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Artykuły w czasopismach na temat "Operationalization of benevolence"
Hannah, Sean T., Ronald L. Thompson i Kenneth C. Herbst. "Moral Identity Complexity: Situated Morality Within and Across Work and Social Roles". Journal of Management 46, nr 5 (17.12.2018): 726–57. http://dx.doi.org/10.1177/0149206318814166.
Pełny tekst źródłaFawcett, Stanley E., Yao Henry Jin, Amydee M. Fawcett i Gregory Magnan. "I know it when I see it: the nature of trust, trustworthiness signals, and strategic trust construction". International Journal of Logistics Management 28, nr 4 (13.11.2017): 914–38. http://dx.doi.org/10.1108/ijlm-11-2016-0268.
Pełny tekst źródłaFoldøy, Sylvelin, Trude Furunes, Åse Helene Bakkevig Dagsland i Annie Haver. "Responsibility beyond the Board Room? A Systematic Review of Responsible Leadership: Operationalizations, Antecedents and Outcomes". Sustainability 13, nr 18 (15.09.2021): 10298. http://dx.doi.org/10.3390/su131810298.
Pełny tekst źródłaShayo, Happy Joseph, Congman Rao i Paul Kakupa. "Conceptualization and Measurement of Trust in Home–School Contexts: A Scoping Review". Frontiers in Psychology 12 (26.11.2021). http://dx.doi.org/10.3389/fpsyg.2021.742917.
Pełny tekst źródłaRozprawy doktorskie na temat "Operationalization of benevolence"
Noe, Manon. "Par le prisme de la bienveillance, impact des systèmes éducatifs sur les élèves et les enseignants des systèmes scolaires français et américain (Californie)". Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAG008.
Pełny tekst źródłaThe aim of this exploratory study is to gain a better understanding of this concept in the light of the demand for benevolence made of teachers and schools as a whole. Through this thesis, we are interested in the impact of education systems on pupils and teachers, through the prism of benevolence. Through two field studies (French school system / Californian school system - San Diego), we are attempting to identify elements for understanding what benevolence is in a school context. We note that benevolence is a vague concept, fraught with prejudices and personal translations, which can hinder its deployment. We therefore feel it is necessary to refine its conceptualization and the criteria for its operationalization so that it can be understood and implemented in the classroom. By means of observations, questionnaires and interviews, we are attempting to define what it is, how it is expressed by the various members of the educational community, but also how it is perceived and felt by those who benefit from it (or not) and what impact its implementation may have within classes, within relationships and on individuals. The results show that when benevolence is seen as an obstacle to high standards, teachers only think of applying it in the absence of difficulties, which are of all kinds. Finally, the example of San Diego shows that, thanks to genuine, comprehensive training in benevolence, it can be implemented with a real impact on teachers and pupils