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The lecture method for management education is discussed. The nature of the method is presented, strengths and weaknesses are summarised, and recommendations for enhancing the effectiveness of lectures through discussion are presented.

Explores the impact and relative importance of course content and the role of the instructor on measures of effectiveness for online courses. Uses items from a standard questionnaire to form measures of the quality of course content, the instructor’s role in facilitating the course and a number of global effectiveness measures. Suggests that the results vary depending on the global effectiveness measure being assessed, and identifies the questions which are of greatest importance.

One of the most significant changes in monetary economics at the beginning of the twenty-first century has been the virtual disappearance of what was once a dominant focus, the role of money in monetary policy, and parallelly, the disappearance of the liquidity preference-money supply (LM) curve. Economists used to consider monetary policy with the help of the LM curve as part of the analytical framework which captures the demand for money. However, the workhorse model of modern monetary theory and policy, the New Keynesian Dynamic Stochastic General Equilibrium (DSGE) framework, only comprises the dynamic investment-savings (IS) curve, the New Keynesian (NK) Phillips curve, and a monetary policy rule. The monetary policy rule is generally known as the Taylor rule. It relates the nominal interest rate to the output-gaps and inflation-gaps, but typically not to either the quantity or the growth rate of money. This change in the modern monetary model reflects how the central banks make monetary policy now. This study provides a detailed discussion on the role of money in monetary policy formulation in the context of the NK and the New Monetarist perspectives. The pros and cons of abandonment of money or the LM curve from monetary policy models have been discussed in detail.

Students are asked to evaluate faculty on a continual basis at most universities throughout the world, yet students have varying perceptions about the purpose and usefulness of these evaluations. While research has focused on the faculty issues regarding evaluations and their use in subsequent evaluation, yearly reviews, tenure decisions, and even post‐tenure review, little research has been conducted to evaluate student feelings on the evaluations. In a case study format, a random sample of College of Business Administration students from freshman to EMBA levels was polled about their perceptions of the student ratings of faculty. The results provide interesting insights into their perceptions as well as constructive ideas on how better to administer the evaluations and publish the results. Results can benefit not only business schools but also other colleges in improving the evaluation process and linking the results to other rewards and faculty improvement mechanisms.

Adulteration is the wilful addition to an article of any substance or substances the presence of which is not acknowledged in the description under which the article is sold, or the abstraction from an article of an essential constituent without disclosing that it is impoverished. Some common synonyms are: corruption, defilement, debasement, vitiation and sophistication, all of which indicate the sinister nature of the act. Articles are adulterated to increase their weight or bulk, and to improve or change their appearance or flavour in imitation of an article of higher grade or different kind. In the limiting case it can be regarded as covering the complete substitution of one article for another. Wilful addition implies addition which could have been avoided and hence covers contamination brought about by lack of care. The term is used mainly in connexion with foods and drugs, but in practice extends to almost all manufactured products and is an almost inseparable accompaniment of trade competition. It will be observed that there are two requirements for adulteration, viz. an action and an intention. The mere act of mixing one thing with another does not, in itself, warrant the term adulteration. It must be coupled with an intention to deceive by passing off the mixed article as if it were unmixed. The intention is usually not apparent until some circumstance warrants the inference, such as the sale or exposure for sale of the article. The inclusion of such concepts as wilfulness and intention, which are much more difficult to prove than facts, introduces difficulties and prevents in practice the employment of a simple definition without provisions being made to protect the honest man from injustice. Accidental contamination or impurities unavoidably present, if not due to neglect or lack of reasonable care, are not normally regarded as adulteration unless the impurity is dangerous to health. In this country the only law which deals directly with adulteration is the Food and Drugs Act. The present Act, that of 1938, prohibits :—

The main purpose of this paper is to examine more closely the tension between, on the one hand, forms of internal school improvement based on internal evaluation measures and, on the other hand, control and legitimisation needs grounded on external evaluation measures.

The clash of these forms of evaluation is at the core of the paper, dealing in particular with the changing evaluation systems in the Cypriot education system. Therefore, the case study approach is utilised here. More specifically, the case of Cyprus is used as a system under transition in order to move from a primarily teacher inspection system, which is externally driven, to a combination of a teacher/school inspection system, which is based on both external and internal processes and is directed at both formative and summative evaluation processes.

It is asserted that the new proposed appraisal system for Cyprus addresses the deficiencies of the current evaluation system and generally aims at achieving a balance between external and internal processes. Finally, the conditions for the acceptance and successful implementation of new evaluation systems are described.

The results of the study constitute a rich setting of future developments for Cyprus schools with regard to important issues such as school accountability, school improvement, teacher evaluation, internal school evaluation and external inspection, through the proposed appraisal system. Therefore, the paper provides an important source of information for those who have the responsibility of creating educational policy and planning for the years to come in the area of teacher appraisal.

The purpose of this paper is to investigate the prevalence and influence of social network website (SNW) content about alcohol use and abuse on job applicant reactions to their prospective immediate supervisor and toward applying for the job.

In Study 1, raters coded photographs and photo captions found on 1,048 personal SNWs of US managers or business owners. Approximately 22 percent of managers’ personal SNWs contained references to alcohol, providing a base rate large enough to warrant further research. In Study 2, laboratory experiment participants saw a fictitious company’s website including a professional managerial profile. A 3 × 3 factorial design then varied whether the prospective manager’s comments on his personal SNW emphasized professional activities, social drinking, or alcohol abuse; also, the manager’s friends’ comments emphasized work activities, social drinking, or alcohol abuse. A control group did not see a personal SNW.

Alcohol abuse information on personal SNWs – whether posted by the manager or by the manager’s friends – negatively affected attitudes toward the manager. Alcohol abuse information posted by the manager (but not by the manager’s friends) decreased the willingness of participants to apply for the position. These findings were consistent with the Brunswick Lens Model and the warranting hypothesis.

This is the first study to investigate managerial SNW content and it effects upon prospective job seekers’ attitudes.

In spite of the vulnerability of prisoners to depression and their increased number, the issue has not been thoroughly investigated in Ethiopia. In particular, the determining factors of depression have not been exhaustively identified. Thus, the purpose of this study is to assess the prevalence of depression and associated factors among prisoners in Mizan prison institute, southwest Ethiopia.

An institution-based cross-sectional study was conducted from April 6–27, 2020. A total of 340 randomly selected prisoners were included. Depression was assessed using the Patient Health Questionnaire-nine and participants were considered to be in a state of depression if they scored five and above. Binary logistic regression was used to assess the association between the outcome variable (depression) and the independent variables (factors). The odds ratio with a 95% confidence interval (CI) was used to measure the strength of association. The final significance was decided using a p-value < 0.05.

The prevalence of depression was 29.9% (95% CI: 25%, 34.8%). Prisoners whowere not participating in the duty work of the prison had 55% (adjusted odds ratio [AOR] = 0.45; 95% CI: 0.22, 0.93) less odds of depression compared to those who were participating in the duty work. Similarly, physically active respondents had 81% (AOR = 0.19; 95% CI: 0.10, 0.35) less odds of depression than physically inactive respondents. Moreover, undernourished participants had two times (AOR = 2.03; 95% CI: 1.08, 3.82) higher odds of depression than normal participants.

Considering their risk of exposure compared to the general population and the limitations of cross-sectional study design, special care should be provided to the prisoners’ mental health. Moreover, priority attention should be given to the undernourished, physically inactive and those who are participating in duty work in the prison.

This study demonstrated important and modifiable factors associated with prisoners’ depression. It also evaluated the contribution of new variables (such as participation in the duty work, nutritional status and physical activity) that were not considered in previous local studies.

The American Institute of Certified Public Accountants and the Accounting Education Change Commission have mandated the adoption of 150 semester hours for accounting students and as a prerequisite for taking the CPA examination. More than 40 states have already adopted the 150‐hour requirement. Proponents of the change have argued that accounting education has to change from a knowledge‐based education to a process‐oriented programme and develop a process of inquiry and a desire for life‐long learning in the students. They hope to effect changes to result in improved intellectual, communication, and interpersonal skills, and a better understanding of the broad picture in a business. It is argued here that although the mandate may have been well‐intentioned but knowingly or unknowingly the authors have chosen to ignore the most essential component, i.e. what does it take to teach the students for success in the accounting profession? It is argued that the missing link is primarily trained and versatile teachers, followed with the lacking prerequisites for the students and their parents. Furthermore, no consideration has been given to the additional cost involved for the students and their parents and the question of commensurate job opportunities for those involved.

The purpose of this paper is to assess whether a gap exists in student perceptions of sexual harassment in the workplace as compared to the realities. Over 20 years following the enactment of the Civil Rights Act of 1964, the US Supreme Court recognized sexual harassment as a cause of action under Title VII. However, despite the developing law and public awareness of the same, sexual harassment persists in today's workplace, and its presence and effects continue to be underestimated by relevant stakeholders, including university students.

College students (n = 1,373) provide perceptions on sexual harassment of self, sexual harassment of others, potential career impact of sexual harassment on self, and demographic information. Descriptive statistics are used to evaluate research questions, while t‐tests determine if differences exist by race and/or gender.

The paper's findings suggest that the majority of respondents believe sexual harassment is not a serious risk in the modern workplace, especially in relation to its impact on their own careers.

College students (and potentially members of the workforce) need ongoing training and education in order to minimize discrimination or harassment. This misalignment between perception and reality poses the risk of negative consequences to both business organizations as well as to individual employees and raises the issue of how education may be used to minimize these consequences.

This paper provides college students with a definition of sexual harassment, then inquires as to whether or not they believe it happens (to them or others), and if so, would it affect their careers. The findings suggest the rose colored lenses may adversely impact their ability to see realities of the workplace.