Search results

The purpose of this paper is to provide a profile of Jen Waring.

Jen provides a short biographical description of her life. She is then interviewed by Jerome.

Jen talks about her long battle with mental health problems and what has sustained her over this time. She talks about the crucial importance of support from both loved ones and professionals, as well as medication.

Single case studies are of course just one person’s story. Given Jen is an academic biologist, she not only has a unique way of looking at mental illness, she can see the potential of developing approaches in the biological understanding for people experiencing mental distress.

Jen’s account shows the need for long-term support for more severe mental health problems. There are no quick fixes! It also highlights the need for interventions at biological, psychological and social levels.

People need “somewhere to live, someone to love and something meaningful to do” (Rachel Perkins). Many sufferers do not have all three. Services may only be able to provide two of these.

Accounts of mental illness recovery by academics can often provide the authors with amazing insights into the world of the mentally distressed. They can also serve as an inspiration to the many students who experience mental distress.

Adaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.

As an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.

This paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.

The authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

The purpose of this chapter is to explore the creation and maintenance of entrepreneurial identity during the establishment of a high-tech university spin-out (USO) company in the United Kingdom. The chapter is based on a case study of a mature PhD student working initially in a research team, and later in a spin-out company, in a UK university; he then founds his own company. The study tracks his understanding and development of different aspects of his professional identity as he works towards shifting career goals in different formal and informal learning settings. The chapter commences with a discussion of the career tensions that might arise during the spin-out process. The next section argues that purposeful construction of entrepreneurial identity may be a significant element in supporting successful career transformation. The third section presents the case in detail. Following a discussion, conclusions are presented. The practical implications of the study are that better understanding of these processes can be used by educators and support staff in classroom settings and in incubators. Theoretically, the chapter adds specifically to the growing literature on entrepreneurial identity, extending it to the realm of science and engineering; the importance of the dynamic between engineering identity and entrepreneurial identity during the transition from engineer to entrepreneur is examined in depth. Most significantly, the case demonstrates how a complex reworking of what it means to be an entrepreneur and what it means to be an engineer takes place that is enormously significant in the crafting of a personal career trajectory.

In mid-2012, after successful years in large public companies and obtaining an MBA, middle daughter Jen, 32, is trying to decide whether the time is right for her to enter her mother and sister's small family business to grow it further. Destira, Inc. was a designer/manufacturer of gymnastics wear for girls, headquartered in California. Donna Levy founded the company in 1990, after years of making leotards for her three daughters, who were competitive youth gymnasts, and getting requests from other parents to make the garments for their own children. In 2005, when Donna's oldest daughter, Jodi, joined Destira, Donna gave her a 50 percent equity stake. Between then and year-end 2011, the pair grew the revenues from $550,000 to $1.06 million, increased the number of outlets carrying the brand, upgraded the internal accounting/operations software, and added an online direct-to-customer retail business. The case shows realistic considerations for the individual, family, and business when evaluating whether or not to commit to join the family enterprise.

To explore the intersecting dynamics of gender, ethnicity, age, safety, power and sexuality in two cases of qualitative research

Reflexive analysis of community participatory action research.

Being an ‘insider’ is a nuanced and complex identity in social research leading to power flows that are not unidirectional. In addition, not only is gender not the only difference that makes a difference, but it is also important to consider the importance of difference within ‘sameness’.

In considering intersecting identities, difference and sameness this chapter adds to the assertion that research is never ‘hygienic’ and the role of self and research participants are vital considerations at all stages from design to dissemination.

This paper aims to explore adolescents’ perceptions of child-parent dominance in family vacation decision-making (FVDM) by investigating child-parent relative influence (CPRI) and responsibility-sharing (RS) within the family in regard to 15 vacation issues.

This paper adopts Davis and Rigaux’s (1974) framework for identifying adolescents’ perceptions of child-parent dominance across a set of subjects concerning FVDM, by inspecting the distribution of family decision roles across 25 nations. This study then segments the issues regarding family vacations and nations, judging by CPRI and RS within the family. In addition, this paper introduces Hofstede’s cultural dimensions and diverse indices of development for each surveyed nation and compares their respective correlations with CPRI and RS at the national level.

The results, derived from data collected in 25 countries or territories, illustrate a climate of a parent-dominant-to-autonomous style of FVDM for all decision issues and all nations. Overall, both information availability and economizing attribute of issues are related to the democratization of FVDM. The relationship between the child-parent role distribution and national clusters varied across issue clusters. In addition, the paper found the national effectiveness more effective than the cultural dimension in explaining the dispersal of CPRI-RS profiles.

The data collected from 25 nations provide strong evidence for profiling child-parent dominance in FVDM. The data also serve as a basis for analyzing the role of sociocultural and ideological influences on child-parent dominance in FVDM, which was not established in previous research.

子女在家庭渡假决策中的主导地位：多国分析研究

中文摘要

我们针对15个度假决策项目，调查青少年子女与父母的相对影响力（CPRI）和责任分担（RS），以探讨青少年在家庭渡假决策（FVDM）中相对于父母的支配地位的看法。

我们应用戴维斯（Davis）和里加（Rigaux）发表于1974 年的理论架构，调查25国中家庭决策角色的分配情况，从而确定青少年在家庭渡假决策相关决策项目中，子女-父母主导地位之看法。此外，我们根据”相对影响力”和”责任分担”来分别区隔决策项目与国家。我们也应用霍夫斯泰德的文化维度和多元社会发展指数，比较它们与”相对影响力”和”责任分担”的相关性。

从25个国家或地区收集的数据得出的结果表明，对于所有决策问题和所有国家来说，家庭渡假决策属于父母主导或自治风格的氛围。总体而言，资讯的可用性和问题的节约属性都与家庭渡假决策的民主化有关。子女-父母角色分布与国家集群之间的关系因决策项目集群而异。此外，我们发现，在解释”相对影响力-责任分担”侧像的分散方面，国家效能比文化维度更具影响力。

我们从25个国家/地区收集的数据为分析家庭渡假决策中子女-父母的主导地位提供了有力的证据。并分析社会文化和意识形态影响对家庭渡假决策中子女-父母主导地位的基础，在现有的文献中尚未被建立。

Nosotros exploramos las percepciones adolescentes sobre la predominancia de padre e hijo en la toma de decisiones vacaciones en familiares (FVDM) mediante la investigación de la influencia relativa entre padres e hijos (CPRI) y la responsabilidad compartida (RS) dentro de la familia en relación con 15 temas de vacaciones.

Adaptamos el sistema de David and Rigaux para identificar las percepciones de adolescentes sobre el dominio padre e Hijo en un conjunto de temas relacionados con la FVDM, mediante la inspección de la distribución de los roles de decisión familiar a través de 25 países. Luego, segmentamos los problemas relacionados con las vacaciones familiares y naciones, juzgando por CPRI y RS con la familia. Además, presentamos las dimensiones culturales de Hofstede y los diversos índices de desarrollo para cada sociedad encuestada y comparamos sus respectivas correlaciones con CPRI y RS a nivel nacional.

Los resultados obtenidos de los casos recopilados en 25 países o territorios, ilustran un clima de estilo de FVDM de los padres en predominio autónomo para todos los temas de decisión y naciones. En general, tanto en los temas de disponibilidad de información como el atributo economizador están relacionadas con la democratización de la FVDM. La relación entre la distribución de roles de padres e hijos y los grupos nacionales vario entre los grupos temáticos. Además, encontramos que la eficacia nacional es más eficaz que la dimensión cultural para explicar la dispersión de los perfiles CPRI-RS.

Nuestros datos recopilados de 25 países proporcionan pruebas sólidas para perfilar el dominio de padres e hijos en la FVDM. Los datos también sirven como base para analizar el papel de la influencias socioculturales e ideológicas en el predominio de padres e hijos en la FVDM, que no se estableció en investigaciones anteriores.

This study aims to develop a process model to facilitate enterprises’ co-creating value with consumers through social media.

Drawing on the concepts of internet-based co-creation and collective action theory, this study outlines a five-stage model (Interact-Engage-Propose-Act-Realize, IEPAR) of utilizing social media to co-create with consumers, enriches the model through in-depth interviews with industry experts and briefly illustrates how it can be applied in practice using a service firm case.

This study clarifies the co-creation process in the social media environment. For each of the process’s five stages, the objectives to be accomplished by the social media operator and the means to complete the objectives are illustrated.

This study illustrated the proposed model with a representative service firm. Future study may refine the model by gathering additional data from real implementations to improve its effectiveness in practice.

This study suggests how an enterprise can construct a consumer co-creation platform from a managerial perspective. The proposed model can serve as a reference that enterprises can implement to increase customer value through co-creation using social media.

Enterprises have begun to notice the power of serving as a platform for co-creating value with consumers. However, it is seldom related to literature. The proposed model of the co-creation process in the social media environment can supplement past research.

This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis.

In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings.

Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities.

The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.