To the Rescue!? Brokering a Rapid,Scaled and Customized Compassionate Response to Suffering after Disaster

Suffering comes in many forms that significantly impact organizations’ operations and performance. As a result, recent research on compassion organizing seeks to explain how efforts to notice, feel, and respond to suffering create organizational (and societal) benefits. Widespread suffering can be generated by natural disasters, which in turn can trigger compassionate organizational responses. In this paper, we build on social capital theory to theorize about how compassionate ventures leverage network relationships to identify and mobilize resources. We also explore how differences in these approaches influence the magnitude, speed, and customization of the response, all of which are theorized indicators of the effectiveness of compassion organizing in alleviating suffering. We use structural equation modelling to test our model and find that compassionate ventures with stronger ties to the local community are more likely to bundle (i.e., stretch) resources, which facilitates a speedy, customized, and large magnitude response. In contrast, those with stronger ties outside the local community are more likely to pursue (i.e., chase) new resources, which results in a large magnitude response, but one that is not associated with speed or customization. We discuss the implications of our findings and make recommendations for future research.     

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.     

Black–white differences in beliefs about the U.S. restaurant tipping norm: Moderated by socio-economic status?

A re-analysis of two national telephone surveys found that black–white differences in awareness that it is customary to tip a percentage of the bill declined as socio-economic status increased. However, black–white differences in awareness that is customary to tip 15–20 percent in restaurants was unrelated to socio-economic status. The practical as well as theoretical implications of these findings are discussed along with directions for future research.     

Blue Flag or Red Herring: Do beach awards encourage the public to visit beaches?

Surveys of beach visitor motivation in Ireland, Wales, Turkey and the USA indicate that beach awards play an insignificant role in motivation to visit beaches. However, a number of criteria closely identified with awards, notably cleanliness and water quality, are revealed to be very important. Aesthetic and emotional factors such as scenic setting and general ambience, and practical concerns such as proximity and range of activities available are much more important than beach awards in attracting visitors to beaches. The merits of beach awards are critically reviewed and it is concluded that any benefits that might accrue are in areas other than attracting visitors.     

Contribution of low-level flammable vapor concentrations to dust explosion output

As a result of extensive dust explosion research, additional areas of hazards have arisen. The potential of combining small percentages of flammable vapors (below the lower explosion limit) introduces additional dust explosion hazards.     

Computers BITE accounting education

The recent establishment of the £20 million Teaching and Learning Technology Programme by the Universities' Funding Council in the UK provides one of the largest boosts for IT and education since PLATO (in the USA) and NDPCAL (in the UK). This note describes the BITE project which is part of the above programme and highlights some of the problems that have affected both the development and evaluation of accounting courseware in the past. By using a strong interdisciplinary team of software, educational and subject specialists, the project hopes to overcome some or all of these problems.     

The Scholarship of Teaching Economics

The authors report on the results of a telephone survey of 1,001 employees of seven large corporations conducted for the Business Roundtable as part of its public policy program. A set of 20 questions keyed to the Voluntary National Content Standards in Economics was embedded in the survey. A measure of economic literacy was constructed from the survey results. Greater economic literacy was associated with more overall education, more college economics coursework, high incomes, and being male. An examination of individual test questions revealed that previous college economics had substantial effects on employees' current economic literacy.