Search results

This study aims to examine Millennials and generational differences in online gambling activity by comparing online gambling behavior across four different generations: Silent Generation, Baby Boomers, Gen Xers and Millennials.

The sample comprised tracked gambling data at the individual player level provided by an online casino accepting real money wagers in a major US gambling market. Attributes of gambling behavior were examined and compared across different generations using Kruskal–Wallis test and pairwise comparisons.

Generational differences were observed in 13 of the 16 behavioral variables. Millennials spent the least amount of time on gambling and exhibited the lowest scores on the number of days for slot gambling, trip length and trip frequency among all generations. However, their average table gaming volume per play day was greater than those of other generations.

The results of this study provide a better understanding of the generational differences in online gambling behavior. They also help casino operators and gaming machine manufacturers develop casino games and products that can appeal to different generational groups in the online gambling market.

Despite the on-going industry discussion about Millennials and their potential influence on the online gambling market, there appears to be a paucity of empirical research on the online gambling behavior of the Millennial generation. This study fills that gap in empirical evidence, addressing generational differences in online gambling.

A charter school is a public school but without some of the constraints that bind public school leaders. On the other hand, charter schools are businesses, needing to find space, market their “product,” and attract teachers who share their mission. This business aspect of education combined with a specifically articulated mission and somewhat greater freedom and flexibility in educating children can, and often does, raise the ethical stakes for administrators and teachers as they endeavor to provide leadership in charter schools. These issues are best addressed through examining standards and dispositions set forth by professional bodies as well as a consideration of the ethical frames of justice, care, critique, and the profession.

Museums and academics collaborating to create knowledge and learning opportunities is a current innovative strand of museum theory and practice. Working together across boundaries, incorporating a range of communication tools both inside and outside of the exhibition, the objective is to make the past more accessible to adults and children alike. The paper reflects the authors’ respective recent experiences of presenting alternative perspectives and interpretations on history that mattered, namely, a unique exhibition and publication entitled Recovery: Women’s Overseas Service in World War One. The authors offer a number of “signposts” for museums and academics to consider ahead of embarking on collaborative projects. The paper aims to discuss these issues.

Theorising and reflecting on the research and curation of a public history museum exhibition that included high levels of community engagement.

The authors offer a number of “signposts” for museums and academics to consider ahead of embarking on collaborative projects utilising a collective impact framework and argue that these “signposts” are likely pre-requisites for successful museum-academic partnerships.

Successful partnerships and collaborations between the museum and the tertiary sector do not happen through goodwill and shared philosophies alone. This paper reflects the authors’ respective recent experiences of presenting alternative perspectives and interpretations on history that mattered, namely, a unique exhibition and publication entitled Recovery: Women’s Overseas Service in World War One.

This article offers guidelines for effective crisis response.

Its thesis is: whether an organization survives a crisis with its reputation, operations, and financial condition intact is determined less by the severity of the crisis than by the timeliness and effectiveness of the response

Companies with effective crisis response saw their stock price recover quickly, and remain above their pre‐crisis price thereafter, closing an average of seven percent above their pre‐crisis price one year after the crisis.

Offers do and don't prescriptions for managing a crisis.

A consultant recognized as an authority in his field shares his experience in effective crisis management.

This chapter describes a case study of a social change project in medical education (primary care), in which the critical interpretive evaluation methodology I sought to use came up against the “positivist” approach preferred by senior figures in the medical school who commissioned the evaluation.

I describe the background to the study and justify the evaluation approach and methods employed in the case study – drawing on interviews, document analysis, survey research, participant observation, literature reviews, and critical incidents – one of which was the decision by the medical school hierarchy to restrict my contact with the lay community in my official evaluation duties. The use of critical ethnography also embraced wider questions about circuits of power and the social and political contexts within which the “social change” effort occurred.

Central to my analysis is John Gaventa’s theory of power as “the internalization of values that inhibit consciousness and participation while encouraging powerlessness and dependency.” Gaventa argued, essentially, that the evocation of power has as much to do with preventing decisions as with bringing them about. My chosen case illustrated all three dimensions of power that Gaventa originally uncovered in his portrait of self-interested Appalachian coal mine owners: (1) communities were largely excluded from decision making power; (2) issues were avoided or suppressed; and (3) the interests of the oppressed went largely unrecognized.

The account is auto-ethnographic, hence the study is limited by my abilities, biases, and subject positions. I reflect on these in the chapter.

The study not only illustrates the unique contribution of case study as a research methodology but also its low status in the positivist paradigm adhered to by many doctors. Indeed, the tension between the potential of case study to illuminate the complexities of community engagement through thick description and the rejection of this very method as inherently “flawed” suggests that medical education may be doomed to its neoliberal fate for some time to come.

The purpose of this project was to develop research support services that address local and external research data management (RDM) support drivers within the existing organizational culture at the University of Florida. The goal was to prompt organization change to support a campus-wide electronic lab notebook.

This project used a mixed-methods research approach to cultivate an organizational change program that support technological infrastructure to benefit researchers. The mixed-methods research involved participation action research integrated with a stakeholder approach.

The development of the grant proposal which was unfunded led to development of continued project goals. This project confirmed the development for support for an institution-wide electronic research notebook (ERN) solution requires adherence to the summary of five key actions for developing RDM services. Failure to complete all of the key actions engenders fragmentation culture.

This project includes implications for institutions to develop grant proposals with integrated budgets for research support services of funded projects; and to use the summary of key actions for developing RDM services articulated by Jones et al. (2013) in “How to Develop RDM Services – a guide for HEIs.” Both are need to support findable, accessible, interoperable and reusable data for researchers.

This project has practical implications for higher education institutions interested in leveraging socio-technical processes to advance the role of libraries as collaborator, partner and stakeholder in developing institution-wide adoption, support and training for ERN as a research support service to RDM.

This paper contributes to the body of developing literature on ERN as support services to RDM lead by academic research libraries.

This project contributed to the change in organization culture resulting in the successful collaboration between the Research Office and College of Medicine to support an institution-wide ERN technological infrastructure for one year as a pilot at a large academic research institution in the southeast USA.

Purpose – To provide classroom teachers with the rationale and methods necessary to grow the engagement of struggling readers.Design/methodology/approach – The chapter is organized as a series of mini case studies.Findings – Provides a comprehensive description of the methods/practices used with each student or group of students in order to encourage methodological replication.Research limitations/implications – This is not an exhaustive overview of engaging methods, but the case studies should be familiar to classroom teachers and reading specialists. The authors carefully explain how the methods were differentiated for each student or group of students. In addition, the methods are described in sufficient detail so as to ensure that readers can utilize the methods and/or practices with their struggling readers.Practical implications – The chapter advocates that classroom teachers and/or reading specialists carefully consider motivation when planning intervention. The crafted case studies illuminate how such planning and delivery might be implemented.Originality/value of chapter – In order for struggling readers to engage with text for purpose and pleasure, a responsive approach is necessary. Such an approach considers motivation as a critical competent of effective intervention.

The purpose of this study is to compare driver knowledge, attitudes and perceptions (in terms of hazard, risk, accident, offence detection and driving skill perceptions) and self-reported driving style in a sample of 461 drivers before and after attending a UK driver improvement scheme for culpable collision-involved drivers, to inform future directions in the design of driver retraining programmes.

Participants were a sample of 461 drivers attending a UK 1.5 day driver improvement scheme course for culpable collision-involved drivers. The course contained classroom-based training and a practical driving component. Participants completed a driver improvement scheme questionnaire before and immediately after attending the 1.5-day course and again 3 months later.

Results indicated significant pre- and post-course effects in terms of increased driving safety with respect to driving knowledge, perceptions of control, perceived likelihood of accident-involvement, hazard perception and reported risk-taking. Key positive effects of reduced risk-taking and near-misses persisted three months after course completion.

One limitation of this study is that at the 3-month follow-up there was a reduction in the response rate (44.69%) which included significantly fewer young drivers.

Results indicate positive behavioural, perceptual and behavioural changes, along with specific age, gender and driving experience effects which have implications for the design of future driving courses.

This study has implications for community safety through enhanced road safety training measures.

The analysis of age, gender and driving experience effects of the impact of this driver improvement scheme will allow targeted training methods for specific groups of drivers.

To date, many of the models and theories that seek to explain problem solving and decision making, have tended to adopt an overly reductionist view of the processes involved. As a consequence, most theories and models have proved unsuitable in providing managers with a practical explanation of the dynamics that underpin problem solving. A substantial part of a manager’s time is taken up with problem solving and decision making issues. The question of whether managers possess the necessary problem solving skills, or have access to “tools”, which can be used to manage different types of problems, has become an issue of some importance for managers and organisations alike. This paper seeks to contribute to the current literature on problem solving and decision making, by presenting a conceptual model of problem solving, which is intended to assist managers in developing a more holistic framework for managing problem solving issues.

Students with emotional and behavioral disorders (EBD) have poor school outcomes and serious problems in life after school. Transition services are intended to promote more positive outcomes for these individuals and other students with disabilities. Recent trends in society and education appear to be changing the nature of the current generation of secondary students and young adults, potentially rendering aspects of traditional transition planning obsolete. We review these trends, transition guidelines, and current research and outline an approach that may have merit in dealing with transition for students with EBD in the twenty-first century.