Results for 'part-time MBA students'

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  1.  29
    Managerial and Other White-Collar Employees' Perceptions of Ethical Issues in Their Workplaces.Sally J. Power & Lorman L. Lundsten - 2005 - Journal of Business Ethics 60 (2):185 - 193.
    Understanding what types of issues working adults perceive as ethical in their workplaces will allow better teaching of business ethics. This study reports findings of a thematic analysis of 764 ethical challenges described by working adults in a part-time MBA program and combines its findings with the other published studies on perceptions of ethical issues in the workplace. The results indicate that most people are assured about what they describe as ethical transgressions although experts might disagree. It also highlights (...)
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  2.  19
    Undergraduate Students in Part‐Time Employment in China.I. Oi & Keith Morrison - 2005 - Educational Studies 31 (2):169-180.
    Advantages and disadvantages of undergraduates undertaking part?time employment are indicated from the western literature, together with discussion of the nature, amount and effects of part?time employment. A study is reported of a university in China, using a cross?sectional survey which investigates the characteristics of undergraduates holding a part?time job, the reasons for taking part?time jobs, the positive and negative impacts of taking part?time jobs, the balance between positive and negative impacts, and the characteristics of the employment that undergraduates undertake. Important (...)
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  3.  12
    Undergraduate Students in Part‐Time Employment in China.Betty Tam Oi I. & Keith Morrison - 2005 - Educational Studies 31 (2):169-180.
  4.  5
    Tragic and Musical Time.V. Part - 2008 - In Manuel Dries (ed.), Nietzsche on Time and History. Walter de Gruyter. pp. 273.
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  5.  15
    Changes in Initial Teacher Training Students’ Perceptions of the Effectiveness of School‐Based Mentoring Over Time.Trevor Kerry & Judith Farrow - 1996 - Educational Studies 22 (1):99-110.
    This article looks at mentoring in the Open University's Postgraduate Certificate in Education course: a distance learning, competence‐based course of part‐time Initial Teacher Training for primary and secondary students. It emphasises the importance of school‐based mentoring, and looks at changing student perceptions of mentoring over the duration of the course. Questionnaires and interviews are used to explore a range of issues about mentoring in ITT. The findings suggest that students become more discerning about, and more critical of, their (...)
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  6.  26
    Exposure to Ethics Education and the Perception of Linkage Between Organizational Ethical Behavior and Business Outcomes.Harsh K. Luthar & Ranjan Karri - 2005 - Journal of Business Ethics 61 (4):353-368.
    This study focused on the effects of individual characteristics and exposure to ethics education on perceptions of the linkage between organizational ethical practices and business outcomes. Using a stratified sampling approach, 817 students were randomly selected from a population of approximately 1310 business students in an AACSB accredited college of business. Three hundred and twenty eight of the subjects were freshmen, 380 were seniors, and 109 were working managers and professionals enrolled in a night-time MBA program. Overall, the (...)
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  7.  48
    Values and Attitudes Toward Social and Environmental Accountability: A Study of MBA Students.Kyoko Fukukawa, William E. Shafer & Grace Meina Lee - 2007 - Journal of Business Ethics 71 (4):381-394.
    Efforts to promote corporate social and environmental accountability (SEA) should be informed by an understanding of stakeholders’ attitudes toward enhanced accountability standards. However, little is known about current attitudes on this subject, or the determinants of these attitudes. To address this issue, this study examines the relationship between personal values and support for social and environmental accountability for a sample of experienced MBA students. Exploratory factor analysis of the items comprising our measure of support for SEA revealed two distinct (...)
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  8.  9
    “Comparable Workers” and the Part-Time Workers Regulations: Matthews V. Kent and Medway Towns Fire Authority [2006] U.K.H.L. 8.Olivia Smith - 2007 - Feminist Legal Studies 15 (1):85-98.
    The House of Lords majority decision in Matthews v. Kent and Medway Towns Fire Authority overturns the narrow interpretation given to key aspects of the Part-Time Workers (Protection of Less Favourable Treatment) Regulations’ core comparator mechanism in the lower tribunals and the Court of Appeal. It is a contextually astute judgment, which recognises the reductionist implications of an overly narrow approach to establishing comparability for the purposes of a less favourable treatment claim on the grounds of part-time work. (...)
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  9.  14
    Does the Ethical Leadership of Supervisors Generate Internal Social Capital?David Pastoriza & Miguel A. Ariño - 2013 - Journal of Business Ethics 118 (1):1-12.
    Ethics has recently gained prominence in debates surrounding social capital creation. Despite the significant theoretical progress in this field, it still lacks empirical research. The goal of this study is to empirically explore the ethical leadership of supervisors as an antecedent of the firm’s social capital. We build on social learning theory to argue that employees can learn standards of appropriate behavior by observing the behavior of role models. By displaying and enforcing ethical behavior, supervisors can facilitate the process through (...)
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  10.  58
    Time as a Part of Physical Objects: The Modern 'Descartes-Minus Argument' and an Analogous Argument From Fourteenth-Century Logic (William Heytesbury and Albert of Saxony).Michael Fitzgerald - 2009 - Vivarium 47 (1):54-73.
    I argue in the essay that the fourteenth-century logicians William Heytesbury and Albert of Saxony developed an argument I call the Socrates-Minus Argument. Their analysis and rejection of it indicates a direction towards a pragmatic resolution to the contemporary Descartes-Minus Argument. Their resolution is similar to the view adopted today by Peter van Inwagen, namely, that “arbitrary undetached parts of physical objects,” like 'all of Socrates except his finger' simply do not exist. I conclude the fourteenth-century approach does not run (...)
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  11.  32
    Unravelling the Ethical Decision-Making Process: Clues From an Empirical Study Comparingfortune 1 000 Executives and MBA Students[REVIEW]James R. Harris & Charlotte D. Sutton - 1995 - Journal of Business Ethics 14 (10):805 - 817.
    Using a nationwide survey, this study compared the ethical values and decision processes ofFortune executives and MBA students. Statistically significant differences in ethical values were found by class of respondent, gender, and professed decision approach. MBAs were also found to process ethical decisions differently than business professionals.
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  12.  33
    Values, Value Types and Moral Reasoning of Mba Students.George Lan, Maureen Gowing, Fritz Rieger, Sharon McMahon & Norman King - 2010 - Business Ethics 19 (2):183-198.
    This study uses the Schwartz Values Questionnaire and version 2 of the Defining Issues Test to investigate the values, value types (clusters of related values) and level of moral reasoning of a sample of 108 MBA students in a Canadian university. There are no statistically significant differences in the levels of moral reasoning attributed to gender. Male and female MBA students rank 'family security' and 'healthy' as their two most important values. For males, hedonism, achievement and self-direction are (...)
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  13.  43
    Business Ethics Course and Readiness of MBA Students to Manage Ethically.Wilson Muyinda Mande - 2012 - African Journal of Business Ethics 6 (2):133.
    The study explored the contribution of a business ethics course at Nkumba University, Uganda to the readiness of MBA students to manage enterprises ethically. A purposely designed questionnaire was distributed to 42 students who had completed the course. The major finding was that these MBA students had 30% readiness to manage ethically. To establish whether this readiness was a function of the business ethics course, a path analysis was done to develop a hypothesised model. This model revealed (...)
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  14.  35
    Trends Toward Part-Time Employment: Ethical Issues. [REVIEW]Julia J. Bartkowiak - 1993 - Journal of Business Ethics 12 (10):811 - 815.
    This paper addresses the current trend of hiring part-time employees for United States businesses. This common practice is one that does not consider the best interests of the employee. I argue that, at the present time, many people, especially those who are poor, have no other choice than to accept these part-time positions. As a result, the quality of life of these workers and their family members suffers. Companies typically employ part-time workers in an effort to increase (...)
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  15.  14
    Business Plan Proposals for Inner-City Neighborhoods: A Strategic Management Assignment for MBA Students at Loyola University Chicago. [REVIEW]Jill W. Graham - 1996 - Journal of Business Ethics 15 (1):87 - 94.
    Beginning in 1992, MBA students enrolled in a capstone Strategic Management course at Loyola University Chicago have, as their major course assignment, researched and prepared an original business plan proposal to provide a needed good or service, as well as employment opportunities, to residents in one of Chicago's underserved innercity neighborhoods. This paper describes the genesis of the project, how it works, and what the outcomes have been to date. The pedagogical model is arguably appropriate for MBA programs in (...)
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  16.  34
    Internalism and the Part-Time Moralist: An Essay About the Objectivity of Moral Judgments.M. Bagaric - 2002 - Consciousness and Emotion 2 (2):255-271.
    This paper contends that internalism with respect moral motivation (the view that we are always moved to act in accordance with our moral judgments) is wrong. While internalism can accommodate amoralists, it cannot explain the phenomenon of ‘part-time moralists’ — the person who is (ostensibly at least) moved by some of his or her moral judgments but not others — and hence should be rejected. This suggests that moral judgments are beliefs (or conscious representations) as opposed to desires. It (...)
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  17. Time From the Inside Out.John T. Sanders - 2019 - Annals of the Japan Association for Philosophy of Science 28:69-82.
    My objective is to offer at least a rough sketch of a new model for understanding time. Since many people are quite content with the model they have, I will try to show why a new model might be desirable or necessary. The exposition will be broken down into three parts. In the first part, I’ll try to show that no one has ever experienced time as such. In the second part, I shall argue that one good reason for this (...)
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  18.  29
    Exploring the Effects of Using Consumer Culture as a Unifying Pedagogical Framework on the Ethical Perceptions of MBA Students.David J. Burns - 2012 - Business Ethics 21 (1):1-14.
    Although ethics education within the business curriculum has been receiving attention, much is unknown about the effectiveness of such education, particularly when it is integrated into the curriculum. This study looks at selected short-term effects produced by one form of integrated ethics instruction in an introductory marketing course in a graduate business MBA program in the United States. Specifically, students were introduced to an examination of consumer culture as a unifying framework to explore the ethics of decision making. As (...)
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  19.  2
    Transforming Ourselves in the Process of Educating Our MBA Students.J. Sanzgiri - 2009 - Journal of Human Values 15 (2):119-131.
    This article is a narrative exploration of ways to strengthen and deepen the MBA curriculum for the future. We argue that interdisciplinary approaches including anthropology, sociology, and the humanities into the curriculum will give a broader-based understanding of the complexities of ethical management and leadership. It is important to educate students not merely to maximize profits but also to face issues such as global sustainability, global prosperity, corporate social responsibility, and other challenges of being a global player. The humanities (...)
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  20.  37
    Impact of Mba Education on Students' Values: Two Longitudinal Studies. [REVIEW]Venkat R. Krishnan - 2008 - Journal of Business Ethics 83 (2):233 - 246.
    The impact of 2-year residential fulltime MBA program on students’ values was studied using a longitudinal design and data collected over 7 years from a business school in India. Values were measured when students entered the program, and again when they graduated. Sample in Study 1 consisted of 229 students from three consecutive graduating classes. Rank-order or ipsative measure of values was used. Results of matched sample t-tests show that self-oriented values like a comfortable life and pleasure (...)
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  21. Analyse contrastée des attentes et des représentations d’étudiants en formation initiale à l’enseignement secondaire en fonction de leur engagement ou non dans un établissement scolaireComparative analysis of the students’ expectations and representations in pre-service teacher training for secondary school depending on whether they have a student teaching placement or not.Sandra Pellanda Dieci, Laura Weise & Anne Monnier - 2012 - Revue Phronesis 1 (2):63-81.
    In Geneva, since the beginning of pre-service secondary teacher training at university, two different types of students in teacher preparation coexist: some of them have got part-time classes, others have no teaching assignment. In an introduction to the teaching profession, students from different disciplines of the two types take a course on the same sources of professional knowledge. By analyzing the representations of the teaching profession, we find that the process of construction of their professional identity varies (...)
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  22. Philosophy as a School of Life at the Time of Totalitarianism. Part ІI. A Bridge to the Future.Serhiy Proleyev, Xenija Zborovska, Ruslan Mironenko & Olena Kostenko - 2019 - Sententiae 38 (1):172-194.
    The second part of the interview with Dr.Sci.Proleiev, Doctor of Philosophy, devoted to the understanding of the phenomenon of "philosophy in the USSR" (first part: Proleyev, S., Zborovska, X., Mironenko, R., Kostenko, O., & Shulha, M. (2018). Philosophy as a School of Life at the Time of Totalitarianism. Part I. Thinking in the Space of Soviet Myths.
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  23.  22
    Business Students' and Practitioners' Ethical Decisions Over Time.James R. Glenn & M. Frances Loo - 1993 - Journal of Business Ethics 12 (11):835 - 847.
    This paper compares the ethical decisions and attitudes of business students and practitioners. Recent unpublished data from a national study of over 1600 students are contrasted with information reported previously. Students are found consistently to make less ethical choices than practitioners, and there is some indication that students are making less ethical choices in the 1980s than in the 1960s. In addition, both students and practitioners agree that buyers should beware, view the role of business (...)
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  24. God, Free Will, and Time: The Free Will Offense Part II. [REVIEW]J. L. Schellenberg - 2013 - International Journal for Philosophy of Religion 73 (3):1-10.
    God, free will, and time: the free will offense part II Content Type Journal Article Category Article Pages 1-10 DOI 10.1007/s11153-011-9328-z Authors J. L. Schellenberg, Mount Saint Vincent University, 166 Bedford Highway, Halifax, NS B3M2J6, Canada Journal International Journal for Philosophy of Religion Online ISSN 1572-8684 Print ISSN 0020-7047.
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  25.  13
    Business Students' and Practitioners' Ethical Decisions Over Time.James R. Glenn & M. Frances Van Loo - 1993 - Journal of Business Ethics 12 (11):835-847.
    This paper compares the ethical decisions and attitudes of business students and practitioners. Recent unpublished data from a national study of over 1600 students are contrasted with information reported previously. Students are found consistently to make less ethical choices than practitioners, and there is some indication that students are making less ethical choices in the 1980s than in the 1960s. In addition, both students and practitioners agree that buyers should beware, view the role of business (...)
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  26.  4
    From “Block-Things” to “Time-Things”: Merleau-Ponty’s temporal ontology in part two of the phenomenology of perception.David Morris - forthcoming - Continental Philosophy Review:1-19.
    Scholars such as Renaud Barbara and Bernhard Waldenfels and Regula Giuliani have emphasized time’s central role in Merleau-Ponty’s philosophy, and Michael Kelly has shown how the Phenomenology’s “Temporality” chapter already broaches his later ontological concerns. I deepen our understanding of this temporal–ontological nexus by showing how Merleau-Ponty’s temporal ontology in fact erupts even earlier in the Phenomenology, as an underlying theme that unifies part two, on “The Perceived World,” as leading into the “Temporality” chapter. I do this via a close (...)
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  27.  9
    Impact of MBA Education on Students’ Values: Two Longitudinal Studies.Venkat R. Krishnan - 2008 - Journal of Business Ethics 83 (2):233-246.
    The impact of 2-year residential fulltime MBA program on students' values was studied using a longitudinal design and data collected over 7 years from a business school in India. Values were measured when students entered the program, and again when they graduated. Sample in Study 1 consisted of 229 students from three consecutive graduating classes. Rank-order or ipsative measure of values was used. Results of matched sample t-tests show that self-oriented values like a comfortable life and pleasure (...)
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  28.  97
    On the Energy-Time Uncertainty Relation. Part II: Pragmatic Time Versus Energy Indeterminacy. [REVIEW]Paul Busch - 1990 - Foundations of Physics 20 (1):33-43.
    The discussion of a particular kind of interpretation of the energy-time uncertainty relation, the “pragmatic time” version of the ETUR outlined in Part I of this work [measurement duration (pragmatic time) versus uncertainty of energy disturbance or measurement inaccuracy] is reviewed. Then the Aharonov-Bohm counter-example is reformulated within the modern quantum theory of unsharp measurements and thereby confirmed in a rigorous way.
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  29.  43
    A Research School of Chemistry in the Nineteenth Century: Jean Baptiste Dumas and His Research Students: Part II.Leo Klosterman - 1985 - Annals of Science 42 (1):1-40.
    Jean Baptiste Dumas, an outstanding research chemist and teacher, laid the foundations of the science of organic chemistry. While doing so, he gathered around him some thirty students who participated in his research programmes and for the most part worked in his laboratory, thus forming a laboratory-based research school of chemists. Several of these in their turn influenced the development of the science. In Part I the social and institutional aspects of the school were considered. The discussion in Part (...)
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  30.  5
    From “Block-Things” to “Time-Things”: Merleau-Ponty’s temporal ontology in part two of the phenomenology of perception.David Morris - forthcoming - Continental Philosophy Review:1-19.
    Scholars such as Renaud Barbara and Bernhard Waldenfels and Regula Giuliani have emphasized time’s central role in Merleau-Ponty’s philosophy, and Michael Kelly has shown how the Phenomenology’s “Temporality” chapter already broaches his later ontological concerns. I deepen our understanding of this temporal–ontological nexus by showing how Merleau-Ponty’s temporal ontology in fact erupts even earlier in the Phenomenology, as an underlying theme that unifies part two, on “The Perceived World,” as leading into the “Temporality” chapter. I do this via a close (...)
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  31.  50
    Time and Identity.Joseph Keim Campbell, Michael O'Rourke & Harry S. Silverstein (eds.) - 2010 - Bradford.
    The concepts of time and identity seem at once unproblematic and frustratingly difficult. Time is an intricate part of our experience -- it would seem that the passage of time is a prerequisite for having any experience at all -- and yet recalcitrant questions about time remain. Is time real? Does time flow? Do past and future moments exist? Philosophers face similarly stubborn questions about identity, particularly about the persistence of identical entities through change. Indeed, questions about the metaphysics of (...)
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  32.  51
    Tense, Aspect and Time Adverbials: Part II.Frank Heny - 1982 - Linguistics and Philosophy 5 (1):109-154.
    In Section 1, we questioned the evidence for iteration of tenses, even with abstraction. To permit abstraction would in any case risk neutralizing our distinction between tensed and untensed sentences. Sequence of tense phenomena, far from supporting iteration, were incompatible with it. Instead, we argued, tense always retains its full deictic character; tenses never have scope over each other. The future modal WILL is exceptional (Section 2), but abstraction is not required to deal with this.An important suggestion, first made in (...)
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  33.  2
    From “Block-Things” to “Time-Things”: Merleau-Ponty’s temporal ontology in part two of the phenomenology of perception.David Morris - forthcoming - Continental Philosophy Review:1-19.
    Scholars such as Renaud Barbara and Bernhard Waldenfels and Regula Giuliani have emphasized time’s central role in Merleau-Ponty’s philosophy, and Michael Kelly has shown how the Phenomenology’s “Temporality” chapter already broaches his later ontological concerns. I deepen our understanding of this temporal–ontological nexus by showing how Merleau-Ponty’s temporal ontology in fact erupts even earlier in the Phenomenology, as an underlying theme that unifies part two, on “The Perceived World,” as leading into the “Temporality” chapter. I do this via a close (...)
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  34.  11
    Do Business Schools Influence Students’ Awareness of Social Issues? Evidence From Two of Chile’s Leading MBA Programs.Mladen Koljatic & Monica Silva - 2015 - Journal of Business Ethics 131 (3):595-604.
    This study explores the role that business schools have in developing favorable attitudes toward business involvement in corporate social responsibility. Two cohorts of incoming students from two internationally accredited MBA programs in Chile and two cohorts of graduating students from the same institutions were compared in terms of their attitudes toward the role of business in alleviating social ills and the role they assigned to business schools in preparing managers to effectively address social issues. The attitudes expressed by (...)
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  35.  4
    Monadology, Information, and Physics Part 2 : Space and Time.Soshichi Uchii - unknown
    In Part 2, drawing on the results of Part 1, I will present my own interpretation of Leibniz’s philosophy of space and time. As regards Leibniz’s theory of geometry and space, De Risi’s excellent work appeared in 2007, so I will depend on this work. However, he does not deal with Leibniz’s view on time, and moreover, he seems to misunderstand the essential part of Leibniz’s view on time. Therefore I will begin with Richard Arthur’s paper, and J. A. Cover’s (...)
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  36.  2
    Justification Announcements in Discrete Time. Part II: Frame Definability Results.Grigory K. Olkhovikov - 2019 - Logic Journal of the IGPL 27 (5):671-692.
    In Part I of this paper we presented a Hilbert-style system $\Sigma _D$ axiomatizing stit logic of justification announcements interpreted over models with discrete time structure. In this part, we prove three frame definability results for $\Sigma _D$ using three different definitions of a frame plus another version of completeness result.
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  37.  35
    Monadology, Information, and Physics, Part 2: Space and Time.Soshichi Uchii - unknown
    In Part 2, drawing on the results of Part 1, I will present my own interpretation of Leibniz’s philosophy of space and time. As regards Leibniz’s theory of geometry and space, De Risi’s excellent work appeared in 2007, so I will depend on this work. However, he does not deal with Leibniz’s view on time, and moreover, he seems to misunderstand the essential part of Leibniz’s view on time. Therefore I will begin with Richard Arthur’s paper, and J. A. Cover’s (...)
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  38.  12
    What Do Students Do in Their Free Time and Why?Domagoj Švegar, Domagoj Roguljić & Petra Anić - 2017 - Polish Psychological Bulletin 48 (4):504-515.
    Numerous studies have explored what people do in their free time, but only a few of them have tried to explain why. In Study 1 we therefore aimed to obtain a detailed picture of the ways in which students spend their free time, but also we wanted to investigate their motivation for engaging in a specific activity that they consider to be their favourite. We found that the highest percentage of 585 students, who participated in Study 1, spend (...)
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  39.  16
    Changes in the Social Responsibility Attitudes of Engineering Students Over Time.Angela R. Bielefeldt & Nathan E. Canney - 2016 - Science and Engineering Ethics 22 (5):1535-1551.
    This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students did not change significantly in their social responsibility attitudes, but 23 % decreased and (...)
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  40.  18
    Patterns of Response Times and Response Choices to Science Questions: The Influence of Relative Processing Time.Andrew F. Heckler & Thomas M. Scaife - 2015 - Cognitive Science 39 (3):496-537.
    We report on five experiments investigating response choices and response times to simple science questions that evoke student “misconceptions,” and we construct a simple model to explain the patterns of response choices. Physics students were asked to compare a physical quantity represented by the slope, such as speed, on simple physics graphs. We found that response times of incorrect answers, resulting from comparing heights, were faster than response times of correct answers comparing slopes. This result alone might be explained (...)
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  41.  4
    Changes in the Social Responsibility Attitudes of Engineering Students Over Time.Nathan E. Canney & Angela R. Bielefeldt - 2016 - Science and Engineering Ethics 22 (5):1535-1551.
    This research explored how engineering student views of their responsibility toward helping individuals and society through their profession, so-called social responsibility, change over time. A survey instrument was administered to students initially primarily in their first year, senior year, or graduate studies majoring in mechanical, civil, or environmental engineering at five institutions in September 2012, April 2013, and March 2014. The majority of the students did not change significantly in their social responsibility attitudes, but 23 % decreased and (...)
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  42.  18
    Time and Attention: Students, Sessions, and Tasks.Andrew Arnold, Richard Scheines, Joseph E. Back & Bill Jerome - unknown
    Students in two classes in the fall of 2004 making extensive use of online courseware were logged as they visited over 500 different “learning pages” which varied in length and in difficulty. We computed the time spent on each page by each student during each session they were logged in. We then modeled the time spent for a particular visit as a function of the page itself, the session, and the student. Surprisingly, the average time a student spent on (...)
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  43.  19
    The Incompleteness of Extensional Object Languages of Physics and Time Reversal. Part.Andrew Holster - unknown
    This paper argues that ordinary object languages for fundamental physics are incomplete, essentially because they are extensional, and consequently lack any adequate formal representation of contingency. It is shown that it is impossible to formulate adequate deduction systems for general transformations in such languages. This is argued in detail for the time reversal transformation. Two important controversies about the application of time reversal in quantum mechanics are summarized at the start, to provide the context of this problem, and show its (...)
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  44.  3
    The Incompleteness of Extensional Object Languages of Physics and Time Reversal. Part 2.Andrew Holster - unknown
    This continues from Part 1. It is shown how an intensional interpretation of physics object languages can be formalised, and how a syntactic compositional time reversal operator can subsequently be defined. This is applied to solve the problems used as examples in Part 1. A proof of a general theorem that such an operator must be defineable is sketched. A number of related issues about the interpretation of theories of physics, including classical and quantum mechanics and classical EM theory are (...)
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  45.  2
    The Incompleteness of Extensional Object Languages of Physics and Time Reversal. Part 1.Andrew Holster - unknown
    This paper argues that ordinary object languages for fundamental physics are incomplete, essentially because they are extensional, and consequently lack any adequate formal representation of contingency. It is shown that it is impossible to formulate adequate deduction systems for general transformations in such languages. This is argued in detail for the time reversal transformation. Two important controversies about the application of time reversal in quantum mechanics are summarized at the start, to provide the context of this problem, and show its (...)
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  46.  20
    Business Ethics Education for MBA Students in China.Zucheng Zhou, Ping Ou & Georges Enderle - 2009 - Journal of Business Ethics Education 6:103-118.
    By 2007, 127 universities had obtained permission from the Ministry of Education of the People’s Republic of China to run MBA programs. To gain a thorough understanding of the status of business ethics education in MBA programs in China, we conducted a national survey. This survey was begun in October 2006 and concluded in December 2007. Our goal in conducting this survey was twofold. We wanted to understand, first, the extent of business ethics teaching currentlybeing offered in MBA programs, and (...)
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  47.  11
    Values, Value Types and Moral Reasoning of MBA Students.George Lan, Maureen Gowing, Fritz Rieger, Sharon McMahon & Norman King - 2010 - Business Ethics: A European Review 19 (2):183-198.
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  48.  8
    Flexibility and Visibility. An Examination of the Narratives of Norwegian People with Disabilities About Working Part-Time.Janikke Solstad Vedeler & Cecilie Høj Anvik - forthcoming - Alter: revue de phénoménologie.
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  49.  8
    Ethical Behavior of Marketing Managers and Mba Students: A Comparative Study.David E. Smith, J. Robert Skalnik & Patricia C. Skalnik - 1999 - Teaching Business Ethics 3 (4):321-335.
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  50.  16
    Exploring the Effects of Using Consumer Culture as a Unifying Pedagogical Framework on the Ethical Perceptions of MBA Students.David J. Burns - 2012 - Business Ethics: A European Review 21 (1):1-14.
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