Customer injustice has received considerable attention in the field of organizational behavior because it generates a variety of negative outcomes. Among possible negative consequences, customer-directed sabotage is the most common reaction, which impacts individuals’ well-being and the prosperity of organizations. To minimize such negative consequences, researchers have sought to identify boundary conditions that could potentially attenuate the occurrence of customer-directed sabotage. In this study, we explore potential attenuation effects of emotional stability and attentiveness on the customer injustice–sabotage linkage. The results (...) showed emotional stability and attentiveness moderate the relationship between customer injustice and customer-directed sabotage. Specifically, the representatives with higher emotional stability or higher attentiveness are less likely to engage in customer-directed sabotage when they experience customer injustice. Moreover, there is a three-way interaction among daily customer injustice, emotional stability, and attentiveness that predicts daily customer-directed sabotage. Theoretical and practical contributions, limitations, and directions for future development are also discussed. (shrink)

Employing Porter and Kramer’s corporate social responsibility framework, we explored the strategic CSR programs of two Korean and two Japanese electronics multinational enterprises in Indonesia. We observed that the sample MNEs engage in strategic CSR either through investment in competitive context or the transformation of value chain activities. In addition, these firms strongly favor strategic CSR over responsive CSR, not just because of the economic benefits offered by the former, but also its advantages in managing the programs and communicating with (...) stakeholders. Furthermore, they have developed varied organizational methods and tend to manage their key CSR programs centrally to effectively link them to the competitive strategy. Lastly, the results of our analysis suggest that Korean MNEs have customized their strategic CSR programs for emerging countries more actively than Japanese MNEs. In sum, our analysis elucidates several important features of strategic CSR employed by the MNEs in emerging countries. (shrink)

Two philosophical problems are thoroughly treated here: (1) how close the philosophical idea of Hong Tae-yong in eighteenth-century Korea is to the non-absolutist Weltanschauung of Chuang-tzu, and (2) how, by means of this non-absolutist idea, Hong was able to question the orthodox sinocentrism that most Korean Neo-Confucianists of the time stubbornly took for granted. Hong felt that Korean intellectuals had to look beyond sinocentrism for a consciousness of their own cultural identity. As a Confucian reformist, he highlights the realization of (...) this cultural identity as the imminently required move to accomplish social reform. (shrink)

Based on the hesitant fuzzy set theory which is introduced by Torra in the paper [12], the notions of Inf-hesitant fuzzy subalgebras, Inf-hesitant fuzzy ideals and Inf-hesitant fuzzy p-ideals in BCK/BCI-algebras are introduced, and their relations and properties are investigated. Characterizations of an Inf-hesitant fuzzy subalgebras, an Inf-hesitant fuzzy ideals and an Inf-hesitant fuzzy p-ideal are considered. Using the notion of BCK-parts, an Inf-hesitant fuzzy ideal is constructed. Conditions for an Inf-hesitant fuzzy ideal to be an Inf-hesitant fuzzy p-ideal are (...) discussed. Using the notion of Inf-hesitant fuzzy ideals, a characterization of a p-semisimple BCI-algebra is provided. Extension properties for an Inf-hesitant fuzzy p-ideal is established. (shrink)

The notion of int-soft ideal in a pseudo MV -algebra is introduced, and related properties are investigated. Conditions for a soft set to be an int-soft ideal are provided. Characterizations of int-soft ideal are considered. The extension property for implicative int-soft ideal is established.

The slandering of a firm’s products by competing firms poses significant threats to the victim firm, with the resulting damage often being as harmful as that from product-harm crises. In contrast to a true product-harm crisis, however, this disparagement is based on a false claim or fake news; thus, we call it a pseudo-product-harm crisis. Using a pseudo-product-harm crisis event that involved two competing firms, this research examines how consumer sentiments about the two firms evolved in response to the crisis. (...) Our analyses show that while both firms suffered, the damage to the offending firm (which spread fake news to cause the crisis) was more detrimental, in terms of advertising effectiveness and negative news publicity, than that to the victim firm (which suffered from the false claim). Our study indicates that, even apart from ethical concerns, the false claim about the victim firm was not an effective business strategy to increase the offending firm’s performance. (shrink)

Given i, j, k ∈ {1,2,3,4}, the notion of -length neutrosophic subalgebras in BCK=BCI-algebras is introduced, and their properties are investigated. Characterizations of length neutrosophic subalgebras are discussed by using level sets of interval neutrosophic sets. Conditions for level sets of interval neutrosophic sets to be subalgebras are provided.

The slandering of a firm’s products by competing firms poses significant threats to the victim firm, with the resulting damage often being as harmful as that from product-harm crises. In contrast to a true product-harm crisis, however, this disparagement is based on a false claim or fake news; thus, we call it a pseudo-product-harm crisis. Using a pseudo-product-harm crisis event that involved two competing firms, this research examines how consumer sentiments about the two firms evolved in response to the crisis. (...) Our analyses show that while both firms suffered, the damage to the offending firm was more detrimental, in terms of advertising effectiveness and negative news publicity, than that to the victim firm. Our study indicates that, even apart from ethical concerns, the false claim about the victim firm was not an effective business strategy to increase the offending firm’s performance. (shrink)

The notions of a C-energetic subset and permeable C-value in BCK-algebras are introduced, and related properties are investigated. Conditions for an element t in [0, 1] to be an permeable C-value are provided. Also conditions for a subset to be a C-energetic subset are discussed. We decompose BCK-algebra by a partition which consists of a C-energetic subset and a commutative ideal.

Drawing upon the theory of virtue ethics, this study builds a decision tree predictive model to explore the anticipated impact of good traits on socially responsible consumption. Using R statistical software, we generate a classification tree and cross-validate the model on two independent datasets. The results indicate that the virtuous traits of self-efficacy, courage, and self-control, as well as the personality traits of openness and conscientiousness, predict socially responsible purchase and disposal behavior. Remarkably, the largest segment of socially responsible consumers (...) in the study scored high in self-efficacy and openness. This result suggests that marketers should focus on these good traits when creating advertisements to encourage sustainable consumption. Our study contributes to enhancing knowledge about the social and psychological aspects of the sustainability movement and provides a new analytical approach to predicting socially responsible consumption. (shrink)

In this article, we apply the notion of interval neutrosophic sets to ideal theory in BCK/BCI-algebras.

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

The arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that (...) children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on .. (shrink)

How can people from diverse and different cultural backgrounds balance and reconcile their autonomous cultural identity with the universal dictates of the global age? My approach to this question is from an East Asian perspective, in particular by addressing the issue of 'Confucian cultural identity' under four broad topics: (1) the truth and falsehood of the discourse on 'Asian Values' and 'Confucian-style Capitalism'; (2) the spread of modern science and the tragic consequences of 'Instrumental Reason'; (3) criticism of instrumental reason (...) and its encounter with Confucian virtue ethics; and (4) a reassessment of the 'Anthropocosmic Moral Metaphysics' of (Neo-) Confucianism. In conclusion, on the impending demand to cope with the crisis of our cultural identity in the age of globalisation, our project to strive for the viability of Confucian humanism in the age of globalisation, I think, should mean no other than the invocation of care-ethics that takes care of our alienated neighbours on the one hand and a thrust of an eco-friendly world view to the anthropocentric hegemony over nature, which has been appreciated by 'modern' men since the Enlightenment, on the other hand. (shrink)