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In the article, the author discusses the issues on the use of racial epithets and racial etiquette in U.S. classrooms. Topics include how public exposure and racial slurs are comparable in some respect, how social norms make public exposure and racial epithets acceptable or unacceptable, the history of racism in the country, and the First Amendment protections for students.

Competition for status among U.S. business schools has obliterated any evident connection between research productivity and the furtherance of any praiseworthy social, practical, or intellectual values. Status competition virtually guarantees: (1) the absence of a demonstrable connection between the amount of research produced and the amount that is actually needed or usable; (2) the excessive uniformity and practical irrelevance of business research, owing to the subordination of substantive problems to methodological commitments; and (3) the subordination of teaching to research. The overproduction of research, while irrational on a collective level, is in fact the aggregated product of "rational" behaviors by individual schools and faculty members facing pressures to compete with one another. Three kinds of reforms are proposed: (1) to challenge, and even subject to ridicule, academic norms and language produced and sustained by status competition; (2) to consider an alternative, practice-oriented conception of scholarship to the dominant "research-centered" conception of mainstream business scholarship; and (3) to reduce, if not entirely eliminate, faculty rewards for maximizing research "productivity." [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional y Comparada de Relaciones Laborales y Derecho del Empleo is the property of ADAPT University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This paper examines how Asian speakers of English as a lingua franca employ self-denigration as a relational strategy (i.e. contributing to the ongoing management of interpersonal relationships) in talk-in-interaction. The study applies a protocol informed by conversation analysis to illuminate the relational functions of self-denigration and the prosodic and paralinguistic features that help to accomplish these. The data indicate that self-denigration in the ACE corpus tends to occur in informal, non-role-assigning, non-task-focused interactions. It may present as a first-turn stand-alone utterance, or as a precursor to a speaker's positive self-evaluation, where it serves a downplaying function. It also occurs as a second turn in response to an interlocutor's praise, criticism, or neutral statement. In terms of its relational functions, self-denigration may perform a face-saving, face-maintaining, or even face-enhancing role for the producer and/or other interlocutors. It may also be employed to generate shared humour, promoting a sense of in-group solidarity among the participants. Finally, it may perform a socially moderating function – particularly in reaction to a praising utterance – wherein a speaker uses self-denigration to appear modest rather than inappropriately vain. Several such functions may be served simultaneously. Highlights • Self-denigration in occurs in informal, non-hierarchical, non-task-focused interactions • It can be a stand-alone item or respond to praise, criticism or neutral utterance • It may function to save, maintain or enhance participants' 'face' • It may generate shared humour, promoting in-group solidarity • It may display modesty, particularly following self- or other-praise [ABSTRACT FROM AUTHOR]

The present paper is pointing at the curricula novelty in the Romanian academic environment, which is the compulsory topic on Ethics and academic integrity, within both master and doctoral studies, starting with the very 2018-2019 university year. With a view to the reason of introducing the issue in the educational curriculum, may we delimit epistemically between the academic ethics and the scientific research one. The case study is meant to mark the experience of Bucharest University which boasts of an ethics infrastructure at academic standard levels; the institution introduced that curriculum in 2017-2018. The paper is meant to present Bucharest University as a good practice model. [ABSTRACT FROM AUTHOR]

Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergraduate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and academic hope significantly predicted students’ persistence. Academic hope made a greater contribution to students’ persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students’ persistence. The study highlights the need to strengthen students’ hopeful thinking and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article. [ABSTRACT FROM PUBLISHER]

The objective of this study was to conduct a survey to gain insight into the organization of work processes on commercial German dairy farms analyzing the use of standard operating procedures (SOP). Practices and routines were surveyed regarding the existence, creation, and use of SOP. A total of 250 survey forms were returned, and 248 could be used for final analysis. The existence of SOP was indicated by 82% of all respondents, but only 54% stated that these SOP were written down. Existence of SOP correlated with farm size such that larger farms were more likely to implement SOP than smaller farms. However, many farmers lacked the time (41%) or ability (42%) to create SOP to provide the employees with detailed instructions on how to perform a specific task. The majority of respondents (59%) were interested in using ready-made SOP that could be adjusted to their farm. An obvious discrepancy exists between the motivation of the farmers to improve the performance on their farm and their expertise in attaining these goals and intentions. [ABSTRACT FROM AUTHOR]

IntroductionObtaining informed consent from prospective participants for research studies that include next-generation nucleotide sequencing (NGS) presents significant challenges because of the need to explain all the potential implications of participating, including the possible return of “incidental” findings, in easy-to-understand language.Methods and ResultsAfter reviewing the consent processes at other institutions, we decided to supplement the protocol-specific informed consent form with the following: (1) a short pamphlet for the prospective participant that includes a series of questions that she or he is encouraged to ask the investigator, and (2) a more detailed companion guide for investigators to help them develop simple-language answers to the questions. Both documents are available to use or modify.ConclusionsWe propose an approach to obtaining informed consent for NGS studies that encourages discussion of key issues without creating a complex, comprehensive document for participants; it also maximizes investigator flexibility. We also suggest mechanisms to return restricted information to participants. [ABSTRACT FROM PUBLISHER]

The article argues whether particular types of legal scholarship are regarded as more attractive. Topics discussed include use of Social Science Research Network (SSRN) as a platform to test which research is more or less appealing; ways in which reception of works of scholarship can be conceptualized through bibliometrics and research assessments; and the British Research Excellence Framework (REF).

This article asks whether an academic boycott is morally justified. It does not relate to the question whether academia and politics should be mixed. Instead, relying on the case study of the debate surrounding the academic boycott of Israeli academia by British, and later American academics, the article analyzes the various arguments applying analytical political philosophy tools. Broadly speaking two families of arguments--consequentialist and deontological--are found. Consequentialist arguments rely on three psychological, sociological, and political assumptions that are false and make them counterproductive (bearing in mind the overall goal declared by the boycott promoters). Despite some initial appeal, the deontological arguments also fail, at least to a certain extent, to justify the boycott. Finally I discuss what I call "selective boycotting." [ABSTRACT FROM AUTHOR]

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution it is over and done with. The buildings still stand. Students enrol and may attend lectures, though most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an “uncanny” spectral presence. The encompassing ethico-philosophical question is this: what is it about spectral space and the feeling of absence with regard to the university that is important to understand? The Spectral University is characterized by the absence of what used to give the university its constitutive form and structure; of what is essential to the university as an important place of learning and growth. What is gone is the ability to pursue the academic virtues. [ABSTRACT FROM PUBLISHER]

International students undertaking higher education in foreign countries bring with them some perceived beliefs about academic conduct. These beliefs are often in contrast with the host countries' academic practices, which may generate confusion and frustration among international students, affecting their learning behaviours. As a consequence of intercultural interactions in a foreign country, international students' beliefs and behaviours may change. Since Malaysia has emerged to be a hub of educational excellence in the region by transforming its higher education, thereby attracting increasing number of international students, this paper aims to investigate whether international students' acculturation-oriented attitudes impact their ethical academic conduct pertaining to research, exams and assignments in a public university in Malaysia. The results reveal that students adjusting to the local academic norms demonstrate significant positive commitments to host country's academic norms concerning research, exam and assignments. However, students upholding the norms of their home countries tend to show non-significant attitudes towards host country's academic norms. These findings have strategic policy implications for the host educational institutions that are highlighted in the paper. The paper also identifies its limitations and explores future research potential. [ABSTRACT FROM AUTHOR]

This study examines the validity of the three-factor model of person–environment (P-E) fit perceptions in a sample of German university students (N = 326) and examines the connection between these fit types, the Big Five personality traits, and markers of academic success, namely, academic satisfaction, academic performance, and major change intention. Building upon previous research, a three-factor model of P-E fit perceptions with complex loadings was hypothesized differentiating between interest-major (I-M) fit, needs-supplies (N-S) fit, and demands-abilities (D-A) fit. Results from confirmatory factor analyses supported the suggested three-factor solution. Zero-order correlations, multiple regression analyses, and relative weight analyses identified perceived I-M fit as the key predictor of academic satisfaction and major change intention. D-A fit was the strongest predictor of academic performance. Finally, a hierarchical regression approach revealed that personality traits did not improve the prediction of any outcome over perceived P-E fit. [ABSTRACT FROM AUTHOR]

Difficulty in recruiting high-calibre individuals into teaching is a perennial issue in the field of teacher education. In some countries, students in teacher programmes are in general found to be lower in academic standing than their counterparts in other fields, which might lead to belief in the old saying that “those who cannot, teach.” In contrast to such discouraging phenomenon, based on analysis of a nationally representative data set, preservice students in Taiwan are found to be academically more outstanding than their nonteaching peers. Underlying policy and sociocultural contexts of such a positive phenomenon of “those who can, teach” are explained and implications for educators are discussed. [ABSTRACT FROM PUBLISHER]

Aim.Vne scholarly literature frequently highlights the role of evaluation in the process of regulating and adjusting the education system. This thesis initiates from the necessity of arranging an objective evaluation procedure in order to meet students' expectations and to cover a diversified area of motor skills, thesis which takes into consideration a number of different degrees variables that have complexities of very diverse nature. The criteria, terms and ratings proposed for the evaluation process aim both the easy approach of each test and the stimulation of students' abilities and skills subject of their preferences. In this regard, no guideline for following the development of the students' motor skills is available. Methods. Concerning this aspect, I have proposed four different sport tests (one for each semester) in order to evaluate the general motor skills; the final evaluation rating takes into account the completion of an optimum number of class presence. Also, I have developed a varied training program which I have adapted for the particularities of age group. The students have responded to a questionnaire regarding their options and their knowledge of proposed sporting activities. Results. Following the evaluation process, there has been noted both an increase of motor skill performances and a special interest in training. The evaluation scales produced the motivation effect and the participation to university's sporting competitions. Conclusions.The data gathered in this research shows that an evaluation process based on criteria that value students' potential have a positive outcome. This process requires very well defined evaluation criteria matching the training level of students. [ABSTRACT FROM AUTHOR]

There is an inherent expectation that educators will work towards continuously improving their practice and quality of teaching. Underpinning this expectation is an assumption that educators also engage in the process of reflection. In this article, we begin by outlining the current tensions in the field of education that relate to managerialist concerns of the measurement and monitoring of quality teaching and effectiveness. We then contextualise our particular circumstances and provide an account of a collaborative action research project we initiated to examine our team-teaching practices in a graduate entry pre-service teacher education programme. In the project, we initially focused on how we might provide for pre-service teachers’ learning while they were undertaking an internship in the final semester of their programme. Factors that required consideration included the use of face-to-face and synchronous online forms of interaction. Having experienced the powerful influence of using protocols to structure professional learning conversations with the pre-service teachers with whom we were working, we also decided to extend the conversations we were having with each other to conversations with our colleagues. Taken together, the action research framework and the processes afforded by protocols provided a structured approach for our inquiry. Conversing with the pre-service teachers involved in the programme, with each other and with our peers at a faculty-level seminar and an international conference were the main sources of data gathered during the research project. The collegial conversations that occurred when using protocols also provided a way to move to the level of critical reflection. Rather than discuss the outcomes of our project in the remainder of the article, we elected to scrutinise and theorise the significant elements that were germane to our project – the three Cs: collegiality, conversation and critical reflection. We conclude by realising that to learn about ourselves as teachers and as learners, we need to move beyond routine and technical aspects of reflection, to a level that is critical and transformative, and that this can be achieved through the use of protocols in purposeful and collaborative conversations with others. [ABSTRACT FROM PUBLISHER]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Past research (Lawson, 2004; Nonis & Swift, 2001) has revealed a correlation between academic and business ethics. Using a sample survey, this study extends this inquiry by examining the role of dispositional variables (neuroticism, extraversion, and conscientiousness) and academic honesty on business ethics perceptions. Results indicate that (1) neuroticism and conscientiousness were positively related to more ethical perceptions in a work context, and (2) academic honesty partially mediated the relationship between conscientiousness and business ethics. Implications to business practitioners and educators are discussed as well as directions for future research. [ABSTRACT FROM AUTHOR]

Abstract: Background: The Dyskinesia Impairment Scale (DIS) is a new scale for measuring dystonia and choreoathetosis in dyskinetic Cerebral Palsy (CP). Previously, reliability of this scale has only been assessed for raters highly experienced in discriminating between dystonia and choreoathetosis. Aims: The aims of this study are to examine the reliability of the DIS used by inexperienced raters, new to discriminating between dystonia and choreoathetosis and to determine the effect of clinical expertise on reliability. Methods: Twenty-five patients (17 males; 8 females; age range 5–22 years; mean age = 13 years 6 months; SD = 5 years 4 months) with dyskinetic CP were filmed with the DIS standard video protocol. Two junior physiotherapists (PTs) and three senior PTs, all of whom were new to discriminating between dystonia and choreoathetosis, were trained in scoring the DIS. Afterward, they independently scored all patients from the video recordings using the DIS. Reliability was assessed by (1) Intraclass Correlation Coefficient (ICC), (2) Standard Error of Measurement (SEM) and Minimal Detectable Difference (MDD) and (3) Cronbach''s alpha for internal consistency. Results: Interrater reliability for the total DIS, and for the dystonia and choreoathetosis subscales was good for the junior PTs and moderately high to excellent for the senior PTs. SEM and MDD values for the total DIS were 6% and 15% respectively for the junior PTs and 4% and 12% respectively for the senior PTs. Cronbach''s alpha ranged between 0.87 and 0.95 for the junior PTs and between 0.76 and 0.93 for the senior PTs. Conclusions: Reliability of the DIS scores for the inexperienced junior and senior PTs was sufficient in comparison with scores from the experienced raters in the previous study, indicating that the DIS can be used by inexperienced PTs new to discriminating between dystonia and choreoathetosis, and also that its reliability is not dependent on clinical expertise. However, based on the measurement errors and questionnaire data, familiarity with operational definitions of dystonia and choreoathetosis is crucial to improve scoring reliability. [Copyright &y& Elsevier]

The article outlines a set of protocols for the study of the people in the Otago-Southland region, New Zealand and the islands of Oceania. The protocols were proposed by the Human Ethics Committee (HEC) of the University of Otago. The relationships fostered and maintained by the university with the communities in the Pacific Islands.

Ten second-year master's students in a higher education program participated in this study, which was designed to assess their experience with an electronic portfolio that had been introduced recently as a primary component of their comprehensive exam. This qualitative study used a focus group and long-interview methods for data collection. Participants responded to an interview protocol of several open-ended questions that allowed them to discuss their experiences and challenges with this capstone experience. Through a variety of coding techniques, five themes emerged: (a) students have difficulty adapting to change; (b) reflection and decision-making takes time; (c) students need regular reassurance; (d) students learn a great deal about themselves; and (e) the ePortfolio is a very powerful experience. Findings suggest several implications for practice, including preparing new professionals, being a new professional, and supervising new professionals. [ABSTRACT FROM AUTHOR]

Where trust is an issue, there is no trust. Trust in diverse organizations has never been lower. A shadow of doubt stalks one's every decision to trust collegially and institutionally. Still, colleagues sense intuitively that institutions cannot function optimally without a bedrock level of trust. In academic life, trust is a form of social capital which serves to reduce uncertainty, deepen learning, and make it psychologically safe to give and receive assistance within and across hierarchical boundaries. Today, however, there is a palpable level of frustration regarding the lack of substantive ideas to address the pervasive trust-deficit in academic settings. [ABSTRACT FROM AUTHOR]

This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might compose a validity argument, we draw on data from a validity study of the Classroom Assessment Scoring System for secondary classrooms. Based on data from 82 Algebra classrooms, we illustrate how data from observation scores, value-added models, generalizability studies, and measures of teacher knowledge, student achievement, and teacher and student beliefs could be used to build a validity argument for observation protocols. Strengths and limitations of the validity argument approach as well as the issues the approach raises for observation protocol validity research are considered. [ABSTRACT FROM AUTHOR]

Copyright of Socialinių Mokslų Studijos is the property of Mykolas Romeris University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Socialinių Mokslų Studijos is the property of Mykolas Romeris University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A§E is an audiological evaluation tool based on speech sounds as stimuli and was developed by The Eargroup, Antwerp. It consists of three levels: detection, discrimination and identification of phonemes and is a sufficient tool to measure supraliminal auditory capacities in Flemish language of children 10 months and older as well as adults. The aim of this study was to test the suitability of patients for cochlear implant in Germany, using 245 consecutive measurements (141 adults, 79 children, 25 controls) in a standard test protocol for phoneme detection and discrimination, Mainzer and Göttinger in children and Freiburger in adults pre-, 3 and 6 months and 1 year after implantation. Results in detection and discrimination regarding frequency spectrum and fitting parameters were evaluated using the following statistical methods: t test and correlation analysis. Detection improves first, followed by numbers, phoneme discrimination and monosyllables. Test results compared pre- to 3, 6 months and later, postoperatively, differ significantly ( p < 0.05). A 'ceiling-effect' is obtained between 6 months and 1 year (reproduction in A§E >90%). Development of detection and discrimination correlates directly with results in numbers and monosyllables ( r = 0.92). Non-German speaking patients cope better with A§E than with numbers and monosyllables. Evaluation of phoneme discrimination enables better frequency specific fitting. Results indicated that A§E is a valuable diagnostic supplement in fitting and therapy of cochlear implant patients regardless of cognitive level, age and language. Important information on frequency-resolving power of cochlear nerve after implantation is gained. Use of A§E enables comparability and evaluation of study results in different countries. [ABSTRACT FROM AUTHOR]

Most analyses of academic misconduct focus on students' integrity and what is taught at the universities. Surprisingly little attention is paid to the role of faculty members. This article presents an unusual case of academic misconduct that provides an opportunity to examine the actions and rationalizations of the students and faculty members involved in the event as well as the broader university context. The case is unusual in that the instructor initiated and facilitated the academic misconduct. The analysis of the misconduct and the subsequent events suggest that self-interest rules and concerns for wider interests are all but silent. While the case presents a somewhat dismal view of the integrity of some accounting faculty members and future accountants, it provides interesting insight into self-interest, rationalization, social context, and both students' and faculty members' integrity. The analysis discusses the mechanisms used to prevent and manage faculty member misconduct, along with limitations of self-regulation and student reports as forms of control. The article also considers how accounting educators can encourage future accountants to act with integrity and concludes that in order to achieve that goal, accounting educators must serve as role models who act honestly. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to compare students' and faculty members' perceptions of academic integrity; their understanding of experiences pertaining to different aspects of academic misconduct (e.g. plagiarism); and to examine the underlying reasons behind academic integrity violations in a Hong Kong context. Design/methodology/approach - A mixed methods approach comprising quantitative and qualitative methodologies was used. First, a quantitative survey was conducted with students and faculty. Results from the survey were used to generate interview questions for an interview-based qualitative study, which consisted of individual interviews for faculty members and focus group interview for students. Findings - Results from both the survey and interviews showed that faculty members and students do not share a consensus on the definition of the seriousness of plagiarism and collusion. Students, in general, commit misconduct due to academic work, pressure for grades, and teachers' unclear instructions of academic integrity. Faculty members rarely report cases of misconduct to the university and handle the cases according to their own standard. Originality/value - The topic of academic integrity has received increased attention in the past decade from college and university teachers and administrators around the world. Plagiarism is amongst the most widely studied acts of dishonesty in the area of academic behavior in universities world-wide. Not many studies have investigated other acts of academic dishonesty and teachers' perception of academic integrity, especially in the Chinese context. The findings from this study provide useful insights for educators to implement academic honesty education programs, especially within the Chinese context, and especially in Hong Kong. The results also provide the foundations in developing an online academic integrity tutorial for the sampled institution. [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the study conducted by mathematics educator Andrew M. Tyminski and colleagues on how to support communication development in early childhood classrooms. It mentions that the research team has employed the modified think-pair-share strategy based on Thornton's think-pair-share protocol. It reveals that the strategy has allowed kindergartners to become listeners and communicators based on their own mathematical reasoning and meanings. It states that it helps set the environment for teachers and children to be productive learners. Processes of the new protocol along with their specific samples are also described.

The argument developed in this paper is that a focus on practice provides some resolutions to methodological problems facing Bourdieuian scholarship in education. In order to develop Bourdieu's work on practice to account for the interactions between practices, this paper presents a conceptualization of practice as chains of production and consumption. The first part of the paper reviews the account of practice offered by Bourdieu both embedded in practice games and as field effects. The second part of the paper introduces practice chains of production and consumption as a way to conceptualize practice by drawing on a case involving print journalists' involvement with policy makers over the course of an Australian policy review. The final section presents a discussion of this conceptualization and highlights the potential of the concept for further research in understanding the processes of educational policy development. [ABSTRACT FROM AUTHOR]

This reflection describes my early encounters with SoTL as I went through a critical period questioning my role and responsibilities as an academic and my journey with a cohort of students who made me realise that there is indeed a dire need for SoTL to bridge the nexus between a university academic's teaching responsibilities as well as the global 'publish or perish' pressure most academics experience today. [ABSTRACT FROM AUTHOR]

The article discusses the issues of citation related to reductive and dismissive representations of student work in the professional discourse of teachers in the U.S. One of the issues include how scholarly articles highlight the status of students as "student." It also touched the topic of writing about teaching in ways that English Studies and scholarship of teaching and learning (SoTL). The authors stressed on the certain incongruities in scholarly publications about teaching. It also highlighted two citation difficulties: the Miranda effect and autochthonous.

This is an account of an incident of censorship effected by the Academy of American Poets, sponsor of National Poetry Month. The censored comments included no swearing or threats, just critical opinions. Academy chancellors backed the censorship either by rationalization or silence. [ABSTRACT FROM AUTHOR]

Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by members of a graduate course were analyzed for the kind of discourse functions and the kind of politeness strategies they displayed. Results indicated that synchronous CMD afforded more information seeking, information providing, and social comments than asynchronous CMD. Asynchronous discussions were slightly more likely to allow for such functions as discussion generating, experience sharing, idea explanation, and self-evaluation functions than synchronous discussions. Proportionately the two modes were similar in how politeness was expressed. Finally, in relating politeness and function, we found more politeness indicators when students were posting messages with such functions as positive evaluation and group conversation management, functions that carried the potential for face threat, and the least politeness associated with messages serving the function of experience sharing. [Copyright &y& Elsevier]

This essay addresses the difficult politics of 'internationalizing' cultural studies. In an effort to participate in ongoing conversations about, and around, 'internationalizing' cultural studies, this essay invites us to attend to the frames of reference that can sometimes underlie our efforts at 'internationalizing' cultural studies. Examining larger issues such as our frequent unexamined points of departure into the 'international', the geo-politics of knowledge production, academic protocols and practices, the gross unevenness in transnational exchange and circulation of knowledge, the continued hegemony of English as a language that secures academic legitimacy, this essay probes some of the obstacles that can often confront attempts at decolonizing cultural studies. [ABSTRACT FROM AUTHOR]

The article presents the results of a nationwide survey of U.S. communication professionals in academia, which solicited their views on civility and incivility in the workplace. It is described as a preliminary attempt to better establish the study of such topics within the field of communications research. The survey collected narratives of personal experiences with civil or uncivil colleagues, and definitions of the terms. Incivility was found to be the more complex concept, in terms of its linguistic and cognitive associations.

Self-plagiarism requires clear definition within an environment that places integrity at the heart of the research enterprise. This paper explores the whole notion of self-plagiarism by academics and distinguishes between appropriate and inappropriate textual re-use in academic publications, while considering research on other forms of plagiarism such as student plagiarism. Based on the practical experience of the authors in identifying academics’ self-plagiarism using both electronic detection and manual analysis, a simple model is proposed for identifying self-plagiarism by academics. [ABSTRACT FROM AUTHOR]

Efforts to promote ethical behaviour in business and academic contexts have raised awareness of the need for an ethical orientation in business students. This study examines the similarities and differences between the personal values of Iranian and Australian business students and their attitudes to cheating behaviour in universities and unethical practices in business settings. Exploratory factory analysis provided support for three distinct ethics factors—serious academic ethical misconduct, minor academic ethical misconduct, and business ethical misconduct. Results reveal statistically significant differences between the two cultural groups for ethical (altruism/universalism) values, and for attitudes to serious academic misconduct. No differences were found between the two groups for attitudes to minor academic unethical practices or unethical business practices. Gender influenced responses where females were found to indicate higher levels of unacceptability of unethical practices in academic and business settings than males. This pilot study highlights the need for higher education institutions to develop and enforce policies and practices to publicise, encourage and reinforce higher awareness of the need for adhering to ethical behaviour in university studies as a necessary component of training business professionals. [ABSTRACT FROM AUTHOR]

What are the portals through which we uncover new perspectives, new approaches and new audiences for sharing our scholarship? The scholarship of teaching and learning creates opportunities for the emergence of new communities of practice across disciplines. Specific "portals of engagement" invite new partnerships for engagement, along with the emergence of "hybrid pedagogies" that evolve from Schulman's (2005) signature pedagogies. How effective are these hybrids? What are the common elements that catalyze learning during the process of engagement? This essay explores these portals and their role in fostering scholarship across disciplinary and cultural pedagogies. [ABSTRACT FROM AUTHOR]

Assessing student learning outcomes relative to a valid and reliable standard that is academically-sound and employer-relevant presents a challenge to the scholarship of teaching and learning. In this paper, readers are guided through a method for collaboratively developing and validating a rubric that integrates baseline data collected from academics and professionals. The method addresses two additional goals: (1) to formulate and test a rubric as a teaching and learning protocol for a multi-section course taught by various instructors; and (2) to assure that students' learning outcomes are consistently assessed against the rubric regardless of teacher or section. Steps in the process include formulating the rubric, collecting data, and sequentially analyzing the techniques used to validate the rubric and to insure precision in grading papers in multiple sections of a course. [ABSTRACT FROM AUTHOR]

This paper uses literature on faculty worklife and findings from a recent study conducted by the Federal Demonstration Partnership (FDP) to shed light on the sources and extent of administrative burden experienced by faculty engaged in federal grant research. Discussion focuses on the implications for research administrators, including strategies for designing faculty support services that take into account a variety of factors that motivate academic engagement. [ABSTRACT FROM AUTHOR]

Introduction Wingate anaerobic test is an all-out test, which gives information about maximal anaerobic power. The aim of the study was to show characteristics of standard and modified versions of Wingate anaerobic test (WAnT), and to determine and explain the differences in observed parameters due to the measurement protocol applied. Matherial and methods The testing was conducted on 30 male non sportsmen, who performed usual everyday activities. The following parameters were measured: peak power or anaerobic power, mean power as a mean value of power during the whole test and explosive power or acceleration. Modified versions were performed with 5 s or 10 s delay of maximal cycling activity, during which the person was slowly pedaling. Results The average values of parameters Peak power and Explosive power in our participants were 622.20±134.57 W and 89.26 ±28.57 W/s, respectively. In modification 1 Peak Power and Explosive Power were 680.25±133.43 W and 100.60±12.77 W/s, and in modification 2 they were 685.95±135.68 W and 100.30±10.09 W/s. Significant differences were found in both parameters between the standard and modified versions, but there was no significant difference between two modified versions. The mean power parameter was not considered in the discussion, because of the fact that modified versions were shortened, and it was not a valid measurement for this parameter. Discusion and conclusion The difference between standard and modified versions can be explained by the difference between test and retest probes, and also because of modification of protocol which can partially influence the results of testing. [ABSTRACT FROM AUTHOR]

While the most common type of student entering higher education falls within the 17-19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a programme directly into the second or third year through informal articulation agreements between institutions and the recognition and granting of credit for previous studies or experience. This article examines the expectations of a cohort of students entering directly into the second and third year of an undergraduate degree in the business school of a Scottish university. This study identified a range of learning, personal and working issues amongst this group of students. Academic concerns included the ability to cope with a higher academic level, time management, assessments and study skills. Personal issues focused on coping with existing responsibilities and achieving an appropriate work/life balance. This article identifies the need to develop such students' academic self-confidence in the early stages of their time at university and indicates that this group of students has specific needs and requires additional institutional support. [ABSTRACT FROM AUTHOR]

The article presents guidelines for writing a synopsis of a research project or protocol. A protocol or a research project synopsis is a document submitted to either institution or authority for several purposes such as ethical clearance, peer review, or financial assistance from different organizations. It can be structured in several manners such as title, statement of the problem and hypothesis, aims and objectives, literature review, research methodology, references, and requirements.

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet. Dans cet article, nous examinons la litterature de recherche portant sur les approches theoriques coherentes sur l'usage des processus reflexifs dans le cadre de programmes d'education professionnelle initiale pour le personnel academique novice. A l'aide d'une nouvelle methodologie incorporant les perspectives du praticien, nous etablissons un cadre qui met en lumiere le role des facteurs sociaux et personnels, de meme que les considerations theoriques et pedagogiques, mettant en forme les processus reflexifs. Les etudes visees par l'article ont permis d'identifier des participants s'etant engages dans certaines categories de reflexion. Des consequences fondamentales, telles que le changement au niveau de l'engagement professionnel, n'ont cependant pas ete observes pour l'ensemble de la cohorte. Nous discutons donc des objectifs d'apprentissage que les programmes pourraient, de facon legitime, chercher a atteindre. [ABSTRACT FROM AUTHOR]