title: 'Training the next generation of HR practitioners': Reflecting on HRM student experiences of sexual harassment training

authors: Dyer, Suzette L.

abstract: Despite prohibitive legislation and organizational policies and training, high rates of sexual harassment persist in the hospitality industry, a situation that is concerning to organizations and researchers alike. As management educators, we embedded a sexual harassment lecture within the context of a human resource management degree, with the aim of developing the capacity of the future human resource practitioner workforce to address sexual harassment. The reflective journals of these students, collected over a three-year period, reveal that while participants found the session improved their understanding of sexual harassment myths and remedies, many still questioned their ability to act within the context of wider organizational dynamics. Our analysis leads us to conclude that sexual harassment training sessions are a valuable and necessary starting point for developing intolerance. However, if we are truly committed to eradicating sexual harassment, then a much broader and integrated approach is required that includes redressing the limitations of the current legal systems, broadening the scope of education within the wider community and developing intolerant organizational climates.

text: 'Training the next generation of HR practitioners': Reflecting on HRM student experiences of sexual harassment training Despite prohibitive legislation and organizational policies and training, high rates of sexual harassment persist in the hospitality industry, a situation that is concerning to organizations and researchers alike. As management educators, we embedded a sexual harassment lecture within the context of a human resource management degree, with the aim of developing the capacity of the future human resource practitioner workforce to address sexual harassment. The reflective journals of these students, collected over a three-year period, reveal that while participants found the session improved their understanding of sexual harassment myths and remedies, many still questioned their ability to act within the context of wider organizational dynamics. Our analysis leads us to conclude that sexual harassment training sessions are a valuable and necessary starting point for developing intolerance. However, if we are truly committed to eradicating sexual harassment, then a much broader and integrated approach is required that includes redressing the limitations of the current legal systems, broadening the scope of education within the wider community and developing intolerant organizational climates.

year: 2021

title: The measurement of knife sharpness and the impact of sharpening technique on edge durability

authors: Mulder, Joshua

abstract: We discuss the definition and measurement of knife sharpness. Using a commercial knife sharpness test system we identify a controlled cutting regime that progressively dulls blades, and use this to compare the durability of the edge on a modern knife sharpened with a commercial electrically-driven abrasive-belt knife sharpener with the same blade sharpened manually with a whetstone. Starting at similar sharpness levels we observe that the cold-sharpened edge is significantly more durable.

text: The measurement of knife sharpness and the impact of sharpening technique on edge durability We discuss the definition and measurement of knife sharpness. Using a commercial knife sharpness test system we identify a controlled cutting regime that progressively dulls blades, and use this to compare the durability of the edge on a modern knife sharpened with a commercial electrically-driven abrasive-belt knife sharpener with the same blade sharpened manually with a whetstone. Starting at similar sharpness levels we observe that the cold-sharpened edge is significantly more durable.

year: 2016

title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978