Search results

The links between diet, bacteria and colonic cancer are examined in this article. Studies suggest that high intakes of fat and protein are associated with elevated risk of colonic cancer whereas cereals, fruits and vegetables seem to be protective. A further aspect considered in relation to this type of cancer is metabolism by gut bacteria. Probiotics, prebiotics and synbiotics are presented as ways of stimulating the activities, certain gut flora and the use of “functional foods” is also discussed.

The purpose of this paper is to examine the relationship between employee sensitivity to terrorism and employee attitudes in supply chain firms located in an environment with ongoing terrorist threat. Implications for human resource management in supply chain firms and future directions for research are discussed.

The paper is based on questionnaire data collected from 898 managers in Sri Lanka. Included in the paper are manufacturing and service firms that constitute integral parts of global supply chains such as garment and textile firms, software solutions firms, and import‐export trading firms. Correlation analysis is used to examine the relationship between variables.

The results generally indicate a statistically significant negative relationship between employee sensitivity to terrorism and employee attitudes toward the organization, team, and job. Results vary by sector and industry, with a comparatively strong negative association between employee sensitivity to terrorism and employee attitudes in the service sector, particularly among employees in import‐export trading firms.

This paper is among the first to examine the relationship between terrorism and employee work attitudes in supply chain firms. While the direct effects of terrorism on the supply chain have been well documented, such as disruption to the physical distribution of goods, much less is known about the indirect effects of terrorism on supply chain performance.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

The aim of this paper is to draw together within an evaluative framework British research‐based material concerning the impact of children, or the absence of children, on the quality and stability of the marriage relationship. The focus, therefore, is quite specific, and there is no attempt to review the whole corpus of literature on childbearing and child‐rearing. The relevant material is limited, fragmentary, and scattered across the literature of several disciplines. For such reasons it has been necessary in parts to draw upon American research both to indicate where the gaps and possibilities in indigenous research may lie and to show how far British findings supplement and support the American. Despite its thinness and incohesiveness, however, British material is adequate to test some common ideas about the relationship between children and marriage and, as will be seen, some of the conclusions to which it leads are counter‐intuitive, or at least contrary to beliefs which are widely found amongst relevant professionals as well as amongst the general public.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study uses Hall's (1976) theory of low/high context culture with theories of interpersonal adaptation (Gudykunst, 1985; Patterson, 1983) to test communication preferences, flexibility, and effectiveness in same‐ and mixed‐culture negotiation. Ninety‐three same‐culture low context (Israel, Germany, Sweden, and U.S.), 101 same‐culture high context (Hong Kong, Japan, Russia, Thailand), and 48 mixed‐culture mixed context (U.S.‐Japan, U.S.‐Hong Kong) dyads negotiated a 1 ½ hour simulation. Transcripts were content coded for direct and indirect integrative sequences and analyzed with hierarchical linear regression. Supporting the theory, results revealed more indirect integrative sequences in high context dyads and more direct integrative sequences in low context and mixed context dyads. Direct integrative sequences predicted joint gains for mixed context dyads.

The chapter aims to reflectively discuss a participatory research project concerning the future of higher education in Hungary. This project can be understood as an ongoing methodological experiment which attempts to engage teachers and students, in order to reveal how key stakeholders think about the future of higher education. In line with this, this methodologically oriented chapter shows how different participatory methodologies can be combined in a so-called backcasting framework. This approach starts by describing the present situation, then moves beyond the present conditions so as to identify the cornerstones of an ideal future state. On the one hand, the chapter gives a detailed introduction to how our participatory research process was set up and what particular methodologies we used during this process. On the other hand, it critically reflects on the methodological and ethical challenges involved.