Search results

Considers some of the problems which management presents for women′s careers in professional engineering. Using careers history data from 15 women engaged in professional engineering work in a high technology industrial organization, certain aspects of their promotion progress are examined. The interaction of aspects such as the women′s aspirations and certain organizational processes were producing particular consequences for the women′s careers. The women managers′ careers illustrated the difficult cultural decisions which these women had had to make. Concludes with a discussion of the possibilities for change in the emerging gendered patterns of engineering careers.

This paper aims to provide a discussion and summary of a clinician survey exploring the experiences of suspected feigned autism.

This study is an online survey targeting a range of autism professionals, with varying levels of experience, working in different clinical settings.

Approximately half of the professionals who completed the survey reported experiencing situations of suspected feigning of adult autism across a range of clinical contexts and with various motivations. In terms of best indications of potential feigning, most clinicians reported “textbook” self-descriptions of problem behaviours with vague examples, as well as inconsistent presenting problems and mismatch with any known developmental history. Approximately half of clinicians expressed the view that autism was more difficult to feign than a psychiatric disorder and had experienced situations involving differences in professional opinion as to an individual autism diagnosis.

The survey is limited by a potential sample bias and no information regarding the clinical characteristics of those suspected to have feigned autism. However, these initial findings offer further questions for future research to pursue.

As an initial examination of practicing clinicians’ experiences of suspected feigned autism, the survey highlights the complexities of an autism diagnosis and suggests feigning is a potential clinical scenario. Some guidance as to when to suspect possible feigned autism is also offered, as well as a provisional assessment protocol.

This article aims to place the emergence of coaching in its appropriate historical context and address the lack of historical attention given to this subject. In tracing the path the coach has taken in becoming a management concept, the article seeks to draw attention to its unique history as an object that has been transformed into a popular management concept.

This article reviews how coaching has been portrayed in various books, articles and research papers since appearing as a transportation object in the 15^th century.

The coach began as a technology used for transportation, evolved into an object that was associated with a type of status and then became a prominent character in sport, before ultimately becoming an influential management concept. Across historical periods discussions of coaching have tended to involve individuals who experience coaching. A consistent feature of these discussions is the issue of professionals and professionalism.

It is difficult to determine the date when our contemporary notions of the coach were first discussed, as these discussions originally involved slang, and a lag exists between talking about coaching and writing about it.

Concerns have been raised in the management discipline regarding the influence of research on practice and as advocates of coaching seek professional and scientific legitimacy, this historical review offers a perspective that can enhance discussions of these issues.

This paper places the popularity of this concept within a historical context that outlines how the idea of coaching evolved from a form of technology to a concept associated with a wide array of management topics.

In my years as a student of Mary Morgan and later as her junior peer, I observed that one concept prompted her to react with caution and skepticism. That common notion was “influence.” In this chapter, I follow her cues to ask what are the legitimate grounds for claims of influence in historical explanation. Morgan’s writings have made us aware that the story of social science cannot be captured in simple reckonings of influence, and that long chains of actions are required to seat an idea in the mind, and longer still to set it to paper. My contribution to problematizing influence is to list the pitfalls of its uncritical use but also, once suitably redefined, its potential contribution to analysis. To illustrate my claims, I propose a test case, to study the “influence of Mary Morgan.”

This study focusses on the participation of women in the development of the specialist international accounting history literature. Based on an examination of the three specialist, internationally refereed, accounting history journals in the English language from the time of first publication in each case to the year 2000, the study provides evidence of the involvement of women through publication and also through their membership of editorial boards and editorial advisory boards. In doing so, the study builds on the earlier work of Carnegie and Potter in 2000 and aims to augment our understanding of publishing patterns in the specialist international accounting history literature.

By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed.

The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique.

This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions.

This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs.

The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change.

Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.

Previous criminological research has examined the causes and correlates of violent juvenile offending, but failed to explore the developmental taxonomies of crime throughout history. Theoretically, developmental trajectories of offending (i.e. life‐course persistent and adolescence‐limited offenders) should be identifiable irrespective of time and place. This study aims to examine the pre‐offense characteristics of nineteenth‐century American parricide offenders.

Using archival records of two major newspapers (New York Times, Chicago Tribune), the study examines 220 offenders who committed attempted and completed parricides during the latter half of the nineteenth century (1852‐1999).

Results reveal that a small group of adult parricide offenders displayed antisocial tendencies at an early age that persisted into adulthood. These findings are consistent with the developmental literature, thus providing support for identification of pre‐offense characteristics of parricide offenders across historical periods.

The findings reported in this paper are of value to psychologists, historians, and criminologists, for they illuminate the similarities in predictors related to violent behaviors in a small subsection of adult offenders across two centuries.

Sustainability needs to be considered to be dynamic and evolving, a verb and not a noun. The systems which need to be considered must be understood within a time frame which needs a metric much larger than the current “inter‐generational” ruler and one which takes into consideration that, as a species, humans, both biophysically and socio‐culturally, may not be in their optimum, or final, evolutionary manifestation. Sustainability provides the resilience which allows learning through mistakes and evolving visions not tied to a past that never was and a future that never will be. By renorming the time frame, and the concept of history, sustainability mandates that human intelligence not abdicate its responsibilities by attempting to defer to a static, mythic, external force. What is important in a world where a clock “ticks” once a century, or where a diorama in the museum of the future has, as its only artefacts of the 20th century, a suit of chain mail and a can of Diet Coke?