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Article
Publication date: 1 November 2006

Lucy McGee

Lucy McGee, director of consultancy DDI UK, discusses how HR can best engage and deploy the CEO in the execution of talent strategies.

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Abstract

Lucy McGee, director of consultancy DDI UK, discusses how HR can best engage and deploy the CEO in the execution of talent strategies.

Details

Strategic HR Review, vol. 6 no. 1
Type: Research Article
ISSN: 1475-4398

Keywords

Content available
Article
Publication date: 9 October 2009

Lucy McGee

317

Abstract

Details

Strategic HR Review, vol. 8 no. 6
Type: Research Article
ISSN: 1475-4398

Article
Publication date: 1 November 2005

Lucy McGee

Employees who get feedback on their performance are twice as likely to commit to their organization. In conversations with your team, and when training line managers, the matter…

488

Abstract

Employees who get feedback on their performance are twice as likely to commit to their organization. In conversations with your team, and when training line managers, the matter of how individuals can raise their game needs to be addressed if your talent is to become a differentiating force.

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Strategic HR Review, vol. 5 no. 1
Type: Research Article
ISSN: 1475-4398

Keywords

Article
Publication date: 1 March 2006

Lucy McGee

Many costly training initiatives fail to yield the desired outcomes. From an organization’s perspective, learning tension is a combination of activities designed to ensure change…

Abstract

Many costly training initiatives fail to yield the desired outcomes. From an organization’s perspective, learning tension is a combination of activities designed to ensure change is sustained and has the intended, lasting impact on individual and business performance.

Details

Strategic HR Review, vol. 5 no. 3
Type: Research Article
ISSN: 1475-4398

Keywords

Article
Publication date: 24 June 2005

Pip Lynch

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a…

Abstract

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis

Details

History of Education Review, vol. 34 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 18 December 2019

Ella Hancock-Johnson, Charlotte Staniforth, Lucy Pomroy and Kieran Breen

Dialectical behaviour therapy (DBT) aims to reduce emotional dysregulation and engagement in less adaptive behaviours for adults with mixed disorders of conduct and emotions…

Abstract

Purpose

Dialectical behaviour therapy (DBT) aims to reduce emotional dysregulation and engagement in less adaptive behaviours for adults with mixed disorders of conduct and emotions (MDCE). However, there is limited evidence available for the effectiveness of DBT skills training for adolescents with MDCE who are resident within a secure impatient setting. The paper aims to discuss these issues.

Design/methodology/approach

A retrospective study investigated changes in aggressive and self-injurious behaviours in 22 adolescents within a secure inpatient mental health setting with MDCE who had completed one cycle of DBT skills training. Changes in symptomatic problems, behavioural and social impairment were also investigated in 17 of the 22 participants who completed the DBT skills training cycle.

Findings

There were statistically significant decreases in the frequencies of engagement in total aggressive and deliberate self-harm behaviours after the DBT skills training cycle. There was a significant improvement in symptomatic and behavioural impairment, but not in social impairment.

Practical implications

The findings of this study suggest that DBT skills training may be beneficial for behavioural and symptomatic outcomes in adolescent inpatients with MDCE.

Originality/value

This study provides preliminary evidence for the effectiveness of DBT skills training for adolescents with MDCE within a secure inpatient setting. Additional studies are required to investigate the clinical benefits of specific aspects of DBT for individual patients.

Details

Journal of Forensic Practice, vol. 22 no. 1
Type: Research Article
ISSN: 2050-8794

Keywords

Article
Publication date: 2 July 2014

Lucy Barnard-Brak, Julie Ivey-Hatz, Angela Kris Ward and Tianlan Wei

In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to…

Abstract

Purpose

In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to children with intellectual disabilities (IDs) across time.

Design/methodology/approach

Drawn from the Special Education Elementary Longitudinal Study (SEELS), our sample consisted of 1,016 children diagnosed with ASD and 597 children diagnosed with ID. The self-regulation and social interaction skills were measured using relevant subscales of the Scales of Independent Behavior-Revised across three time points evenly spaced at two years apart.

Findings

Results revealed that children with ASD have significantly worse self-regulation (p<0.01, η2=0.12, Cohen's f=0.36) and social interaction skills (p<0.01, η2=0.05, Cohen's f=0.21) as compared to children with ID across time. The results of the current study support the results of Bieberich and Morgan (2004) that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time.

Originality/value

The paper suggests that our results may be considered as more generalizable given the utilization of data from the SEELS as a large, nationally representative, and community-based sample of children with disabilities across the USA examined longitudinally.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 8 no. 4
Type: Research Article
ISSN: 2044-1282

Keywords

Article
Publication date: 25 February 2014

Des Pearson

– This paper aims to talk about the changes to auditing practice in the context of broader changes in the public sector.

1911

Abstract

Purpose

This paper aims to talk about the changes to auditing practice in the context of broader changes in the public sector.

Design/methodology/approach

A personal reflection on the issue using prior experiences as a former auditor-general of two Australian states.

Findings

The role for government audit will always mirror the change in the public sector. Whether audit fulfils this role depends on having the right legislation and the right approach. While audit legislation lags behind recent shifts in public sector approaches, government auditors are continuing to explore new ways to give parliament, as well as the sector, authoritative opinions and commentary that is relevant and valuable.

Practical implications

Increased understanding of the changing role of the Auditor-General's Office that affects the efficiency and effectives of public sector entities will help practitioners in improving strategic directions of their operations. This will also help academic researchers in developing ideas for future research.

Originality/value

Reflections presented here are based on the author's practical experiences over the past 40 years as a program manager and as a government auditor.

Details

Journal of Accounting & Organizational Change, vol. 10 no. 1
Type: Research Article
ISSN: 1832-5912

Keywords

Article
Publication date: 1 April 2004

Lisa Evans

The use of technical terms to communicate accounting information can lead to misunderstandings when the meaning of such terms is not fully appreciated by the recipient of the…

10429

Abstract

The use of technical terms to communicate accounting information can lead to misunderstandings when the meaning of such terms is not fully appreciated by the recipient of the information. The discipline of translation studies suggests that full equivalence in translation between languages is rare. This suggests that the risk of misunderstanding is exacerbated when technical terms are translated into another language. This paper examines the implications of mistranslations of technical terms in the context of theories from linguistics, which suggest that language influences the way we think. It uses three examples of accounting terminology to illustrate these problems. It concludes that the choice of an inappropriate label in the translation of accounting terminology is detrimental to international accounting communication and creates problems for users and preparers of translated financial statements as well as for researchers in, and students of, international accounting and for those involved in harmonisation and standardisation of accounting.

Details

Accounting, Auditing & Accountability Journal, vol. 17 no. 2
Type: Research Article
ISSN: 0951-3574

Keywords

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