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The purpose of this paper is to assess the behavioural and psychological effects on people with intellectual disabilities of transferring to an environment influenced by patient choice and low secure standards.

Patients and staff transferring from a non-optimal environment to one driven by low secure standards compared the homeliness, ward climate and satisfaction with the two wards. Comparisons were made between the occurrences of risk behaviours on the two wards.

The new environment was rated by staff as more homely while patients’ increased satisfaction with the new ward was reflected in social climate ratings of patient cohesion and experienced safety. The latter findings were reinforced by an objective reduction in risk behaviours in the new environment.

Treatment interventions need to optimise research findings that attest to the influence of the environment on the behaviour of patients with intellectual disabilities.

Findings highlight need to increase the focus on aspects of the built environment in planning the treatment of women in secure care.

Ian Henson was about to take the biggest financial risk of his life. He had just agreed to purchase three Booster Juice franchise stores in Kamloops, British Columbia, Canada. Henson knew that transitioning leadership at companies was a difficult task, and he was aware that he was replacing a popular leader: Natalie Peace. Compounding the challenge ahead of Henson were two major hurdles, the first was demographic in nature: Booster Juice’s employee group was young (on average below 20 years old) and many adored Peace, he was certain that whoever replaced her would have a difficult transition. The second challenge was managing change: Henson needed to cut costs. Peace had several generous policies that Henson needed to consider altering or removing, a potentially unpopular task. Initially, this case puts students in Henson’s shoes: How should he handle the specific aspects of this leadership transition? It allows professors to examine the broader issue of managing a change process.

Data for the case were collected from various sources. Public records, historical documents, and media reports were the main source for general background information and context. Primary data were collected through a series of interviews with the present and past owners of the Booster Juice franchises discussed.

This case was developed for use in an undergraduate management course or where change management and leadership are specific modules, an organization behavior class is a good example of where the case should fit. The objective of the case is to illustrate the challenges that resulted from a change in leadership and examine how to manage the change process. The thought-provoking element in this case is the leaders involved have very different leadership styles. The authors anticipate this case would be one used early in the course, as it is concise and straightforward to read, and clearly illustrates the issues to be examined. It provides an effective tool through which to introduce students to change management and styles of leadership. The added value is that the case is based on a company built by an undergraduate student and thus students tend to be very interested in the business itself.

The main theoretical base for the case is based on change management and exemplary leadership. To facilitate this the authors use Kurt Lewin’s models of change, Kotter’s eight step process, specifically referring to Kotter (1995). The authors then use Kouzes & Psoner five practices of exemplary leadership, referring to Kouzes, and Posner (2003). The authors specifically reference Northouse (2010).

Through an account of the layout, operations, and four main product lines of a small Chicago bookstore between 1938 and 1947, the purpose of this paper is to show how a neighborhood retail establishment reacted to the sweeping events of the Great Depression and World War II.

The research is based upon multiple primary data sources including store financial records, family photographs, representative artifacts and ephemera, oral history interviews, and period retailing literature.

Located in an area of Chicago heavily populated by Polish and Jewish immigrants and their children, General Book Store was a traditional mom and pop operation. The mix of its product lines – books and magazines, model kits, greeting cards, and camera supplies and photo‐finishing – evolved over time while always connecting customers to the national experience. The store afforded its owners a modest, but upwardly mobile middle‐class life style.

Although much has been written on large‐scale retailing, marketing historians have conducted very little research on small‐scale retailing in the USA. This study documents the intermingling of a business and a household economy and how the management of merchandise assortments and maintenance of customer relationships depended upon both owner interests and the opportunities and constraints presented by environmental forces.

There are calls for greater regulation of online content related to self-harm and suicide, particularly that which is user-generated. However, the online space is a source of support and advice, including an important sharing of experiences. This study aims to explore what it is about such online content, and how people interact with it, that may confer harm or offer benefit.

The authors undertook a systematic review of the published evidence, using customised searches up to February 2021 in seven databases. The authors included empirical research on the internet or online use and self-harm or suicide content that had been indexed since 2015. The authors undertook a theoretically driven narrative synthesis.

From 4,493 unique records, 87 met our inclusion criteria. The literature is rapidly expanding and not all the evidence is high quality, with very few longitudinal or intervention studies so little evidence to understand possible causal links. Very little content online is classifiable as explicitly harmful or definitively helpful, with responses varying by the individual and immediate context. The authors present a framework that seeks to represent the interplay in online use between the person, the medium, the content and the outcome.

This review highlights that content should not be considered separately to the person accessing it, so online safety means thinking about all users. Blanket removal or unthinking regulation may be more harmful than helpful. A focus on safe browsing is important and tools that limit time and diversify content would support this.

In an ethnographic account of a junior high school, Everhart (1983) distinguishes the “reified knowledge” of teachers on which the formal curriculum is based from the “regenerative knowledge” of students: To compensate for…and in opposition to the domination of reified knowledge, regenerative knowledge emerges in those organizational hiatuses that exist through the inefficiencies of mass education – inefficiencies in the manner by which school occupies student’s time, the amount of time that formal education “takes up,” and the standardization of tasks that “fits” so few students at any one point in time (p. 194).Recent ethnographic research on school children focuses almost exclusively on student culture or “regenerative knowledge” rather than on “reified knowledge” (Adler & Adler, 1998; Eckert, 1989; Eder, 1995; Thorne, 1993). What goes on in classrooms with respect to teaching and learning has only a shadowy presence in these research reports, often by design.¹ Understanding student or peer culture, however, cannot by itself capture children’s lives in schools. What goes on in classrooms where education is assumed to occur also plays an important part.

The vision of robotics in the home promises increased convenience, comfort, companionship and greater security for users. The robot industry risks causing harm to users, being rejected by society at large or being regulated in overly prescriptive ways if robots are not developed in a socially responsible manner. The purpose of this paper is to explore some of the challenges and requirements for designing responsible domestic robots.

The paper examines definitions of robotics and the current commercial state of the art. In particular, it considers the emerging technological trends, such as smart homes, that are already embedding computational agents in the fabric of everyday life. The paper then explores the role of values in design, aligning with human computer interaction, and considers the importance of the home as a deployment setting for robots. The paper examines what responsibility in robotics means and draws lessons from past home information technologies. An exploratory pilot survey was conducted to understand user concerns about different aspects of domestic robots such as form, privacy and trust. The paper provides these findings, married with literature analysis from across technology law, computer ethics and computer science.

By drawing together both empirical observations and conceptual analysis, this paper concludes that user centric design is needed to create responsible domestic robotics in the future.

This multidisciplinary paper provides conceptual and empirical research from different domains to unpack the challenges of designing responsible domestic robotics. In doing this, the paper seeks to bridge the gap between the normative dimensions of how responsible robots should be built, and the practical dimensions of how people want to live with them in context.

This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system’s efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.

The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time has been a vital tool for educational reform, yet many applications of organizational theory and literature on educational change neglect to underscore its importance. The authors explore resources, guidelines and practices related to time employed to recuperate from pandemic-related disruptions to schooling.

The authors discuss three cases in which time has been utilized to recover from the COVID-19 pandemic: (1) accelerated learning; (2) extended time; and (3) redeveloped professional learning. For each case, the authors demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling to provide resources and learning opportunities to students and educators.

This article describes how district and school leaders can draw on their agency to reshape time-use in educational organizations.

This article advances an innovative framework demonstrating the importance of time in educational change. The authors also portray innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

As a tenured associate professor whose career has engaged various social justice issues, this chapter discusses the collaborative and shared decision-making process used to found and maintain basketball teams for seven years. The chapter also focuses on personal reflections of coaching club basketball as part of an auto-ethnography. The chapter explains the experiences that influenced a praxis focused on social justice as an attempt to infuse principles of equality and inclusiveness in opposition to harsh traditional coaching practices. Youth embraced an approach with little yelling, but some parents disapproved. Finally, this work discusses the limitations and successes of utilizing a social justice approach, including professional and health consequences.

The mere sight of Disney villains have struck fear into the hearts of many a child. From the Evil Queen, to Maleficent, to Ursula. From the black flowing capes to the ashen skin and pointy horns, the aesthetic of these villains alone is often enough to evoke a sense of dread in the audience. Ursula from The Little Mermaid (1989) may not be officially a queen in the Disney universe, but she is a notorious villain amongst fans. Although The Little Mermaid was released in 1989, the film, and thus Ursula, have a fanbase that has evolved and grown up to now, despite the film not being remade into a live-action version as yet. This chapter will analyse the comments of three fan-made YouTube videos regarding Ursula, and will examine the fan comments, with specific focus on the comments regarding Ursula's physicality or any positive comments about her. This will show fan positivity towards a villainous character, despite what may be depicted as a negative body image. Ursula, an octopus, looks quite different from other villains. The primary research methodology will include participatory culture and discourse analysis in order to understand why fans adore her, and how they do not necessarily accept her as a villain, but that there is an outpouring of positivity towards her body image.