Results for 'Mentors and advisors'

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  1.  47
    Mentors, advisors and supervisors: Their role in teaching responsible research conduct.Stephanie J. Bird - 2001 - Science and Engineering Ethics 7 (4):455-468.
    Although the terms mentor and thesis advisor (or research supervisor) are often used interchangeably, the responsibilities associated with these roles are distinct, even when they overlap. Neither are role models necessarily mentors, though mentors are role models: good examples are necessary but not sufficient. Mentorship is both a personal and a professional relationship. It has the potential for raising a number of ethical concerns, including issues of accuracy and reliability of the information conveyed, access, stereotyping and tracking of (...)
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  2.  45
    Commentary on 'mentors, advisors and supervisors: Their role in teaching responsible research conduct': It really does take a village.Julia A. Frugoli - 2001 - Science and Engineering Ethics 7 (4):469-470.
  3.  6
    Digital Forensics and Computer Crimes: The Case of North Macedonia.Mentor Hamiti & Deshira Imeri-Saiti - 2023 - Seeu Review 18 (2):55-73.
    The subject of the research refers to the aspect of digital forensics and computer crime and the latter is one of the reasons for the evolution of crime in general. Based on the growing trend of technology development and the increase in the number of digital crimes, a special emphasis is given to the statistical aspect of computer crime as well as measures to reduce the impact of computer crime, including the ethical and legal aspects in the Republic of North (...)
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  4.  14
    The Machinery of Consciousness: A Cautionary Tale.Steven Mentor - 2007 - Anthropology of Consciousness 18 (1):20-50.
    The emerging transdisciplinary field of consciousness studies merges transpersonal psychology with recent brain studies. In this paper, I argue that this new discipline must come to terms with the rhetorics of control in the history of brain research. I establish parallels between the discourses of lobotomy and psychosurgery, Electrical Stimulation of the Brain (ESB), and cybernetics, using the work of Jose Delgado, Norbert Wiener, and Bernard Wolfe. The rhetoric of social control remains a shadow side of brain research, of the (...)
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  5.  7
    Forced Migrations and the International Law.Mentor Tahiri & Ridvan Emini - 2022 - Seeu Review 17 (2):34-48.
    Forced population migration is not a modern phenomenon. It is often an integral part of totalitarian policies and has been used repeatedly to ensure the survival of political regimes or achieve specific political ambitions. Violent migration is present practically throughout history when considering the time scope and everywhere, practically in all continents of the world, with a specter of variations depending on the context imposed by the political circumstances, we can encounter it under different names. These variations have also reflections (...)
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  6.  12
    Morphological Tagging and Lemmatization in the Albanian Language.Elissa Mollakuqe, Mentor Hamiti & Diellza Nagavci Mati - 2021 - Seeu Review 16 (2):3-16.
    An important element of Natural Language Processing is parts of speech tagging. With fine-grained word-class annotations, the word forms in a text can be enhanced and can also be used in downstream processes, such as dependency parsing. The improved search options that tagged data offers also greatly benefit linguists and lexicographers. Natural language processing research is becoming increasingly popular and important as unsupervised learning methods are developed. There are some aspects of the Albanian language that make the creation of a (...)
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  7.  13
    Challenges of Facebook Integration in High Education.Batije Shefketi & Mentor Hamiti - 2019 - Seeu Review 14 (1):207-225.
    Currently, the Internet has become a part of the everyday life of human beings. The way of communication between people has changed and social networks are dominating in the lives of everyone. One of the most used social networks is Facebook, but besides that it is used for communication and entertainment, Facebook can also be used for learning. Therefore, the main issue of this paper is the use of Facebook for educational approaches by students and teachers. Case studies are the (...)
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  8.  20
    Mentoring: Some ethical considerations. [REVIEW]Dr Vivian Weil - 2001 - Science and Engineering Ethics 7 (4):471-482.
    To counter confusion about the term ‘mentor’, and address concerns about the scarcity of mentoring, I argue for an “honorific” definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students’ and (...)
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  9.  28
    Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding.Consuelo M. Kreider, Sharon Medina, Mei-Fang Lan, Chang-Yu Wu, Susan S. Percival, Charles E. Byrd, Anthony Delislie, Donna Schoenfelder & William C. Mann - 2018 - Frontiers in Psychology 9:391113.
    Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. (...)
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  10.  37
    Mentoring: Some ethical considerations.Vivian Weil - 2001 - Science and Engineering Ethics 7 (4):471-482.
    To counter confusion about the term ‘mentor’, and address concerns about the scarcity of mentoring, I argue for an “honorific” definition, according to which a mentor is virtuous like a saint or hero. Given the unbounded commitment of mentors, mentoring relationships must be voluntary. In contrast, the role of advisor can be specified, mandated, and monitored. I argue that departments and research groups have a moral responsibility to devise a system of roles and structures to meet graduate students’ and (...)
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  11.  6
    A Christian Perspective on Mentoring.Brian E. Wakeman - 2012 - Transformation: An International Journal of Holistic Mission Studies 29 (4):277-292.
    This paper explores the terms ‘mentor’ and ‘mentoring’ in a broad general sense of an ‘experienced and trusted advisor’, and then in more specific professional settings. The author quotes a wide range of sources and references, and then turns his attention to what might be understood by ‘Christian mentoring’, firstly by drawing on Paul’s writings to illustrate possible qualities and virtues for the mentoring process. Then, following the example of writers from range of disciplines, he outlines a transformational and reformational (...)
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  12.  10
    The Changing Landscape of Doctoral Education in Science, Technology, Engineering, and Mathematics: PhD Students, Faculty Advisors, and Preferences for Varied Career Options.David K. Sherman, Lauren Ortosky, Suyi Leong, Christopher Kello & Mary Hegarty - 2021 - Frontiers in Psychology 12.
    The landscape of graduate science education is changing as efforts to diversify the professoriate have increased because academic faculty jobs at universities have grown scarce and more competitive. With this context as a backdrop, the present research examines the perceptions and career goals of advisors and advisees through surveys of PhD students and faculty mentors in science, technology, engineering, and math disciplines. Study 1 examined actual preferences and career goals of PhD students among three options: research careers, teaching (...)
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  13.  20
    Authorship Not Taught and Not Caught in Undergraduate Research Experiences at a Research University.Lauren E. Abbott, Amy Andes, Aneri C. Pattani & Patricia Ann Mabrouk - 2020 - Science and Engineering Ethics 26 (5):2555-2599.
    This grounded study investigated the negotiation of authorship by faculty members, graduate student mentors, and their undergraduate protégés in undergraduate research experiences at a private research university in the northeastern United States. Semi-structured interviews using complementary scripts were conducted separately with 42 participants over a 3 year period to probe their knowledge and understanding of responsible authorship and publication practices and learn how faculty and students entered into authorship decision-making intended to lead to the publication of peer-reviewed technical papers. (...)
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  14.  28
    Rita Gross as Teacher, Mentor, Friend.Kathleen M. Erndl - 2011 - Buddhist-Christian Studies 31:57-61.
    In lieu of an abstract, here is a brief excerpt of the content:Rita Gross as Teacher, Mentor, FriendKathleen M. ErndlI have been asked to speak about the work of Rita Gross from the point of view of someone who was once her student. Not only was I her student, I was one of her very first students. She was my first teacher of religious studies during my first semester of college in the first semester of her first full-time academic position. (...)
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  15.  33
    Faculty Members' Perceptions of Advising Versus Mentoring: Does the Name Matter? [REVIEW]Sandra L. Titus & Janice M. Ballou - 2013 - Science and Engineering Ethics 19 (3):1267-1281.
    The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty members (...)
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  16.  38
    Using Peircean abduction to understand teacher mentoring.Cathal de Paor - 2023 - Educational Philosophy and Theory 55 (1):89-99.
    Lesson observation is frequently used in teacher induction programmes to support newly-qualified teachers in their reflection and classroom enquiry. This article uses an elaboration of Peirce’s abduction to illustrate how the post-observation conversation supports a teacher’s reflection on her teaching, and in particular, her teaching of language to young children. It shows that abduction involves an expert-like intuition, where the interaction and co-enquiry with the advisor was crucial. The analytical framework used is based on six modes of abductive reasoning or (...)
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  17.  18
    Plato, the Poets, and the Philosophical Turn in the Relationship Between Teaching, Learning, and Suffering.Avi I. Mintz - 2022 - Studies in Philosophy and Education 41 (3):259-271.
    Greek literature prior to Plato featured two conceptions of education. Learning takes place when people encounter “teacher-guides”—educators, mentors, and advisors. But education also occurs outside of a pedagogical relationship between learner and teacher-guide: people learn through painful experience. In composing his dramatic dialogues, Plato appropriated these two conceptions of education, refashioning and fusing them to present a new philosophical conception of learning: Plato’s Socrates is a teacher-guide who causes his interlocutors to learn through suffering. Socrates, however, is not (...)
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  18.  22
    Mentoring and the impact of the research climate.Professor Glyn C. Roberts, Maria Kavussanu & Robert L. Sprague - 2001 - Science and Engineering Ethics 7 (4):525-537.
    In this article, we focus on the mentoring process, and we argue that the internal and external pressures extant at research universities may create a research culture that may be antithetical to appropriate mentoring. We developed a scale based on motivation theory to determine the perceived research culture in departments and research laboratories, and a mentoring scale to determine approaches to mentoring graduate students. Participants were 610 faculty members across 49 departments at a research oriented university. The findings were that (...)
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  19.  85
    Mentoring and Research Misconduct: An Analysis of Research Mentoring in Closed ORI Cases.David E. Wright, Sandra L. Titus & Jered B. Cornelison - 2008 - Science and Engineering Ethics 14 (3):323-336.
    We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review (...)
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  20.  44
    Mentoring and Practical Wisdom: Are Mentors Wiser or Just More Politically Skilled?Dennis Moberg - 2008 - Journal of Business Ethics 83 (4):835-843.
    Mentoring is a natural setting for senior employees to render ethics advice and consultation to junior employees. Two studies examined the question of whether those who mentor are more practically wise than those who do not. Although four different measures of practical wisdom were used, no differences were detected. However, mentors were shown to be more politically skilled than non-mentors.
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  21.  66
    Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?Sandra L. Titus & Janice M. Ballou - 2014 - Science and Engineering Ethics 20 (1):221-235.
    The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work (...)
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  22.  27
    Mentoring and the impact of the research climate.Glyn C. Roberts, Maria Kavussanu & Robert L. Sprague - 2001 - Science and Engineering Ethics 7 (4):525-537.
    In this article, we focus on the mentoring process, and we argue that the internal and external pressures extant at research universities may create a research culture that may be antithetical to appropriate mentoring. We developed a scale based on motivation theory to determine the perceived research culture in departments and research laboratories, and a mentoring scale to determine approaches to mentoring graduate students. Participants were 610 faculty members across 49 departments at a research oriented university. The findings were that (...)
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  23.  51
    “Fit,” Mentoring, and Commitment.Shay Welch - 2011 - Hypatia 26 (4):888-894.
  24.  26
    The mentor and the trainee in academic clinical medicine.Tadeusz S. Tołłoczko - 2006 - Science and Engineering Ethics 12 (1):95-102.
    Medicine is a scientific discipline, but it is sometimes difficult to separate what is scientific and what is a clinical, practical activity. Man is the object, but he is always the subject of medical research and therefore these two elements become closely bound together by a thread of moral interdependencies. Every mentor of a young academic and all institutions dealing with the teaching of and research into medicine must understand multidimensional, multifaceted, and multilevel aspects of their activity and give them (...)
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  25. Mentors and protégés: from ideology to knowledge.G. Ardery - 1990 - In Joanne McCloskey Dochterman & Helen K. Grace (eds.), Current Issues in Nursing. Mosby.
     
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  26.  88
    Mentoring and the responsible conduct of research: Reflections and future.Stephanie J. Bird & Robert L. Sprague - 2001 - Science and Engineering Ethics 7 (4):451-453.
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  27.  46
    Mentoring and ethical beliefs in graduate education in science: Commentary on ‘influences on the ethical beliefs of graduate students concerning research’.Rachelle D. Hollander - 2001 - Science and Engineering Ethics 7 (4):521-524.
  28. Mentors and Milestones.Molly Harrower - 1984 - In David Price Rogers (ed.), Foundations of psychology: some personal views. New York: Praeger.
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  29.  17
    Commentary on 'mentoring and the impact of the research climate'.Dr John Gardenier - 2001 - Science and Engineering Ethics 7 (4):538-540.
    First of all, I would like to commend Roberts and colleagues for taking on a difficult but very important topic. It would be valuable if someone could follow up with a broader sample of universities and laboratories — paying careful attention to possible sampling and non-sampling errors. In general, I recommend that mentors explicitly both learn and teach ethical theory and practice within the context of their scientist development programs. Finally, while it is important to emphasize sound and ethical (...)
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  30.  13
    Exploring the Link Between Mentoring and Intangible Outcomes of Entrepreneurship: The Mediating Role of Self-Efficacy and Moderating Effects of Gender.Martin Mabunda Baluku, Leonsio Matagi & Kathleen Otto - 2020 - Frontiers in Psychology 11.
    Entrepreneurship education is increasingly becoming a focal strategy for promoting entrepreneurship, particularly to foster entrepreneurial intentions and startups. However, learning and support are equally important after startup for novice entrepreneurs to gain a good level of confidence to manage their business and achieve the desired outcomes. Using a sample of 189 young self-employed individuals in Uganda, this study examines the differential impact of mentoring and self-efficacy on the achievement of intangible outcomes of entrepreneurship including satisfaction of need for autonomy, work (...)
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  31.  16
    Leadership mentoring and succession in the Charismatic churches in Bushbuckridge.Richard M. Ngomane & Elijah Mahlangu - 2014 - HTS Theological Studies 70 (1).
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  32.  4
    Publishing Pedagogies for the Doctorate and Beyond.Claire Aitchison, Barbara Kamler & Alison Lee (eds.) - 2010 - Routledge.
    Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. _Publishing Pedagogies for the Doctorate and Beyond_ is a timely and informative collection (...)
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  33.  9
    Foucault on Leadership: The Leader as Subject.Nathan W. Harter - 2016 - Routledge.
    Michel Foucault, one of the most cited scholars in the social sciences, devoted his last three lectures to a study of leader development. Going back to pagan sources, Foucault found a persistent theme in Hellenistic antiquity that, in order to qualify for leadership, a person must undergo processes of subjectivation, which is simply the way that a person becomes a Subject. From this perspective, an aspiring leader first becomes a Subject who happens to lead. These processes depend on a condition (...)
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  34. Shaping DNA (Discoverer, Noticer, and Advisor): A Contextual Behavioral Science Approach to Youth Intervention.Joseph Ciarrochi & Louise L. Hayes - 2018 - In David Sloan Wilson, Steven C. Hayes & Anthony Biglan (eds.), Evolution & contextual behavioral science: an integrated framework for understanding, predicting, & influencing human behavior. Oakland, Calif.: Context Press, an imprint of New Harbinger Publications.
     
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  35.  8
    My Fundamental Mentor and Guide.Richard M. Liddy - 2014 - Lonergan Workshop 28:139-164.
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  36.  10
    The Pharos on mentoring and coaching.R. F. Gillum - 2012 - The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha 75 (4):42.
  37. Victor Dy: Father, Mentor and Best Friend.Rosie Dy Go - 2010 - Budhi: A Journal of Ideas and Culture 14 (2 & 3):295-296.
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  38.  11
    Elie Wiesel: teacher, mentor, and friend: reflections by judges of the Elie Wiesel Foundation for Humanity Ethics Essay contest.Alan L. Berger, Irving Greenberg & Carol Rittner (eds.) - 2018 - Eugene, Oregon: Cascade Books.
    Elie Wiesel, plucked from the ashes of the Holocaust, became a Nobel Peace laureate, an activist on behalf of the oppressed, a teacher, an award-winning novelist, and a renowned humanist. He moved easily among world leaders but was equally at home among the disenfranchised. Following his Nobel Prize, Wiesel established the Elie Wiesel Foundation for Humanity; one of their early initiatives was the founding of the Elie Wiesel Ethics Essay Contest. The reflections in this volume come from judges of the (...)
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  39. " Mentoring,(Wo) Mentoring, and Helping Students Take Responsibility for Their Own Education".Rebecca Rickly - forthcoming - Kairos: A Journal of Rhetoric, Technology, and Pedagogy.
     
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  40.  51
    To Whistleblow or Not to Whistleblow: Affective and Cognitive Differences in Reporting Peers and Advisors.Michael D. Mumford, Shane Connelly, Alexandra E. MacDougall, Logan Steele, Paul Partlow, Megan Turner, Cory Higgs & Tristan McIntosh - 2019 - Science and Engineering Ethics 25 (1):171-210.
    Traditional whistleblowing theories have purported that whistleblowers engage in a rational process in determining whether or not to blow the whistle on misconduct. However, stressors inherent to whistleblowing often impede rational thinking and act as a barrier to effective whistleblowing. The negative impact of these stressors on whistleblowing may be made worse depending on who engages in the misconduct: a peer or advisor. In the present study, participants are presented with an ethical scenario where either a peer or advisor engages (...)
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  41.  4
    The professional identity of mentors and the process of renormalization of their actions in reflective writing upon completion of training.Isabelle Fristalon - 2024 - Revue Phronesis 13 (2):48.
    Dans cet article nous analysons des écrits réflexifs de fin de formation de mentors, afin d’identifier les marques de transformation de l’identité professionnelle et de l’agir professionnel. Nous proposons une analyse thématique et langagière des textes en tant que porteurs d’un rapport au monde professionnel en cours d’élaboration. Nous mettons en évidence que ces textes contiennent des traces de renormalisations issues des apprentissages conceptuels et formels autant que des apprentissages expérientiels réalisés durant la formation. Cette analyse interroge au bout (...)
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  42.  28
    Commentary on 'mentoring and the impact of the research climate'.John Gardenier - 2001 - Science and Engineering Ethics 7 (4):538-540.
    ConclusionsFirst of all, I would like to commend Roberts and colleagues for taking on a difficult but very important topic. It would be valuable if someone could follow up with a broader sample of universities and laboratories — paying careful attention to possible sampling and non-sampling errors. In general, I recommend that mentors explicitly both learn and teach ethical theory and practice within the context of their scientist development programs. Finally, while it is important to emphasize sound and ethical (...)
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  43.  10
    Heterotrophic CO2-Fixation, Mentors, and Students: The Wood-Werkman ReactionS.Singleton Rivers - 1997 - Journal of the History of Biology 30 (1):91-120.
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  44.  7
    Leading a culture of learning: how to improve student attainment, progress and wellbeing.Jill Harland - 2020 - New York: Routledge.
    This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...)
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  45.  6
    Leading a school culture of learning: how to improve attainment, progress and wellbeing.Jill Harland - 2021 - New York: Routledge, Taylor & Francis Group.
    This practical book is designed to help school leaders develop a sustainable culture of learning across the curriculum. It offers a personal insight into how one school embraced a range of dialogic and analytical tools to create an environment in which all stakeholders were inspired to evaluate and innovate. Each chapter tackles one piece of the 'jigsaw' that makes up a successful school environment, considering topics such as Attitudes for Learning, Coaching for learning and Love of Learning. Utilising theory, case (...)
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  46.  36
    To Whistleblow or Not to Whistleblow: Affective and Cognitive Differences in Reporting Peers and Advisors.Tristan McIntosh, Cory Higgs, Megan Turner, Paul Partlow, Logan Steele, Alexandra E. MacDougall, Shane Connelly & Michael D. Mumford - 2019 - Science and Engineering Ethics 25 (1):171-210.
    Traditional whistleblowing theories have purported that whistleblowers engage in a rational process in determining whether or not to blow the whistle on misconduct. However, stressors inherent to whistleblowing often impede rational thinking and act as a barrier to effective whistleblowing. The negative impact of these stressors on whistleblowing may be made worse depending on who engages in the misconduct: a peer or advisor. In the present study, participants are presented with an ethical scenario where either a peer or advisor engages (...)
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  47.  14
    Effects of Advice on Auditor Whistleblowing Propensity: Do Advice Source and Advisor Reassurance Matter?El’Fred Boo, Terence Ng & Premila Gowri Shankar - 2020 - Journal of Business Ethics 174 (2):387-402.
    We conduct an experiment to investigate the joint effects of advisor reassurance and advice source in enhancing the impact of advice on auditors’ whistleblowing propensity. Participants from a Big 4 firm assess the likelihood that a questionable act involving a superior will be reported, both before and after receiving advice. We manipulate, between-participants, the advice source and advisor reassurance on the firm’s policy on whistleblower protection, holding constant the advice recommendation. Our study is underpinned by the premise that moral agents (...)
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  48.  7
    The Role of Mentoring and Coaching for Managerial Capacity Development.Fahriye Altınay, Yagis Altayli, Zehra Altinay, Gokmen Dagli & Mehmet Altinay - 2020 - Postmodern Openings 11 (1Sup1):01-14.
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  49.  14
    Analysis of Relationship Between Mentor and Mentoring for Personality Improvement of Multicultural Family Adolescents.Jin-Kee Ha & Hyang-Hee Yun - 2016 - Journal of Ethics: The Korean Association of Ethics 1 (110):83-112.
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  50. Mama's got the blues: Rivals, girlfriends and advisors.Angela Davis - 2006 - In Elizabeth Hackett & Sally Anne Haslanger (eds.), Theorizing Feminisms: A Reader. Oxford University Press. pp. 431--444.
     
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