The Creation of the Wabash Center Internet Guide

SUMMARY

This article describes the process through which the Wabash Center Guide to Internet resources in religion was conceived and developed. The resulting structure of the Guide is described, and comments are made concerning possible ways in which the Internet can contribute to the learning process in theology and religious studies. A vision for the future of this Guide or other similar efforts is also outlined.     

Teaching Ethical Decision Making: Designing a Personal Value Portrait to Ignite Creativity and Promote Personal Engagement in Case Method Analysis

The case method approach to introducing ethical issues is a traditional tool for applying critical thinking skills to a specific dilemma (Beauchamp &; Childress, 2001 Beauchamp, T. L. and Childress, J. F. 2001. Principles of biomedical ethics, 5th, New York: Oxford University Press.  [Google Scholar]). It allows for personal reflection and clarification of an individual's conceptual framework for deciding what is and is not ethical behavior. However, it also affords the student distance from the story line and may, through providing a retrospective critique, prevent sufficient challenge to the student to articulate and defend personal value assessments in addressing the ethical dynamics reflected in the case. Providing teaching exercises that encourage the creation of language to form that conceptual framework and a comfort in using that language allows the student to not only identify ethical issues but also recognize and more effectively communicate the struggles with molding a personal values portrait to apply to such cases.     

Children and Parents as Members of the Research Team: Fair Employment Practices Without a Union Contract

In clinical mental health research with children, both child and parent are essential members of the research team. The 3 R's of parent/child team membership are respect, rapport, and recognition. Respect and recognition include fair reimbursement for time, expense, and inconvenience, but the most important compensation for many families is the appreciation of the other team members for their sacrifice and cooperation. Reimbursement, although honoring the principles of justice and respect for persons, raises difficult issues about appropriate amount, particularly in research involving children. The 3 R's are supported by the investigator 5 A's: attitude, adaptability, availability, attachment, and appreciation. Although the principles seem clear in the abstract, implementation encounters many practical problems. Perhaps the most difficult of these is determining the appropriate amount of compensation that avoids undue inducement but not at the expense of the 3 R's and 5 A's.     

Re-Examination of Classroom Rules

Abstract

This article provides a contemplative, research-based discussion of classroom management by examining classroom rules. The introduction contains a discussion establishing the importance of effective classroom management strategies. The article also provides a consideration of the literature to gain a better understanding of ineffective and effective rules.     

基于知识异质性团队的异质性知识网络运行机制

基于知识异质性团队的异质性知识网络是指团队内每个异质性知识成员因原来的学习经历或工作经历所建立起来的跨组织异质性知识网络.本研究旨在探明这一异质性知识网络的互动机制、创新路径与双向动态演变过程.努力将知识管理、社会网络、认知心理学理论结合起来,选择典型的高管团队,研发团队,以现场研究为主,综合运用实验研究和问卷调查等方法对异质性知识网络的三种基本形态、知识流运行特征和模式进行研究.同时考察基于网络交互记忆系统、知识冲突和个人图式拓展的多重创新路径,并在此基础上考察异质性知识网络的双向动态演变过程和相应的结网与优化策略.     

The interactive effects of person-focused citizenship behaviour,task interdependence,and virtuality on team performance

A multifactorial between-groups experiment examined the effects of person-focused organizational citizenship behaviours (OCBP) on the performance of teams characterized by different levels of virtuality and task interdependence. Results reveal in low virtual teams the moderating effects of task interdependence on the OCBP–team performance relationship are positive; however, these effects are reversed in high virtual teams. Using social presence and task–technology fit theories, our results indicate that task context affects how OCBP impacts team performance, particularly across different levels of team virtuality. The implications for research on OCB and the management of virtual teams are discussed.     

Testing relations between group cohesion and satisfaction in project teams: A cross-level and cross-lagged approach

Based on a two-dimensional perspective of group cohesion, this study examines the emergence of task cohesion and interpersonal cohesion in project teams and their roles in changes in members’ individual satisfaction with the team. Specifically, we tested a direct-effect and mediation model of the cross-level relationship between team task and interpersonal cohesion and individual satisfaction with the team over time. With a sample of 74 newly created project teams, the hypotheses were tested using a two-wave panel design. Results indicate that task cohesion emerges more strongly than interpersonal cohesion during the first stages of work in project teams. Moreover, the cross-lagged relationship between team interpersonal cohesion and individual satisfaction with the team was mediated by team task cohesion.     

Cross‐level interactions of individual trait positive affect,group trait positive affect,and group positive affect diversity

The purpose of the current study is to examine the cross‐level three‐way interactions among individual trait positive affect (PA), group trait PA, and group PA diversity on individual work outcomes. Drawing on situation strength theory, we hypothesized that the relationship of individual trait PA with work outcomes depends on the strength of a group's affective contexts including group trait PA and PA diversity. The hierarchical linear modelling results for 261 employees in 42 South Korean organizational teams showed that individuals' trait PA was positively associated with their team commitment, job satisfaction, and organizational citizenship behaviour (OCB). The findings also demonstrated that individual trait PA had the strongest relationship with team commitment when group trait PA was low and PA diversity was high simultaneously. In addition, the relationship between individual trait PA and OCB was found to be stronger for affectively diverse groups than for homogeneous groups.     

From Classroom to Controversy: Conflict in the Teaching of Religion

What happens when a class assignment becomes a source of controversy? How do we respond? What do we learn? By describing the controversy surrounding an assignment on religion and representation, this article examines conflict's productive role in teaching about New Religious Movements (NRMs) and religion. It suggests that we consider how our personal and institutional dispositions toward conflict influence our pedagogies. Moreover, it urges us to consider how teaching conflicts within and/or between disciplines can enhance our learning objectives and stimulate students' ability to think critically.