Employee Involvement: The Implications of Noninvolvement by Unions

ILR Review ◽  
1987 ◽  
Vol 40 (4) ◽  
pp. 556-568 ◽  
Author(s):  
Anil Verma ◽  
Robert B. McKersie
Keyword(s):  
Employee Involvement ◽  
Individual Characteristics ◽  
The Other ◽  
Manufacturing Plant ◽  
Quality Circles ◽  
Other Hand

Using a survey of workers in a large unionized manufacturing plant in which quality circles had been introduced without the involvement of the union, the authors test several hypotheses about the profiles of workers who volunteered to join the program and of workers who participated in it. They find that volunteers were less active in the union, more eager for a “say” in decisions, and more attracted to group and voluntary activities than were nonvolunteers. Continued participation in the program, however, apparently did not affect these characteristics of volunteers. On the other hand, participation in the program appears to have increased workers' identification with the company and its goals, even after controlling for differences in pre-program individual characteristics.

scholarly journals Obrada motiva smrti u nastavi književnosti

2019 ◽  
Vol 168 ◽  
pp. 615-629
Author(s):  
Snežana Božić
Keyword(s):  
Individual Characteristics ◽  
The Other ◽  
Main Theme ◽  
Online Questionnaire ◽  
Literary Works ◽  
Cognitive Limitations ◽  
Other Hand ◽  
The One

The motif of death in teaching literatureThis paper includes a survey of the affective and cognitive limitations in the students’ perception of the motif of death, particularly when it appears as the main theme in literary works analyzed in class. The author explores the frequency of such texts in the curriculum and provides specific psychological-pedagogical findings, which should be considered and applied. Furthermore, the paper contains certain methodological solutions applicable in some stages of interpretation that refer to the analysis of the motif of death. The solutions, on the one hand, take into consideration the values and the significance of the work itself, and on the other hand, the age of students and their individual characteristics such as personality, sensibility, the experience of the death of their loved ones or its lack. The insights and suggestions are related to the results of an online questionnaire conducted among teachers of literature about their approach to the motif of death in teaching, which is presented in this paper.  Aнализ мотивa смерти на уроках литературы в школеВ статье рассматриваются аффективные и когнитивные ограничения в восприятии мотивa смерти школьниками, особенно в том случае, когда этот мотив является одним из ведущих в литературном произведении, анализируемом на уроке литературы. Исследуется количество таких текстов в учебной программе, анализируются определенные психолого-педагогические знания, которые надо учитывать в учебном процессе. Предлагаются методические рекомендации по интерпретации мотива смерти. С одной стороны, эти рекомендации учитывают ценность и значение самого литературного текста, а с другой — возраст и другие индивидуальные характеристики учащихся характер, чувствительность, опыт/отсутствие опыта. Выводы и предложения в статье сопоставляются с результатами проведенного среди преподавателей литературы онлайн-опроса, касающегося методики интерпретации мотива смерти на уроках литературы. В статье представлены результаты проведенного опроса.

THE PERSONAL CHARACTER OF THE WORK OF EMPLOYEE – THE CREATOR

2018 ◽  
Vol 2 (XVIII) ◽  
pp. 271-280
Author(s):  
Karolina Słowińska
Keyword(s):  
Individual Characteristics ◽  
Employment Relationship ◽  
The Other ◽  
Creative Work ◽  
Personal Character ◽  
Other Hand ◽  
Labor Relationship ◽  
Unique Nature ◽  
The Subject ◽  
The Individual

The obligation to personally provide the creative work is inscribed in the nature and essence of creative work. The creative work is based on the individual characteristics and predispositions of the creator. The nature of creative work determines the obligation to provide it personally. On the other hand, the obligation to personally provide the creative work is a prerequisite for the existence of an employment relationship (i.e. labor relationship). Therefore, in case of creative work, there is a strengthening of the obligation to provide it personally because of the unique nature of performed, creative work. The personal character of creative work overlaps with the subject of the service as well as the entity of the service. The obligation to perform the work personally is not only the completion of the necessary elements of the labor relationship, but it guarantees also the performance of the employment duties by the competent employee according to the employer decision.

scholarly journals Does Streaming Esports Affect Players’ Behavior and Performance?

2019 ◽  
Vol 15 (1) ◽  
pp. 9-31 ◽  
Author(s):  
Akira Matsui ◽  
Anna Sapienza ◽  
Emilio Ferrara
Keyword(s):  
Time Frame ◽  
Individual Characteristics ◽  
The Other ◽  
Data Sets ◽  
Other Hand ◽  
And Performance ◽  
Game Performance ◽  
League Of Legends

In this work, we analyze what effect streaming gameplay on Twitch has on players’ in-game behavior and performance. We hypothesized that streaming can act as a form of implicit incentive to boost players’ performance and engagement. To test this hypothesis, we continuously collected data about all Twitch streams related to a popular Multiplayer Online Battle Arena (MOBA) game, League of Legends (LoL), and data of all LoL matches played during the same time frame, and cross-mapped the two data sets. We found that, counterintuitively, streaming significantly deteriorates players’ in-game performance: This may be due to the burden of carrying out two cognitively intensive activities at the same time, namely, playing the game and producing its commentary for streaming purposes. On the other hand, streaming increases engagement keeping players in significantly longer game sessions. We investigate these two effects further, to characterize how they vary upon individual characteristics.

scholarly journals Standards of textuality in perfume and cosmetic names

2020 ◽  
pp. 62-78
Author(s):  
Yevgeniia Nikiforova ◽  
Elizaveta Galitska
Keyword(s):  
Main Part ◽  
Individual Characteristics ◽  
The Other ◽  
Other Hand ◽  
Text Information ◽  
Text Construction

This article deals with the problem of perfume and cosmetic names. Special attention is given to the peculiarities of names in the context of textuality. Perfume and cosmetic names verbalize all features, qualities and individual characteristics of these goods. They create the naming space that consists of four nominative components: brand, basic, genitive and functional-descriptive. It is the basic nominative component that reflects the main part of information about perfumes and cosmetic goods. Four nominative components function as corresponding text information blocks. It means that perfume and cosmetic name combines two spaces. The first space is naming that is represented with the integrated perfume and cosmetic naming complex. The complex grasps four nominative components. The second space is informational that stores the necessary volume of information and creates a communicative background. The information scope is kept in the text construction. The volume of information is divided into four relevant text blocks. Together all these blocks form text boundaries which outline the text construction. The text construction is characterized by two interdependent features coexisting in the integrated perfume and cosmetic naming complex such as discreteness and wholeness. This is a very significant cohesive factor within the text construction. Cohesion is realized on the lexical level involving the mechanism of repetition which is the part of reiteration. On the other hand, repetition may be complete (the naming unit is repeated literally) and partial (the naming unit is repeated partly). The repetition may be between nearest blocks (having common side) and distant blocks (without a common side). The result of the research broadens the set of naming units adding to word, phrase and sentence the next unit recognized as text.

scholarly journals Textuality standards of goods labels and packaging

2021 ◽  
pp. 22-41
Author(s):  
Iryna Kovalchuk ◽  
◽  
Olena Popivniak ◽  
Keyword(s):  
Individual Characteristics ◽  
The Other ◽  
Common Boundary ◽  
Text Block ◽  
Other Hand ◽  
Text Information ◽  
Food And Drink ◽  
Text Construction

This article deals with the food and drink names. Special attention is given to the peculiarities of goods names in the context of textuality. Names of the beverages and eatables verbalize all features, qualities and individual characteristics of these goods. They create the naming space that consists of four nominative components: brand, individual, genitive, and functional descriptive. These nominative components create the text of labels and packages. Four nominative components function as corresponding text information blocks. It means that food and drink names labels combine two spaces. The first space is naming that is represented with the integrated naming complex. The complex grasps four nominative components. The second space is informational that stores the necessary volume of information and creates a communicative background. The information scope is kept in the text construction. The whole volume is divided into four relevant text blocks. Together all these blocks form text boundaries which outline the text construction. This text construction is characterized with two interdependent features coexisting in the integrated naming complex such as cohesion and coherence. Cohesion is realized on the lexical level involving the mechanism of repetition which is the part of the interaction. On the other hand, the repetition may be complete (the naming unit is repeated literally) and partial (the naming unit is repeated partly). The repetition may be between nearest blocks (having common boundary) and distant blocks (without common boundary). There is some peculiarity in the structure of functional-descriptive text block which functions as a set of subblocks. These subblocks are grasped into four subblock clusters. It indicates that description of goods properties and their usage instructions are significant in the text construction of labels and packages. The results of the research broaden the set of naming units adding to word, phrase, and sentence the next unit recognized as a text.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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