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The purpose of this study is to examine the use of ERP and outputs by six decision-makers in one SME manufacturing organization and provide artifacts targeted to improve their pricing decisions. Through elaborated action design research, we collect data to diagnosis decision-makers concerns and identify decision making biases and errors. Using insights and collaboration, we design, implement and evaluate seven artifacts targeted to minimize four biases identified – overconfidence bias, optimistic bias, planning fallacy and representativeness. The data collected during the diagnosis phase reveals that concerns fell into three primary themes: data, human interfaces, and cognitive bias. The seven combined artifacts implemented have a positive impact minimizing bias in this organization. This research reveals how artifacts such as policies, procedures, processes, reports and system modules help SME decision-makers mitigate cognitive biases and errors. Additionally, this study confirms that the eADR process can be an effective means of implementing incremental changes, evaluating impacts and increasing engagement in this environment. Limitations of this study include concurrent introduction of artifacts, single SME organization and embedded nature of the researcher.

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<p>Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it.</p><p>The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code.</p><p>Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general.</p><p>The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages.</p><p>Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.</p>

Symbolic resources transform in to social power and material resources through the educational system. This entails that all students should have equal access to it. The essay compares Swedish didactics in “immigrant” and “white” schools, all situated in socio-economically underprivileged areas, analysing interviews with eight Swedish teachers about their didactics regarding restricted and elaborated language code. Understanding teacher’s work in the class room requires attention to the intersections between race and class, and of both to the distribution of symbolic resources in general. The essay finds that the practice of the” immigrant” school teachers differs from the “white” school teachers’. The former are active, providing intellectual tools, scaffolding and driving force while the later choose a more passive attitude, letting students decide for themselves what to do and what goals to reach. Consequently “white” schools allow the reproduction of unequal distribution of symbolic resources while practice in immigrant schools aim to compensate for disadvantages. Practice seems to win legitimacy by different sets of conceptualisations. Immigrant students are envisaged like persons in need of help with low self-esteem and low drive. “White” students are looked upon as self-sufficient hedonists with a “natural” language competence.

The purpose of this study was to evaluate the performance of adults with traumatic brain injury (TBI) on a spoken persuasive discourse task and to evaluate the affects of eliciting this language sample. Ten adults with TBI (mean age = 51 years and 5 months) and ten adults matched by age and gender completed two spoken language tasks. These tasks required them to verbally provide their opinion of whether trained animals in circuses should be allowed to perform for the public and also whether public transport should be encouraged for everyone to use. One of the tasks was provided with examples for and against the topic within the instructions whereas the other task instructions provided no examples. The presentation of these tasks was alternated within the groups so as not to assist with task practice. Language measures included productivity (total number of words, mean length of T-units, T-units per minute and percentage of T-units with mazes) and complexity (total number of clauses, clause density and clause type). Pragmatic measures included the essential features of argument as identified in the developmental literature (number of claims, reasons, elaborations, repetitions, irrelevancies, and presence of an introduction and conclusion). The TBI group out-performed their age-matched peers on language complexity measures of total number of clauses and independent clauses used, however used significantly more adverbial clauses. On comparison of the elicitation technique, the instructions with examples elicited a significantly greater number of reasons than that of the basic instructions. The results are discussed alongside current literature in the field of discourse production and persuasion. Implications for clinical practice and future directions for research in this area are also suggested.

The purpose of this study was to investigate the football supporters’ perspective on problems and the police in a Swedish football context. More specific, the study examined the indirect effect of legitimacy on perceived violence/disorders and the supporter-police relationship through social identity, aggression and morality. The study is quantitative in nature and a web-based survey was distributed to recruit football supporters to participate. The sample consisted of 800 football supporters who were minimum 15 years old. The results showed that Swedish football supporters, in general, perceive a small amount of problems with violence/disorders in a football context and, further, supporters perceived the supporter-police relationship as bad with a need for a change. The present study’s mediation analyses showed that legitimacy had a statistically significant indirect effect on the supporter-police relationship through both social identity and aggression. Based on the result, future research should continue investigate supporter-police relationship from the supporter perspective. The police could use this information in their development of future strategies to work for a better relationship and mutual respect with supporters. Concluding remarks of this study highlights the essential aspect supporters contribute in the work of safety and order in a football context in Sweden. The legitimacy of the Swedish police is low from the supporter’s point of view which damages the relationship between them.

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