Search results

The purpose of this paper is to outline current efforts in the USA to build and create safe and affirming housing for lesbian, gay, bisexual, and transgender (LGBT) older adults.

The authors approach this task through a survey of existing publicly available information about LGBT-specific housing projects, as well as literature on methods to make existing housing welcoming to LGBT elders.

The authors find that there are a number of LGBT-specific housing options currently available, and many more in the development phase. Additionally, given the large number of LGBT older adults in the USA and the relatively small number of LGBT-specific housing units, the authors also discuss other interventions that can be applied to create safe housing. The practical implication of this research is to provide advocates for LGBT people with a sense of what is happening in the USA, as well as some guidance on how to replicate LGBT affirming housing models in other contexts.

To the authors’ knowledge, this is the only and most comprehensive survey of LGBT-specific elder housing in the USA to be published in the academic literature.

Part of a larger multicase ethnographic research project, this case study examines the experience of transgender youth and their teachers at a school that uses restorative practices as an alternative to school suspension.

The current study focuses on interviews from one transgender student, her teachers, and her administrators.

Taken together, these interviews expose complex mechanisms through which transphobia undermines an ostensibly democratic discipline practice intended to promote social justice. The restorative concept of “accountability” framed staff’s efforts to create a more gender-inclusive school, but this frame inadvertently placed the burden of inclusion largely on the transgender student, as staff expected her to educate peers and teachers and enforce gender inclusive practices.

Restorative practice trainings should be integrated with trainings on inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals.

Existing research examines the impact of zero tolerance policies on transgender students. This study demonstrates that even when alternatives to zero tolerance policies are in place, teachers and administrators easily slip holding transgender youth accountable for their own safety. A school-wide commitment to “inclusion” does not negate the need for educating staff and students about LGBTQ identities and inclusion.

Prior research has shown that a work environment that facilitates work-life balance not only benefits the personal lives of employees but also leads to better job performance and ethical decision-making. Allocation of time between career and personal life is an age-old challenge for working people. Work-life balance refers to the manner in which people distribute time between their jobs and other activities, such as family, personal pursuits, and community involvement. This study compares the work-life balance perspectives of current and future accountants. Three research questions are examined. The first relates to the importance accountants place on work-life balance. The second concerns how work-life balance perspectives of current practitioners compare to future accountants. The third considers how gender differences affect work-life balance perspectives. Data for analysis was obtained via a survey of current accounting practitioners and of future accountants (students near graduation). Findings indicate that both current and future accountants believe that a healthy work-life balance is connected to work satisfaction, work performance, and ethical decision-making.

In this chapter, the authors adopt a macrofoundations perspective to explore punishment within institutional theory. Institutional theorists have long focused on a single type of punishment – retribution – including the use of sanctions, fines, and incarceration to maintain conformity. The authors expand the types of punishment that work to uphold institutions, organized by visible and hidden, and formal and informal characteristics. The four types of punishment include (1) punishment-as-retribution; (2) punishment-as-charivari; (3) punishment-as-rehabilitation; and (4) punishment-as-vigilantism. The authors develop important connections between punishment-as-charivari, which relies on shaming efforts, and burgeoning interest in organizational stigma and social evaluations. The authors also point to informal types of punishment, including punishment-as-vigilantism, to expand the variety of actors that punish wrongdoing, including actors without the legal authority to do so. Finally, the authors detail a number of questions for each type of punishment as a means to generate a future research agenda.

The purpose of this chapter is to explore the relationship between and among genres, discourse communities, and their associated ideologies by means of a historical case study of the rise and decline of a particular archival finding aid genre, i.e., the calendar, within the Public Records Office of Great Britain (PRO) between the mid-nineteenth and mid-twentieth centuries.

The study demonstrates the ways in which the calendar genre, as it evolved in the PRO, reproduced, framed, and perpetuated a progressive, consensual understanding of the history of the British nation, and worked to construct a community of historical workers comprising select members of the PRO’s professional staff and select users.

The study deepens and extends understanding of discourse communities and the ideologies they promote and suppress and contributes to the emergent understanding of archival finding aids as socio-cultural texts by exposing the ways in which they participate in the formation and shaping of knowledge.

The purpose of this paper is to present a conceptualization of reading comprehension that extends beyond the traditional cognitive viewpoint on comprehension common in the field.

Drawing on literature and theory from various perspectives (cognitive, sociocultural and critical), the authors propose a conceptual heuristic that can inform future scholarship.

Using four foundational principles of reader–text interactions as a starting point (non-neutrality, tethered polysemy, variable agency and unruliness), the authors describe reader–text interactions in terms of the tethers/resources that are brought into the interaction, the moment-to-moment improvisation that occurs when readers meet a text and the changes at the intra- and interpersonal levels that result from and influence future reader–text interactions.

The conceptualization can inform future research and practice in literacy by situating meaning making within a broader understanding of the processes and consequences of textual interaction.

This article outlines the mental health promotion strategy developed by Greenwich teaching Primary Care Trust (tPCT). The strategy focuses on four themes: isolation, anxiety and depression, sleep, and stigma and discrimination. The aim is to address mental health promotion for all as well as targeted action for higher risk groups, in recognition of the great contrasts, diversity and significant economic inequalities that characterise the borough. A key challenge has been to integrate mental health promotion with wider agendas and it is intended that the strategy will inform other important areas of work in the borough, such as the neighbourhood renewal and health benefits regeneration programmes.