We present, in various limits, analytical expressions for the center-of-mass wave function of a spin-1/2 atom as it is deflected by a Stern-Gerlach apparatus.

The notion of educating the ‘whole child’ invites suspicion because of the value-laden assumptions carried by such a goal. I argue that the intuitive appeal of the notion reflects the meaning of education but that the goal is also implicit in P4C in its respect for wholeness in content, rationale and practices whereby the learner is honoured and engaged. In this paper, I focus on the senior high school curriculum in which the rich resources of philosophy can speak to the (...) broad range of students’ questions and concerns: intellectual, existential and social, addressing their ‘whole’ persons with its legacy of wisdom. (shrink)

Corporate Reputation (CR) has become an increasingly important topic in the social responsibility literature. In this exploratory study we relate reputation to crisis management by implementing an experimental survey in which respondents indicate how strongly they feel about a potential crisis. Findings reported here indicate that respondents’ reactions to the potential crisis varied according to the industry in which the firm operated.

St. Mark's National Theological Centre, Charles Sturt University/Philosophy Dept, Faculties, ANU.

The notions of ‘growth’ and ‘inquiry’ are central in the Philosophy for Children movement. Phil Cam’s writings on these concepts clearly map their close connection and, in the process, raise further questions for teachers of philosophy on curriculum content and the management of inquiry itself. With reference to the senior secondary context, I show how Cam’s exposition points to the teacher’s significant role, not only in the management of inquiry, but also in his or her participation as a learner in (...) the process. Furthermore, this learning goes beyond academic and pedagogical dimensions to ones involving personal development and character. In conclusion, I suggest that recognition of this deeper dimension of teacher quality is particularly needful today. (shrink)

The notion that we should educate the whole child is a familiar one. This paper begins with a cautionary liberal view of the notion and considers the extent to which this caution is justified in education. It does so by extending the possible meaning of ‘wholeness’ as this applies to the child to include not only the senses of integration and coherence but also continuity and adequacy as well. With reference to four positions on how children should be treated and (...) educated, these additional senses are advanced in order to show that ‘educating the whole child’ can indeed be justified. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Constructive engagement in international business practice is defined as purpose-driven behavior in which economic contributions by the foreign investor also advance social progress in the host country. This paper distinguishes between amoral and moral social agency, and proposes a model of principled constructive engagement that describes a principled constructive engagement regime enacted in a disciplined, morally-directed manner.