title: Comparison semigroups and algebras of transformations

authors: Stokes, Tim E.

subjects: comparison algebra

abstract: We characterize algebras of transformations on a set under the operations of composition and the pointwise switching function defined as follows: (f,g)[h,k](x)=h(x) if f(x)=g(x), and k(x) otherwise. The resulting algebras are both semigroups and comparison algebras in the sense of Kennison. The same characterization holds for partial transformations under composition and a suitable generalisation of the quaternary operation in which agreement of f,g includes cases where neither is defined. When a zero element is added (modelling the empty function), the resulting signature is rich enough to encompass many operations on semigroups of partial transformations previously considered, including set difference and intersection, restrictive product, and a functional analog of union. When an identity element is also added (modelling the identity function), further domain-related operations can be captured.

text: Comparison semigroups and algebras of transformations We characterize algebras of transformations on a set under the operations of composition and the pointwise switching function defined as follows: (f,g)[h,k](x)=h(x) if f(x)=g(x), and k(x) otherwise. The resulting algebras are both semigroups and comparison algebras in the sense of Kennison. The same characterization holds for partial transformations under composition and a suitable generalisation of the quaternary operation in which agreement of f,g includes cases where neither is defined. When a zero element is added (modelling the empty function), the resulting signature is rich enough to encompass many operations on semigroups of partial transformations previously considered, including set difference and intersection, restrictive product, and a functional analog of union. When an identity element is also added (modelling the identity function), further domain-related operations can be captured.

year: 2010

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: What (actually) matters in literacy education: Contributions from community psychology

authors: Furness, Jane Amanda

subjects: Family literacy

abstract: This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

text: What (actually) matters in literacy education: Contributions from community psychology This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

year: 2013