Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.

Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.

Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to manage the learning process. Methodology. This study uses mixed methods along with two measurements. Before and after the course, quantitative and qualitative data were collected. Higher education students in Israel participated. A total of 964 students enrolled in English as a foreign language courses at the pre-basic, basic, and advanced levels. Contribution. Analyzing self-efficacy from several angles provides insight into students. What influences students’ confidence and belief in their ability to succeed in online courses. Moreover, how students perceive their own learning and how they cope with challenges. Findings. Compared to the measurement before the course, self-efficacy decreased on average. Most significant decreases occurred in ‘creating social interactions’ and ‘acquirement of knowledge and tools’ to manage the learning process. A slight decrease was observed in the ability to cope with technology. Additionally, self-efficacy and satisfaction with the course were positively correlated. Recommendations for Practitioners. An overview is provided of the most effective tools and techniques for teaching languages in digital format in this paper. This will allow instructors to design and deliver courses in a more effective way. Thus, they will be able to make better informed decisions, resulting in better outcomes for students. Recommendations for Researchers. Distance Learning courses should resemble the common digital environments in everyday life, rather than imitating face-to-face courses mainly in the field of social interaction. Impact on Society. Digital tools should be encouraged that facilitate effective learning processes instead of sticking to traditional methods that characterize face-to-face courses. Using common interfaces in daily use among the general population will enable the implementation of these recommendations. Future Research. Future studies could be helpful if they compared the English courses developed in the CEFR model with those taught face-to-face as well as those taught online. In addition, motivation and self-monitoring should be examined in both synchronous and asynchronous courses as well.

Aim/Purpose. This study examined the self-perception of adolescents and young people aged 17-21 – how they perceived their personal characteristics, self-image, vitality, belonging to a local and global (glocal) society, happiness index and activity, media usage habits in general and smartphones in particular – in other words, it sought to produce a sketch of their character. Background. Different age groups are influenced by various factors that shape them, including living environment, technological developments, experiences, common issues, events of glocal significance, and more. People belonging to Gen Z were born at the end of the previous century and the beginning of the 21st century (up to 2010). This generation was born into the digital technological age and is the first one born into the environment defined by smartphones, and social media. Its members are referred to as “digital natives” because they were born after the widespread adoption of digital technology in the Western world. They entered an environment characterized by the widespread daily use of smartphones, the Internet, and technology in general. Methodology. This was a quantitative study based on a sample of 418 Israeli adolescents and young people aged 17-21. The following questionnaires were administered anonymously and disseminated online to an audience of youths aged 17-21 across Israel: A demographic questionnaire; Self-esteem; Vitality; Belonging vs. alienation; Social-emotional aspects; Usage habits in digital environments; Usage habits of learning on a smartphone; Open questions. Contribution. The current study tried to define clusters to characterize adolescents and youth aged 17-21. Findings Results show that study participants had high self-esteem and vitality, felt be-longing, happy, and satisfied with their life, and perceived themselves as active and enterprising at an average level or above. The study identified two clusters. Participants in Cluster 1 were characterized by higher parameter averages than those in Cluster 2 on the self-image, vitality, belonging, happiness, and activism scales. Participants in Cluster 1 felt that using a smartphone made life easier, helped them solve everyday problems, made everyday conduct easier, and allowed them to express themselves, keep up to date with what is happening with their friends, disseminate information conveniently, be involved in social life, and establish relationships with those around them. They thought that it was easy to collaborate with others and to plan activities and events. Recommendations for Practitioners. When examining cluster correlations with data in relation to other variables, it is apparent that participants in Cluster 1 had more options to reach out for help, report more weekly hours spent talking and meeting with friends and feel that using a smartphone makes everyday life easier and facilitates their day-to-day conduct than did participants in Cluster 2. The smartphone allows them to express themselves, keep updated regarding what is happening with their friends and disseminate information easily, helps them be involved in social life and establish connections with those around them. They find it easy to communicate and cooperate with others and to plan activities and events. By contrast, participants in Cluster 2 felt that the smartphone complicates things for them and creates problems in their daily lives. They feel that the use of social networks burdens them and that the smartphone prevents them from being more involved in their social life, and from establishing relationships with those around them. They felt that communication by smartphone creates more problems in understanding messages. Recommendations for Researchers. One of the challenges of this generation is forming an independent identity and self-regulation in a digital, global, across-the-border era that offers a variety of possibilities and communities. They must examine the connection between the digital and personal spaces, to be able to enjoy virtual communities and a sense of togetherness, and at the same time maintain privacy, autonomy, and individuality. Many studies point to the blurring of boundaries between the private-personal and the public, at numerous problems in social networks, including social problems, shaming, and exclusion from various groups and activities. The fear of shaming and the desire to keep up with everything that is happening create a state of mental stress, and adolescents often feel that they urgently need to check their smartphones. Sharing with others can help them deal with negative content and experiences and avoid the dangers lurking in their web surfing. Yet sharing, especially with friends, often causes intimate content to become public and leads to shaming and invasion of privacy. Impact on Society. Gen Z was born into an environment where smartphones, the Internet, and technology in general, are widely used in everyday routine, and they make extensive use of technological means in all areas of life. One of the characteristics of this generation is “globalization.” The present study showed that about 84% of participants felt to a moderate degree or higher that they were citizens of the world. Future Research. The findings of this study revealed a significant difference in self-image between males and females. An attempt was made to explain the findings in light of previous studies, but the need arose for studies on the self-image of young people of Gen Z that would shed light on the subject.

Aim/Purpose: This paper aims to discuss the activities involved in facilitating self-selecting teams for Agile software development projects. This paper also discussed how these activities can influence the successful expertise coordination in Agile teams. Background: Self-selecting teams enable Agile team members to choose teams based on whom they prefer to work with. Good team bonding allows Agile team members to rely on each other in coordinating their expertise resources effectively. This is the focal point where expertise coordination is needed in Agile teams. Methodology: This study employed Grounded Theory by interviewing 48 Agile practitioners from different software organizations mainly based in New Zealand. This study also carried out several sessions of observations and document analysis in conjunction with interviews. Contribution: This study contributes to the body of knowledge by identifying the way self-selecting teams support expertise coordination. Findings: Our findings indicated that the activities involved tend to influence the successful expertise coordination in Agile teams. Self-selecting teams are essential to supporting expertise coordination by increasing inter-dependencies between Agile team members, ensuring a diverse range of knowledge and skills in teams. Recommendations for Practitioners: The self-selecting team activities can be used as a guideline for Agile software organizations in forming self-selecting teams in the fastest and most efficient way. It is vital for management to facilitate the process of self-selecting teams in order to optimize successful expertise coordination. Recommendation for Researchers: There is potential for further Grounded Theory research to explore more activities and strategies involved in self-selecting teams. Impact on Society: Self-selecting teams in Agile software developments projects tend to boost the productivity of software development. Future Research: Several hypotheses can be tested through a deductive approach in future studies.

Aim/Purpose: The study aims to explore the attributes of self-phubbing and partner-phubbing, as well as their impact on marital relationship satisfaction and the quality of communication. Furthermore, it aims to comprehend how these characteristics could impact an individual’s total level of life satisfaction. Background: The study aims to establish a clear association between specific mobile phone usage behaviors and their subsequent impact on relationship satisfaction and the quality of communication. This study investigates the effects of two types of behaviors on interpersonal relationships: self-phubbing, which refers to an individual being deeply absorbed in their own mobile phone use, and partner-phubbing, which refers to witnessing one’s partner being deeply absorbed in a mobile device. Methodology: This study utilizes a quantitative approach. The poll involved 150 smartphone users in Malaysia who are in relationships, and they participated by completing a questionnaire. The data analysis was performed using the Partial Least Squares-based Structural Equation Modeling method. Contribution: This research addresses the gap and gives insight into the consequences of self and partner phubbing and its impact on the relationship and life satisfaction among partners by providing a research model that was validated with primary data. Findings: The results of this survey show that smartphone conflicts harm relationship satisfaction but not communication quality. It was revealed that communication quality does not directly bring a negative impact on life satisfaction, but it directly affects relationship satisfaction, which, in turn, harms life satisfaction. Recommendations for Practitioners: The findings of this study can be used by practitioners to improve relationship counseling and therapy. Through the integration of the notion of phubbing and its impact on relationship happiness, couples can receive guidance on how to reduce the tension that arises from using smartphones. Recommendation for Researchers: Previous research was conducted exclusively on only an individual’s phubbing behavior, but limited work was done on the partner’s phubbing behavior. Future researchers can enhance this model by identifying more factors. Impact on Society: This study addresses broader societal ramifications in addition to the dynamics of particular relationships. This study promotes a more mindful use of smartphones by exposing the complex relationships between technology use, relationship happiness, and general life contentment. This will ultimately lead to healthier relationships and improved societal well-being. Future Research: In the future, we are going to implement an artificial neural network approach to test this data to predict the most important factors that influence phubbing.

Self-efficacy is essential to learning but what happens when learning is done as a result of a collective process? What is the role of individual self-efficacy in collective problem solving? This research examines the manifestation of self-efficacy in prediction markets that are configured as collective problem-solving platforms and whether self-efficacy of traders affects the collective outcome. Prediction markets are collective-intelligence platforms that use a financial markets mechanism to combine knowledge and opinions of a group of people. Traders express their opinions or knowledge by buying and selling “stocks” related to questions or events. The collective outcome is derived from the final price of the stocks. Self-efficacy, one’s belief in his or her ability to act in a manner that leads to success, is known to affect personal performance in many domains. To date, its manifestation in computer-mediated collaborative environments and its effect on the collective outcome has not been studied. In a controlled experiment, 632 participants in 47 markets traded a solution to a complex problem, a naïve framing of the knapsack problem. Contrary to earlier research, we find that technical and functional self-efficacy perceptions are indistinguishable, probably due to a focus on outcomes rather than on resources. Further, results demonstrate that prediction markets are an effective collective problem-solving platform that correctly aggregates individual knowledge and is resilient to traders’ self-efficacy.

Campus discovery is an important feature of a university student induction process. Approaches towards campus discovery differ from course to course and can comprise guided tours that are often lengthy and uninspiring, or self-guided tours that run the risk of students failing to complete them. This paper describes a campus self-discovery induction game (Geospatial Crypto Reconnaissance) which aims to make students aware of campus resources and facilities, whilst at the same time allowing students to make friends and complete the game in an enthusing and exciting way. In this paper we describe the game construct, which comprises of a location, message, and artefact, and also the gameplay. Geospatial Crypto Reconnaissance requires students to identify a series of photographs from around the campus, to capture the GPS coordinates of the location of the photograph, to decipher a ciphered message and then to return both the GPS coordinates and the message for each photograph, proving that the student has attended the location. The game had a very high satisfaction score and we present an analysis of student feedback on the game and also provide guidance on how the game can be adopted for less technical cohorts of students.

Creative computing is one of the rapidly growing educational trends around the world. Previous studies have shown that creative computing can empower disadvantaged children and youth. At-risk youth tend to hold a negative view of self and perceive their abilities as inferior compared to “normative” pupils. The Implicit Theories of Intelligence approach (ITI; Dweck, 1999, 2008) suggests a way of changing beliefs regarding one’s abilities. This paper reports findings from an experiment that explores the impact of a short intervention among at-risk youth and “normative” high-school students on (1) changing ITI from being perceived as fixed (entity view of intelligence) to more flexible (incremental view of intelligence) and (2) the quality of digital self-representations programmed though a creative computing app. The participants were 117 Israeli youth aged 14-17, half of whom were at-risk youth. The participants were randomly assigned to the experimental and control conditions. The experimental group watched a video of a lecture regarding brain plasticity that emphasized flexibility and the potential of human intelligence to be cultivated. The control group watched a neutral lecture about brain-functioning and creativity. Following the intervention, all of the participants watched screencasts of basic training for the Scratch programming app, designed artifacts that digitally represented themselves five years later and reported their ITI. The results showed more incremental ITI in the experimental group compared to the control group and among normative students compared to at-risk youth. In contrast to the research hypothesis, the Scratch projects of the at-risk youth, especially in the experimental condition, were rated by neutral judges as being more creative, more aesthetically designed, and more clearly conveying their message. The results suggest that creative computing combined with the ITI intervention is a way of developing creativity, especially among at-risk youth. Increasing the number of youths who hold incremental views of intelligence and developing computational thinking may contribute to their empowerment and well-being, improve learning and promote creativity.

The purpose of this research is the exploration of the opinions and level of self-efficacy in the usage of Information Communication Technologies (ICTs) of teachers in Greek pre-schools in the learning process and administration of nurseries. By using the term “usage and utilisation of ICTs in the learning process” we mean the utilisation of the capabilities that new technologies offer in an educationally appropriate way so that the learning process yields positive results. By using the term “self-efficacy” we describe the strength of one’s belief in one’s own ability to use the capabilities he or she possess. In this way, the beliefs of the person in his or her ability to use a personal computer constitute the self-efficacy in computer usage. The research sample consists of 128 pre-school teachers that work in the prefecture of Kavala. Kavala’s prefecture is a representative example of an Education Authority since it consists of urban, suburban, and rural areas. The approach that is deemed to be the most appropriate for the exploration of such research questions is content analysis methodology and correlation analysis. The main findings of the study have shown statistically significant differences regarding the opinions and stances of the pre-school teachers for the introduction of the ICTs in the administration and the usage and utilisation of ICTs in the administration and preparation of teaching. Lastly, there were statistically significant differences between the opinions and stances of the pre-school teachers for the usage and utilisation of ICTs in the learning process. Instead, there were no statistically significant differences regarding the level of self-efficacy of the pre-school teachers in the usage and utilisation of the ICTs in the learning process. The research results could be used in the educational field as well as by Greek Ministry of Education, Research and Religious Affairs in order to take any corrective action, after the effort of Greek Ministry of Education, Research and Religious Affairs, to integrate ICT in the learning process with training courses since 2006.

Aim/Purpose: This paper investigates the factors contributing to student IT self-leadership in online education using an exploratory study. Specifically, our goal was to understand whether the instructors’ transformational IT leadership and the students’ personal innovativeness with IT contributed to student IT self-leadership. Background: The study was conducted in an online course. While today’s students are expected to be IT natives, they still lack the skills to find and learn technologies on their own. This is problematic for both online education and students’ future careers. Directed-teaching methods are not appropriate to solve this kind of problem, a more constructivist teaching method is appropriate. We recommend that instructors adopt transformational IT leadership to set norms around technology use, to be role models in using online course technologies with utmost knowledge, and to encourage and support the students in their use of IT. Methodology: An exploratory research is conducted with 46 students in an online management information systems course at a public university. The data were analyzed using PLS structural equation modeling technique. Contribution: This paper introduces the unique concepts of student IT self-leadership and instructors’ transformational IT leadership by adapting concepts from the self-leadership and transformational leadership theories. IT self-leadership refers to the ability to intentionally influence one’s own thinking, feeling, and actions toward the use of IT to reach one’s work and life goals. To increase IT self-leadership, students should try new technologies as much as possible. Instructors should set up norms about trying new technologies, troubleshooting one’s own issues, and play a supportive and encouraging role, rather than employing directed-teaching methods. Findings: IT self-leadership skills are the ability to intentionally influence one’s own thinking, feeling and actions towards the use of IT to reach one’s work and life goals. The findings show that instructors’ transformational IT leadership as well as students’ innovativeness with IT contributes to students’ IT self-leadership. Recommendations for Practitioners: Practitioners may consider exhibiting transformational IT leadership skills including (1) giving encouragement about IT use, (2) fostering trust, (3) encouraging thinking about IT problems in new ways, (4) being clear about their values about IT by practicing what they preach in their IT use, and (5) inspiring students by being highly competent in IT. Potential ways that the instructors can exhibit these skills are discussed in the paper. Recommendation for Researchers: Researchers are recommended to include IT-self leadership of both students and instructors in their investigations on learning success. Furthermore, the inclusion of transformational IT leadership in new studies of teaching and learning success is recommended. Impact on Society: This paper includes students as part of the solution to challenges students face in online courses rather than treating them like passive recipients of educational changes. Thereby, it helps teachers and students to work together for a better solution to educational disruptions. Future Research: Studies should be conducted to determine other antecedents and outcomes of IT self-leadership. Research is needed on specific ways practitioners can increase their IT transformational leadership. While this paper introduced how the instructor of the exploratory study provided transformational IT leadership, more than one way of reaching each goal was practiced. Future research should test the connection between each transformational IT leadership behavior presented here and its outcome.

This article is part of the 2024 BCLT-BTLJ-CMTL Symposium.  Angela R. Riley When my tribe, the Citizen Potawatomi Nation of Oklahoma (CPN), established an Eagle Aviary to protect and care for injured eagles that could no longer survive in the wild, it did so with a few goals in mind. ...

The post Tribal Self-Determination and the Protection of Cultural Property appeared first on Berkeley Technology Law Journal.

Building on prior work showing that abusive supervision is a reaction to subordinates' poor performance, we develop a self-control framework to outline when and why supervisors abuse poor performing subordinates. In particular, we argue poor performing subordinates instill in supervisors a sense of hostility towards the subordinate, which in turn leads to engaging in abusive supervision. Within this self-control framework, poor performance is more likely to lead to abusive supervision when (a) the magnitude of the hostility experienced is higher (e.g., for those with a hostile attribution bias), or (b) the translation of hostility into abusive supervision is unconstrained (e.g., for those who are low in trait mindfulness). In two experimental studies with full-time supervisors where we manipulated the independent variable (Study 1) and the mediator (Study 2), and in a multi-wave and multi-source field study with data collected from supervisor-subordinate teams (50 supervisors and 206 subordinates) at two time points (Study 3), we found overall support for our predictions. Implications for how to reduce the occurrence of abusive supervision in the workplace are discussed.

While many studies explain how social science theories shape social reality, few reflect critically on how such theories should shape social reality. Drawing on a new conception of social welfare and focusing on financial regulation, we assess the performative effects of theories on public policy. We delineate how research that focuses narrowly on questions of efficiency and stability reinforces today's technocratic financial regulation that undermines social welfare. As a remedy, we outline how future management research can tackle questions of social justice and thereby promote an inclusive approach to financial regulation that better serves social welfare.

Firms play a crucial role in furthering social welfare through their ability to foster stakeholders' contributions to joint value creation, i.e., value creation that involves a public-good dilemma due to high task and outcome interdependence - leading to what economists have labeled the 'team production problem'. We build on relational models theory to examine how individual stakeholders' contributions to joint value creation are shaped by stakeholders' mental representations of their relationships with the other participants in value creation, and how these mental representations are affected by the perceived behavior of the firm. Stakeholder theory typically contrasts a broadly-defined 'relational' approach to stakeholder management with a 'transactional' approach based on the price mechanism - and has argued that the former is more likely to contribute to social welfare than the latter. Our theory supports this prediction for joint value creation, but also implies that the dichotomy on which it is based is too coarse-grained: there are three distinct ways to trigger higher contributions to joint value creation than through a 'transactional' approach. Our theory also helps explain the tendency for firms and their stakeholders to converge on 'transactional' relationships, despite their relative inefficiency in the context of joint value creation.

Social welfare, or the good society, is of central concern to the Academy of Management. In this paper, we review the concept of social welfare, suggesting that regardless of discipline, social welfare is defined as a multi-dimensional phenomenon. We then review the literature on the corporate objective within a market economy, where the dominant view is that of a single-objective function. Analyzing this view, we argue for a multi-dimensional objective for organizations in order to meet social welfare objectives: where decision making within a market economy better utilizes the benefits of markets. We suggest that improvements in social welfare are possible where markets are better-enabled to operate among stakeholders unconstrained by some single-valued objective. In doing so, we respond to the critics of stakeholder theory who argue that it is an untenable theory due to its inability to specify how stakeholder objectives are to be prioritized.

Drawing on resource drain theory, we introduce self-regulatory resource (ego) depletion stemming from family-to-work conflict (FWC) as an alternative theoretical perspective on why supervisors behave abusively toward subordinates. Our two-study examination of a cross-domain antecedent of abusive supervision stands in contrast to prior research, which has focused primarily on work-related factors that influence abusive supervision. Further, our investigation shows how ego depletion is proximally related to abusive supervision. In the first study, conducted at a Fortune 500 company and designed as a lagged survey study, we found that after controlling for alternative theoretical mechanisms, supervisors who experience FWC display more abusive behaviors toward subordinates, and that this relationship was stronger for female supervisors and for supervisors who operate in environments with greater situation-control. These results were then replicated and expanded in an experience sampling study using a multi-organization sample of supervisors. This allowed us to study the FWC-abusive supervision relationship as it emerges on a day-to-day basis and to examine ego depletion as an explanatory mechanism. Consistent with our hypotheses, we found that FWC is associated with abusive supervision, ego depletion acts as a mediator of the FWC-abusive supervision relationship, and that gender and situation-control serve as moderators.

Contemporary business schools are expected to educate their students to embrace ethical and pro-social values. But can business schools rise to this challenge? Comparing a business school to another professional school that encourages pro-social values, social work, we investigated value profiles as reflected in school websites and among their students. The findings show that the business school expresses self-enhancement values (power and achievement) more, and pro-social values (benevolence and universalism) less than the social work school. We further investigated self-selection and socialization as complementary organizational processes that may lead to, and sustain, the value profile of each school. Our findings show that as early as the first week of studies, freshmen's values are congruent with the value profile of their department, indicating a value-based self-selection process. To investigate socialization, we compared freshmen and seniors and conducted a yearlong study among freshmen. The findings revealed a small change in students' values throughout their training, providing only some support for value socialization. Altogether, our findings suggest that business schools that are interested in pro-social students should attract and select students that emphasize these values, rather than rely on socialization attempts.

In our civilization, any application of lethal force upon another human being is a fantastically high-stakes affair! Even if it saves your life!

Associated with the type labels, Gucci fashion accessories need consistently appreciated from OL, products show have a relatively healthier repute as opposed to outfits, along the lines of her replica Gucci baby bags. Besides, vulnerable charms, typically the brand's smallish leatherette purses need a lot of recognition, boasting spar strap diamond necklace, that may be graceful not to mention glamorous, and then the tote need further all the way up numerous extremely cute parts and that has...

Hi Haya,

I’m in my mid-20s and struggle to remain body-positive. I have been working out and taking care of my diet, but this feeling of not looking the best just keeps me mentally exhausted.

It has affected my self-esteem a lot and leaves me...

Leonardo DiCaprio treats himself with Mexican getaway on 50th birthday

Leonardo DiCaprio and his girlfriend, Vittoria Ceretti, recently jetted off to Mexico to celebrate his milestone 50th birthday.

The Oscar-winning actor was spotted boarding a private jet in Los Angeles with...

Self-driving cars have the potential to dramatically change transportation, but collisions between humans and autonomous vehicles pose complicated legal challenges.

West Oakland’s Lower Bottoms neighborhood is home to the historical headquarters of the Black Panther party. It’s also one train stop away from San Francisco, and escalating real-estate prices are quickly changing the character of the neighborhood.  This episode, we meet locals who find themselves living at the intersection of heritage and gentrification.

Special thanks this episode to field producer Ariana Proehl, KQED, and The National Endowment for the Arts.

This North Baltimore neighborhood is just inside the city line, but it’s got the cloistered feel of an affluent suburban hamlet. High-end consignment boutiques, beauty salons, and restaurants bring well-heeled locals to Sulgrave Avenue in Mount Washington Village, a quiet world away from the traffic and sirens of downtown.

It's been a week since President-elect Donald Trump's landslide reelection, and some Democrats are using words such as "realignment," "self-reflection" and "regret."

If you’re feeling panicked about money in these uncertain times, I want you to hear me on this:  You are not alone. You will be okay. People all across the country are wanting to know how the COVID-19 virus will affect their finances. Here are some of the top questions I’m getting about how to handle money during this trying time. What should I do to protect myself and my family right now? Conserve your financial resources. This means cutting unnecessary spending, like cable television, eating...

Werner introduced on Feb. 5 the new Bantam Switch, the first reverse-system self-retracting lifeline, for pros working at height. The SRL transfers weight of the housing unit from the user’s back to the anchor point and lightens the load to 0 pounds.

Siplast, a leader in advanced building envelope systems, introduced the WALLcontrol Monolith VP Adhered AWB, an addition to its existing WALLcontrol air and water-resistive barrier systems portfolio. The WALLcontrol Monolith VP Adhered AWB is a self-adhered, vapor-permeable air- and water-resistive barrier.

For those worried about water intrusion the company manufactures ICC-rated self sealing screws for lath installation.

HydroFlash Self-Adhered Flashing was developed to deliver strong adhesion and temperature application and effectively meet the needs of installers.

Melbourne, Australia — People who are unable to work because of a disabling on-the-job injury or illness are at greater risk for suicide or self-harm, according to the results of a recent research review.

The FrogWear Premium Self- Extinguishing Coverall with Hood is designed for workers who need a secondary protective layer over their primary flame-resistant garments.

The FrogWear brand short-sleeve shirt with front pocket is constructed with high-performance stretch, self-wicking, birdseye, bamboo/polyester material.

The MSA G1 Self-Contained Breathing Apparatus offers integrated and enhanced solutions to exceed users’ needs today as well as years into the future.