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The original legislation which introduced the redundancy payments scheme was the Redundancy Payments Act 1965. This was the first of the substantive statutory individual employment rights given to an employee; other individual employment rights, as for example, the right not to be unfairly dismissed, followed some years later. The Redundancy Payments Act 1965 has been repealed and the provisions on redundancy are now to be found in the Employment Protection (Consolidation) Act 1978.

The primary purpose of this research is to explore the use of strategic deception as adopted by call centers endeavoring to establish relationships with consumers.

Qualitative interviews, over the telephone and in person, were conducted with call center employees located in India.

The findings reveal various types of strategic deception occurring in call centers. Discoveries imply that companies are training their employees to deceive consumers in order to win their trust and cooperation.

To improve generalization of the findings, future research should include call centers located in other parts of the world and determine if other types of companies use deception in any way to build trust and perceived similarity with their customers. The paper offers an overarching typology to guide future research in this area.

In this research a framework is provided by which practitioners might judge the desirability of using strategic deception in light of length of relationship and reason for the consumer interaction. Future research would more fully explicate the feasibility of such deceptive approaches at various levels/depths of interaction.

This study adds to extant relationship marketing literature by introducing the concept of strategic deception that is counterintuitive in terms of building relationships given the theoretical importance of self‐disclosure, trust, and honesty with consumers. It also describes specific instances of strategic deception employed in foreign call centers.

A key issue in the literature about research libraries concerns their potential role in managing research data. The aim of this paper is to study the arguments for and against associating this task with libraries and the impact such an association would have on information professionals, and consider the competitors to libraries in this field.

This paper considers the nature of data and discusses data typologies, the kinds of data contained within databases and the implications of criticisms of the data-information-knowledge (DIK) hierarchy. It outlines the many competing agencies in the data curation field and describes their relationships to different kinds of data.

Many data are organically connected to the activities of large, domain-specific organizations; as such, it might be difficult for research libraries to assume a leadership role in curating data. It seems more likely that the qualifications of information professionals will come to be needed in such organizations and that the functions of research libraries will shift toward giving greater prevalence to their role as specialists in scholarly communication. In some cases, however, research libraries may be the best place to select, keep, organize and use research data. To prepare for this task, research libraries should be actively involved in domain-specific analytic studies of their respective domains.

This paper offers a theoretical analysis and clarification of the problems of data curating from the perspective of research libraries.

A postal survey of companies registered in Scotland considered various occupational pension issues. A major finding was the strong managerial belief (but absence of hard evidence) that pension schemes had positive recruitment and motivational effects. Ad hoc‐ery ‐ in the sense of expediency ‐ might help to explain this lack of evidence. Nevertheless, schemes could fulfil certain covert objectives, indicative of a more purposive management. The relationships between pension schemes and human resource management (HRM) are shown to be complex. Aggregate pension provisions seems to run counter to the individualistic thrust of HRM. However, early retirements and shifts into money purchase schemes for some employees might reflect a distinction between “core” and “periphery” employees, as well as “hard” and “soft” HRM approaches.

This paper aims to examine the remedies currently available in Ireland to resolve boundary disputes to assess the importance of the role played by adverse possession in this context. It also examines the potential impact of certain reforms in this area of law.

The research methodology is primarily doctrinal, although a comparative approach is adopted for the purposes of assessing whether certain lessons can be learned from recent reforms to the English law on adverse possession and the Australian approach to resolving boundary disputes, which relies heavily on mistaken improver and building encroachment legislation.

This paper demonstrates how the current law leaves certain mistaken improvers or encroachers on neighbouring land without a remedy, as they cannot rely on the doctrine of proprietary estoppel or adverse possession. If Ireland decides to replicate the English good faith requirement in relation to adverse possession of boundary land, the remedial vacuum facing these mistaken improvers or encroaching builders will become more pronounced. It is submitted that any such reform should be supplemented by the introduction of legislation akin to that operating in Australia which would facilitate the consideration of a broad range of factors and provide for flexible remedies to resolve such difficulties. It is also submitted that the legislation imposing such a good faith requirement should be carefully drafted to avoid the potential interpretative difficulties associated with the English reforms.

Boundary disputes are an unfortunate fact of life. The prevalence of boundary disputes and high costs associated with boundary litigation makes this review and critique of the current law and potential reforms highly relevant.

This chapter critically evaluates the use of the so-called ‘rough sex defence’ in Australian rape cases. We argue that the ‘rough sex defence’ in this context is an example of ‘implied consent’, specifically in that it relies on evidence that the defendant and victim-survivor had engaged in (or had even simply discussed) ‘rough’ sexual activity on a previous occasion(s). This narrative of implied consent to rough sex is used to establish either of two things. The first is that the victim-survivor actually did consent to ‘rough’ sexual activity on the occasion in question. The second is that the defendant mistakenly believed in consent, since roughness had been a feature of previous sexual discussions or activities. We argue that the use of the rough sex defence in rape trials is problematic for at least two reasons. First, the defence allows defendants to rely upon false and harmful ‘rape myths’ to avoid accountability for their actions. Second, a reliance on the rough sex defence also contradicts moves to adopt an affirmative consent standard as part of Australian rape law. We conclude by recommending reforms to the legal framework that would help reduce the reliance on the argument that a rape allegation can be explained away as ‘rough sex gone wrong’.

When an ethical failure of leadership is exposed, we are often disposed to look for an explanation of the leader’s behavior, not an analysis of the moral status of what was done. On one such explanatory account, ethical failures are essentially volitional, not cognitive. Ethically fallen leaders knew that what they were doing was morally wrong but, nevertheless, were motivated to do it anyway. My thesis is that the volitional explanation of human immorality will not be sufficient to explain ethical failures of leadership. Simply applying the volitional explanation of human immorality to leadership contexts ignores the fact that leadership brings with it peculiar cognitive challenges that can lead to ethical failure. Specifically, leadership induces and maintains a leader’s belief that he is somehow excepted from the moral requirements that apply to the rest of us.

Purpose – Recent findings in neurobiology, cognitive psychology, and brain evolution are interpreted in light of Hayek's construction of the sensory order as a spontaneously emergent evolutionary adaptation. The sensory order is an experimental view of reality ordered by experience.

Approach – Natural selection of behavioral and cognitive adaptations is shown to result in structural change within the brain. Individual brains grow, and species brains evolve, through the construction and evaluation of hypothetical classification schemata. This process both results in the construction of the sensory order, as well as results from the particular models of objective reality that individuals have constructed, their evaluation of these models, and the comparison of our own models with those of others.

Findings – Cognitive adaptations, such as belief in agency, causal reasoning, and theory of mind, are inherited because they enhance survival and reproductive opportunities. In addition, behavioral adaptations including empathy, reciprocity, social hierarchy, and peacemaking are also inherited. Socialization in larger groups required the evolution of enhanced brain connectivity permitting a greater degree and sophistication of social intercourse.

Research Implications – Recent findings in neurobiology can be better related to one another in terms of how they contribute to the sensory order. Literary Darwinism, a school of literary theory, can also be understood more fully.

Originality/Value of Paper – Varied developments in modern neurobiology and cognitive psychology are shown to lead to spontaneously emergent institutional structures, such as behavioral regularities and rules of morality, which further enhance the survival benefits of inherited brain structure and the sensory order.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.

This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.

The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.

This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.

This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.

The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.

There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.