Communication, Relationships, and Religious Difference in the Northern Ireland Workplace: A Study of Private and Public Sector Organizations     

David Dickson - David Dickson is a Senior Lecturer in the School of Communication    a member of the Psychology Research Institute  at the University of Ulster  Owen Hargie - Owen Hargie is Professor of Communication in the School of Communication    member of the Psychology Research Institute  at the University of Ulster  Noel Wilson - Noel Wilson is Assistant Director of IT User Services at the University of Ulster 《Journal of Applied Communication Research》2008,36(2):128-160

Four large organizations, two each from the private and public sectors of the Northern Ireland economy, were selected for this study which, first, explored the effects of religion-based workforce difference on intergroup relationships, second, investigated the contribution of organizational sector to communicative differences, and third, gauged the effects of group-based negativity on the flow and distribution of functional information within the organization. Little evidence of intergroup conflict was found although employees expressed a desire for greater quantity and quality of outgroup contact. Significant differences between the private and public bodies emerged in this respect. Contrasts were consistent with general organizational differences typifying the sectors. Findings are discussed in relation to diversity management and the characteristics of organizational sectors.  相似文献   

Robyn’s Birthing Story     

Mariam Noel Murgio 《The Journal of perinatal education》2014,23(4):172-173

This “Celebrate Birth!” column describes the experience of a long-time childbirth educator who attended the birth of her granddaughter Cora, her daughter Robyn’s second hospital birth. She discusses how Robyn’s instincts and confidence helped to overcome institutional issues to provide a good and safe birthing experience.  相似文献   

Introduction: Phenomenography in Higher Education     

Noel Entwistle 《高等教育研究与发展》1997,16(2):127-134

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Enterprise Education     

Peter Appelbaum  Noel Gough 《The Australian Educational Researcher》2002,29(2):131-144

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Direct and indirect aggression during childhood and adolescence: a meta-analytic review of gender differences, intercorrelations, and relations to maladjustment   总被引：1，自引：0，他引：1  

Card NA  Stucky BD  Sawalani GM  Little TD 《Child development》2008,79(5):1185-1229

This meta-analytic review of 148 studies on child and adolescent direct and indirect aggression examined the magnitude of gender differences, intercorrelations between forms, and associations with maladjustment. Results confirmed prior findings of gender differences (favoring boys) in direct aggression and trivial gender differences in indirect aggression. Results also indicated a substantial intercorrelation (r = .76) between these forms. Despite this high intercorrelation, the 2 forms showed unique associations with maladjustment: Direct aggression is more strongly related to externalizing problems, poor peer relations, and low prosocial behavior, and indirect aggression is related to internalizing problems and higher prosocial behavior. Moderation of these effect sizes by method of assessment, age, gender, and several additional variables were systematically investigated.  相似文献   

The relation between sense of audience and specific learning disabilities: An exploration     

Noel Gregg  Patricia McAlexander 《Annals of dyslexia》1989,39(1):206-226

The relationship between two college-able learning-disabled writers’ unique social and cognitive profiles and the sense of audience in their written texts is explored. The first student demonstrated significant visual and organizational cognitive processing deficits. The second student had deficits in oral language comprehension and production. While the writing of both students was affected by their disabilities, our findings suggest that the quality of their audience awareness is indeed related to the nature of their specific learning disability profile.  相似文献   

PLAYING AT CATASTROPHE: ECOPOLITICAL EDUCATION AFTER POSTSTRUCTURALISM   总被引：2，自引：0，他引：2  

Noel Gough 《Educational theory》1994,44(2):189-210

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An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches     

Glenda Walsh  Liz Sproule  Carol McGuinness  Karen Trew  Harry Rafferty  Noel Sheehy 《Early Years: An International Journal of Research and Development》2006,26(2):201-221

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group.  相似文献   

Identifying distinctive approaches to studying   总被引：2，自引：0，他引：2  

Noel Entwistle  Maureen Hanley  Dai Hounsell 《Higher Education》1979,8(4):365-380

Dimensions which have been used to describe various aspects of studying are reviewed. These draw attention to three distinctive approaches to studying which contain elements of both study processes and motivation. The development of an inventory of approaches to studying is reported which confirmed the importance of these three dimensions, but also drew attention to the importance of characteristic styles of learning in describing the processes through which students arrive at different levels of under-standing.  相似文献   

Negotiating a Local Pay for Performance Program Encouraged by State Mandate     

Sharon C. Conley  Jewell Gould  Donna E. Muncey  Noel White 《Journal of Personnel Evaluation in Education》2001,15(2):137-148

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