The impact of blatant pay disclosure in a university environment     

Michael R. Manning  Bruce J. Avolio 《Research in higher education》1985,23(2):135-149

Using a self-report survey, this investigation described university employees' reactions to the publication of their salaries in a local campus newspaper. Correlational analyses indicated associations between impact of the disclosure and salary level, salary equity/satisfaction, instrumentality of performance-reward outcomes, internal salary attributions, and salary discussion. Further analysis found differences in respondent perceptions to be contingent upon job category (academic, professional, and support staff) and faculty level. Qualitative analysis suggested that individual responses to the salary disclosure took various forms: no effect at all, planning to leave one's job, attempting to correct salary inequities, reducing personal effort, and working harder. The findings are discussed in relation to the literature on open pay systems and invasion of privacy.This paper was presented in part at the 43rd Annual Meeting of the Academy of Management, Dallas, Texas, August 1983.  相似文献   

Technology policy and employment     

Sir Bruce Williams 《Higher Education》1983,12(4):431-442

Current social and economic problems as experienced in the UK are placed in the context of long-term trends in labour economics and the impact of new technology. The reasons why technological unemployment has not hitherto been a growing problem are stated and the relationship between technical change and economic recovery is analysed. Policy implications are suggested and the part which universities can play in recovery is discussed.  相似文献   

The academic research-teaching nexus in eight advanced-industrialized countries     

Esther E. Gottlieb  Bruce Keith 《Higher Education》1997,34(3):397-419

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.  相似文献   

Expressed Readiness of Australian Schoolchildren to Act as Bystanders in Support of Children who are Being Bullied     

Ken Rigby  Bruce Johnson 《教育心理学》2006,26(3):425-440

Promoting interventive action on the part of student bystanders witnessing peer victimisation is currently seen as a promising way of reducing bullying in schools. A video depicting bullying in the presence of bystanders was viewed by late primary (n = 200) and early secondary school students (n = 200). Some 43% of the students indicated that they were likely to help the victim. Questionnaires were employed to assess student attitudes towards victims, beliefs about the expectations of parents, friends, and teachers, perceived self‐efficacy, and social desirability response set. Multiple regression analysis identified as significant predictors of expressed intention to intervene: attending primary school, having rarely or never bullied others, having (reportedly) previously intervened, positive attitude to victims, and believing that parents and friends (but not teachers) expected them to act to support victims. Implications for action to reduce bullying in schools are discussed.  相似文献   

Children's school problems and family system processes     

Bruce A. Ryan  Donald Sawatzky 《International journal for the advancement of counseling》1989,12(3):215-222

The literature concerning the relationship between children's school problems and family system processes is reviewed. While it is noted that there is no strong linkage between the empirical studies and case reports that have appeared to date, it is observed that the findings from these studies are showing some convergence. There is now reasonable evidence that some school problems may indeed be a consequence of family system processes. The fact of this possibility and the character of the relationship is brought to the attention of school counselors and school psychologists.  相似文献   

School Counselling in America and England     

Bruce Shertzer  Ray Jackson 《比较教育学》1969,5(2):143-148

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The effect of image quality,repeated study,and assessment method on anatomy learning          下载免费PDF全文

Barbara Fenesi  Chelsea Mackinnon  Lucia Cheng  Joseph A. Kim  Bruce C. Wainman 《Anatomical sciences education》2017,10(3):249-261

The use of two‐dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low‐quality and high‐quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low‐quality or high‐quality images, and then completed a comprehension test using either 2D images or three‐dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high‐quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high‐quality vs. low‐quality for hand anatomy P = 0.018; high‐quality vs. low‐quality for eye anatomy P = 0.247). Also, the benefit of high‐quality images on hand anatomy learning was restricted to performance on short‐answer (SA) questions immediately after learning (high‐quality vs. low‐quality on SA questions P = 0.018), but did not apply to performance on multiple‐choice (MC) questions (high‐quality vs. low‐quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249–261. © 2016 American Association of Anatomists.  相似文献   

Innovations and Practice Curriculum Theory and Practice at the University of New England     

Ron Morgan  Warren Mellor  Bruce Cole 《Asia-Pacific Journal of Teacher Education》1976,4(2):157-159

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Framing the Problem: effects of wording on children's statistical inferences     

Sik Hung Ng  Margaret‐Ellen Pipe  Bruce Beath  Derek Holton 《教育心理学》1999,19(4):489-499

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

Comparison of force-related performance indicators between heavyweight and lightweight rowers   总被引：1，自引：0，他引：1  

Doyle MM  Lyttle A  Elliott B 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(3):178-192

The aim of this study was to examine biomechanical variables relating to the force production of men's Lightweight (LW) and Heavyweight (HW) rowing pairs. Seven HW and seven LW coxless pairs were studied under a range of stroke rates, from 20 spm to race rating (average of 33.7 spm for the HWs and 33.9 spm for the LWs). Each crew was equipped with biomechanical apparatus allowing the measurement of gate force, horizontal oar angle, and boat velocity. The HW crews exhibited significantly higher (p < 0.05) values for all variables examined, at all rates. Peak handle force was 26.2% to 30.2% higher in the HW group. Average handle force ranged from 18.7% to 22.1% higher than the LW group. Work per stroke was found to be 26% to 28% higher for the HW crews, and Power Per Kilogram was also greater for the HW crews, from 24.0% to 29.2%. The LWs were observed to be consistently, but not significantly, slower than the HWs (from 96.9% at the race situation, to 98.7% at 28 spm). These observations are important when considering biomechanical performance indicators in rowing, as significant changes in performance indicators may lead to only minimal alteration in boat velocity.  相似文献