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The purpose of this paper is to investigate the incremental impact of firefighter’s personal protective equipment (PPE) on lower body range of motion (ROM) while walking to suggest areas of design improvement for enhanced mobility and safety.

Eight male and four female firefighters participated in the study. Lower body ROM was assessed while they walked in four different configurations of PPE, including turnout ensemble, a self-contained breathing apparatus (SCBA) and boots. The impact of each added PPE item, and gender differences were statistically analyzed.

Wearing firefighter turnout ensemble and SCBA reduced ROM in the lower body in the sagittal and transverse planes. A significant reduction in ROM for anterior-posterior movement at the ankle and the ball of the foot was found while wearing rubber boots with turnout ensemble and SCBA. This puts firefighters at higher risk of experiencing foot injuries and physical strains. A significant increase in medial-lateral movement of the foot while wearing rubber boots may increase risk of ankle sprains. A greater reduction in ROM at the ankle and the ball of the foot for female firefighters may imply greater risk for women compared to men, while wearing boots.

Reducing the inflexibility and bulkiness of boots is critical to improve firefighter’s lower body mobility and safety.

This study implemented 3-D motion capture technology to analyze how wearing firefighting gear impacted lower body motion. It provides quantitative evidence to recommend ergonomic boot re-design.

In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory.

This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions.

The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles.

In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation.

Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation.

School leaders’ framing of teacher performance and their efforts to improve instruction reveal the cognitive, relational and organizational aspects of working with low-performing teachers and, if necessary, pursuing removal. Notably, this study found that cognitive and relational factors were important in school leaders’ teacher improvement efforts, but organizational factors were most salient when attempting to remove teachers.

Because evaluating and developing teachers has become such an important aspect of school leaders’ day to day work, this study suggests that school leaders could benefit from more assistance from district personnel and that preparation programs should build in opportunities for aspiring leaders to learn more about their role as evaluators.

The success or failure of teacher evaluation systems largely hinges on school leaders, yet there is scant research on how school leaders make decisions to develop and remove low-performing teachers. This study sheds light on the central role school leaders play in implementing high-stakes teacher evaluation.

This paper aims to examine employee responses to sexual behaviour in hospitality workplaces, to determine their roles and responsibilities in harassment prevention.

Female workers in restaurants and bars were recruited using the snowball technique, and data collected through 18 interviews. An interpretivist approach was used to guide the data collection and analysis.

The study found that harassment coping strategies developed with age and experience rather than through training, and those who dressed and behaved provocatively attracted more unwanted sexual attention.

Recommendations focus on the role of managers in moderating employee behaviour and providing training in assertiveness.

Industry norms and perceptions about managers’ expectations are considered strong influences on employee behaviour, and therefore, in attracting harassment.

Although this study locates the responsibility for stopping harassment with management, it takes an unusual and potentially unpalatable approach by acknowledging the role of victims in stopping unwanted sexual advances, providing new approaches to reducing harassment.

Retailer bankruptcy provides an opportunity for studying the relationships among members of a channel of distribution because bankruptcy disturbs the ongoing pattern of such relationships. This study employs qualitative research to model the criteria that suppliers use in selecting their response to a bankrupt retailer. Results show that suppliers who continue cooperative behavior with a retailer employ a model that assesses whether the risks in continuing to supply that retailer are in balance with the outcomes generated from the relationship. However, behavioral variables appear relevant as well: retailers appear to benefit from adopting a collaborative communication strategy and building supplier confidence so that a turnaround will in fact occur.

Homelessness makes mental health problems worse, but inappropriate housing can be damaging, too. We need to be flexible and supportive in our provision, offering options for both independent and supported housing, and easy transfer between them. Government policy on housing should recognise the importance of individual need, as well as the overall picture.

Research on institutional logics has missed the opportunity to understand how and why societies may fundamentally differ in their material and symbolic systems. In this chapter, the authors offer a qualitative examination of the implementation of infrastructure public–private partnership (PPP) projects in the Arab state of Qatar. The authors illustrate how the macrofoundations of Qatari society are rooted in the notion of tribe, an inter-institutional system under which the intertwined institutional orders of the state, the market, and the family have historically developed and operated. Their study sheds light on how these macrofoundations shape the processes and mechanisms that underpin the resistance to the introduction of innovative organizational forms. The chapter makes two contributions. First, it identifies how “foreign” organizational forms rooted in Western institutional orders trigger adverse reactions from societies characterized by different institutional orders. Second, it demonstrates the challenge of implementing PPPs in an institutional context that is unfavorable to them and where actors seek to preserve the supremacy of the extant inter-institutional system.

Unprecedented levels of investment in transit and transit-oriented development in Los Angeles County have not resulted in gains for transit-dependent populations or overall higher ridership for that matter. They have instead saddled them with inordinate cost burdens and displacement pressures. Yet racialised, low-income communities that rely on transit are far from passive victims. Rather, they are participating in advocacy campaigns that penetrate decision-making venues and procedures and co-create institutional practices, policy priorities, and public and private investments that serve their interests and build a Los Angeles that is more widely accessible and affordable. This chapter presents a case study of the Alliance for Community Transit-Los Angeles (ACT-LA), a regional coalition of over 40 community-based organisations at the helm of direct-action policy campaigns and participatory planning initiatives to advance transit justice and equitable transit-oriented communities (TOC). After examining ACT-LA's origins in the LA-based movement for community benefits agreements, the analysis focuses on how ACT-LA has combined political mobilisation for ballot-box measures with participatory policy-making and planning processes to advance just, equitable, sustainable transit systems, and TOC. The concluding discussion considers the implications of the ACT-LA case for reformulating participatory policy-making and planning around transportation and land use to further equity and climate goals.

This chapter weaves together the voices of five teachers and teacher educators (two first-year classroom teachers and three teacher education faculty) collaborating to better understand socially just outcomes in the field of English language arts teacher preparation. Building from the premise that it is the seeking of multiple perspectives and the notion of voice that lie at the heart of socially just pedagogy, this collaboration aims to tell one story – a research narrative – through many voices. As White, female educator-researchers who experience privilege along a multitude of dimensions (e.g., socioeconomic status, language, race, ability, sexual orientation), the authors embrace activist-ally identities that seek to understand systemic injustices; act with an empowered and critically self-reflective sense of agency; and mobilize their resources in concert with others. This chapter narrates the authors’ learning of how activist-oriented teaching and research is (and might be) conceptualized and realized in the contexts of their work in one public high school, one K-12 charter school, and one teacher education program. Each author will share the inspirations, successes, and barriers she encountered while purposefully eliciting the perspectives, questions, and voices of multiple stakeholders, including K-12 students, cooperating school personnel, families, and other community members. Through the telling of this story as a collage of many voices, the authors hope to encourage others to act as allies for social justice on the ground – that is, in the teacher education and K-12 classrooms where we learn to teach as we consider how that learning impacts those it most directly affects.