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961.
Kristine F. Hoover Deborah A. O’Neil Michael Poutiatine 《Journal of Academic Ethics》2014,12(1):15-27
With calls for (business) leaders to contribute to greater global fairness and social justice (BAWB 2006; Maak and Pless Journal of Business Ethics, 88, 537–550, 2009), this paper considers gender equality on University home web page images as one means of communicating equal access to leadership roles for both men and women. Although there are many paths for leadership development, one important purpose of Universities is to create people who will potentially become leaders in our society (Shapiro 2005). We analyzed the home web pages at 24 leading universities to identify implicit messages about gender roles, building on implicit leadership theory and leadership prototypes. Using an adapted version of Goffman’s frame analysis (1979), our results suggest depiction of gender equality in university home web pages, in contrast to studies of print advertisements (cf., Kang Sex Roles, 37(11/12), 979–996, 1997; Lindner Sex Roles, 51(7/8), 409–421, 2004). Our results also identify specific opportunities to depict greater equity and to continue to expand the potential for both women and men to be seen as being capable and belonging on this leadership path. 相似文献
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Saunders Kathryn J. O’Donnell Jennifer Williams Dean C. Spradlin Joseph E. 《The Psychological record》2006,56(2):287-301
The Psychological Record - Derived conditional discrimination was evaluated in 2 men with mental retardation whose language was limited to gestural requests. In each conditional-discrimination... 相似文献
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Maeve M. O’Donovan 《Journal of Academic Ethics》2010,8(3):171-185
In asking scholars to reflect on the “structures and practices of academic knowledge that render alternative knowledge traditions
irrelevant and invisible,” as well as on the ways these must change for the academy to cease “functioning as an instrument
of westernization rather than as an authentically global and diverse intellectual commons,” the editor of this special issue
of the Journal of Academic Ethics is envisaging a world much needed and much resisted. A great deal of the conversation about
diversity in higher education emphasizes, rightly, the need for an international and ethnically diverse population of scholars
and students. Less attention is paid to the value of cognitive diversity—the diversity of cognition generated by cognitive
disabilities. As one aspect of intellectual diversity, cognitive diversity promises novel ways of thinking and new understandings
of what knowledge is, who makes it, and how it is made. The unique value of cognitive diversity is its insistence on a radical
shift in our conception of who can know and who can produce knowledge. Insisting on the inclusion, as scholars, of persons
with minds labelled disabled, an epistemology of disability pushes us to reform the much criticized but still dominant notion
of the expert and scholar as able-bodied and hyper-rational. 相似文献
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Butten Kaley Newcombe Peter A. Chang Anne B. Sheffield Jeanie K. O’Grady Kerry-Ann F. Johnson Newell W. King Neil Toombs Maree 《Applied research in quality of life》2021,16(4):1653-1671
Applied Research in Quality of Life - Health-related quality of life (HR-QoL) is a valued patient-related outcome measure. HR-QoL is typically measured using a psychometric tool. Although there are... 相似文献