Executive behavior is simply what managers do. But what do they do? To answer this question, Kelly reviews the observational studies of managerial behavior made in the 1950s and 1960s by H. Mintzberg and S. Carlson, among others, and updates the record by including research of the 1980s and 1990s. This hard data of scientific observation is compared to and contrasted with the soft data of top manager interviews and CEO biographies, which includes material on Lee Iacocca, John Akers, Steven Jobs, John Sculley, and Jack Welch. To get these facts and fictions of executive life together in a meaningful and understandable way, this book develops a new view of executive behavior, which focuses on two paradigms: the classical and existential models of the manager.

In the classical approach, the manager plans, organizes, leads, and evaluates (POLEs). Both observational studies and the soft data of interviews and biographies shows the executive to be a much more intuitive person who engages in fleeting, superficial, and often distracting interactions with his or her peers and subordinates. Inevitably, such a life-style makes the manager into a gamesman---an existential player in a life in which chance and choice are vital elements in forming the corporate vision. To make this vision a reality, the existential executive employs a transformational style of leadership. This book focuses on four levels of management: chief executives, general managers, middle managers, and supervisors. Among the issues explored in depth are transformational leadership, selection of CEOs, the drama of executive meetings, and the executive of the future. Ideal as a supplemental reading for courses in organizational behavior and management, this book is also an important resource for consultants and executives who are involved in management development and selection who seek an in-depth, balanced view of the modern manager.

"The Statistical Abstract of the United States," published since 1878, is the standard summary of statistics on the social, political, and economic organization of the United States. It is designed to serve as a convenient volume for statistical reference and as a guide to other statistical publications and sources.

This volume revisits and updates theory and research on self-fulfilling prophecies and other aspects of the effects of teachers' expectations in classrooms. The introductory chapter describes the waxing and waning of a flurry of research on the self-fulfilling prophecy effects of teachers' expectations concerning students' learning potentials, then identifies current aspects of research on this topic that are evident in contemporary work on teacher efficacy, student motivation, gender, student diversity, equity, and many other aspects of contemporary discussions of schooling. Two literature review and synthesis chapters follow, one on teacher expectations and the other on teacher efficacy. Then come six chapters presenting work on expectation-related issues: teachers' efficacy perceptions with respect to difficult-to-teach students, the mutual adaptations that occur between teachers and students as they condition one anothers' expectations and actions, expectation-related phenomena in urban high schools, the teacher's pet phenomenon and other expectation- and attitude-related aspects of teacher-student interaction that affect students' attitudes, students' negative reactions to differential treatment by teachers and the effects of intervention studies designed to maximize the equity and quality of students' educational experiences, and the labeling effects associated with special education diagnoses. The volume concludes with a discussion chapter that synthesizes, critiques, and draws connections across chapters, identifies accomplishments to date, and suggest next steps in extending research on this important topic.

The Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic.

This volume contains contributions on a range of important issues in current financial research. Topics included are - the performance of fixed income mutual funds in different economic states, the determinants of long-term excess performance of the ADRs on the NYSE, the models for forecasting the Euro/US Dollar exchange rates and the U.S. mutual funds movements, the fragmentation in day and night markets, the market reactions of the U.S.-listed foreign banks to the passage of the GLB Act of 1999, the upper bounds for American options, the spread-based models for the valuation of credit derivatives, the empirical evidence on the evolution of corporate borrowers, the determinants of private debt source, and the underlying causes and resolution policies for the systematic banking crises. This is a valuable addition to the research of finance. It contains contributions from key figures the world of finance; and offers broad coverage.

First published in 1973, this book is concerned with the question of whether Sociology is, or ought to be, a theoretical science. Keith Dixon argues that the pretence to the theoretical is a hindrance to the development of the field of Sociology, which devalues significant empirical work by giving status to research findings only in so far as they relate to often arbitrary theoretical concerns. Dixon addresses the historical dimension in the explanation of human nature and rational action. This reissue will be of particular value to students and academics with an interest in the empirical and theoretical methodology applied to Sociological research.

This book discusses key issues in global and regional social policy, exploring Bob Deacon's pioneering approach to regulation, rights and redistribution. It addresses the role of international actors in shaping social policy and discusses the problems and possibilities of new alliances for global social justice.

This book examines the strength of laws addressing four types of violence against women rape, marital rape, domestic violence, and sexual harassment in 196 countries from 2007 to 2010. It analyzes why these laws exist in some places and not others, and why they are stronger or weaker in places where they do exist. The authors have compiled original data that allow them to test various hypotheses related to whether international law drives the enactment of domestic legal protections. They also examine the ways in which these legal protections are related to economic, political, and social institutions, and how transnational society affects the presence and strength of these laws. The original data produced for this book make a major contribution to comparisons and analyses of gender violence and law worldwide."

The goal of this book is to emphasize the formal statistical features of the practice of equating, linking, and scaling. The book encourages the view and discusses the quality of the equating results from the statistical perspective (new models, robustness, fit, testing hypotheses, statistical monitoring) as opposed to placing the focus on the policy and the implications, which although very important, represent a different side of the equating practice. The book contributes to establishing "equating" as a theoretical field, a view that has not been offered often before. The tradition in the practice of equating has been to present the knowledge and skills needed as a craft, which implies that only with years of experience under the guidance of a knowledgeable practitioner could one acquire the required skills. This book challenges this view by indicating how a good equating framework, a sound understanding of the assumptions that underlie the psychometric models, and the use of statistical tests and statistical process control tools can help the practitioner navigate the difficult decisions in choosing the final equating function. This book provides a valuable reference for several groups: (a) statisticians and psychometricians interested in the theory behind equating methods, in the use of model-based statistical methods for data smoothing, and in the evaluation of the equating results in applied work; (b) practitioners who need to equate tests, including those with these responsibilities in testing companies, state testing agencies, and school districts; and (c) instructors in psychometric, measurement, and psychology programs.

This volume is one of a series of research annuals on qualitative research designed to take up issues and debates in this area that relate to methodology, the relationship between data collection and data analysis, the relationship between theory and method, and the implications of qualitative research for social policy and evaluation.

This book aims to show the value but also the difficulties encountered in the application of 'insider knowledge' in service user research. Mental health service users in research considers ways of 'doing research' which bring multiple understandings together effectively, and explains the sociological use of autobiography and its relevance. It examines how our identity shapes the knowledge we produce, and asks why voices which challenge contemporary beliefs about health and the role of treatment are often silenced. An imbalance of power and opportunity for service users, and the stigmatising nature of services, are considered as human rights issues.Most of the contributors to the book are service users/survivors as well as academics. Their fields of expertise include LGB issues, racial tensions, and recovering from the shame and stigma of alcoholism. They stress the importance of research approaches which involve mutualities of respect and understanding within the worlds of researcher, clinician and service user/survivor.

Inspiration and Innovation in Teaching and Teacher Education is an edited collection that offers a variety of conceptual and research-based discussions on teaching and teacher education in Canada and internationally. The ideas, research, and practices presented in the book focus on three broad themes: the essence of teacher education, innovative practices in teacher education, and emerging issues in teacher education. The book includes chapter contributions from a group of international scholars, teacher educators, and teachers who are adopting innovation in how they are conceptualizing teaching and teacher education and in how they are engaging in the practices of teaching and teacher education. The contributions examine emerging issues that have far-reaching implications for what we do in teacher education, elucidating the successes, opportunities, and challenges inherent in teacher education. The contributors to this book are inspiring others to examine their own beliefs and practices about what constitutes effective teacher education.

The Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic.

Many researchers in recent years have begun to reflect on their gender identity and how this impacts on the research process and discuss how this helps build rapport with participants and creates successful or unsuccessful pieces of qualitative research. However, how does this intersect with other forms of identity, such as class, ethnicity, disability, age, sexuality? In this volume contributors explore these issues by reflecting on their own studies and research careers and address how important or unimportant gender has been in building research relationships. While the gender identity of the respondent/researcher relationship is undoubtedly important, what must also be acknowledged are the attributes which create a good fieldworker and competent social science researchers capable of understanding and engaging in different social situations and thought interaction with different participants.

Orientalist research has most often been characterised as an integral element of the European will-to-power over the Asian world. This study seeks to nuance this view, and asserts that British Orientalism in India was also an inherently complex and unstable enterprise, predicated upon the cultural authority of the Sanskrit pandits.

Practical Social Research is a working guide to doing 'real life' research in the local community. Based on the authors' own practice, it proposes a partnership between students and community organisations that both meets community needs and developes students' research skills. The book provides detailed coverage of the 'scientific', ethnographic and feminist traditions in social research data collection and analysis, together with information on how to go about negotiating viable projects, developing personal transferable skills, and presenting and assessing reports.

This is the ninth volume in an annual series designed to provide an academic forum for the publication of original research, critical reviews and conceptual analyses of theoretical and substantive issues related to the education, care and development of young children.

Philosophy of Science deals with the problem, 'What is science?' It seems that the answer to this question can only be found if we have an answer to the question, 'How does science function?' Thus, the study of the methodology of social sciences is a prominent factor in any analysis of these sciences. The history of philosophy shows clearly that the answer to the question, 'How does science function?' was the conditio sine qua non of any kind of philosophy of science, epistemology and even of logic. Aristotle, Hume, Kant, Mill, Russell, to mention a few classical authors, clearly emphasized the primacy of methodology of science for any kind of philosophy of science. One may even state that analyses of the presup positions, the foundations, the aims, goals and purposes of science are nothing else than analyses of their general and specific formal, as well as practical and empirical methods. Thus, the whole program of any phi losophy of science is dependent on the analysis of the methods of sciences and the establishment of their criteria. If the study of scientific method is the predominant factor in the philosophy of science, then all the other problems will depend on the outcome of such a study. For example, the old question of a possible unity of all social sciences will be brought to a solution by the study of the presuppositions, the methods, as well as of the criteria germane to all social sciences."

A growing number of people are claiming or reclaiming a religious or spiritual identity for themselves. Yet, in contemporary Western societies, the frameworks of understanding that have developed within the social science disciplines, and which are used to analyse data, are secular in nature, and so may be inappropriate for investigating some aspects of religion, spirituality and faith and how these intersect with individuals' lives. This edited collection addresses important theoretical and methodological issues to explore ways of engaging with religion and spirituality when carrying out social science research. Divided into three sections, the book examines the notion of secularism in relation to contemporary western society, including a focus upon secularisation; explores how the values underpinning social scientific enquiry might serve to marginalise religion and spirituality; and reflects on social science research methodologies when researching religion and spirituality. With international contributions from key academics in the fields of religious studies, cultural studies, political science, criminology, sociology, health and social policy, this engaging book will provide social science students, educators, researchers and practitioners with an essential overview of key debates around secularism, faith, spirituality and social science research.

Extremely student friendly, Healey's STATISTICS: A TOOL FOR SOCIAL RESEARCH AND DATA ANALYSIS, 11e, equips you with a solid understanding of statistical fundamentals and their practical application to current social issues -- no advanced math knowledge required. The text breaks down even the most complex material to help you master key concepts and develop the skills you need as a professional in a social science field -- or simply to become a "statistically literate" consumer of social research. Everyday examples illustrate that statistics are not just abstract mathematical constructs, but they have practical value in government, education, business, media, politics, sports and more. Research examples in every chapter include the same "real data" used by professionals across various fields to make evidence-based decisions. Also available: MindTap digital learning solution.

A volume in Emerging Technologies for Evolving Learners Series Editors Kathleen P. King and Mark Gura, Fordham University This book introduces and explains this important new technology from the perspective of educators. It also provides new insights into the ways that technology can provide solutions to instructional needs that have not been sufficiently addressed until now. Not only does it provide concrete explanations, examples, models, and details about methods and resources that are not currently illustrated in other publications, but it also reveals a new rationale for the use of technology in education.This book helps readers apprehend critical issues essential to understanding and taking advantage of podcasting and related technologies as an educational resource: What podcasting is How ""to do"" podcasting How to plan podcasting-based activities for students How to create podcasts as teaching resources How to use podcasting for professional development Models developed specifically by the authors regarding: Podcast development Educators' learning curve in podcasting Cost/benefit decision making regarding podcasting projects K -- 12 school district directors of curriculum and instruction and directors of professional development, as well as classroom teachers, principals, and instructional supervisors across the core curriculum and in the area of Instructional Technology; and teacher educators and other college faculty will find this book a valuable resource. Readers may use the book as part of their own efforts to expand their teaching or staff development practice. It can also be an important resource for Education courses in content instruction and Instructional Technology and serve as a valuable reference for educators interested in educational applications of technology.What you will find in this revised and updated edition? New for this edition are valuable additional insights and updates related to our additional years of experience in podcasting and new media. Critical updated URLs, screenshots, software comparisons, data, some fresh new curricular examples, and included references to our new series, The Teachers' Podcast and Transformation Education LIVE! We have also upgraded statistical information, advancements from the podcasting world, references, and biographical information. In short, the book is better than ever, in part because of suggestions form our many readers who are, teachers learners, and podcast listeners of course! The 16 chapters of the book are divided into the following major sections: PART I. A REVOLUTION IN OUR POCKETS PART II. PODCASTING ""HOW TO"" BASICS PART III. BECOMING A PODCASTING EDUCATOR

Most Asian countries have shown a strong commitment to rapid economic development. Economists have argued that the fruits from economic development will be spread equitably throughout the population. In the absence of a strong tradition of social rights, social development in Asia has long been taken for granted. This collection documents social development in the Asian countries of China, Hong Kong, Taiwan, South Korea, Thailand and India and concludes that social development has lagged behind economic development. This has given rise to `distorted development' in many countries. Serious development problems of poverty and inequalities have lingered even in these economically advanced countries of Hong Kong, Taiwan, and Singapore. These problems have been exacerbated in the wake of the Asian economic crisis. In order to harmonize social development with economic growth, Asian states ought to be more proactive in their development agendas. As a text on social development in Asia, this book is primarily intended for practitioners and students of social work, social administration, and social policy. It is also relevant for students and practitioners of sociology, economics, and public policy.

Hardbound. The chapters in this volume illustrate the ways in which U.S. sociologists of education continue to plumb the depths of fundamental questions about how schools are organized and consequences of school organization for students and teachers. These studies present new ideas and/or findings in an engaging way, and they attempt to enlarge the audience for sociological research on education. Perhaps even more importantly, however, they generate a host of questions that warrant sustained inquiry by our community. If these authors lead us to think in new ways or to ask new questions, their efforts will have been well-rewarded.

The papers in this volume were presented at three invited sessions at the annual meeting of the Western Economic Association in Lake Tahoe, Nevada on June 30 and July 1, 1998. The comments of the speaker at each of these sessions are also included.

The papers focus on the widespread banking and financial crises that have plagued many countries worldwide. A study by the International Monetary Fund (Lindgren, Garcia, & Saal, 1996) reported that banking crises had been experienced by nearly three-quarters of its 180-plus member countries since 1980. And this was before the current problems in Korea and Southeast Asia. Only the African continent, where banking systems are generally quite primitive, appears to have been unaffected.

The papers in this volume amplify on the evidence in this area for additional countries; expand the earlier analyses; describe, discuss, and evaluate alternative procedures for resolving bank insolvencies and recapitalizing the banking system, and suggest ways of maintaining bank solvency and preventing reoccurrences of these costly crises.

The papers are timely, add considerably to our storehouse of knowledge, and are likely to be of particular value to policy makers, bankers, and fellow researchers.

The purpose of this book is to evaluate a new approach to the analysis and reporting of the large-scale surveys for the National Assessment of Educational Progress carried out for the National Center for Education Statistics. The need for a new approach was driven by the demands for secondary analysis of the survey data by researchers who needed analyses more detailed than those published by NCES, and the need to accelerate the processing and publication of results from the surveys. This new approach is based on a full multilevel statistical and psychometric model for students' responses to the test items, taking into account the design of the survey, the backgrounds of the students, and the classes, schools and communities in which the students were located. The authors detail a fully integrated single model that incorporates both the survey design and the psychometric model by extending the traditional form of the psychometric model to accommodate the design structure while allowing for student, teacher, and school covariates.