Individual differences in cognitive style and their effects on task and social orientations of self-managed work teams

When assembling self-managing work teams, the personalities of team members are often overlooked. One personality variable known to be critical for effective decision making in teams is cognitive style. This study sought to examine how differences and similarities in analytic/intuitive cognitive styles affected the behavior of team members on the task/emotionally expressive dimension identified by Bales. As hypothesized, intuitive individuals and homogeneous intuitive teams were found to initiate more social-emotional acts. Contrary to expectations, intuitive rather than analytic individuals and homogeneous intuitive rather than analytic teams engaged in more task-oriented behaviors. Teams also tended to select intuitive individuals as leaders. The possibility that different combinations of styles may be important for overall team effectiveness was subsequently discussed, and it was suggested that this may depend on whether the nature of the work environment is relatively well structured and mechanistic or relatively unstructured and organic.

Disentangle contextual and permanent individual motivations:an application to shopping behavior

Past studies resulted in conflicting definitions of consumer motivation. On the one hand, motivations are seen as the consumer’s characteristics that shape her general behavior (motivational trait). On the other hand, they are seen as contextual variables representing the reason why the individual is behaving specific to today’s context (motivational state). The objective of this research is to stress the difference between these two concepts and to understand the impact of each on consumer behavior. We applied our empirical study to shopping motivations; our results show a strong interaction between motivational trait and motivational state. Problem and Hypothesis On the one hand, Westbrook and Black (1985) consider shopping motivations as individual permanent characteristics. This concept is shared by other researchers (Rohm and Swaminathan 2004), which show that some shoppers are functional (they shop for convenience, information seeking, and time saving) while some others are hedonic (they shop for social interaction, bargain hunting and browsing). On the other hand, Kaltcheva and Weitz (2006) define motivations as a contextual orientation changing over time, depending on the situation, and show that contextual shopping motivations have a strong impact on shopping behavior. From our knowledge, no research specifically examined the respective impact of both these shopping motivation types. To deal with this issue, we used the notions of “traits” and “states” that have been largely used in marketing research to designate respectively a permanent characteristic of the individual and a temporary orientation of the consumer (Mowen 2000). The reversal theory (Apter 2001) suggests that two opposite states exist: the telic and the paratelic states. In the telic state, individuals set goals for themselves, must be disciplined to reach these goals, and do not behave in accordance with their personal trait. In the paratelic state, individuals are seeking arousal and enjoyment, do not set rules, and one could postulate that they act in accordance with their natural tendencies. Based on these considerations, we hypothesize the following process: in situations involving paratelic states, hedonic as well as functional individuals should behave according to their natural traits, whereas in situations involving telic states, hedonic people should inhibit their natural propensity to enjoy shopping and behave similarly to functional people. Hence, we postulate the following: Hypothesis: Compared to shoppers with functional motivational trait, shoppers with hedonic motivational trait will a) significantly display more hedonic shopping behavior intentions in a condition of paratelic motivational state, and b) not display more hedonic shopping behavior intentions in a condition a telic motivational state Empirical Research First, 108 participants were asked to fill a multi-items scale about their shopping habits, which actually measured their shopping motivational traits. This questionnaire allowed us to highlight four different dimensions in shopping motivational traits: social interaction, novelty/utility seeking, bargain hunting, and browsing. According to their scores on different items, participants were classified as functional or as hedonic on each of these four dimensions (a single individual may be hedonic on some dimensions and functional on others). Then, participants were then induced to adopt either a telic or a paratelic shopping motivational state while reading an appropriate scenario. Finally, participants were asked for their shopping behavior intentions in response to the shopping context. Four items were developed, corresponding to the four shopping motivational trait dimensions we found with our factor analysis. Results As we found four dimensions in shopping motivational trait, we set up four quasi-experimental designs to capture the entire phenomenon: for each dimension, a 2 (motivational trait) x 2 (motivational state) design was built, where the dependant variable was the shopping behavior element corresponding to the studied dimension. Four 2 x 2 Anovas were performed to assess the interaction between motivational trait and motivational state. Concerning the three dimensions - browsing, novelty/utility seeking, and bargain hunting- , in the paratelic state scenario participants with hedonic motivational trait displayed significantly more hedonic shopping behavior intentions than participants with a functional motivational trait (resp. F = 9.701, p = .003; F = 4.979, p = .03; F = 5.757, p = .02); and in the telic state scenario, there was no significant difference in behavior intentions between participants with hedonic or functional motivation trait. Each time, the interaction effect between motivational state and motivational trait was significant (resp. F = 4.859, p = .03; F = 3.314, p = .07; F = 2.98, p = .08). Concerning the fourth dimension, social interaction, shopping behavior intentions of participants with hedonic and with functional motivational traits were significantly different in the paratelic state scenario (F = 29.898, p <.000) as well as in the telic state scenario (F = 9.559, p = .003). However, the interaction effect showed that this behavioral difference was significantly stronger in the paratelic scenario. All these results support our research hypothesis. Discussion and Implications Our study provides consistent support for our hypotheses saying that there is an interaction effect between shopping motivational states and shopping motivational traits. The generalization of the results is strengthened by the study of four different shopping traits: social interaction, novelty/utility seeking, bargain hunting and browsing. As we proposed, when shopping in a goal-oriented state (telic state), behaviors of hedonic and functional shoppers do not differ significantly. Conversely, when shopping for a recreational reason (paratelic state), hedonic and functional shoppers behave significantly different. These results could explain why some previous studies concluded that shopping motivational traits had no impact on shopping behavior: they did not take into consideration the interaction between motivational trait and motivational state. Moreover, our study shows that marketing surveys performed by store managers to draw the personal profile of their customers must be crossed with contextual motivations in order to accurately forecast shopper behavior. Future Developments Our results can be explained by the self-control process, which pushes hedonic-trait shoppers to behave in a rather functional way in utilitarian situations. However, to be certain that this is the very process that occurs, we plan to add self-control perception scales to our existing measures. This is obviously the next step of this research.

Breeding success and traits of equal and unequal pairs of little penguins (Eudyptula minor) on Phillip Island during 2001-2008

According to life-history theory, individuals optimize their decisions in order to maximize their fitness. This raises a conflict between parents, which need to cooperate to ensure the propagation of their genes but at the same time need to minimize the associated costs. Trading-off between benefits and costs of a reproduction is one of the major forces driving demographic trends and has shaped several different parental care strategies. Using little penguins (Eudyptula minor) as a model, we investigated whether individuals of a pair provide equal parental effort when raising offspring and whether their behavior was consistent over 8 years of contrasting resource availability. Using an automated identification system, we found that 72% of little penguin pairs exhibited unforced (i.e., that did not result from desertion of 1 parent) unequal partnership through the postguard stage. This proportion was lower in favorable years. Although being an equal pair appeared to be a better strategy, it was nonetheless the least often observed. Individuals that contributed less than their partner were not less experienced (measured by age), and gender did not explain differences between partners. Furthermore, birds that contributed little or that contributed a lot tended to be consistent in their level of contribution across years. We suggest that unequal effort during breeding may reflect differences in individual quality, and we encourage future studies on parental care to consider this consistent low and high contributor behavior when investigating differences in pair investment into its offspring. Key words: attendance patterns, individual quality, meal size, parental care, reproductive costs, seabirds.

THE MUSIC PERFORMED FOR THE SACRIFICIAL RITE AT THE ROYAL ANCESTRAL SHRINE OF THE CHOSŎN DYNASTY (1392–1910): INDIVIDUAL AGENCY AND DISCOURSE ON MUSIC EXPRESSED IN THE EIGHTEENTH-CENTURY KOREAN ENCYCLOPEDIA _TONGGUK MUNHŎN PIGO_ (1770)

In 1964, the South Korean government designated the music for the sacrificial rite at the Royal Ancestral Shrine (Chongmyo) as Intangible Cultural Property No. 1, and in 2001 UNESCO awarded the rite and music a place in the Intangible Cultural Heritage of Humanity. The Royal Ancestral Shine sacrificial rite and music together have long been an admired symbol of Korean cultural history, and they are currently performed annually and publicly in an abridged form. While the significance of the modern version of the music mainly rests on the claimed authenticity and continuity of the tradition since the fifteenth century, scholarly inquiry sheds further light on contextual issues such as nationalism, identity, and modernity in the post-colonial era (after 1945), as well as providing additional insights into the music. This dissertation focuses on the Royal Ancestral Shrine’s musical past as reflected in documentary sources, especially those compiled in the eighteenth century during the Chosŏn dynasty (1392–1910). In particular, the substantial music section of an encyclopedic work, Tongguk Munhŏn pigo (Encyclopedia of Documents and Institutions of the East Kingdom, 1770), mainly compiled by a government official, Sŏ Myŏngŭng (1716–1787), provides a considerable amount of information on not only the music and sacrificial rite program, but also on eighteenth-century and earlier concerns about them, as discussed by the kings and ministers at the Chosŏn royal court. After detailed examination of various relevant documentary sources on the historical, social and political contexts, I investigate the various discourses on music and ritual practices. I then focus on Sŏ Myŏngŭng’s familial background, his writings on music prior to the compilation of the encyclopedia, and the corresponding content in the encyclopedia. I argue that Sŏ successfully converted the music section of the encyclopedia from a straightforward scholarly reference work to a space for publishing his own research on and interpretation of the musical past, illustrating what he considered to be the inappropriateness of the existing music for the sacrificial rite at the Royal Ancestral Shrine in the later eighteenth century.

Programa em numeracia: proposta para a medida Currículo Específico Individual

The numeracy deals with the study of the ability to apply mathematical knowledge on solving everyday life problems (Goos, Geiger, & Dole, 2012; Ponte, 2002; Steen, 2001; Cockcroft, 1982) and appears to us as an essential dimension to programming in special education, for its applicability to the everyday life of individuals. For this, it seemed relevant to perceive essential competences that promote greater autonomy to the students in school-age and with profiles of functionality that express heightened difficulties in the use of skills normally associated with numeracy. In order to implementing it, it was made a content and documentary analysis, on the subject area of Mathematics, of three guiding documents: (a) Curriculum Guidelines – Presschool Education; (b) Mathematics Program – 1st Cycle; (c) Curricular Goals – Presschool and 1st Cycle. The analysis focused in the field of numeracy, i.e. were considered the contents related to the development of competences in the field of Numbers and Operationsà a????dà su????do????ai????àMo????e????àa????dàTi????eàDo????ai????àGeo????et????????àa????dàMeasu????e????e????t.àAs a result of this procedure, it has been elaborated a flexible program and with the capacity of adequacy to the most diverse profiles of functionality, in particular those that depict situations of greater complexity and gravity. The study suggests the possibility that, on the basis of available documents guiding teaching and learning, one can find a flexible and progressive program with an equivalent matrix, available for use and allowing the adoption of a reference and a common language in the context of special education.

Cross-linguistic influences in the phonetic and lexical component in English, Baque and Spanish: Contextual and individual factors in language acquisition and attrition.

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Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?

BACKGROUND OR CONTEXT: A developing international engineering industry is dependent on competition and innovation, creating a market for highly skilled graduates from respected overseas and Australian Engineering universities. The delivery of engineering teaching and learning via blended faceto-face, problem based, research focused and online collaborative learning will continue to be the foundation of future engineering education, however, it will be those institutions who can reshape its learning spaces within a culture of innovation using 1:1 devices that will continue to attract the brightest minds. Investing in educational research that explores the preferred learning styles of learners and matching this to specifically designed 1:1 personalized web applications may be the ‘value add’ to improve student engagement. In this paper, a survey of Australian engineering education is presented and contrasted against a backdrop of internationally recognised educational pedagogy to demonstrate how engineering teaching and learning has changed over time. This paper draws on research and identifies a gap where a necessity to question the validity of 1:1 devices as the next step in the evolution of engineering education needs to be undertaken. How will teaching and learning look using 1:1 devices and will it drive student demand into engineering higher
education courses. Will this lead to improving professional standards within a dynamic engineering education context? How will current and future teaching and learning be influenced by constructivism using 1:1 device technologies? How will the engineering industry benefit from higher education investment in individualised engineering education
using 1:1 devices for teaching and learning?
PURPOSE OR GOAL: To review the current academic thinking around the topic of 1:1 devices within higher education engineering teaching and learning context in Australia. To identify any gaps in the current understandings and use of 1:1 devices within engineering courses in Australia. To generate discussion and better understanding about how the use of 1:1 devices may hinder and/or improve teaching and learning and student engagement.
APPROACH: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom. It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
DISCUSSION: A review covering the development of engineering education in Australia and a broader international review of engineering teaching methodology. To identify the extent of research into the use and effectiveness of online strategies within engineering education utilising 1:1 devices for teaching and learning. i.e. “Students must feel that they are part of a learning community and derive motivation to engage in the study material from the lecturer.’ (Lloyd et al., 2001) It is proposed to add to the current body of understandings and explore the effectiveness of a constructiveness teaching approach using course material specifically designed to cater for individual learning styles and delivered via the use of 1:1 devices in the classroom.
ANTICIPATED OUTCOMES: It is anticipated the research will contrast current engineering teaching and learning practices and identify factors that will facilitate a greater understanding about student connectedness and engagement with the teaching and learning experience; where a constructiveness environment is supported with the use of 1:1 devices. Also, it is anticipated that the constructed learning environment will foster a culture of innovation and students will be empowered to take control of their own learning and be encouraged to contribute back to the discussion initiated by the lecture and/or course material with the aid of 1:1 device technologies. A gap has been identified in the academic literature that show there is a need to understand the relationship between engineering teaching, learning, students engagement and the use of 1:1 devices.
RECOMMENDATIONS/IMPLICATIONS/CONCLUSION: A gap exists in the current research about the effectiveness and use of 1:1 devices in engineering education; therefore, it is necessary to undertake further research in the area. It is proposed to hypothesize and conduct field research to identify any shortcomings and possible benefits for engineering educators and learners within a constructivist-teaching
context that explores the relationship between the use of personalized 1:1 devices for teaching and learning, adapting for individual learning styles, and identification and application of appropriate teaching and learning strategies within a constructiveness engineering course approach. Research is required to clarify the following research questions;
• What education teaching and learning strategies best facilitate the use of 1:1 devices for online teaching and learning?
• Does student engagement improve when 1:1 device technologies are used and adapted to cater for individual learning styles during online delivery of engineering courses?
• What are the factors within a university engineering faculty that may hinder and/or support the use of 1:1 devices for online teaching and learning?
• To what extent do 1:1 devices assist engineering educators and students to foster a culture of innovation? The study results will offer engineering educators and students an opportunity to reflect on
their current teaching and learning practice, and contextualise the use of 1:1 devices as a tool to improve student engagement. It is expected the learning benefits will outweigh the implementation costs and derive a unique learning experience that will empower engineering educators and students to inspire a culture of innovation.

Entre el terrorismo y el terrorismo en red, un debate a propósito de los lobos solitarios en Estados Unidos (2001-2014)

El interés de esta disertación es otorgar una respuesta a la fenomenología del Lobo Solitario, que se alza como amenaza frente a los Estados, y es necesaria su correcta comprensión para poder contrarrestar sus efectos sobre la sociedad. De esta manera, se propone un debate entre los conceptos de terrorismo expuesto por un lado por Bruce Hoffman, y por el otro por Luis de la Corte Ibáñez, quienes aportarán herramientas de análisis para lograr entender la fenomenología. Para terminar proponiendo la teoría de redes, expuesta por Arquilla y Ronfeldt y Charles Perrow, como mecanismo de solución a la brecha conceptual existente, definiendo a los lobos solitarios a nivel operacional como nodos sin red, y a nivel de adoctrinamiento como redes de débil acople.