N. Kim

New concerns have emerged during the COVID-19 pandemic that greatly impact employees and many other aspects in organizations. We have highlighted the major organizational issues during COVID-19 and classified the relevant research findings based on 45 recent articles. Main themes identified include work setting, perceptions of COVID-19, employee wellbeing, organizational strategies, and influences on career behaviors. Employees have faced challenges due to work conditions that have shifted from traditional commuting to telework. Employees have also become aware of the negative current situation, so their overall wellbeing has been threatened. In response, organizations have strived to promote positive psychological capital for employees as they attempt to cope with this crisis. Organizations have tried to maintain and manage both their employees and their business. People tended to adjust their career-related behaviors based on how they perceived their own wellbeing and organizational strategies.

In this 2021 AFHVS Presidential Address, Kim Niewolny provides a brief foray into the onto-epistemic framing of critical praxis for sustainable food systems transformation. Niewolny proposes we engage in the creative entanglement of critical praxis and the social imaginary to “unthink” the orthodoxies that govern our ideas of the possible. She offers several possibilities as pathways toward a food system that embodies health equity, ecological justice, land sovereignty, and human rights, including: agroecological research and movement building; food, farm, and health policy; food and farm system worker protections as public health and human rights concerns; intersectional food justice scholarship and curriculum; narrative-led, community-based, and action-oriented methodologies as multi-dimensional inquiry; and multi-sector and multi-racial coalitions as dynamic networks that challenge linear, neoliberal, and technical-rational practices. Niewolny concludes with a call for radical hope as a principle for critical food systems praxis.

In this essay, Kim Niewolny, current President of AFHVS, responds to the 2020 AFHVS Presidential Address given by Molly Anderson. Niewolny is encouraged by Anderson’s message of moving “beyond the boundaries” by focusing our gaze on the insurmountable un-sustainability of the globalized food system. Anderson recommends three ways forward to address current challenges. Niewolny argues that building solidarity with social justice movements and engendering anti-racist praxis take precedence. This work includes but is not limited to dismantling the predominance of neoliberal-fueled technocratic productivism in agricultural science and policy while firmly centering civil society collective action and human rights frameworks as our guiding imaginary for racial, gender, environmental, and climate justice possibilities for sustainable food systems praxis. She concludes by exploring the epistemic assertion to push beyond our professional and political imaginaries to build a more fair, just, and humanizing food system.

Architecture is a content area in art education that is not much investigated by art educators. Even less addressed is Romanesque architectural style. Based on direct experiences of visiting hundreds of Romanesque churches in France, Italy, and Spain; many years of teaching design courses; and subsequent research and visual analyses of photos, the author discusses the aesthetic merits of Romanesque architecture through design principles: unity by repetition, variety and contrast, proportion, hierarchical forms, and articulation. Unity, variety, and contrast are found in many modern design books, proportion, less so, but it was very important in the medieval period. Hierarchical forms and articulation are uniquely Romanesque. The author demonstrates that Romanesque builders possessed a great sense of design and creativity.

Hot spot policing is an established concept that is proven to reduce crime. It is mostly done through foot patrol or car patrols. In the present study it is tested whether helicopters can produce a deterrent policing effect to reduce the amount of vehicle arsons in Sweden on larger hot areas. Sweden tends to have elevated levels of vehicle arsons in August, with about 20% of police districts responsible for 50% of the cases. The risk narrative revolves around youth congregating in public places in deprived neighborhoods to generate disturbances, and the disruption of the risk narrative tested here is based on providing deterrence through helicopter police presence. During 6 weeks in August and September of 2019 police helicopters patrolled four police districts in Sweden to attempt to prevent vehicle arsons. Our data comprise police reports of vehicle arson, and time stamped satellite data over the location for police helicopters. The evaluation considers whether there is an intention to treat effect from this project, in addition to whether there is an effect of actual helicopter presence. The study finds no significant effect of intention to treat, nor of actual dosage.

이 글은 자기와 주변 세계의 관계를 내포하고 있는 개념어인 보생명과 움벨트 개념을 탐색하였다. 환경이라는 용어는 자기와 주변 세계의 관계를 내포하지 않아서 항상 ‘친’혹은 ‘자기’와 같은 수식어를 필요로 한다. 움벨트와 보생명 개념은 각각 유기체의 고유의 세계와 개체 생명을 생명이게 하는 세계라는 의미이다. 두 개념은 공통적으로 유기체와 주변 세계와의 관계가 상보적이며 하나의 전체를 이룬다는 점을 의미하므로 나와 환경과의 관계를 적극적으로 내포하고 있다. 움벨트 개념은 보생명 개념에서 깊이 해명하지 않은 주체적인 세계를 주로 다룬다는 점에서 보생명론을 보완하는 데 있어서 유용하다. 한편 낱생명의 움벨트는 보생명과 다르게 해당 낱생명의 생존에 반드시 필요한 요소들을 모두 포섭하고 있지 않다. 따라서 기후 변화와 같이 인류가 공동으로 진단하고 대처해야 할 사안에 대해서 이해 기준과 행동 지침을 정하려면 인간 공동의 모형인 현대 과학에서 파악한 보생명의 모습에도 주목해야 한다. 두 개념은 우리에게 지속가능성 과학에 대한 학습, 낱생명의 움벨트 이해와 존중, 공동 움벨트를 위한 학습과 소통 등 여러 가지 함의를 제공한다. 이러한 점을 바탕으로 이 글은 우리가 관행적으로 환경이라 부르던 대상을 보생명으로 부르기를 제안하였다.

The goals of the present study were to test whether (and which) basic numerical abilities can be improved with training and whether training effects transfer to improvement in children’s math achievement. The literature is mixed with evidence that does or does not substantiate the efficacy of training basic numerical ability. In the present study, we developed a child-friendly software named ‘123 Bakery’ which includes four training modules; non-symbolic numerosity comparison, non-symbolic numerosity estimation, approximate arithmetic and symbol-to-numerosity mapping. Fifty-six first graders were randomly assigned to either the training or control group. The training group participated in 6 weeks of training (5 times a week, 30 minutes per day). All participants underwent pre- and post- training assessment of their basic numerical processing ability (including numerosity discrimination acuity, symbolic/non-symbolic magnitude estimation, approximate arithmetic, symbol-to-numerosity mapping), overall math achievement and intelligence, 6 weeks apart. The acuity for numerosity discrimination (approximate number sense acuity; ANS acuity) significantly improved after training, but this training effect did not transfer to improvement in symbolic, exact calculation, or any other math ability. We conclude that basic numerical cognition training leads to improvement in ANS acuity, but whether this effect transfers to symbolic math ability remains to be further tested.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.4 (2004) 32-45 [Access article in PDF] Ernst H. Gombrich, Pictorial Representation, and Some Issues in Art Education Nanyoung Kim Introduction This essay will deal with different ways of conceptualizing pictorial representation in art education and their implications. The philosophical issues involved in pictorial representation have fascinated philosophers since the time of Plato and Aristotle. In the first half of the twentieth century, the issue of representation became a centerpiece of various theories among art historians in an attempt to explain representational styles of non-Western cultures that were vastly different from Western styles, and also in order to reinterpret less-valued Western styles that had deviated from the Classical and Renaissance traditions. In recent years, the field of aesthetics has seen a resurgence of interest in the issue, probably because of the demise of Formalism and the returning interest in representation among postmodernists.In art education, interest in pictorial representation has been limited to research on children's drawing (mostly unsolicited drawing) and to the alleged benefits of drawing activity on children's emotional and cognitive development. To understand art images made by adult artists, especially in the Western tradition, art educators must refer to art history or aesthetics. For non-Western images, an anthropological or sociological approach seems appropriate because, more than Western images, they seem to demand knowledge about the culture in which they originated. Art education therefore does not have one comprehensive model of pictorial representation to encompass all these different kinds of images.For more than a decade, the dominant theory of children's pictorial representation in art education has been a symbolic model, and it thrived and is thriving in the context of ever-growing cognitive claims on art. Replacing the long-held creative self-expression model of Viktor Lowenfeld of the 1960s and 1970s, the advocates for this model advanced their theory based on Nelson Goodman's symbolic interpretation of pictorial representation.1 [End Page 32] While their theory illuminated what had not been revealed by the previous creative self-expression model, its long-held dominance in the field lends it an aura of self-evidence and authority.My aim in this essay is to reintroduce Ernst H. Gombrich's theory of pictorial representation in order to balance the dominant theory and to provide a broad perspective for viewing children's drawings and adults' art images together.2 Despite its potential contribution to art education, Gombrich's theory has not been adequately interpreted for art educators. When Gombrich's theory was introduced in art education in the past, he was treated, along with Goodman, as a prime advocate of the concept of representation as a convention. His attention to cultural, psychological, biological, sociological, and art historical dimensions of pictorial representation has never been fully explored by art educators. Gombrich was first and foremost an art historian and theorist of art history of solid classical scholarship, but he was also a cultural historian equipped with extensive knowledge of diverse fields such as cognitive psychology, ethology, psychoanalysis, and the philosophy of science. He was truly a scholar with an interdisciplinary penchant, which makes it difficult for his readers to categorize him. In addition, his elusive writing style tends to limit access to his theory.In this sense, Leslie Cunliffe's recent reintroduction of Gombrich's theories to art education is notable.3 Cunliffe covered the whole gamut of Gombrich's theories, including that on representation, by contextualizing him as a Social-Constructivist, and he expounded many potential benefits that art educators may gain through understanding and adopting his theories. My scope will be narrower than Cunliffe's. I will deal with Gombrich's theory of representation insofar as it illuminates the nature of children's drawings and other art images and helps us understand them within a coherent system. The order of discussion will be as follows: first, the linguistic model derived from Goodman and its continuing influence on art education; second, Gombrich's theory of pictorial representation, including his discussions of the conventional and biological aspects of...

Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement of social and intellectual inquiry capabilities and thinking behaviours across the curriculum.

This study investigates the ethical climate types presented in the Korean tourism industry, the differences in the perceptions of these ethical climate types based on individual/organizational characteristics, and the influence of ethical climate types based on job satisfaction/organizational commitment. Empirical findings of this study identify six ethical climate types and demonstrate significant difference and significant influence of the proposed relationships. This research contributes to the existing body of academic work by using empirical data collected from 820 respondents across 14 companies within the Korean tourism industry, to demonstrate the relationship between actual ethical climate types and ethical climate related factors. The findings of this study identify the new factor ‹moral caring,’ which describes an environment characterized by decisions that maximize collective interest, but based on an individual employee’s personal values and ethics. Such a factor has important implications for the service industry, where face-to-face encounters typify the relationship between employee and consumer.

This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews were conducted to gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom.

Anthony Collins’Discourse on Freethinking(1713) claims an equal right of examining freely any proposition for each human being. However, the right he claims isn’t always clear, and a close reading shows that, in fact, he successively defends three versions of this right, each weighing the role of equality differently. In the first section, where both values appear consistent with one another, claimed freedom and equality of rights are, in fact, in tension with one another and Collins hesitates too much to solve anything. Beyond theDiscourse, this exemplifies the early development of a problem that will become increasingly important in the Late Enlightenment.

We now take for granted that despite the disproportionate contribution of females to initial growth of their progeny, there is little or no asymmetry in the contribution of males and females to the eventual character of their shared offspring. In fact, this key insight was only established towards the end of the eighteenth century by Joseph Koelreuter's pioneering plant breeding experiments. If males and females supply equal amounts of hereditary material, then the latter must double each time an embryo is conceived. How then does the amount of this mysterious stuff not multiply exponentially from generation to generation? A compensatory mechanism for diluting the hereditary material must exist, one that ensures that if each parent contributes one half, each grandparent contributes a quarter, and each great grandparent merely an eighth. An important piece of the puzzle of how hereditary material is diluted at each generation has been elucidated over the past ten years.

Does environmental management help foreign firms outperform local firms in emerging economies? While existing research suggests that environmental management may or may not benefit firm performance, the question is particularly under-investigated in the emerging economy context. Using the data on foreign investment into China, this study explores whether foreign firms that are under greater environmental pressure, at home or at the host, outperform comparable local firms in an emerging host country. In making this comparison, we use propensity-score matching and a difference-in-differences approach to handle the problem of endogeneity inherent in comparing the performances of foreign versus local firms. We find empirical support that foreign firms perform better than local firms when they are under high environmental pressure in the emerging host country, and this result is driven by the foreign firms originating from countries with high environmental pressure.

The present thesis was directed at the hypothesis that to perceive an event is to detect an invariant specific to the style of change and an invariant specific to the object undergoing the style of change--the reciprocal invariants of transformation and structure, respectively. Events were defined by seven, well-defined global mathematical transformations that produced a variety of styles of change over different objects. In Experiment 1, each transformation was applied dynamically to four different facial profiles, presented visually by computer. Observers distinguished reliably among these events on the basis of their respective transformational invariants. Experiments 2 and 3 examined the generative and abstract aspects of transformational invariants. In each, an event was presented as a sequence of static samples and examined in an interpolation task and an extrapolation task . The transformational invariants proved sufficiently generative to specify retrospectively and prospectively and sufficiently abstract to specify both event tokens and event types. Experiment 4 addressed the relative persistence of a style of change over structure. The stimulus sequence was constructed of different objects transformed the same way. Types of change and types of object structures interacted, implying that certain styles of change are more conducive to certain object structures. Experiment 5 found that, with minor qualifications, the structural invariant was reliably detectable without being affected by the particular style of change applied. Further, some styles of change, when sufficiently magnified, induced non-trivial changes in underlying structure sufficient to render successive instances of the structure non-identical. Taken together, the experiments provide support for the hypothesis that perceiving an event is essentially equivalent to detecting the two reciprocal invariants of transformation and structure that together specify the event