There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and…
There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography.
A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data.
Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms.
One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity.
The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
This chapter explores the role that coercion plays in the educational process, looking at it both from the point of view of the teacher and from the perspective of the…
This chapter explores the role that coercion plays in the educational process, looking at it both from the point of view of the teacher and from the perspective of the student/learner. The primary focus will be on coercion but inevitably manipulation and seduction enter the picture as well. I have observed that when learners get really motivated, or, as I prefer to call it, animated, they seem to learn more and certainly enjoy it more. What has come to be called experiential education has become very popular as a way of animating learners, which raises the question of whether this form of learning rests on fundamentally different assumptions than traditional teaching formats. This analysis and implications applies primarily to the learning of interpersonal, group, and interorganizational relationships and the “human side of enterprise,” that is, management and leadership. The need to explore the design of alternative experiential learning settings that animate learners and/or invent new modes of learning without the intense face-to-face contact – that animation seems to be depended on – is advocated.
The authors contend that immediately following the initial public offering (IPO), the new owners that replace the original ones are likely to request changes in two…
The authors contend that immediately following the initial public offering (IPO), the new owners that replace the original ones are likely to request changes in two corporate governance mechanisms, board of directors and top management teams (TMTs). Following these alterations, the purpose of this paper is to propose that such changes will be detrimental for the performance of young entrepreneurial firms.
This study examines the post-IPO governance changes in young entrepreneurial firms. The sample consists of 185 companies that went public between 2001 and 2005. A hierarchical linear regression approach with the appropriate control variables is adopted to test the proposed hypotheses.
The results revealed that, following the changes in ownership structure post-IPO, changes are observed in one of the corporate governance mechanisms the authors considered, boards of directors, but not TMTs. Consistent with the general theme of this study, the authors also observed a negative impact of changes in boards of directors on subsequent firm performance; this was not the case with TMTs.
Contrary to the fundamental contentions of agency theory, the results highlight the need for adopting a different approach for young entrepreneurial firms.
The findings highlight the importance of preserving the entrepreneurial efficacy of young entrepreneurial firms.
This paper challenges the fundamental contentions of agency theory in the case of young entrepreneurial firms. The results demonstrate that post-IPO shareholders’ interference with the governance mechanisms results in lower performance.
IN an address delivered recently before the members of the Library Assistants' Association, Mr. R. T. L. Parr, a Local Government Auditor, revived the suggestion that Public Libraries should be merged in the Education Authority. At first sight the suggestion seems reasonable. Public Libraries are a part and an important part, of the educational machinery of the country; a fact that the public are slow to acknowledge, if one can judge from the meagreness of the funds placed at the disposal of library authorities. Past efforts to increase generally the limited library rate of one penny in the pound have failed signally, while the unlimited general education rate has been rising steadily, without any great protests being made by rate‐payers. Why not, then, adopt Mr. Parr's suggestion, and drop all efforts to promote the new Libraries Bill, and instead favour an Education Bill, in which the necessary reforms for public libraries could be inserted? If this could be done without public libraries being placed under the control of the Board of Education, well and good, but, if not, it is advisable to pause and consider. For many years librarians have been endeavouring to organize their profession, and there is a great danger in the individuality of librarianship being swallowed up in general education. The work of the librarian is quite distinct from that of the teacher, and unless the librarian preserves his individuality he is lost. If public libraries are ever placed under the control of the Government, librarians would be well advised to see that they are specially administered on a professional basis, and not run by educationalists to whom the technique of librarianship is a thing unknown. An example of an attempt to combine librarianship with education is dealt with in the succeeding note. Apart from the idea of placing public libraries under the control of the Board of Education, a state of affairs that we do not recommend, librarians would do well to adopt Mr. Parr's hints, and talk more of the educational value of libraries, for it is in this direction that most influence can be brought to bear upon public thought.
Purpose – The purpose of this chapter is to conduct a critical literature review that examines the origins and development of research on service robots in organizations…
Purpose – The purpose of this chapter is to conduct a critical literature review that examines the origins and development of research on service robots in organizations, as well as the key emotional and cognitive issues between service employees, customers, and robots. This review provides a foundation for future research that leverages the emotional connection between service robots and humans.
Design/Methodology/Approach – A critical literature review that examines robotics, artificial intelligence, emotions, approach/avoid behavior, and cognitive biases is conducted.
Findings – This research provides six key themes that emerge from the current state of research in the field of service robotics with 14 accompanying research questions forming the basis of a research agenda. The themes presented are as follows: Theme 1: Employees have a forgotten “dual role”; Theme 2: The influence of groups is neglected; Theme 3: Opposing emotions lead to uncertain outcomes; Theme 4: We know how robots influence engagement, but not experience; Theme 5: Trust is necessary but poorly understood; and Theme 6: Bias is contagious: if the human mind is irrational…so too are robot minds.
Practical Implications – Practically, this research provides guidance for researchers and practitioners alike regarding the current state of research, gaps, and future directions. Importantly for practitioners, it sheds light on themes in the use of AI and robotics in services, highlighting opportunities to consider the dual role of the employee, examines how incorporating a service robot influences all levels of the organization, addresses motivational conflicts for employees and customers, explores how service robots influence the whole customer experience and how trust is formed, and how we are (often inadvertently) creating biased robots.
“What went wrong?” This was the question no doubt asked by the Bush campaign and the Republican Party after the 3 November 1992 presidential election.