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1 – 10 of 16Olena Connor, Harry Pedersen, Nancy J. Cooke and Heather Pringle
The great success of unmanned aerial vehicles (UAVs) in performing near-real time tactical, reconnaissance, intelligence, surveillance and other various missions has attracted…
Abstract
The great success of unmanned aerial vehicles (UAVs) in performing near-real time tactical, reconnaissance, intelligence, surveillance and other various missions has attracted broad attention from military and civilian communities. A critical contribution to the increase and extension of UAV applications, resides in the separation of pilot and vehicle allowing the operator to avoid dangerous and harmful situations. However, this apparent benefit has the potential to lead to problems when the role of humans in remotely operating “unmanned” vehicles is not considered. Although, UAVs do not carry humans onboard, they do require human control and maintenance. To control UAVs, skilled and coordinated work of operators on the ground is required.
There can be little doubt that the risk and fluctuation of demand taken on by employers has been increasingly passed onto employees. We are witnessing a fragmented contract of…
Abstract
There can be little doubt that the risk and fluctuation of demand taken on by employers has been increasingly passed onto employees. We are witnessing a fragmented contract of rules largely determined by employers, for employers. Here the conventional form of employment relations is non-unionism and the management of employees through Human Resource Management (HRM). This chapter critically reviews the underlying assumptions underpinning the rise of HRM, not least its unitarist undercurrent, narrow emphasis on performance and limited incorporation of multiple stakeholders. The chapter then uses Amazon as an exemplary case to illuminate these dynamics in practice and to offer a critical review of what constitutes a meaningful and successful organisation in this new era of work. The chapter concludes by detailing prospects for redress and institutional experimentation, including via technological platforms.
Emily C. Bouck and Sara Flanagan
The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with…
Abstract
The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.
Soo-Hoon Lee, Thomas W. Lee and Phillip H. Phan
Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions…
Abstract
Workplace voice is well-established and encompasses behaviors such as prosocial voice, informal complaints, grievance filing, and whistleblowing, and it focuses on interactions between the employee and supervisor or the employee and the organizational collective. In contrast, our chapter focuses on employee prosocial advocacy voice (PAV), which the authors define as prosocial voice behaviors aimed at preventing harm or promoting constructive changes by advocating on behalf of others. In the context of a healthcare organization, low quality and unsafe patient care are salient and objectionable states in which voice can motivate actions on behalf of the patient to improve information exchanges, governance, and outreach activities for safer outcomes. The authors draw from the theory and research on responsibility to intersect with theories on information processing, accountability, and stakeholders that operate through voice between the employee-patient, employee-coworker, and employee-profession, respectively, to propose a model of PAV in patient-centered healthcare. The authors complete the model by suggesting intervening influences and barriers to PAV that may affect patient-centered outcomes.
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Carrie Anna Courtad and Emily C. Bouck
Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning…
Abstract
Students with learning disabilities are ever-present in schools today and so is the technology to support these students. Assistive technology supports students with learning disabilities (LD) in terms of access and success in general education and special education settings. This chapter will discuss the challenges students with learning disabilities may face in school and the assistive technology educators can use to help address these challenges. Specifically, this chapter pays particular attention to assistive technology to support core content areas (e.g., literacy and mathematics) as well as organization and self-management.
Carrie Anna Courtad and Emily C. Bouck
Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009)…
Abstract
Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009). However, assistive technology (AT) considerations for all students with an Individualized Education Program (IEP) must still occur. Evidence exists that technology can compensate for students with other identified disabilities and while the specific research of students with EBD is lacking, students with disabilities, in general, appear to benefit from the support of technology. This chapter discusses how technology supports access to the general education curriculum for student with EBD in the academic areas of reading, writing, and math as well as supports self-management. Resources for free AT are also highlighted.
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