Search results

The purpose of this paper is to explore the reintegration process of Wounded, Injured or Sick Employees (WISE) of the Dutch Military Armed Forces.

The research method is an exploratory, qualitative case study. A purposive sampling was drawn, including 10 WISE, and 6 reintegration stakeholders. A total of 16 interviews were conducted to explore the individual, organisational and socio-environmental factors that influence reintegration of WISE.

Findings show the importance of involvement and participation of members of the social environment in the reintegration process. Findings show that the complexity of the plethora of WISEs' injuries and disabilities requires a more person-centric reintegration approach with personalized-customized provisions, rather than a policy-driven approach to the reintegration, in order to enhance the reintegration experience and to arrive at beneficial individual and organisational reintegration outcomes.

This cross-sectional study on a limited sample of WISE and reintegration stakeholders does not allow for making inferences about the long-term effects of the reintegration process on reintegration outcomes of the wider population of WISE. Future longitudinal research, encompassing a larger sample, could examine the long-term career, organisational and societal implications of reintegration of WISE within and outside the Military Armed Forces.

This paper presents a “Wounded Warrior Workplace Reintegration Program”, aimed at deriving beneficial outcomes for all stakeholders involved in the reintegration trajectory.

This paper contributes to the literature by presenting a Model of Occupational Reintegration of WISE that considers the factors at an individual, social-environmental, and institutional level as determinants of successful reintegration.

Leadership Studies education is a highly personal endeavor shaped by the personal experiences and philosophies of leadership educators. However, when course design collaboration opportunities are presented, teaching approaches and curriculum prioritization may be at odds because of distinct personal narratives. This article frames disagreement over course design as an unexpected yet useful tool for facilitating individual and collective examination of leadership educators’ narratives and how they inform teaching and curriculum priorities. Drawing from standpoint theory and positionality, this work emphasizes that questions about how and what to teach in a leadership course are influenced by life experiences of leadership educators.

To outline the critical role of the sporting context in traumatic experiences, exploring sport as a catalyst to traumatic experiences and as part of the recovery process. In doing this, the chapter also aims to review the qualitative literature on trauma and provide recommendations for future research directions.

The chapter begins by asking two key questions: what silences some stories of trauma in sport and what stories are valued above others? In answering these questions, the qualitative literature is discussed with particular reference to how voice is given to stories of trauma.

Trauma may be silenced by the particular norms and values that exist within sport, creating a culture in which athletes and coaches alike fear to speak out. As a consequence, trauma stories are not voiced but avoided, a strategy that is not conducive to good mental health. The difficulties in coping with trauma may then become ameliorated by the dominance and expectation of stories of growth through adversity.

Creative strategies for allowing athletes to voice stories of trauma are discussed, including the use of visual and written methods.

In this article we consider how cultural resources rooted in religion help to constitute and animate people working in industrialized societies across both religious and nonreligious domains. We argue that redemptive self-narratives figure prominently in the symbolic constructions people attach to their experiences across the many domains of human experience; such redemptive narratives not only can shape their identities and sense of life purpose, they inform their practices and choices and animate their capacity for action. To consider how redemptive self-narratives can provide a basis for agency in organizations, we analyze and compare the career narratives of a retired Episcopal Bishop and a celebrated CEO.

* * * * * * * *

What do you feel about the status of management in British industry today? Has the manager's job been helped or hindered by legislation concerning equal pay, dismissal proceedings and union recognition rights? Given current rates of taxation, which has the greater influence over job choice — pay or perks?

This paper aims to review the literature on assistive technologies used in libraries and in schools, as portrayed on blogs, wikis and the internet, of the past year to highlight new trends.

Reports from blogs, internet sources and databases of the past year on the topic were read by dealing with practical examples of assistive technologies in libraries and the education sector.

Assistive technologies are used to aid persons with disabilities to make them more productive. The technologies can be either low- or high-tech, depending on the use as well as on information on new improvements and augmentative technologies being employed.

This paper presents an overview of the past year and the current trends in the use of assistive technologies in libraries and schools worldwide.