The expectation gap has been presumed to be caused by the differing perceptions of the accounting profession and third parties regarding the profession’s role, responsibilities, and related performance. Prior research regarding the expectation gap has focused on diverging perceptions of different groups (i.e. financial analysts, bank loan officers, small business owners, and auditors). While this research has identified an expectation gap between auditors and certain third parties, it has neglected examining the perceptions of judicial third parties. This absence is somewhat ironic given the role that jurors and judges play in determining auditors’ legal liability. This void is filled by comparing jurors’, auditors’, and accounting students’ attitudes towards the accounting profession. Results reveal a large divergence in perceptions of auditors and jurors regarding their expectations of the accounting profession. However, accounting students responded in a manner very similar to practicing auditors.
Given the enchanted worldview of pentecost-alism, what possibility is there for a uniquely pentecostal intervention in the science-theology dialogue? By asserting the centrality of the miraculous and the fantastic, and being fundamentally committed to a universe open to surprise, does not pentecostalism forfeit admission to the conversation? I argue for a distinctly pentecostal contribution to the dialogue that is critical of regnant naturalistic paradigms but also of a naive supernaturalism. I argue that implicit in the pentecostal social imaginary is a distinct conception of nature that is amenable to science but in conflict with naturalism.
The purpose of this descriptive study. was to identify variables that were significantly related to rehabilitation outcome with a population of Chronic Low Back Pain (CLBP) individuals. Two samples of CLBP individuals were compared. One sample consisted of 35 successfully rehabilitated persons, and the other consisted of 35 nonrehabilitated persons. Results indicate that the variables of age, marital status, length of time on job where injured, and time from injury to referral were not significantly related to rehabilitation outcome. The variables of sex, education, SSDI status, number of surgeries, workers' compensation settlement status, and the presence of a psychiatric condition were all significantly related to rehabilitation outcome.
invited teachers to study the literature on practices and then redesign a course based on one or more Christian practices. Ten of the teachers who took up this challenge reflect on their experience in this book. Half of them are from Calvin College; the other half from other US colleges. They integrate a variety of practices into their teaching of theology, philosophy, history, literature, economics, health science, politics and physics.The basic argument of the book is that adopting Christian practices for pedagogical purposes will strengthen and deepen teaching and learning. There are ancient and diverse Christian practices that lend themselves to be adopted as teaching methods or community-building exercises that enhance learning.For example, a first-year literature seminar was reshaped around the metaphor of pilgrimage, inviting students to dwell deeply with the texts to acquire wisdom rather than rushing the material with a tourist-like mentality. Another teacher used the prayer labyrinth to invite students to contemplate the freedom and restraint of physics as a subject. A nutrition teacher invited pre-nursing students to eat meals together. A philosophy class reflected on the virtues and vices of Saint Aquinas. A social science class adopted fixed-hour prayer to think deeply about their topic and make connections with the re-ordering of time. An adolescent psychology teacher cooked, welcomed and talked with and about her students as if she was host and they her guests. The teachers still covered course material, although sometimes adjusted the amount of content to allow more space for going deep with carefully chosen material and reflecting on the new practice. This reviewer's favourite chapter was David Smith's 'Reading Practices and Christian Pedagogy: Enacting Charity with Texts'. Smith adopted the slow
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