Search results

The purpose of this paper is to explore the significance of psychological resiliency for evacuated disaster survivors and the possible implementation of a concept known as homes away from home aimed at fostering such resiliency.

To address the topic of resiliency in evacuated disaster survivors, first an evacuation scenario is explored. The scenario is followed by a discussion of disaster psychology, resiliency, and a development of the homes away from home concept.

The development of an evacuated disaster survivor's individual and community resiliency shows promise as an effective means of mitigating the psychological damage of a disaster or terrorist attack. The implementation of the homes away from home concept, designed to foster such resiliency in emergency shelters could be effective.

Incorporating accommodations for the development of individual and community psychological resiliency in emergency shelters in emergency operations plans could be more tangible with the homes concept. A shift in sheltering practices is necessary to meet not only the basic needs of survivors but higher needs as well.

The homes away from home concept is new as there are few if any models for emergency shelters that specifically offer direction to local jurisdictions to develop individual and community resiliency.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

The goal of this article is to expand on the use of field trips in social studies education, particularly in the Common Core era. Meshing the goals of the Common Core Standards with those of the corresponding high-stakes testing while providing an experiential learning is a dilemma faced by some teachers. One launched argument suggests field trips are still relevant and pertinent to meeting various educational standards including those found within the Common Core. In an attempt to support this claim, we first discussed the literacy requirements set out by Common Core Standards for History/Social Studies. We then examined the necessary elements for properly planning and conducting field trips, which we referenced as the Field Trip Effectiveness Model. Sample ideas for field trips such as: art and history museums; living history experiences; historical sites, monuments and memorials; cemeteries; geographical sites; banks and businesses; and government buildings are provided.

This paper aims to show that whether new customers respond well or poorly to small talk at the beginning of a service encounter depends on their relationship orientation, i.e. how exchange or communally oriented they are. The authors provide service providers with tactics to identify first-time customers’ relationship orientation or set customers’ small talk expectations and thus help them use small talk more effectively.

The authors examine the effect of small talk and relationship orientation on customer intentions to use a service provider in three experiments and one cross-sectional survey. The scenario-based experiments show causality and the effect in online and in-person scenarios. The survey replicates the effect among current customers of a small business.

Communally oriented customers respond positively to small talk, but exchange-oriented customers respond negatively to it. Mediation analyses reveal this occurs because small talk differentially leads to initial feelings of rapport and impatience for people high (versus low) in relationship orientation.

Service providers should consider customers’ relationship orientation before starting a conversation with small talk. The authors find providers can identify exchange-oriented customers by their choice of meeting format (in-person v. video chat). Managers can also use marketing materials to attract customers with a specific relationship orientation or to set customer expectations for small talk in the interaction.

Prior research has largely shown benefits to small talk, but the authors show significant downsides for some customers and to the best of the authors’ knowledge are the first to show process evidence of why these drawbacks occur.

The challenges confronting the Nigerian construction industry which led to the adoption of supply chain management (SCM) practice were evaluated in this chapter. It was discovered that the Nigerian construction industry is confronted with fragmentation and poor information management. The stakeholders within the Nigerian construction industry proposed the adoption of SCM to overcome the fragmentation and other shenanigans facing the industry. This chapter revealed that construction supply chain (CSC) practices within the Nigerian construction industry focus on waste elimination by adopting the lean concept. The focus on the lean concept could be attributed to the numerous research related to lean or the enormous waste emanating from the Nigerian construction industry. Regardless of the emphasis on lean, the Nigerian CSC is still confronted with fragmentation and heavy waste generation. Thus, this chapter proposed the adoption of principles and technologies driven by the fourth industrial revolution (4IR) is a paradigm shift for the management of CSC in the country. It was discovered in this chapter that Nigerian construction supply stakeholders had not embraced the technologies and principles of the 4IR. The failure to adopt the technologies driven by the 4IR is attributed to the absence of a CSC model that depicts the management of CSC in alignment with the 4IR. This chapter called for developing a SCM model for the Nigerian construction industry in tandem with the principles and technologies of the 4IR.

This Chapter is written in an era in which the United Nations (UN) routinely deploys Missions to environments that satisfy the armed conflict threshold. Such Missions often require personnel to employ significant levels of force, whether to safeguard mission and humanitarian personnel, to protect civilians, to neutralise violent armed groups or, in pure self-defence. But use as well as non-use of force can readily frustrate the very objectives these troops are deployed to uphold, in turn creating gaps between the Promises they make and the Outcomes they actually secure. On the other hand, current Missions such as MINUSMA in Mali have proven to be amongst the deadliest for UN troops in the entire history of UN Peacekeeping. The thin line between use and non-use of force must therefore be trodden with utmost care. This Chapter tries to find answers to this dilemma from a moral perspective and considers how the peculiar nature of the morality of resort to force by the UN influences that of its use of force. It assesses why the latter should be calibrated or adjusted to comply with the former, and how this can consequently channel UN troop conduct towards the objectives pursued through deployment. It is only where these realities are understood and addressed, the Chapter submits, that the aforementioned Gaps between Promises and Outcomes can be redressed and closed.

Professionals in higher education are expected to be informed consumers of knowledge who seek out scholarship, critical evaluators of the applicability of extant knowledge, and contributors who build new knowledge for higher education practice. Despite the understood importance of developing research competencies, many have limited opportunities to develop these skills. This study aims to explore one way individuals develop research competencies: through participation in team-based research experiences.

A longitudinal case study approach was used to investigate what participants in an education research group learn, and how their participation in the group changes the ways in which they think about themselves as researchers and scholars. Four group members participated in two focus group interviews (at the end of the fall 2015 and spring 2016 academic semesters). Interviews were analyzed using thematic analysis.

Study participants report gaining knowledge about research, developing an identity as a researcher, and learning about faculty roles. Particular group practices and activities (e.g. full group meetings, subgroup meetings, professional development moments) helped mediate members’ learning and identity development.

Research groups should be considered valuable contexts where teaching and learning take place. By learning – and integrating what we learn – from research group participation, the higher education and student affairs fields may become better able to generate innovative practices and activities that provide students and professionals with opportunities to develop important research competencies.

This paper aims to examine links between women's access to micro‐finance and how they use maternal healthcare services in sub‐Saharan Africa (SSA).

The authors use theoretical and empirical literature to propose a framework to sustain and improve women's access to maternal healthcare services through micro‐financing.

It is found that improved access to micro‐finance by women, combined with education may enhance maternal health service uptake.

The paper does not consider empirical data in the analysis. The authors advocate empirically testing the framework proposed in other SSA countries.

It is important to empower women by facilitating their access to education and micro‐finance. This has implications for improving maternal healthcare utilization in SSA.

The paper moves beyond poor access to maternal health services in SSA and proposes a framework for providing sustainable solutions.