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People with learning disabilities are vulnerable to human rights violations, creating a need for human rights education for both services users and support staff. This research paper aims to examine factors contributing to effective human rights training for staff. It seeks to investigate human rights awareness training (HRAT) within an NHS setting and its effect on human rights knowledge and attitudes towards human rights.

A total of 23 support staff were given HRAT, completing a “human rights based approach knowledge quiz” and an “attitudes to human rights questionnaire” before and after training.

The results indicated that HRAT had a significant effect on human rights knowledge scores; however, training had no significant effect on attitudes towards human rights and no significant relationship between staff attitude and human rights knowledge was found.

Future training would benefit from a greater focus on psychological theories of attitudes and behaviour in the planning, execution and evaluation of the training. This may help to facilitate development of positive attitudes towards human rights. A validation of the measure of attitudinal change is needed. Training models with a greater emphasis on staff's emotional responses, defences and the impact of organisational culture may allow a deeper understanding of the complexities of delivering effective human rights training.

This research paper highlights the need for human rights training; one that encompasses attitudinal change as well as basic education. Without effective training to secure staff engagement in organisational change, human rights legislation is unlikely to create meaningful change in the lives of people with learning disabilities.

This paper seeks to provide a commentary on the previous paper in this issue “Human rights training: impact on attitudes and knowledge”.

This commentary poses the question as to whether human rights training can have an effect on attitudes towards human rights and, if so, which approach is the most effective.

The paper outlines the distinction between two different types of approach to human rights training and suggests that the “activist” approach set out by Nancy Flowers would go further towards winning hearts and minds.

This paper focuses on co‐designed and co‐delivered approaches to training and underlines the importance of the need for people with learning disabilities to have the space to tell their own stories.

In this chapter honouring Professor Kathy Charmaz, her scholarship and her mentorship, I explore the impact of her work on my thinking and research. Specifically, I focus on the translation of her constructivist principles into my, and others', grounded theory methodological practice. Following the introduction, the chapter commences with a reflection upon coming across constructivist grounded theory (CGT) for the first time almost 20 years ago, and my excitement at finding a methodology that so well aligned with my social justice-oriented research. Already ‘seduced’ by (classical) grounded theory, I had been uncomfortable and wrestling with its problematic philosophical underpinnings, and Kathy's work provided an intriguing solution. This section also briefly reviews CGT's main features, including Kathy's central emphasis on critical reflexivity, interpretation and context, the researcher–participant relationship and the co-construction of knowledge with participants, whilst maintaining a focus on conceptual development. In Section Three, I examine the ‘translation’ of Kathy's constructivist principles into my and others' reflexive grounded theory methodological practice, focusing particularly on issues of researcher positionality/ies and participant involvement. I also consider the ways in which I am further extending these ideas in my ongoing CGT research, including in relation to researcher self-disclosure. In the concluding section, I observe that Kathy's scholarship not only put grounded theory on a new epistemological basis but also established constructivist GT's axiological foundation. I end with a reflection upon the legacy of her ‘curiosity and wonder’ as a scholar of the social world, her legendary mentorship and her generosity of spirit.

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials.

The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended.

Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition.

Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship.

The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

Although there is an increasing body of literature looking at the postgraduate student experience, there is a lack of research and knowledge in understanding the impact of postgraduate (taught) PGT students' learning experiences prior to their postgraduate study, and their expectations of studying at PGT level. The research undertaken in the Faculty of Science, Engineering and Computing at a post-1992 institution, which focuses on STEM disciplines (science, technology, engineering and mathematics), aims to correct this deficiency by providing valuable data and insights into this nationally and internationally largely neglected area. This paper seeks to report the notable findings of first and second-generation respondents.

Data were collected via a hard copy questionnaire that had been developed through previous research and with staff and PGT course representative input. It was distributed and completed by new taught postgraduate students during the orientation period in September 2012. It was entered into the Statistical Package for the Social Sciences (SPSS) and a range of tests were run on the data.

This original research highlights the similarities and differences between first and second-generation respondents' prior learning experiences and their expectations of studying at postgraduate taught level.

The findings from the research presented was conducted over a one-year period and the findings are based on the limitations that such a time and financially limited project can offer. The university concerned is a post-1992 institution and has a high concentration towards teaching functions. What is observed at this UK HEI could be replicable in other teaching oriented organisations thus merits further research.

The findings from this original piece of research offer potentially important contributions to the current PGT debate looking at developing and expanding PGT provision and ensuring its sustainability.

The purpose of this paper is to examine the interactive effects of gender and age on evaluations of job applicants. Given the double jeopardy hypothesis, the authors might anticipate that older women would be denigrated most in hiring evaluations. However, given expectations of normative gender behavior, the authors might anticipate that older men would be penalized most for not already having stable employment. This study aims to examine which hypothesis best describes selection biases based on age and gender.

Stimuli depicting male and female job applicants at the various ages were developed. The stimuli were standardized by collecting facial photos of older White men and women at ages 20, 40, and 60, and morphing these faces onto standardized bodies using Adobe Photoshop. Participants viewed six stimuli, one from each age by gender combination, and made evaluations across job relevant dimensions.

Results showed an interaction between age and gender, such that older male applicants were evaluated more negatively than older female and younger male applicants. These findings support for the violation of gender normative behavior hypothesis.

This study has implications for organizational leaders who can use this information to provide training for selection officers concerning biases against older workers and how to avoid them.

Original, novel stimuli are used in an experimental design to examine the effects of age in employment in a standardized manner which controls for extraneous variables such as attractiveness across age.

Breast cancer is the most increasing female cancer worldwide, including Bangladesh. The purpose of this study was to investigate the association between dietary patterns and knowledge perception of breast cancer risk patients in Bangladesh.

A questionnaire survey about 27 frequently consumed food items was conducted among 140 patients in Amader Gram Cancer Care & Research Center. A logistic regression was applied to estimate breast cancer risk. Dietary patterns were analyzed by the principal component analysis: the fat-rich foods (meat, oil, etc.), fruits, vegetables, sugar, tea, coffee, eggs and fish patterns.

The marginal effect of the logit model estimated an increased risk of breast cancer for a“Fatty Diet”, characterized by a higher consumption of milk (1.2 per cent, p < 0.01), vegetable oils and fats, butter (3.7 per cent, p < 0.05) and red meat (4.9 per cent, p < 0.05), but a decreased risk of breast cancer for a “Fruity and Vegetable Diet”, characterized by a higher consumption of fish (1.3 per cent, p < 0.01), chicken and eggs (5.1 per cent, p < 0.05), fruits (0.05 per cent, p < 0.01) and vegetables (2.9 per cent, p < 0.05). The findings of this study also suggested that weight (0.07 per cent, p < 0.01) and age (19 per cent, p < 0.05) were associated with an increased risk of breast cancer, but exercise (13 per cent, p < 0.05) reduced breast cancer risk. The findings also showed that maximum patients had inadequate knowledge on dietary and clinical factors of breast cancer risk, in addition to poor cancer screening practice. Poor knowledge and practice of breast screening were likely to lead to late stage presentation of breast cancer.

The authors found an association between the prudent dietary patterns and breast cancer risk and poor knowledge on nutrition and breast cancer.

This research aims to explore people management (PM) dimensions in Nepalese recycling startups (R-startups).

It follows a case study and qualitative research approach. Information is collected from Internet searches and R-startups’ blogs. For research purposes, 12 cases out of 30 R-startups are selected using convenient and purposeful non-probability sampling methods.

Three major findings are as follows: (1) the founders of R-startups have become more environmentally aware and motivated to source materials, manufacture products and deliver them without harming the environment; (2) the founders are establishing work-flow to create future employment opportunities and (3) the PM dimensions in R-startups appear to be sustainable and apparently linked with Sustainable Development Goal (SDG) 12.5, which aims to reduce waste generation substantially through prevention, reduction, recycling and reuse.

Since researchers use widely accessible internet information, there is no possibility of interfering with the website's text and data. The analysis is solely based on the opinions of founders/co-founders of R-startups.

This research presents PM dimensions in R-startups and contributes to the literature in this new field of study. Although on a small scale, this research can provide a basis for minimizing circulatory gaps and closing the loop through circular business (CB). It also provides insights into managing waste in order to create opportunities and wealth.

This is one of the few unexplored areas of academic research. The critical PM dimensions investigated in this study can serve as a baseline for future theoretical development in the context of a specific country.

The purpose of this paper is to explore how a group of dirty workers, that is, exotic dancers employed in a gentlemen's club, engage in identity construction amidst various macro, meso and micro considerations.

This study adopts a social constructivist approach in exploring the stories of a group of 21 dancers employed at a chain of exotic dancing clubs in the UK, For Your Eyes Only.

Identity construction is a complex process whereby dancers struggle to secure a positive sense of self among the various resources they encounter. The findings focus upon the processes of distancing through projecting disgust upon clients, other dancers and other clubs. Dancers do this to minimize the stigma associated with their own identities and position themselves in a more favourable light to others. In doing this, dancers construct a variety of identity roles for themselves and “others.” This process of distancing also results in the construction of a hierarchy of stigmatization whereby dancers categorize motivations for dancing, type of dancing and type of clubs to rationalize the work they perform and manage their spoiled identities.

The stories of these dancers illustrate the messy nature of identity construction for dirty workers. In turn, it also illuminates how a better understanding of the complexity of identity construction for exotic dancers can offer insights transferable to other dirty work occupations and organizations in general.

The paper provides an indepth look at an occupational site that is relatively unexplored in organization studies and thus makes a unique empirical contribution. It also offers a more comprehensive theoretical lens for understanding identity construction and dirty workers.