Search results

Applying concepts from the theory of complex adaptive systems, we investigated the emergence over time of a local foods system that embodies values of traditional agriculture and the preservation of the earth and its biodiversity, community, and equitable access to food. The purpose was to learn, from this place-based transformation, the process of self-organization that can underpin a transition from an unsustainable food system primarily based on values of wealth creation to one where resources are used in a sustainable manner.

The local foods system of Northeast Ohio was examined through interviews with key agents in the system at three points in time ranging from 2007 to 2016, and through the collection of archival data chronicling various aspects of the system. Qualitative data were coded and analyzed in a multi-dimensional manner that focused on variation and interaction (exchange of resources) of agents through time.

The system has evolved to be increasingly complex both in numbers and kinds of agents. Collective agency has enabled increased capacity in the system to address the diverse purposes of participants. Yet in this self-organizing system, securing resources for longer term, collective focuses required to advance the local food system has proved to be a challenge.

This longitudinal and qualitative approach shines a light on how common and diverse purposes shape the unfolding of complex social systems with expanded capabilities.

Ned Piper needs to improve the performance of Acme Lumber’s Broken Arrow store. There are two candidates for the store manager’s position, Larry Frazier and Chip Farmer. Larry has worked for Acme for 35 years in a variety of positions and is related to the Johnson family who has owned and managed Acme for three generations. Chip has worked for Acme for 19 years and has successfully helped to turn around another store. Chip is not related to the Johnsons. Ned is feeling pressure from the business and family to make the right decision. Which candidate should he select to become a manager?

The authors used a case study methodology.

Human resources, selection, staffing, and family business management.

Socioemotional wealth perspective, and agency theory.

This paper aims to respond to a number of pleas for interdisciplinary – or integrative – approaches to psychology and criminology in exploring the value of simultaneously applying micro and macro analytical tools.

The study reported in this paper applies both the revised psychopathy checklist (PCL‐R) and structural analysis to the historical case of Mary Ann Cotton, a nineteenth century British serial killer.

Findings suggest that multi‐level approaches to analysis are valuable in developing holistic understandings into serial murder, which are appreciative of both the psychological characteristics of the individual offender and their location in the broader social and historical context. Micro analysis would now label Cotton a psychopath, but we need to broaden the analysis and to consider macro questions related to gender, poverty and the wider social structure in which Cotton operated.

In the absence of an interview with the offender, this study has supplemented alternative materials and as such, prompts debate into the application of contemporary tools to historical cases.

The findings imply that the application of PCL‐R alongside structural analytical tools reveals more in‐depth and socially rooted insights into the study of historical cases of serial murder and as such, provide a valuable addition to both criminological and the psychological methodology frameworks.

This research prompts academic debate within psychology and criminology into the potential value of a combined, integrative approach to historical cases drawing upon both micro and macro analytical tools.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK.

Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities.

In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying.

This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home.

To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

DO THE GIRLS of the Mary Erskine School in Edinburgh remember that the teaching staff once included—in the days when it was known at Queen Street Ladies' College—a writer of considerable distinction? James Logie Robertson was his name, but his works appeared with the pen‐name ‘Hugh Haliburton’.

The 1980s brought some fundamental changes to American public schools. The first wave of reform stressed academic rigor and teacher accountability, while the second wave emphasized professionalization. This emphasis resulted in the Professional Development School (PDS). The Holmes Group prioritized the relationship between teachers and principals, and partnerships between teachers, principals, and university faculty for the improvement of teaching and learning. From this PDS purpose identified by the Holmes Group, this pilot study examines the perceived effectiveness of PDS on teachers’ practice as realized by a purposeful sample of Midwest PDS teachers and principals. PDS has improved teacher practice in several areas. However, teachers’ and principals’ perceptions of teacher practice are not congruent. The teacher, administrator, and university faculty relationship has potential to improve teaching and learning, but it has yet to be realized.

The purpose of this paper is to investigate how trust, honesty and transparency impact the willingness and timeliness of communicating financial information between Government Finance Officers (GFOs) and members of the municipal boards they serve.

Survey data was collected from professionals who work with municipalities to ensure government resources are properly managed. Nonparametric local-linear regression was used to analyze the data.

Evidence suggests that trust in the board, GFO preference for honesty and greater transparency of the municipality influence the timeliness of communication. There is evidence that when the GFO and board members have a working relationship built on trust and the GFO has a preference for honesty, the GFO is more willing to share positive information with the board. In addition, there is evidence that with greater transparency and trust in the board, there is a reduction in the time of sharing positive information in situations where there is little discretion in disclosing and less willingness to share information.

A principal limitation of this study is the small sample size. In addition, the study was conducted using only participants from the pool of members of the Government Finance Officers Association of Texas. As an exploratory study, the survey included a minimal number of questions to gather data from actual GFOs and included only six possible scenarios. The time constraint resulted in a reduced number of questions related to the models used. Other limitations include the potential of missing variables, factors or perceptions related to scenarios not presented in the survey instrument.

The findings suggest that with greater transparency, there is less time between the event and the GFO communication to the board providing the opportunity to improve the effectiveness of the decision-making process.

This study is the first to explore the effects of increased transparency on the level of communication between the GFO and the board.