Search results

Examines the marketing problem of knowing what customers look for in a product. Claims that for some product groups, consumers may evaluate products and their characteristics differently from what is expected, and that consumers may distort or bias their evaluation of products in the marketplace. Reports on a study that suggests that consumers may distort their evaluations of products on the basis of beliefs about how certain product attributes should go together. Finally, offers implications and recommendations in terms of how marketers may address what is referred to as “systematic distortion” of products.

Standards of care and care pathways for younger people with dementia vary greatly, making clinical development and service planning challenging. Staff working in dementia services identify that they use biographical knowledge of families to influence clinical decision making. This information is not collected or implemented in a formal manner; highlighting an important knowledge-practice gap. The paper aims to discuss these issues.

The development of a family-centred assessment for use in dementia care has three core components: first, thematic development from qualitative interviews with younger people with dementia and their families; second, clinical input on a preliminary design of the tool; and third, feedback from an external panel of clinical and methodological experts and families living with young-onset dementia.

The 12-item Family Assessment in Dementia (Family-AiD) tool was developed and presented for clinical use. These 12 questions are answered with a simple Likert-type scale to determine areas of unmet need and identify where families may need additional clinical support. Also included is a series of open-ended questions and a biographical timeline designed to assist staff with the collection and use of biographical and family functioning information.

A dementia-specific clinical family assessment tool, which also collects background biographical data on family units may be a useful way to document information; inform clinical decision making; and address otherwise unmet needs. Family-AiD has potential to improve clinical care provision of people with dementia and their families. Evaluation of the feasibility and acceptability of its implementation in practice are now required.

This study seeks to address a gap in the literature by investigating product management (PM) as a set of firm‐level activities, distinct from the behaviours embedded within the market orientation (MO) construct. This research establishes PM as a set of organizational activities, which lie at the boundary between the traditional functions of the firm.

A model is proposed and tested using a heterogeneous sample of 316 Canadian small and medium‐sized enterprises, where PM mediates the relationship between MO and firm performance. Data were analyzed using a partial least squares, structural equation model.

PM behaviour is found to fully mediate the MO – firm performance relationship. Two of the three PM constructs, namely channel analysis/support and market/technical integration account for this effect.

These results support the PM literature, which infers that more emphasis on external boundary spanning activities and internal coordination should positively influence firm performance. Limitations include the heterogeneous nature of the sample, time frame and geographic bias.

Managerial implications include the establishment of an empirical link between PM practices and how firms ultimately perform. This could assist practitioners in enhancing coordination activities between the marketing and technological factions within the organization.

This research establishes PM as a set of activities, which lie at the boundary between the traditional functions of the firm. These activities are found to fully mediate the MO – firm performance relationship and introduce the hereto untested link between PM and firm performance.

This chapter provides a genealogy of the Gladue–Ipeelee principle of special consideration of Indigenous circumstances at sentencing. The principle is codified in the 1996 statutory requirement that “all available sanctions other than imprisonment … should be considered for all offenders, with particular attention to the circumstances of Aboriginal offenders” (s. 718.2e of the Criminal Code of Canada). Using the Foucaultian genealogy method to produce a “history of the present,” this chapter eschews normative questions of how s. 718.2e has “failed” to reduce Indigenous over-incarceration to instead focus on how practices of “special consideration” reproduce settler-state paternalism. This chapter addresses three key components of the Gladue–Ipeelee principle: the collection of circumstances information, the characterization of those circumstances, and finally their consideration at sentencing. Part one focuses on questions of legitimacy and authority and explicates how authority and responsibility to produce Indigenous circumstances knowledge was transferred from the Department of Indian Affairs (DIA) to Indigenous Courtworker organizations in the late 1960s/early 1970s. Part two identifies how authority shapes problematization by examining the characterization of Indigenous circumstances in the two eras, finding that present-day Gladue reports articulate an Indigenous history and critique of colonialism as the root cause of Indigenous criminalization, whereas DIA reports prior to 1970 generally characterized this criminalization as a “failure to assimilate.” Part three focuses on the structural reproduction of power relations by exploring historical continuities in judicial and executive-branch consideration of Indigenous circumstances, suggesting that the Gladue–Ipeelee principle reinscribes a colonial “mercy” framework of diminished responsibility. The author discusses how the principle operates in the shadow of Indigenous over-incarceration as a form of state “recognition” and a technique of governance to encourage Indigenous participation in the settler justice system and suggests that the Gladue–Ipeelee principle produces a governing effect that reinforces settler-state authority by recirculating colonial practices and discourses of settler superiority.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

THERE are now so many meetings of the Library Association and its branches and sections that the good custom of recording meetings and the discussions at them has fallen into desuetude. In a way it is a gain, for when the discussion was commonplace the account of a meeting became a mere list of those who attended and spoke, bones without flesh; but in the days when The Library Association Record really was a record, its reports were a part of the educational and informational material of every librarian. Something should be done about this, because 1938 opened with a series of meetings which all deserved the fullest report. The principal one was the investiture meeting of the President of the Library Association on January 17th. The attendance was greater than that at any meeting of librarians in recent years, of course other than the Annual Conference. Chaucer House was beautifully arranged, decorated and lighted for the occasion, an atmosphere of cheerfulness and camaraderie pervaded the affair. The speeches were limited to a few preliminary words by the retiring President, the Archbishop of York, before placing the badge on his successor's neck; a brief, but deserved panegyric of Dr. Temple's services by Mr. Berwick Sayers; and then a delightful acknowledgment from His Grace. The serious point the Archbishop made was his surprise at learning the wide extent of the library movement and his conviction that it must be of great value to the community. His lighter touch was exquisite; especially his story of the ceremonial key, which broke in the lock and jammed it when he was opening a library in state, and of his pause to settle mentally the ethical point as to whether he could conscientiously declare he had “opened” a place when he had made it impossible for anyone to get in until a carpenter had been fetched. Altogether a memorable evening, which proved, too, as a guest rightly said, that one cannot easily entertain librarians, but, if you get them together in comfortable conditions, they entertain themselves right well.

The purpose of this paper is to examine selection practices of school districts by capturing the promotion of teachers to assistant principal positions to determine if: there is a relationship between employability and assistant principal promotion (within-school, within-district, and external); and if the state-specific educational leadership policy directly impacts the employability of assistant principal candidates.

Principals in the state of Georgia were the unit of analysis, and data collected included personal characteristics of each participant when entering their first assistant principal position, school characteristics of the place of promotion, and type of promotion (internally within-school, internally within-district, and externally). Both descriptive statistics and multiple regression analysis were utilized to examine the impact of type of promotion as well as the state-specific educational leadership policy on participant employability at the time of promotion.

This study found a significant positive relationship between internal promotion (within-school) and employability as well as a negative association between participant employability and Georgia state-specific policy. Additional findings indicate a positive relationship between combination schools (i.e. grades K-8; 6-12) and participant employability.

This study advances the HRM literature concerning employee selection by expanding the scope of hiring practices outside of the private sector and provides focus on the public sector, specifically, the public school environment. In addition, the focal position (public school administrators in the state of Georgia) has yet to be utilized in employee selection research in the areas of internal and external promotion. Previous researchers have studied the probability of internal and external promotion based on demographic factors such as race and gender, however, this specific study uses distinctive predictor variables backed by literature to evaluate applicant employability.