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This study aims to explore the importance and impact of supply and manufacturing risk management upon business performance within the context of Chinese manufacturing supply chains.

A two-phased multi-method approach was adopted, which included a survey questionnaire to practitioners in Chinese manufacturing supply chains followed by semi-structured interviews. The findings included 103 valid survey responses complemented by six semi-structured interviews.

The results indicate that in Chinese manufacturing context supply risk and manufacturing risk management are both vital for business performance. A high correlation between business and manufacturing risk management performance exists; however, no significant impact of supplier dependency, systematic purchasing, maturity of production and supply chain and human resources was found despite previously these elements being regarded as key influencers for supply and manufacturing risk management performance. The Chinese manufacturing supply chain indicated that elements such as the supplier and customer orientation, flexibility, manufacturing and supply risk highly connotes with business performance.

In the current unpredictable and volatile business environment, the competitiveness of manufacturing supply chains to a large extent depend on their ability to identify, assess and manage the manufacturing and supply risks. The findings of this study will assist supply chain managers in taking decision on manufacturing and supply risk management and reducing the uncertainty upon their business performance.

The supply chain risk has been widely explored within the context of individual case studies, or standalone models focusing on either supply or manufacturing risk in supply chains; however, to what extent this has been applicable to a wider context and its impact upon business process has not been explored. Hence, this study simultaneously has analysed manufacturing risk and supply risk and its impact upon Chinese manufacturing supply chains business performance. Moreover, this study uses a combination of quantitative and qualitative methods, which is often limited in this area. Finally, the institutional theory lens offers novel insights in better understanding the factors that can affect the impact of supply and manufacturing risk management upon business performance in those contexts, such as China, where the institutional aspect presents specific features.

Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.

The purpose of this paper is to improve the health and criminal justice outcomes for people who come into contact with the criminal justice system. People with learning disabilities (LD) are particularly vulnerable to health and social inequalities within the criminal justice system.

Using examples from practice, this paper discusses some of the challenges and achievements experienced by a LD nurse employed within a liaison and diversion service within the North-West of England.

Whilst the specific functions of liaison and diversion practitioners are detailed by National Health Service (NHS) England (2014), complexities in communication, multi-disciplinary working and role recognition affect the embedment of the role in practice.

The implications for practice are identified and recommendations for further research made. These seek to evaluate the impact of liaison and diversion services from the perspectives of LD nurses within liaison and diversion services, people with LD, their families and the wider multi-disciplinary team.

NHS England (2015) are in the process of evaluating of liaison and diversion services. This paper adds to the evaluation by discussing the experiences of a LD nurse within a liaison and diversion service through the inclusion of activity data and illustrative examples.

Alcohol use by adults at school events and alcohol promotion through school fundraising activities is common, but little is known about secondary school parents' attitudes towards these practices. Parental attitudes may influence principals' decision-making on this topic, particularly in jurisdictions where education department guidance is limited. This study explored parents' attitudes towards the consumption or promotion of alcohol in schools or at school events.

Parents (n = 298) from five non-government secondary schools in Western Australia completed an online survey and provided responses relating to the promotion and availability of alcohol through their child's school.

This sample of parents were evenly divided in support of alcohol consumption or support of schools as alcohol-free zones. Parents reporting higher alcohol consumption were more supportive of alcohol promotion and use through schools, and those with higher education supported use of alcohol for school fundraising. Almost 20% of parents were neutral on several measures indicating they could be swayed by social pressure. Engaging parents is an ongoing challenge for school principals and alcohol may play a part in engagement activities. The results from this small, exploratory study suggest even engaged parents may have very differing views on alcohol use in schools.

Education departments are encouraged to explore these issues carefully and introduce changes incrementally to assist decision-making and minimise potential parent disengagement.

This paper addresses a knowledge gap about parents' attitudes towards alcohol in secondary schools. These findings can support those involved in the development of school alcohol policies.

Research into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. The paper aims to discuss these issues.

In this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received interpretative phenomenological analysis.

Placement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth.

Ontology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated.

The UK Bachelor’s degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for higher education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development.

The purpose of this paper is to examine the discourses that shape nurses’ understanding of self-harm and explore strategies for working with people who self-harm in a relational and a recovery-oriented manner.

Self-harm is a relatively common experience for a cohort of people who present to the mental health services and is, therefore, a phenomenon that mental health nurses will be familiar with. Traditionally, however, mental health nurses’ responses to people who self-harm have been largely framed by a risk adverse and biomedical discourse which positions self-harm as a “symptom” of a diagnosed mental illness, most often borderline personality disorder.

This has led to the development of largely unhelpful strategies to eliminate self-harm, often in the absence of real therapeutic engagement, which can have negative outcomes for the person. Attitudes towards those who self-harm amongst mental health nurses can also be problematic, particularly when those who hurt themselves are perceived to be attention seeking and beyond help. This, in turn, has a negative impact on treatment outcomes and future help-seeking intentions.

Despite some deficiencies in how mental health nurses respond to people who self-harm, it is widely recognised that they have an important role to play in self-harm prevention reduction and harm minimisation.

By moving the focus of practice away from the traditional concept of “risk” towards co-constructed collaborative safety planning, mental health nurses can respond in a more embodied individualised and sensitive manner to those who self-harm.

This paper adds further knowledge and understanding to assist nurses’ understanding and working with people who self-harm in a relational and a recovery-oriented manner.

Increasingly, reports of consumers are witnessed expressing their concerns regarding corporate practices through behaviours of boycotting, buycotting and voice. The theory of consumer votes suggests that such consumers may view their purchases as “votes” in the marketplace. The purpose of this paper is to explore consumer voting within competing theories of community.

The study adopts an exploratory approach through semi‐structured in‐depth interviews with a purposive sample of ten ethical consumers.

Findings reveal that consumers adopted a voting metaphor in their approaches to ethical consumption. While choices were mainly individual in nature they were characterised as part of a wider, largely imagined community of like‐minded consumers.

This research is limited to a single country and location and focused on a specific consumer group. Expansion of the research to a wider group would be valuable.

Findings reveal consumers active in registering their discontent towards companies considered to be unethical, while rewarding those considered ethical. This has important implications for marketers interested in appealing to this group. Findings also reveal consumers taking responsibility through marketplace actions for ethical/political issues. This view of consumer votes as being more effective than political votes is pertinent, given reports of a decline in engagement with traditional political participation.

Limited empirical attention has been given to consumption as voting explored within the context of community. However, with reports of a rise in consumer ethical concerns and reports of a search for community in society this suggests that further exploration of this area is worthwhile.

This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.

This is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.

The authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.

The findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.

The interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

To broaden the scope of our knowledge of collective voluntarily simplified lifestyles in the UK, by exploring whether voluntary simplifiers achieve their goals by adopting a simpler life.

Radical forms of voluntary simplifier groups were explored through participant‐observation research. The methodology can be broadly classified as critical ethnography, and a multi‐locale approach has been used in designing the field.

Although for some of these consumers voluntary simplicity seems to have reinstated the enjoyment of life, certain goals remain unfulfilled and other unexpected issues arise, such as the challenges of mobility in the attainment of environmental goals.

This is an ongoing research, however many opportunities for further research have arisen from this study. Quantitative research could be undertaken on the values and attitudes buttressing voluntary simplicity specifically in the UK. The extent to which such communities influence mainstream consumers could be studied both quantitatively and qualitatively. Mainstream consumers' attitudes to the practices of such communities could prove useful for uncovering real consumer needs.

Despite these communities position in the extreme end of the voluntary simplicity spectrum, their role in shaping the practices and attitudes of other consumers is clear.

This paper provides new consumer insights that can re‐shape policy‐making and marketing practice aimed at achieving a sustainable future.

This paper aims to examine the work experiences of female executives and the challenges of their visible and invisible work activities, considering the operating modes they develop to carry out their work activities.

This study relies on a materialist feminist perspective and a critical experientialist work theory, which considers both the visible and invisible dimensions of the work performed by female executives. The methodology is based on a qualitative research design involving individual and group interviews with 51 Canadian female executives.

The results reveal the hyper-efficiency operating mode mobilized by female executives, which combines strategies to take over and delegate work activities from the domestic sphere to reconcile the managerial work with their different life spheres.

A key finding emerging from these results relates to the invisible but omnipresent part of the work activities from the domestic sphere throughout the lives of female executives.