Search results

The purpose of this paper is to assess the legacy of six pioneer child care researchers.

An assessment of the achievements of a generation of child care researchers.

The early researchers were not only highly innovative in terms of theory and methodologies but also left a set of studies that stimulated and informed subsequent studies.

A review of the work of six pioneering child care researchers.

The Tilley Awards for Problem‐Oriented Policing ‘recognise and reward the most intelligent, courageous and effective approaches to dealing with the problems police encounter on the streets’ (Home Office website). They are open to the police and crime and disorder reduction partnerships. Entrants have to submit a description of their project and its achievements. Following the publication of Safer Hastings Partnership's winning entry in Volume 6, Issue 4, another winning entrant's submission is reproduced here, and the next issue will feature the other winner's submissions.

The justification of punishment is an age-old debate which continues unresolved. In late twentieth century several attempts were made to reconcile the two opposing justifications: retributivism and consequentialism. But these attempts focused narrowly on merely one manifestation of punishment, i.e.: criminal punishment carried out by the state. To the extent that these mixed justifications are successful, they relate to only one (undoubtedly important) manifestation of punishment. But clearly punishment can occur in many different institutional contexts, and the institutions in each context vary dramatically in complexity and relevance. I recommend analyzing punishment in its manifold manifestations.

Police officer perceptions of their own legitimacy can be important in shaping aspects of their performance and other organizational outcomes. The current study uses person-environment fit theory to assess the effects of value congruence with top managers, immediate supervisors and coworkers on officers' perceptions of self-legitimacy.

The study used a cross-sectional survey of nearly 250 front-line police officers from seven municipal police departments in Michigan, Indiana and Kentucky to examine the effects of perceived value congruence on officers’ self-legitimacy. A hierarchical model of fit is assessed using structural equation modeling.

Findings demonstrate that value congruence positively relates to officers’ reported self-legitimacy, suggesting that officers who perceive greater similarity in values with others in the organization will express more confidence in their authority.

Our findings add to research on police officers’ self-legitimacy, and the use of a hierarchical model of person-environment fit might offer implications for future research on police culture.

Identifying the fundamental characteristics of meaning and deriving an automated meaning‐analysis procedure for machine intelligence.

Semantic category theory (SCT) is an original testable scientific theory, based on readily available data: not assumptions or axioms. SCT can therefore be refuted by irreconcilable data: not opinion.

Human language involves four totally independent semantic categories (SC), each of which has its own distinctive form of “Truth”. Any sentence that assigns the characteristics of one SC to another SC involves what is termed here “Semantic Intertwine”. Semantic intertwine often lies at the core of semantic ambiguity, sophistry and paradox: problems that have plagued human reason since antiquity.

SCT is applicable to any endeavour involving human language. Research applications are therefore somewhat extensive. For example, identifying metaphors posing as science, or natural language processing/translation, or solving disparate paradox types, as illustrated by worked examples from: The Liar Group, Sorites Inductive, Russell's Set Theoretic and Zeno's Paradoxes.

To interact successfully with human language, behaviour, and belief systems, as well as their own environment, intelligent machines will need to resolve the semantic component/intertwines of any sentence. Semantic category analysis (SCA), derived from SCT, and also described here, can be used to analyse any sentence or argument, however complex.

Both SCT and SCA are original. Whilst “category error” is an intuitive notion, the observably precise nature, number and modes of interaction of such categories have never previously been presented. With SCT/SCA the rigorous analysis of any argument, whether foisted, valid, or obfuscating, is now possible: by man or machine.

This paper aims to explore how entrepreneurs use social media (SM) to develop their organisational identity within business networks.

A single embedded case study was used comprising a case firm entrepreneur and eight connected network actors within an artisan food context in Ireland. Data was collected using an in-depth interview complemented with content analysis of networked firms’ Facebook posts (N = 1,652) over a three-year period.

This paper identifies four common network processes through which entrepreneurs can leverage SM to develop their organisational identity within networks. The processes are network relating, collaborating within networks, interacting with trends and connecting with community.

Findings are limited to the Irish artisan food sector and explore identity development through a single SM platform. The applicability and variation of use of the processes across industries would serve to further refine the processes identified.

Practically, the four processes through which identity within a network can be developed using SM can help entrepreneurs to access and position themselves within business networks, gain access to resources and overcome the classic limitations of newness and smallness.

This paper provides a conceptual framework illustrating the processes involved in developing entrepreneurial organisational identity within business networks using SM. This paper adds to a growing literature that places interaction at the heart of identity development and responds to calls to further understanding of the process of identity development for entrepreneurial ventures.

The design narrative details how the authors systematically and concretely adapted the design of afterschool club for children and pre-service teachers to respond to the increasingly explicit racism in US political discourse that fueled Trump’s election and coinciding forms of evading race.

The purpose of this paper is to present a design narrative focused on tensions around evading race in our after-school program for predominantly Latinx children and White pre-service teachers; how the authors re-mediated the material, ideational and relational resources of the program to address the tension; and the effects of our re-mediation on the adaptation of the program and how this shaped pre-service teachers’ engagement with children’s racialized experiences.

Re-mediating the design of ideational, relational, and material resources in the afterschool club allowed the designers to address how racial ideologies of color evasiveness limited opportunities for trust and mutual learning between the predominantly White preservice teachers and Latinx children.

The paper describes how concerns with equity emerged and were addressed in a program in a particular place and time for particular people. It offers a systematic view into the inner-workings of designing for equity and why people’s lived experiences, history and social practices around engaging with processes of racialization and power matter for the design of learning.

The design narrative suggests practical implications including the need to develop coursework and practicum experiences that support pre-service teachers’ and educators’ study of how power, enacted through racial ideologies of color evasiveness and other forms of epistemic violence, frames and materially impacts our interactions with children from non-dominant groups.

Two social implications from the design narrative include the following: the need to deepen the understandings of the past and present, proud and violent, histories of minoritized communities to organize consequential learning; and the need to recruit more students of color into the programs recognizing that it alone is not adequate for enacting educational justice.

As designers working toward equity, the authors must hold lightly onto their designs, be willing to let go of features that no longer serve the goals and develop new approaches that can help them achieve them. The authors must also attend seriously to the critiques offered by our youth-partners so that they can better support their learning and desires for the future.