Several recent chapters (Gilliland & Schepers, 2003; Skarlicki & Folger, 2001) have focused on an interesting question: If certain behaviors are perceived as fair or unfair, what antecedents lead to these fair or unfair behaviors? Gilliland and Schepers identify multiple antecedents, including organizational norms. This research examines how norms promote fair or unfair procedural behavior as defined by procedural fairness rules (ref. Leventhal, 1980). Drawing on recent social psychological work on norms by Cialdini and colleagues (for a review see Cialdini & Trost, 1998), the current research distinguishes between two norm elements: descriptive norms (i.e., what others actually are doing) and injunctive norms (i.e., what others believe an individual should be doing). A computerized performance allocation decision task was created to assess individuals' actual behavior in two studies. In each study participants were given normative information and then asked to complete four blocks of the allocation task. From computer-recorded data, measures of behavioral fairness were derived and a post-task survey elicited participants' self-perceived fairness: Both sets of fairness measures were used as dependent variables.Study 1 focused on descriptive norms and tested a prediction derived from Cialdini et al.'s (1990) work on norm salience theory: This theory suggests that the more salient a norm is, the greater an impact it will have. Study 2 also included descriptive norm element conditions, but focused too on the individual who was the source of the injunctive norm. Overall, results of these studies suggest that, at least for behavioral accuracy, norms do impact individuals' fair behavior. However, analyses of behavior and self-perception measures of fairness suggest that further refinement of behavioral measures and more research on the intersection of fairness and norms are required.

Abstract Sweden applies two different private international statutes to establish which country´s domestic law that is applicable in a certain situation regarding succession and will with connection to two or more states. The first private international law is the one used in relations between Sweden and the other Nordic states. The other private international law is the one used between Sweden and all other states than the Nordic ones. A proposal for a Regulation that regulate jurisdiction, applicable law, recognition and enforcement of decisions and authentic instruments in matters of succession and the creation of a European Certificate of Succession has been prepared by the Commission and was published in October 2009. This regulation will, if it enters into force, modify the situation in Sweden for applicable law on a situation regarding succession and will. A comparison between Swedish private international law regarding applicable law and the rules regarding applicable law according to the Regulation is performed in this thesis.

Unfair labour practice formed part of South Africa's history throughout the years. There was not enough legislation to protect all races against unfair labour practice. The dramatic political, governmental and social changes over the last decade ensured that South Africa put new legislation in place to ensure fair labour practice for all races in South Africa. This legislation is also implemented in the South Africa education system to ensure fairness. The Employment of Educators Act and the South African Schools Act devised legislation to protects the rights of both the learner and the educator in the education system of South-Africa. The aim of this research was to determine whether there is sufficient legislation to protect the rights of the educator, in which manner unfair labour practice exists against educators, to what extent unfair labour practice influences motivation and productivity of educators and what the perceptions of educators are regarding unfair practice by the department. This has been done according to a literature study, as well as an analysis of legislation relevant to the educator, and any other legislation pertaining to the regulation of labour practice in South Africa. The essence of fair labour practice is discussed and validated by certain court cases which exposed unfair labour practice in South Africa. These court cases are analysed and discussed to explain the relevant aspects of the essence. Interviews were conducted with educators, and questionnaires were distributed to selected schools, then analysed to obtain their views on availability of relevant legislation, knowledge and perceptions on legislation, viewpoint on injustice, viewpoint of educator's motivation and productivity and possible solutions to limit injustice. It was then possible to compile certain recommendations and conclusions out of the information derived from the questionnaires and interviews. The general impression of the results was that there is a negative attitude from educators towards the department. Educators feel that the Department of Education does not protect them adequately. These educators belief that they are treated unfairly by the department. The majority of educators feel that the department does not have enough knowledge of the relevant legislation and this contributes to unfair action against educators. This unfair labour practice does influence the motivation and productivity of educators in the public schools of South Africa. A large number of educators feel that they are treated unfairly regarding the workload and the distribution of tasks in the schools. The unmanageable large classes and restriction of powers of the educator regarding discipline lead to negativity and a loss of productivity. When the Department of Education starts paying attention to the complaints by educators and liaise with schools timeously, it would ensure a fairer education system and educators would be more motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

This experiment was conducted to examine the hypothesis that learning by analogy will invoke characteristics of an implicit mode of learning. On Day 1, dart novices learned to throw darts as close as possible to the centre of a target under one of three scenarios: control (without instruction), implicit (while performing a distracting secondary task), and analogy (while imagining an analogous physical image). Each participant threw 6 blocks of 40 darts, receiving repeated instructions before each block. The next day (Day 2), participants were tested for retention and for transfer by the addition of a secondary distracting task. The results showed that significant learning took place in all groups over a period of six learning blocks on the first day. There was also significant response to retention and transfer testing on Day 2. Learning to throw darts without instruction was shown to be superior to learning under both of the other conditions – analogy and secondary task. The study demonstrated that dart throwing instruction using analogy was insufficient to induce the beneficial features of implicit learning. The chosen elastic analogy, in fact, led to a significant deterioration of performance when compared to controls during transfer on Day 2. Sex and skill differences are unlikely to have played a significant role in the main findings. The findings are discussed within the framework of current literature. / Thesis (Master, Education) -- Queen's University, 2007-11-13 09:40:59.568

No description available.

No description available.

Unfair labour practice formed part of South Africa's history throughout the years. There was not enough legislation to protect all races against unfair labour practice. The dramatic political, governmental and social changes over the last decade ensured that South Africa put new legislation in place to ensure fair labour practice for all races in South Africa. This legislation is also implemented in the South Africa education system to ensure fairness. The Employment of Educators Act and the South African Schools Act devised legislation to protects the rights of both the learner and the educator in the education system of South-Africa. The aim of this research was to determine whether there is sufficient legislation to protect the rights of the educator, in which manner unfair labour practice exists against educators, to what extent unfair labour practice influences motivation and productivity of educators and what the perceptions of educators are regarding unfair practice by the department. This has been done according to a literature study, as well as an analysis of legislation relevant to the educator, and any other legislation pertaining to the regulation of labour practice in South Africa. The essence of fair labour practice is discussed and validated by certain court cases which exposed unfair labour practice in South Africa. These court cases are analysed and discussed to explain the relevant aspects of the essence. Interviews were conducted with educators, and questionnaires were distributed to selected schools, then analysed to obtain their views on availability of relevant legislation, knowledge and perceptions on legislation, viewpoint on injustice, viewpoint of educator's motivation and productivity and possible solutions to limit injustice. It was then possible to compile certain recommendations and conclusions out of the information derived from the questionnaires and interviews. The general impression of the results was that there is a negative attitude from educators towards the department. Educators feel that the Department of Education does not protect them adequately. These educators belief that they are treated unfairly by the department. The majority of educators feel that the department does not have enough knowledge of the relevant legislation and this contributes to unfair action against educators. This unfair labour practice does influence the motivation and productivity of educators in the public schools of South Africa. A large number of educators feel that they are treated unfairly regarding the workload and the distribution of tasks in the schools. The unmanageable large classes and restriction of powers of the educator regarding discipline lead to negativity and a loss of productivity. When the Department of Education starts paying attention to the complaints by educators and liaise with schools timeously, it would ensure a fairer education system and educators would be more motivated and thus more productive. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

It has been suggested that improvement in the performance of many motor sequence tasks such as playing musical instruments, operating complex machinery or tools, and/or performing a variety of athletic activities results from the learner’s ability to parse the movement into fundamental action primitives called motor chunks. Moreover, it has been suggested that the organization of motor chunks within a sequential behavior can be influenced by consolidation occurring outside the boundary of practice during which reorganization can occur leading to faster sequence production. The present study involved modest practice of a discrete sequence production task (DSPT) followed by subsequent assessment of performance of this task either immediately after the completion of practice or after a 24-hr delay. Of critical interest was the change in performance from the end of training to the test phase in three features of the sequence implementation namely sequence initiation, motor chunk transition, and element execution components. It was anticipated that motor chunk transition would be susceptible to significantly greater offline enhancement in the 24-hr delayed test case. Based on the extant literature it was also expected that sequence initiation and/or execution processes may also be sensitive to offline consolidation. No evidence emerged that supported the proposal that motor chunk transitions revealed additional gains following a longer interval between training and test. It is possible this effect was underestimated because of some imprecision in the manner in which motor chunk transitions were identified. There was clear evidence for offline gains for both sequence initiation and element execution processes. These data are difficult to interpret within the framework of a number of contemporary accounts of sequence production such as the dual-processor model in which sequence production is governed by a cognitive and motor processor.

In order to eliminate the unnecessary suffering of children requiring painful procedures to diagnose and treat their illness, management of this pain must be a priority for nurses. The role nurses assume in the current undermanagement of children's pain requires further examination. In the first paper, a comprehensive review of the available literature on pediatric pain management was conducted in order to provide the context in which this issue is situated. The second paper is a qualitative inquiry seeking nurses' accounts of the individual level factors they identify that influence their choices for distraction to manage children's procedural pain. Nurses described the three key determinants of nursing knowledge, experience and relational capacity as influencing their practice. These descriptions provided an extended understanding on nurses' choices for using distraction to manage children's procedure-related pain. Nurses disclosed using distraction for themselves, as well as for the child experiencing a painful procedure.

To date, procedural justice research has paid little attention to how people react to procedural discrimination (favoring self vs. favoring other), that is, how people react when they and the others are treated with different procedures. To fill this gap in the procedural justice literature and advance our understanding in this area, the current thesis presents an analysis of how reactions to procedural discrimination are qualified by the group membership and intragroup position (ingroup prototypicality and intragroup status) of the parties involved in intragroup and intergroup contexts. Studies 1 and 2 revealed that in an intergroup context, as group members perceive ingroup bias as legitimate, they react more positively when they are favored over an outgroup member than when an outgroup member is favored over them. In particular, because group members perceive the ingroup authority to be more related to them, their reactions to favoring self as opposed to favoring other procedures are stronger when the authority is an ingroup member than when the authority is an outgroup member. Studies 3 to 5 showed that in an intragroup context, peripheral members, who are highly concerned about group acceptance, perceive a high level of illegitimacy and react particularly negatively when a prototypical member is favored over them. On the other hand, prototypical members paired with a prototypical or peripheral member, and peripheral members paired with another peripheral member react similarly to procedural discrimination whether it favors them or the other group member. Studies 6 and 7 also focused on the intragroup context. These studies revealed that when high status group members are favored over a low status member, if they perceive the status difference as legitimate, they perceive relatively high levels of procedural legitimacy and procedural fairness, and report a relatively low level of negative affect. On the other hand, when low status group members are discriminated against in favor of a high status counterpart, they report a relatively high level of negative affect even if they perceive the status difference as legitimate and think that the favoring other procedure is relatively legitimate and fair. Taken together, the current program of studies reveals that depending on group membership or intragroup position, group members may react differently to favoring self as opposed to favoring other procedures. Furthermore, affective reactions to the procedures may not be consistent with cognitive judgments of the procedures. The research also reveals that the influence of group membership and intragroup position on reactions to procedural discrimination can be conceptualized in terms of sensitivity to procedural information (Proposition 1) and perceived procedural legitimacy (Proposition 2), suggesting that the group-value model (Lind & Tyler, 1988) and the social identity perspective (Tajfel & Turner, 1979; Turner, 1985; Turner et al., 1987; for a review, see Hogg, 2005, 2006) can help explain reactions to procedural discrimination. In conclusion, the current thesis makes significant contribution to the procedural justice literature.