Suchergebnisse

Three decades ago in his analysis of the academic profession, Logan Wilson found that the faculty in lesser institutions as well as the junior faculty in the major universities held teaching to have primacy over research. At the same time, however, "everywhere there (was) an attitude among the academic elite that dismisses meticulous attention to instruction as a deflection from the 'higher' purposes of scholarship and science." Research, not teaching, was found necessary for professional prestige and institutional recognition. Theodore Caplow and Reece J. McGee identified the conflict between teaching and research as "the leading problem for the individual faculty member." A faculty member is hired to teach but expected to do research and publish — at the expense of the former; and in fact, "academic success is likely to come to the man who has learned to neglect his assigned duties in order to have more time and energy to pursue his private professional interests."Other authors argue from a different perspective. Frank Pinner did not see teaching and research as alternatives but as "part of the same process of education, complementary activities in the academic community." Pinner went on to explain it was not possible to allocate time to each function due to differing teaching and research demands in different fields and due to individual work habits.

This paper is concerned with performative speech acts in European Union fisheries legislation with a view to relating the semantic analysis of directive and expressive speech act verbs to politeness strategies for the management of positive and negative face. The performative verbs used in directive and expressive speech acts belong to the semantic domain of communication verbs. The directive verbs occurring in the material are: appeal, authorize, call upon, conclude, invite, promise, request, urge and warn while the expressive verbs are: congratulate, express (gratitude), pay (tribute) and thank. The semantic analysis of directive verbs draws on Leech's framework for illocutionary verbs analysis (Leech, 1983: 218). The analysis suggests that the choice of directive and expressive speech act verbs and their co-occurrence with particular addressees are motivated by the socio-pragmatic situation. 30 Naval Engineering students from the UPM also learned how these speech act verbs are used in context in the subject English for Professional and Academic Communication (2011-2012).

The research employed critical discourse analysis of official social science documents and three prominent lines of social science textbooks. Despite the recent emphasis on incorporating real-world economic practices into school financial education, the findings reveal that new social science textbooks exhibit increased criticism toward the market economy. Furthermore, they tend to avoid addressing and analysing the socio-economic issues of the present day. The study concludes by emphasising the need for economic education in schools to focus on contemporary social and financial problems.

ObjectivesResearch on the relationship between teaching productivity and base salary is sparse, but tends to find no association. However, the research is based largely on student evaluations (student evaluation of teaching (SET)). No study uses peer review of teaching, which may capture qualities of excellence in teaching missed by SETs. The present study addresses this gap.MethodsData refer to all 70 faculty in the social sciences at a Carnegie research‐extensive university. Measures of teaching include peer‐review scores, student evaluations, and teaching awards. Controls are incorporated for other predictors of base salary, including research productivity, years of experience, service, and demographics.ResultsControlling for the other variables, peer review of teaching was unrelated to base salary. However, each year of experience enhanced salary by $905, each book was associated with $2,309 in salary, and membership in the economics department enhanced salary by $23,076. The full model explained 84 percent of the variation in base salaries.ConclusionPeer review of teaching was no better a predictor of salary than SETs. While excellence in teaching is often believed to affect base salary, the present analysis finds no evidence that this is the case. Future work is needed to assess the association in other organizational contexts.

PurposeThe aim of this paper is to respond to calls for in‐depth studies of production and operations management (OM) teaching by providing an analysis of the relative effectiveness of a continuous problem‐based assessment and a traditional final exam assessment in OM.Design/methodology/approachAn undergraduate OM module is used to assess how well a problem‐based assessment method performs against a more traditional final exam in terms of impact on student learning, student classification and feasibility. Quantitative data on student performance, feedback and satisfaction are used.FindingsThe analysis shows that the problem‐based assessment provides a better learning experience for the students, but is a worse classificatory of student results than the conventional exam. In terms of feasibility, problem‐based assessment can be a cost‐effective assessment method.Research limitations/implicationsThis study analyses the assessment method used on one module for nine years; to increase the generalizability of the findings further research is needed with different modules and contexts.Practical implicationsThis paper gives guidance to OM educators on how to improve assessment methods to achieve both improved learning effects as well as an accurate classification of student performance.Originality/valueThis study extends the literature on problem‐based learning to assessments and provides an empirical analysis of one such method. This study also provides detailed analysis of different assessment methods in OM based on longitudinal data.

How can philosophical instruction inform practical analysis and decision making among college students in a way that demonstrably benefits them as individual members of our polity and economy? I pose this question because each year, I introduce classic political theory to first- and second-year college students who simultaneously confront a fiscal crisis in the American state and profound financial challenges as individuals, and I want to ensure that the concepts and analytical strategies we study as theory can meet their most pressing practical needs during the first decade that they are out of college.

The metaphors we read by: theoretical foundations -- The historical construction of children's literature -- Reading literacy narratives -- Deconstructing multiculturalism in children's literature -- Theorizing critical multicultural analysis of children's literature -- Doors to the diaspora: the social construction of race -- Leaving poverty behind: the social construction of class -- Genres as social constructions: the intertextuality of children's literature -- Cinderella: the social construction of gender -- Shock of hair: the endurance of hair as a cultural theme in children's literature -- Teaching critical multicultural analysis -- Further dialogue with Mingshui Cai, Patrick Shannon, and Junko Yokota

This book's introduction to foreign policy analysis focuses on decision makers and decision making. Each chapter is organised around puzzles and questions to which undergraduates can relate. The book emphasizes the importance of individuals in foreign policy decision making, while also placing decision makers within their context.

Modern Catholic Social Teaching is the most thorough and authoritative analysis and assessment of modern Roman Catholic social teaching available. Including contributions from twenty-two leading moral theologians, this reference work is designed for anyone interested in understanding or studying the key documents that comprise the central corpus of Catholic social teaching. In addition to interrogations of the major documents, the volume provides an understanding of the biblical and philosophical foundations of Catholic social teaching, addresses the doctrinal issues that arise in such a context, and explores the social thought leading up to the "modern" era, generally accepted as beginning in 1891 with the publication of Pope Leo XIII's Rerum Novarum. The book also includes a review of how Catholic social teaching has been received in the United States, and an informed look at the shortcomings and questions that future generations must address. This second edition will include two new commentaries: one on Pope Benedict XVI's encyclical Caritas in veritate, and one on Pope Francis's encyclical Laudato Si'. In addition, several chapters have been revised and updated