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People with learning disabilities are vulnerable to human rights violations, creating a need for human rights education for both services users and support staff. This research paper aims to examine factors contributing to effective human rights training for staff. It seeks to investigate human rights awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes towards human rights.

A total of 23 support staff were given HRAT, completing a “human rights based approach knowledge quiz” and an “attitudes to human rights questionnaire” before and after training.

The results indicated that HRAT had a significant effect on human rights knowledge scores; however, training had no significant effect on attitudes towards human rights and no significant relationship between staff attitude and human rights knowledge was found.

Future training would benefit from a greater focus on psychological theories of attitudes and behaviour in the planning, execution and evaluation of the training. This may help to facilitate development of positive attitudes towards human rights. A validation of the measure of attitudinal change is needed. Training models with a greater emphasis on staff's emotional responses, defences and the impact of organisational culture may allow a deeper understanding of the complexities of delivering effective human rights training.

This research paper highlights the need for human rights training; one that encompasses attitudinal change as well as basic education. Without effective training to secure staff engagement in organisational change, human rights legislation is unlikely to create meaningful change in the lives of people with learning disabilities.

Contemporary education initiatives require English language arts educators spend half their time on non-fiction and history and social studies teachers to include diverse sources. Beginning in the early grades within the aforementioned curricula, students are to scrutinize multiple texts of the same historical event, era, or figure. Whereas trade books are a logical curricular resource for English language arts and history and social studies curricula, the education mandates do not provide suggestions. Research indicates trade books are rife with historical misrepresentations, yet few empirical studies have been completed so more research is needed. Our research examined the historical representation of Eleanor Roosevelt within trade books for early and middle-grades students. Identified historical misrepresentations included minimized or omitted accounts of the societal contexts and social relationships that shaped Mrs. Roosevelt’s social conscience and civic involvement. Effective content spiraling, in which complexity and nuance increase with grade level, between early and middle-grades trade books did not appear. Pedagogical suggestions included ways to position students to identify the varying degrees of historical representation within different trade books and integrate supplementary primary sources to balance the historical gaps.

This paper outlines 4 assumptions behind attempts to explain the sequential organization of communication behavior during conflict. These assumptions were supported by an analysis of behavioral sequences coded from 9 hostage negotiations and 20 divorce mediations. Analyses showed that negotiators use only a small proportion of available responses to other party's behavior, and that this proportion rapidly decreases as sequence length increases. Critical to this channeling in behavior was the triple‐interact (i.e., cue‐response‐cue‐response), which represents the maximum sequence length required to enable accurate prediction of negotiators' future behavior. More detailed analysis showed that the triple‐interact reduced uncertainty in behavior by over 70%, which compares to less than 1% from knowledge of negotiation context and approximately 10% from knowledge of individual differences.

This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.

The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.

The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.

A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

This extended lesson plan uses the book Queen of the Falls to investigate the life of Annie Edson Taylor, the first person to successfully fall over Niagara Falls in a barrel Niagara Falls. Through the various activities, students will explore resources such as photographs, first-hand accounts, newspaper articles, songs, and poems from the era, to learn what life was like for women in 1901, and to discuss the events surrounding Taylor’s decision to venture over Niagara Falls. Several questions will be posed to the students including “How was Annie Edson Taylor a woman of her time?” “To what extent was Annie Edson Taylor a hero?” “Was Annie Edson Taylor’s trip over the Falls worth the attempt for fame and fortune?” The lesson concludes with the following question: “Was Annie Edson Taylor a woman of her time or by her design?”

The purpose of this paper is to examine the role that fashion played in the Cold War competition between the USA and the Soviet Union during the period from 1945 to 1959.

This paper begins by situating fashion within the larger American efforts of cultural diplomacy. It then examines the American and Soviet approaches to fashion. Finally, it focuses on the fashion show at the 1959 American National Exhibition in Moscow. This paper utilizes primary sources, including archival sources and period newspapers and magazines.

Both American and Soviet leaders tried to use fashion to embody the ideological values of each political and economic system. Both also acknowledged a “fashion gap”, whereby Americans enjoyed clear superiority thanks to a well-developed mass production system of ready-made, stylish clothing, that some termed the American Look. Americans hoped the fashion gap would demonstrate that only capitalism could provide women with an abundance of the necessary – but also desirable – consumer goods that enhanced their feminine beauty. Thus, fashion played an important part in the Cold War cultural struggle, in which American and Soviet women were key participants.

Much has been written about the Cold War cultural diplomacy, especially the Moscow exhibition, but fashion is often left out of the analyses. Meanwhile, both the American Look and Soviet efforts to create socialist fashion have been examined, but no work has been done to look at the two together to understand fashion’s larger implications for the Cold War.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This paper examines whether patterns in communication behavior over time can predict the outcome of crisis negotiations. A sample of 189 interaction episodes was transcribed from 9 resolved negotiations and coded according to differences in the degree and type of behavior. Partial order scalogram analysis (POSAC) was used to produce a graphical representation of the similarities and differences among episodes while simultaneously uncovering the role of each behavior in shaping the negotiation process. Results showed that episodes could be represented along a partially ordered scale of competitiveness, which was structured by the occurrence of two types of behavior: Distributive‐Expressive and Integrative‐Instrumental. The likelihood of negotiation success reduced with movement up the competitive scale, and negotiations involving episodes that passed a threshold of extreme competition on the scale inevitably ended unsuccessfully regardless of future developments. As negotiations developed over time, behavior alternated between periods of increasing cooperation and periods of increasing competition, with unsuccessful negotiations associated with a concluding trend of increasing competitive behavior.

This research aims to look at preferences for retirement, in particular, later retirement, amongst a sample of older employees in the UK in the financial services industry. It seeks to investigate specifically the influence of personal, psychological and psychosocial determinants of preferences for retiring later. Additionally, the study presents a typology of different retirement preferences based on psychological and psychosocial variables.

The data are based on questionnaires from 556 employees of a UK financial services organisation (aged 40‐60) and measures include psychological expectations of retirement (expected adjustment to retirement, attitudes towards leisure and social interaction), psychosocial attitudes (job satisfaction, intrinsic motivation, organisational comment and work commitment) and attitudes towards working beyond normal retirement age. Hierarchical multiple regression analyses were conducted and one‐way ANOVA was conducted to identify differences between groups.

The data show very negative attitudes towards working later than the normal retirement age and that expectations of adjustment to retirement were the most significant predictor towards retirement preferences, followed by work commitment. Significant differences in retirement attitudes and intentions were found between different groups of employees.

Some of the practical implications of the work suggest that retirement preferences are shaped only to a moderate degree by psychosocial attitudes. In seeking to retain older workers in the workforce for longer employers should encourage employees to develop strong social relationships at work and allow gradual transitions to ultimate retirement.

The paper looked at preferences for retirement, particularly later retirement, and found that, if employers wish to retain the knowledge, skills and expertise of their employees, then it would seem that they need to devise means of allowing people to achieve some of the more desirable aspects of retirement (greater free time, opportunity to pursue hobbies and interests) at the same time as retaining some of the benefits of work (status, professional interest, income etc.). Phased and flexible retirement initiatives therefore seem to be one of the solutions.