Search results

1 – 10 of over 1000
Article
Publication date: 27 May 2020

Winifred Asare-Doku, Jane Rich, Brian Kelly and Carole James

Previous research has suggested high levels of unaddressed mental health needs among male-dominated work settings. The mining industry has been a recent focus internationally…

Abstract

Purpose

Previous research has suggested high levels of unaddressed mental health needs among male-dominated work settings. The mining industry has been a recent focus internationally. This paper aims to critically examine research regarding organizational mental health interventions for people working in mining industries.

Design/methodology/approach

The narrative review used a systematic standardized search strategy in six databases and grey literature from 1990 to 2019.

Findings

Of the 418 studies identified, seven studies (five quantitative and two qualitative studies) met the inclusion criteria. Analysis of these studies revealed the organisational interventions available to address mental health needs of miners. Interventions were categorised into organisational and individual-focused approaches. Evidence shows there is great potential in conducting workplace mental health programs, yet further research is required to create a strong evidence base for substantiated policy and practice implications.

Practical implications

Mental health interventions and programs should be available in mining industry to enhance mental health. Organisations can also improve mental health by implementing significant changes in the work environment and identifying workplace factors that induce strain and contribute to psychological distress in employees. Attempt can be made at restructuring safety policies and practices to include mental health, addressing organisational structures such as work schedules and providing training for managers and supervisors.

Originality/value

This review focuses on the unique characteristics pertaining to male-dominated mining industries and workplace mental health interventions which are aimed at supporting employee mental health.

Details

Mental Health Review Journal, vol. 25 no. 2
Type: Research Article
ISSN: 1361-9322

Keywords

Article
Publication date: 1 June 1964

All items listed may be borrowed from the Aslib Library, except those marked, which may be consulted in the Library.

Abstract

All items listed may be borrowed from the Aslib Library, except those marked, which may be consulted in the Library.

Details

Aslib Proceedings, vol. 16 no. 6
Type: Research Article
ISSN: 0001-253X

Article
Publication date: 7 September 2010

Jennifer Ann Naylor

This study proposes to examine whether tales from childhood influence the psyche and self of the adult in their professional role as a leader in a large organization. It is…

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Abstract

Purpose

This study proposes to examine whether tales from childhood influence the psyche and self of the adult in their professional role as a leader in a large organization. It is positioned within a social constructionist and postmodernist framework.

Design/methodology/approach

The methodology development was challenging; to capture the level of abstraction within which it was positioned. Using narrative inquiry allowed for a less rigid methodology, data collection and analysis. The data were collected using a non‐structured single interview with a known subject, the data analysed using an initial thematic analysis followed by an in‐depth analysis of the themes against the background of an Enid Blyton novel.

Findings

This research project has shown how all are products of their whole life experiences to date; thus the tales from childhood must also impact on adult lives. This project identified links between the adult professional self and the characters in the tales, which were read as children. Leadership can be read as an adventure story or fairy tale, a myth born out of the narratives and language often used to describe it, reflecting tales of quest and achievement.

Originality/value

The interpretations on offer are only one version; another reader or teller would experience a different interpretation; finding her own story, while constructing herself as a researcher, was unexpected and surprising. There are at least two stories running throughout predominantly: the subjects’ story and the story of the research.

Details

Journal of Health Organization and Management, vol. 24 no. 5
Type: Research Article
ISSN: 1477-7266

Keywords

Article
Publication date: 8 September 2022

Christine Trimingham Jack

Charlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through…

Abstract

Purpose

Charlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through autobiographical fiction. The aim is to link contemporary research into boarding school trauma to the relevant events, thereby identifying what she wrote as a testimony contributing to the long history of the problematic nature of boarding schools.

Design/methodology/approach

Autobiographical fiction is discussed as a form of testimony, placing Jane Eyre in that category. Recent research into the traumatic experiences of those whose parents chose to send them to boarding school is presented, leading to an argument that educational historians need to analyse experience rather than limiting their work to structure and planning. The traumatic events the Brontë sisters experienced at the Clergy Daughters' School are outlined as the basis for what is included in Jane Eyre at the fictional Lowood School. Specific traumatic events in the novel are then identified and contemporary research into boarding school trauma applied.

Findings

The findings reveal Charlotte's remarkable insight into the psychological impact on children being sent away to board at a time when understandings about trauma and boarding school trauma did not exist. An outcome of the analysis is that it places the novel within the field of the history of education as a testimony of boarding school life.

Originality/value

This is the first application of boarding school trauma research to the novel.

Details

History of Education Review, vol. 51 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 6 May 2015

Celeste C. Bates

The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.

Abstract

Purpose

The purpose of this chapter is to explore the use of a web-based collaborative platform for virtual literacy coaching and how the technology influenced reflective practice.

Methodology/approach

This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Adobe® Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, an observation of a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative method.

Findings

Findings showed the ability to link teachers and coaches in a virtual space creates new possibilities for engaging in reflective practice that certainly are not trouble-free, but do provide opportunities to think deeply about teaching and learning without being face-to-face.

Practical implications

As school districts continue to experience budgetary cuts, it is important to explore alternative ways to support teachers. The findings identified in this study underscore the differences between face-to-face and virtual coaching. Understanding and accepting the limitations of the technology and recognizing the importance of the teacher/coach relationship could provide a starting point for school districts interested in computer-mediated communication.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Article
Publication date: 1 April 1980

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had…

Abstract

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.

Details

Library Review, vol. 29 no. 4
Type: Research Article
ISSN: 0024-2535

Abstract

Details

The Smart City in a Digital World
Type: Book
ISBN: 978-1-78769-138-4

Article
Publication date: 9 May 2008

Jane Broadbent and Linda Kirkham

The purpose of this paper is to set out some contextual issues in relation to the achievements of women accountants and academics.

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Abstract

Purpose

The purpose of this paper is to set out some contextual issues in relation to the achievements of women accountants and academics.

Design/methodology/approach

This is a discussion paper that uses academic and professional experiences as a basis from which to draw out an agenda for further study.

Findings

It is found that, despite changes over the last 30 years, the lived experience of women in accounting and academia is evidence that their academic and professional opportunities are still constrained. Two papers in this special issue offer feminist approaches to enrich study in the area, and it is argued that gender is an element that should be embedded in research in accounting.

Research limitations/implications

This editorial is a selective review and is not intended as a comprehensive review of research in the field.

Practical implications

The paper seeks to re‐ignite more research in the field, using a richer range of approaches.

Originality/value

The paper sets an agenda for research and provides an argument as to why the agenda needs to be pursued.

Details

Accounting, Auditing & Accountability Journal, vol. 21 no. 4
Type: Research Article
ISSN: 0951-3574

Keywords

Article
Publication date: 1 March 1994

Kenneth R. Melchin

This paper explores the links between economic and social structures and ethical norms for economic life. As such, the essay is a contribution to the more general philosophical…

Abstract

This paper explores the links between economic and social structures and ethical norms for economic life. As such, the essay is a contribution to the more general philosophical discussions on the relation between fact and value in the social sciences. I begin with a brief discussion of ethics which highlights the social character of ethical “value” and draws upon the work of the Canadian philosopher, Bernard Lonergan, to introduce a novel way of understanding social structures. The analyses show how economic structures can be understood as cooperative meaning schemes, how such schemes are embedded within a wider ecology of social meaning schemes, and how the dynimic relations among such schemes reveal ethical goals and make ethical demands upon participants who depend upon them for their living. I illustrate these linkages in a discussion of three examples drawn from economic life: a consumer purchase transaction, an ancient trade scheme drawn from the work of Karl Polanyi, and a rather novel approach to economic development proposed by Jane Jacobs.

Details

Humanomics, vol. 10 no. 3
Type: Research Article
ISSN: 0828-8666

Book part
Publication date: 6 November 2023

Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue and Kristin Elaine Reimer

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth…

Abstract

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

Details

Researching Practices Across and Within Diverse Educational Sites: Onto-epistemological Considerations
Type: Book
ISBN: 978-1-80071-871-5

Keywords

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