University of Lincoln

About: University of Lincoln is a education organization based out in Lincoln, Lincolnshire, United Kingdom. It is known for research contribution in the topics: Population & Higher education. The organization has 2341 authors who have published 7025 publications receiving 124797 citations.

Global taxonomic diversity of living reptiles.

Abstract: Reptiles are one of the most ecologically and evolutionarily remarkable groups of living organisms, having successfully colonized most of the planet, including the oceans and some of the harshest and more environmentally unstable ecosystems on earth. Here, based on a complete dataset of all the world’s diversity of living reptiles, we analyse lineage taxonomic richness both within and among clades, at different levels of the phylogenetic hierarchy. We also analyse the historical tendencies in the descriptions of new reptile species from Linnaeus to March 2012. Although (non-avian) reptiles are the second most species-rich group of amniotes after birds, most of their diversity (96.3%) is concentrated in squamates (59% lizards, 35% snakes, and 2% amphisbaenians). In strong contrast, turtles (3.4%), crocodilians (0.3%), and tuataras (0.01%) are far less diverse. In terms of species discoveries, most turtles and crocodilians were described early, while descriptions of lizards, snakes and amphisbaenians are multimodal with respect to time. Lizard descriptions, in particular, have reached unprecedented levels during the last decade. Finally, despite such remarkably asymmetric distributions of reptile taxonomic diversity among groups, we found that the distributions of lineage richness are consistently right-skewed, with most clades (monophyletic families and genera) containing few lineages (monophyletic genera and species, respectively), while only a few have radiated greatly (notably the families Colubridae and Scincidae, and the lizard genera Anolis and Liolaemus). Therefore, such consistency in the frequency distribution of richness among clades and among phylogenetic levels suggests that the nature of reptile biodiversity is fundamentally fractal (i.e., it is scale invariant). We then compared current reptile diversity with the global reptile diversity and taxonomy known in 1980. Despite substantial differences in the taxonomies (relative to 2012), the patterns of lineage richness remain qualitatively identical, hence reinforcing our conclusions about the fractal nature of reptile biodiversity.

Leaders without ethics in global business: corporate psychopaths

Abstract: This paper introduces the concept of Corporate Psychopaths as ruthless employees who can successfully gain entry to organizations and can then get promoted within those organizations to reach senior managerial and leadership positions. What little empirical research currently exists supports the view that Corporate Psychopaths are more commonly found at senior levels of organizations. This paper presents further empirical evidence that supports this view. It discusses how, in a quantitative sample of 346 white-collar workers, in 2008, research using a psychopathy scale identified greater levels of psychopathy at more senior levels of corporations than at more junior levels. The paper goes on to propose that this is a universal issue that can pose various ethical problems for corporations because of the ruthless, selfish and conscience-free approach to life that Corporate Psychopaths have. Other ethical issues are to do with their moral accountability and with the problems associated with the possibility of screening employees for psychopathy. The paper reviews the literature on psychopathy and concludes that while psychopaths appear to be universal in occurrence, they may well be environmentally limited in their possible actions in more collectivist societies. However, the global spread of western, individualistically oriented corporations may pose a threat to any collectivist societies in which they operate. Copyright © 2010 John Wiley & Sons, Ltd.

Enterprise Education in Schools and the role of Competency Frameworks

Abstract: Purpose – The period 2002-2010 has seen significant growth in enterprise education in schools in England, accompanied by the growth of guidelines and frameworks to provide educational and assessment structures. This paper intends to explore the questions: What does “enterprise” mean in the context of 14-19 education? What is the purpose and contribution of competence frameworks and related structures for the learning and assessment of enterprise education? How effective are they? and How might enterprise education frameworks evolve in response to changes in the post- recessionary economic, employment and educational landscape? Design/methodology/approach – The paper conducts a critical review of competency frameworks introduced in England to assist with enterprise education primarily for the 14-19 age group. These are compared on the basis of their educational purpose and rationale (“why?”), their content (“what skills and knowledge they include”), and the approaches to teaching, learning and assessment they recommend (“how?”). Findings – The analysis discusses the following questions to reflect on the progress and direction of enterprise education: How broadly or narrowly should enterprise be defined? How useful is the term? Are the skills and related knowledge and attributes too broad or too soft?; and Is there too much emphasis on assessable outcomes, rather than on how enterprising learning takes place? Practical implications – The paper contributes to the development of enterprise education for researchers, policymakers and practitioners in schools at an important point in the economic, educational and political cycle. Originality/value – Enterprise education in schools requires critique of and reflection on what has been achieved, together with consideration of its future purpose, value, orientation and nature. There is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that assessment drives the curriculum. Changes to definitions, frameworks and pedagogy are needed to clarify its future educational role.

What Does It Mean to be ‘Critical’ in IS Research?

Abstract: The main aim of this paper is to explore what it means to conduct ‘critical’ research in IS. In order to begin this, it is necessary to look beyond the scope of IS inquiry itself to other disciplines, especially organizational analysis. A preliminary review is made of the state of critical thinking in the fields of information systems and organization. In addressing the question ‘what is critical research?’ the paper shows how definitions have changed and broadened over time.