ children and to appreciate the interdependence of “nurturing” one's own children, other children, and entire communities. Those practitioners whose nurturing activities encompassed commitment and contributions to the collectivity were referred to as community othermothering. Using primary sources, this chapter examines in detail Michelle Obama's socialization for and her practice of community othermothering in her role as First Lady. Attention is focused on her transformation of White House events by extending hospitality to more within Washington, DC, and the nation, plus broadening young people's exposure to inspiration, opportunities, and support for setting and accomplishing their dreams. Similarly, the concept of community othermothering is also used to explain Michelle Obama’s reinterpretation of the traditional First Lady's special project into the ambitious “Let's Move” initiative to end childhood obesity within a generation. The othermothering values and endeavors have helped establish the White House as “the People's House.”