Suchergebnisse

There is considerable variation in the prevalence, etiology and consequences of alcohol and other drug use across racial/ethnic groups, but studies examining these issues among adult populations remain scarce. This is an important oversight as exposure to many of the risk factors associated with substance use and abuse has been shown to vary by race/ethnicity as well as age. This study examines the causes and correlates of adult alcohol abuse across the three largest racial/ethnic groups in the United States—Whites, Blacks and Hispanics—and provides a theoretically grounded examination of substance abuse by applying two general theories of deviance, Agnew's general strain theory and Akers' social learning theory. Results indicate unconditional support for both theories when applied to White alcohol abuse but more conditional support when applied to patterns of adult alcohol abuse among Hispanics and Blacks. These results suggest that these three racial/ethnic groups experience somewhat different pathways to alcohol disorder.

AbstractResearch Questions/IssuesWe integrate behavioral governance and learning theory to address the overarching research questions—"What are the core mechanisms driving a director's monitoring and advising effectiveness over board tenure?"; and "What factors affect how and when a director becomes and stays effective in the monitoring and advising roles?"Research InsightsOur research provides new insights into director effectiveness by examining how a director's tenure, both independently and in concert with other moderating factors, affects the director's ability to be effective in the key but distinct roles of monitoring and advising.Theoretical/Academic ImplicationsWe provide a nuanced and dynamic theoretical understanding of director effectiveness over time. We explain that the monitoring and advising roles that determine director effectiveness are each driven by different theoretical mechanisms, and we offer testable propositions that shed light on a director's ability to become and stay effective in their monitoring and advising roles at different points in their tenure.Practitioner/Policy ImplicationsBoards will benefit from the insights we provide for how a director's relationships with the board and CEO and a director's individual attributes help or hinder their monitoring and advising effectiveness over time. We discuss practical solutions for harnessing these insights to inform decisions around board composition, structure, and process. We also discuss policy implications, including staggered boards, refreshed boards, and term limits.

Consider the employee who is highly engaged and self-directed in her work, manages ambiguity well,genuinely engages in the journey of becoming an agent of change, seeks ways to understand herselfas a leader, and relishes the possibilities of ideas. On the other hand, there is the employee who looksto others for direction and answers, finds the lack of clarity and ambiguity unbearable, resists newideas, has difficulty making decisions, or jumps right into the decision-making process without carefulreflection. These disparate behaviors in employees seem to occur unrelated to age, gender, andsocioeconomic level. As teachers, managers, and consultants, we have engaged in our own leaderdevelopment practices and observed those of others in an attempt to explain these differences.

[full article, abstract in English; abstract in Lithuanian]
Many countries are adopting computing (or informatics) in schools, for pupils from 5 years of age. Educational philosophies (and learning theories) that such curricula might be based on are not clear in curriculum documentation. Many Western countries' curricula are based on developmental concepts of cognitive constructivism, with activities progressing through sensorimotor, preoperational, concrete operational, and formal operational stages. Social constructivism and constructionism add new dimensions to this learning framework, both fundamentally important for developing computing practices. We review selected learning theories, and investigate features that should underpin computing curricula if practices and outcomes are to develop computing practitioner competencies of a software developer.