Suchergebnisse

Hosted in the nation's capital, the multisensory/digital historical performances displayed on Centre Block at Parliament Hill have had over one million viewers, making the shows a popular summer attraction. Upon closer inspection, however, the historical narratives in both Mosaika and Northern Lights focus on limited, exclusionary, and mythological representations of Canada's beginnings, but perhaps more importantly, the artistic and technological element, "the spectacle," creates something new altogether—which we are calling pop-history. Pop-history, a cultural understanding of popular history, is the emphasis of the theatrical over the historical, making history a performance to be consumed, but not critically thought through, or engaged with. Through this, we argue that although technologically striking, the narrowly imagined pop-history spectacle contributes to the shaping of a limited Canadian historical consciousness based on a normalized version of the past.

ABSTRACTOver the last three decades, higher education institutions have found themselves using vernacular that was once chiefly found in business disciplines, such as value‐added and competitive advantage. With the rising costs of tuition, newer‐generation students are seeing themselves more and more as customers and universities are beginning to adopt customer‐centric strategies and missions. However, even with this paradigm shift, little research has been done to extend traditional service management concepts to educational settings. This research attempts to bridge this gap by applying the SERVQUAL scale, a well‐validated and widely used service operations construct, to the classroom environment. The findings show that the SERVQUAL scale exhibits both reliability and convergent and divergent validity; in fact, in these regards, it outperforms traditional student assessment scales. Moreover, the scale can explain significant amounts of variances in student‐related outcome variables such as satisfaction and learning. This innovative approach to measuring classroom service quality does indeed show that students can be viewed as customers and has far‐reaching implications to all stakeholders in the delivery of higher education.

Purpose
This paper aims to develop and test a model of buyer–supplier relational investment that links supply chain integration (SCI) to supplier flexibility performance (SFLEX) advantages in different manufacturing environments. Relational stability (RS) and information quality (IQL) are viewed as key indicators of intermediating commitment investments in supplier relationships to help support supplier accommodations for special requests for order flexibility. The model is applied to investigate the relative importance of manufacturer relational investments with suppliers in both make-to-stock (MTS) and make-to-order (MTO) production environments.


Design/methodology/approach
A survey of 206 US manufacturing firms was used to test the proposed research model using structural equation modeling and multiple-group analysis techniques.


Findings
Social exchange investments in relationship stability and information quality are found to fully mediate the positive performance relationship between supply chain integration and supplier flexibility performance for manufacturers. However, the relative importance of each form of investment in enhancing supplier flexibility performance varies based on the buyer's (manufacturer's) order fulfillment environment (make-to-stock versus make-to-order).


Originality/value
The proposed model may assist manufacturers make more informed relational exchange investments and supply chain configuration decisions that most conducive to enhancing supplier flexibility performance for different production environments.

In September, 2014, the University of Ottawa Education Research Unit, Making History / Faire l'histoire, hosted Canadian History at the Crossroads, a SSHRC-funded symposium in collaboration with the Canadian Museum of History in Gatineau, Québec. The symposium brought together multiple stakeholders, historians, history and museum educators, classroom teachers—including Governor General's award winners as well as teacher education and graduate students—to stimulate further public dialogue on pedagogies of history and the politics of remembrance. Building on some of the symposium's original contributions as well as other submissions, this Canadian Journal of Education Special Capsule advances current debates in history education, historical thinking, and historical consciousness, and forges new directions for collective understandings of the past, by connecting with everyday lived experiences in the present. The contributions range from discussions of how young people themselves understand their past to the link- ages between forms of remembering and conceptions of the nation itself.