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Jean K. Quam
Edith Abbott (1876–1957) was a social worker and educator. She was Dean of the School of Social Service Administration at the University of Chicago from 1924 to 1942 and she helped in drafting the Social Security Act of 1935.
Jean K. Quam
Grace Abbott (1878–1939) was a teacher who went on to become Director of the Immigrants Protective League of Chicago and Director of the U.S. Children's Bureau. In 1934 she became professor of public welfare at the University of Chicago.
Lou M. Beasley
Ralph David Abernathy (1926–1990) was a pastor who became president of the Southern Christian Leadership Conference after the assassination of Martin Luther King. He was director of personnel, dean of men, and professor of social studies at Alabama State University.
Ann Peng, Rebecca Mitchell, and John M. Schaubroeck
In recent years scholars of abusive supervision have expanded the scope of outcomes examined and have advanced new psychological and social processes to account for these and other outcomes. Besides the commonly used relational theories such as justice theory and social exchange theory, recent studies have more frequently drawn from theories about emotion to describe how abusive supervision influences the behavior, attitudes, and well-being of both the victims and the perpetrators. In addition, an increasing number of studies have examined the antecedents of abusive supervision. The studied antecedents include personality, behavioral, and situational characteristics of the supervisors and/or the subordinates. Studies have reported how characteristics of the supervisor and that of the focal victim interact to determining abuse frequency. Formerly postulated outcomes of abusive supervision (e.g., subordinate performance) have also been identified as antecedents of abusive supervision. This points to a need to model dynamic and mutually reciprocal processes between leader abusive behavior and follower responses with longitudinal data. Moreover, extending prior research that has exclusively focused on the victim’s perspective, scholars have started to take the supervisor’s perspective and the lens of third-parties, such as victims’ coworkers, to understand the broad impact of abusive supervision. Finally, a small number of studies have started to model abusive supervision as a multilevel phenomenon. These studies have examined a group aggregated measure of abusive supervision, examining its influence as an antecedent of individual level outcomes and as a moderator of relationships between individuals’ experiences of abusive supervision and personal outcomes. More research could be devoted to establishing the causal effects of abusive supervision and to developing organizational interventions to reduce abusive supervision.
Academic capitalism is a unique hybrid that unites the scientific search for truth and the economic maximization of profits. It turns universities into enterprises competing for capital accumulation and businesses into knowledge producers looking for new findings that can be turned into patents and profitable commodities. In order to understand what this new institutional setting means for science and the evolution of scientific knowledge, science as a field in a Bourdieusian perspective, which operates in the tension field between autonomy and heteronomy, is explored. On this basis, crucial features of academic capitalism and their impact on science as well as the evolution of scientific knowledge are described. Academic capitalism is located in the zone of the intersection of scientific research, economic profit maximization, and innovation policy. The institutional conflicts of interest involved in the corporate funding of academic research are addressed. The logic of academic capital accumulation is spelled out by describing the entrepreneurial university. Field effects of academic capital accumulation on science, namely over-investment at the top and under-investment among the rank and file, are examined, along with the organizational effects of academic capital accumulation in terms of managerial quality assurance on diversity and creativity as crucial prerequisites of advancing scientific knowledge. The main results of the analysis are summarized and some guidelines for future research are presented.
Academic integrity is an interdisciplinary concept that provides the foundation for every aspect and all levels of education. The term evokes strong emotions in teachers, researchers, and students—not least because it is usually associated with negative behaviors. When considering academic integrity, the discussion tends to revolve around cheating, plagiarism, dishonesty, fraud, and other academic malpractice and how best to prevent these behaviors. A more productive approach entails a focus on promoting the positive values of honesty, trust, fairness, respect, responsibility, and courage (International Center for Academic Integrity, 2013) as the intrinsically motivated drivers for ethical academic practice. Academic integrity is much more than “a student issue” and requires commitment from all stakeholders in the academic community, including undergraduate and postgraduate students, teachers, established researchers, senior managers, policymakers, support staff, and administrators.
Martinette V. Horner, Derrick D. Jordan, and Kathleen M. Brown
Academic optimism was developed in 2006 as a latent concept that provides insight into the improvement of student outcomes especially for those who, because of socioeconomic status, ethnicity, and other demographics, have historically been labeled as underperforming. The three main components of academic optimism (academic emphasis, collective emphasis, and faculty trust) underscore the reality that the teachers, parents, and students all play a critical role in the education arena when it comes to ensuring that students fully grow and stretch to the fullest extent possible. High academic optimism in a school suggests that academic achievement is valued and supported; the faculty has the capacity to help students achieve; and students and parents can be trusted as partners of the school for student achievement. Each of these can be controlled by the actions and decisions of school leaders and faculty so that schools can overcome the effects of poverty on student achievement.
Students with disabilities are becoming more and more common in higher education classrooms, including social work classrooms. The challenges that come with accommodating students so as to allow equal access to the educational experience are surmountable with the assistance of student disability offices. New technology is being developed to assist students with learning both in and out of the classroom. Supportive attitudes from faculty in including students with disabilities allow all students to benefit from the experience. As compliance with laws such as the ADA becomes commonplace for new construction, the concept of universal design makes inclusion a norm.
Sanneke Kuipers and Annika Brändström
The post-crisis accountability process is a purification ritual that serves to channel public emotions and enables re-equilibration after a severe disturbance of the sociopolitical order. Crisis accountability literature can be reviewed in terms of forums, actors, and consequences. This setup allows a systematic discussion of how crises impact: the accountability process in influencing its setting (the forum); the strategies of accountees and their opponents (actors); and the resulting outcomes in terms of reputation damage, sanctions, and restoration (consequences). There is a clear distinction between formal and informal accountability forums, with the media being almost exclusively informal, and judicial forums, accident investigators, and political inquiries having formal authority over accountability assessments. Yet, through the presence of formal authorities in media reporting, and because media frames influence the work of formal authorities, the different forums intensively interact in accountability processes. Looking at accountability strategies reveals that the number of actors involved in blame games is likely rising because of increasingly networked crisis responses, and the role of actors has become more important and personal in the crisis aftermath and accountability process. The consequences and success of individual actors in influencing the accountability outcomes is shaped by both institutional settings and individual skills and strategies. A current political power position that exceeds prior mistakes is an effective shield, and denial is the least effective though most commonly used strategy. Accountability processes remain a balancing act between rebuttal and repair. Yet after major crisis, renewal is possible, and post-crisis accountability can play a crucial role therein.
In the past decade, academic and professional debates about media accountability have spread around the globe – but have done so in a fundamentally different framework. In many Western democracies, trust in media – along with trust in politics and trust in institutions – as eroded dramatically. Fundamental shifts regarding the patterns of media use and the structure of media and revenue markets have made media and journalism more exposed to criticism from various stakeholders, and more vulnerable to the strategic influence of national and international actors. While many “Western” media professionals have reacted to these challenges to its credibility by new initiatives to demonstrate accountability and transparency, policy makers in other countries even in the “Global North” have tightened their grip on independent media and gradually weakened the concept of self-control. At the same time, an ongoing democratization in many parts of the world, along with a de-regulation of media markets, has created a growing demand for self-regulation and media accountability in countries formerly characterized by rigid press control.
Claude-Jean Bertrand defined the development and current structures of accountability in journalism as “any non-State means of making media responsible towards the public.” Key aims of media accountability are “to improve the services of the media to the public; restore the prestige of media in the eyes of the population; diversely protect freedom of speech and press; obtain, for the profession, the autonomy that it needs to play its part in the expansion of democracy and the betterment of the fate of mankind.” Journalists and news outlets have a wide array of responses to professional, public, and political criticisms via press councils, ombudsmen, media criticism, and digital forms of media accountability, while online and offline media accountability instruments have distinct traditions in different media systems and journalism cultures.
Tracey J. Riley and Alex C. Yen
Although accounting is typically seen as a numbers-oriented discipline, with an emphasis on quantifying economic events and activity, the nexus of language and accounting, specifically the role of language in communicating corporate accounting results, has received an increasing amount of attention in recent years. This is because quantified accounting results (e.g., earnings per share, sales revenue) are rarely communicated in isolation. Rather, they are usually accompanied by a non-quantitative narrative, such as an earnings press release, a corporate annual report, or the president’s letter, which, along with conference calls and content at corporate websites, we collectively refer to as “accounting narratives.” These narratives allow management to elaborate on and contextualize the financial performance of the company. However, because they are not as extensively regulated as the financial statements and are not standardized, these narratives can also be used by companies for impression-management purposes, to obfuscate (poor) performance and to “spin” the financial results to the companies’ favor.
Research into accounting narratives dates back to 1952 and has focused on a wide variety of features of narratives and on how those features affect financial statement readers’ (most notably, investors’) reactions. The earliest studies focused on accounting narratives’ readability by performing a syntactic analysis to assess the cognitive difficulty of written passages. This line of research has found that accounting narratives are syntactically complex and difficult to read and that management intentionally makes bad news less readable in order to strain the readers’ cognitive processes and lead to lower comprehension of the bad news. In addition to this evidence of obfuscation, researchers have found support for managers engaging in attributional framing, which is the tendency to attribute positive outcomes to actions within the company and negative outcomes to actions external to the company (e.g., the government or the weather) in an effort to influence readers’ perception of good versus bad news. More recently, researchers have found that managers use syntactic (sentence structure), semantic (word meaning), and metasemantic (abstract versus concrete construal) manipulation and make broad stylistic choices such as emphasis, length, and scenario form. In terms of how those features affect the readers of the narratives, readers (most notably, investors) have been shown to respond to length and readability; level of negativity; words pertaining to risk, uncertainty, credibility, commitment, and responsibility; justifications of excuses of poor performance; optimistic and pessimistic tone; vivid versus pallid language; internal versus external attributions; and use of self-references.
In planetary science, accretion is the process in which solids agglomerate to form larger and larger objects, and eventually planets are produced. The initial conditions are a disc of gas and microscopic solid particles, with a total mass of about 1% of the gas mass. These discs are routinely detected around young stars and are now imaged with the new generation of instruments. Accretion has to be effective and fast. Effective, because the original total mass in solids in the solar protoplanetary disk was probably of the order of ~300 Earth masses, and the mass incorporated into the planets is ~100 Earth masses. Fast, because the cores of the giant planets had to grow to tens of Earth masses to capture massive doses of hydrogen and helium from the disc before the dispersal of the latter, in a few millions of years.
The surveys for extrasolar planets have shown that most stars have planets around them. Accretion is therefore not an oddity of the solar system. However, the final planetary systems are very different from each other, and typically very different from the solar system. Observations have shown that more than 50% of the stars have planets that don’t have analogues in the solar system. Therefore the solar system is not the typical specimen. Models of planet accretion have to explain not only how planets form, but also why the outcomes of the accretion history can be so diverse.
There is probably not one accretion process but several, depending on the scale at which accretion operates. A first process is the sticking of microscopic dust into larger grains and pebbles. A second process is the formation of an intermediate class of objects called planetesimals. There are still planetesimals left in the solar system. They are the asteroids orbiting between the orbits of Mars and Jupiter, the trans-Neptunian objects in the distant system, and other objects trapped along the orbits of the planets (Trojans) or around the giant planets themselves (irregular satellites). The Oort cloud, source of the long period comets, is also made of planetesimals ejected from the region of formation of the giant planets. A third accretion process has to lead from planetesimals to planets. Actually, several processes can be involved in this step, from collisional coagulation among planetesimals to the accretion of small particles under the effect of gas drag, to giant impacts between protoplanets. Adopting a historical perspective of all these processes provides details of the classic processes investigated in the past decades to those unveiled in the last years.
The quest for planet formation is ongoing. Open issues remain, and exciting future developments are expected.
R. M. Errington
Judith Meece and Charlotte Agger
Achievement motivation theories are used to understand gender discrepancies in motivation across various academic domains. Early on in the field of motivation research, researchers commonly used an attribution framework to study achievement-related outcomes among men and women. Self-efficacy theory and a revised expectancy-value theory of achievement-related choices dominate the current literature on gender differences and achievement motivation. Current trends in research on gender and academic motivation include the shifting and expanding of theoretical frameworks, a new focus on the motivation and achievement of male students, and the use of advanced methodologies and cross-national data to conduct comparative research on gender and patterns of motivation.
James W. Grau
The traditional view of central nervous system function presumed that learning is the province of the brain. From this perspective, the spinal cord functions primarily as a conduit for incoming/outgoing neural impulses, capable of organizing simple reflexes but incapable of learning. Research has challenged this view, demonstrating that neurons within the spinal cord, isolated from the brain by means of a spinal cut (transection), can encode environmental relations and that this experience can have a lasting effect on function. The exploration of this issue has been informed by work in the learning literature that establishes the behavioral criteria and work within the pain literature that has shed light on the underlying neurobiological mechanisms. Studies have shown that spinal systems can exhibit single stimulus learning (habituation and sensitization) and are sensitive to both stimulus–stimulus (Pavlovian) and response–outcome (instrumental) relations. Regular environmental relations can both bring about an alteration in the performance of a spinally mediated response and impact the capacity to learn in future situations. The latter represents a form of behavioral metaplasticity. At the neurobiological level, neurons within the central gray matter of the spinal cord induce lasting alterations by engaging the NMDA receptor and signal pathways implicated in brain-dependent learning and memory. Of particular clinical importance, uncontrollable/unpredictable pain (nociceptive) input can induce a form of neural over-excitation within the dorsal horn (central sensitization) that impairs adaptive learning. Pain input after a contusion injury can increase tissue loss and undermines long-term recovery.
From the earliest stages of Greek thought, sound was thought to originate as the result of an impact between two objects. At first it was believed that the swiftness and force of the impact affected both volume and pitch; then it became clear that these were two different parameters. Pitch, in particular, was connected either to quantitative factors, such as the speed of the movement or the number of subsequent impacts, or to qualitative ones, like the idiotes (“peculiarity”) theorized by Theophrastus. The least investigated parameter of sound is timbre, which was usually attributed to the physical characteristics of the source.