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The purpose of this article to study referrals to our hand service to find out how long they had been waiting and with what sort of clinical conditions. The Department of…
The purpose of this article to study referrals to our hand service to find out how long they had been waiting and with what sort of clinical conditions. The Department of Health monitors outpatient's waiting time as the percentage of patients seen within a 13‐week target. This target does not include patients referred by consultants or other health professionals.
All the referral letters from other consultants or healthcare professionals still awaiting appointments were collected. The referrals were read and studied to ascertain the most likely diagnosis. This was recorded along with the source of the referral and the details to whom the referral was made. The date of the referral letter being received by the department (date stamped) was also noted.
A total of 157 referrals from consultants or healthcare professionals were waiting outpatient dates. The median waiting time was 448 days (range 20‐952 days). The most frequent source of referrals was from the orthopaedic department. Carpal tunnel syndrome was the most common problem awaiting an outpatient appointment.
The wait for a clinic appointment for these patients is long. This has come about as the result of the fact that the government targets for outpatient waiting times have been set for GP referrals alone and exclude referrals that have been made by other consultants or other healthcare professionals. This is a clinical governance issue for the Hospital Trust, the Primary Care Trust and for general practitioners.
When Eugene O'Neill died, theatre critic Brooks Atkinson said of him, “A giant writer has dropped off the earth….He shook up the drama as well as audiences and helped to…
When Eugene O'Neill died, theatre critic Brooks Atkinson said of him, “A giant writer has dropped off the earth….He shook up the drama as well as audiences and helped to transform the theatre into an art seriously related to life.” (New York Times, 30 December 1953).
As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this…
As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders.
Following a design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings.
Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year.
A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence.
Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work.
Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.
The Foreign Corrupt Practices Act (FCPA) of 1977 and its amendment – the Trade and Competitive Act of 1988 – are unique not only in the history of the accounting and…
The Foreign Corrupt Practices Act (FCPA) of 1977 and its amendment – the Trade and Competitive Act of 1988 – are unique not only in the history of the accounting and auditing profession, but also in international law. The Acts raised awareness of the need for efficient and adequate internal control systems to prevent illegal acts such as the bribery of foreign officials, political parties and governments to secure or maintain contracts overseas. Its uniqueness is also due to the fact that the USA is the first country to pioneer such a legislation that impacted foreign trade, international law and codes of ethics. The research traces the history of the FCPA before and after its enactment, the role played by the various branches of the United States Government – Congress, Department of Justice, Securities Exchange commission (SEC), Central Intelligence Agency (CIA) and the Internal Revenue Service (IRS); the contributions made by professional associations such as the American Institute of Certified Public Accountants (AICFA), the Institute of Internal Auditors (IIA), the American Bar Association (ABA); and, finally, the role played by various international organizations such as the United Nations (UN), the Organization for Economic Cooperation and Development (OECD), the World Trade Organization (WTO) and the International Federation of Accountants (IFAC). A cultural, ethical and legalistic background will give a better understanding of the FCPA as wll as the rationale for its controversy.
The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for…
The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences.
The article utilizes constructive developmental theory (C‐D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety.
Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders.
Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development.
Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection.
This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development.
This article re‐conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.
Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify…
Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.