Search results

This study aims to utilise Six Sigma in an Irish-based red meat processor to reduce process variability and improve yields.

This is a case study within an Irish meat processor where the structured Define, Measure, Analyse, Improve and Control (DMAIC) methodology was utilised along with statistical analysis to highlight areas of the meat boning process to improve.

The project led to using Six Sigma to identify and measure areas of process variation. This resulted in eliminating over-trimming of meat cuts, improving process capabilities, increasing revenue and reducing meat wastage. In addition, key performance indicators and control charts, meat-cutting templates and smart cutting lasers were implemented.

The study is one of Irish meat processors' first Six Sigma applications. The wider food and meat processing industries can leverage the learnings to understand, measure and minimise variation to enhance revenue.

Organisations can use this study to understand the benefits of adopting Six Sigma, particularly in the food industry and how measuring process variation can affect quality.

This is the first practical case study on Six sigma deployment in an Irish meat processor, and the study can be used to benchmark how Six Sigma tools can aid in understanding variation, thus benefiting key performance metrics.

Despite an increasing policy focus, routine outcome monitoring (ROM) is not common practice in UK children's services. This paper aims to examine whether it is feasible and valid to use measures from ROM of evidence-based parenting programmes (EBPPs) to assess the impact of services and to drive service improvements through feedback mechanisms.

This is a secondary analysis of ROM measures collected from a London clinic offering EBPPs over five years. Demographic information from referrals was compared for attendees and non-attendees. Changes in parent reported child behaviour were measured using the Strengths and Difficulties Questionnaire (SDQ), and a Visual Analogue Scale (VAS).

No significant differences were found in socio-demographic characteristics of attendees and non-attendees. Statistically significant differences were found between pre- and post-scores on parent reported SDQ scores and VAS concerns, as well as the SDQ Added Value Score. The data collected did not allow for investigation of a dose-response relationship between the level of attendance and any improvement made.

This study illustrates that ROM can provide useful information about the impact of EBPPs in a particular clinical context. Demographic data could support service managers to evaluate reach and uptake while evidence of improvements can be communicated back to parents and support future funding bids. Incomplete data limited the inferences that could be drawn, and collaborations between research centres and clinics may be a way to optimise the use of ROM to drive service improvement and innovation.

The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (i.e. job satisfaction and occupational commitment). Interaction effects between the job resource and job demand variables were also tested.

Data were from 5,951 principals in 22 Organization for Economic Co-operation and Development (OECD) countries that participated in the Teaching and Learning International Survey (TALIS) 2013. Path analysis of direct and interaction effects was tested, along with multigroup path analysis to determine any differences in results across nations.

The results showed that staff shortages and collegial climate predicted job satisfaction. All of the job resources and demands predicted occupational commitment. In addition, one interaction effect was significant showing that a participatory climate was especially important for occupational commitment under conditions of high staff shortages. The findings were similar across the 22 countries.

The study yields important knowledge about the cross-national salience of four job resources and demands that are associated with principals' well-being at work.

In this article, the author begins with the assumptions that 1) groups are becoming an increasingly popular way of dealing with organizational challenges and problems and 2) organizations are becoming increasingly multicultural in their membership. Dr. Proehl seeks to demonstrate that the traditional ways of working with groups are not effective when the membership is multicultural. To support this contention, she identifies six commonly accepted assumptions about how to develop high performing groups and then challenges each assumption from a crosscultural perspective. The author closes the article by offering suggestions for working effectively with multicultural groups.

Young women who entered the Dominican Sisters in the years before the Second Vatican Council3 lived in semi‐enclosure and took vows of poverty, chastity and obedience. As women religious they engaged in a life of teaching and prayer that was underpinned by notions of sacrifice and self‐effacement. In order to understand the teaching experiences of these women it is necessary to first understand something about the history of Catholic education in New Zealand and the context in which the New Zealand Dominican Sisters lived and worked.

Case formulation has gained increasing prominence as a guide to intervention across a range of clinical problems. It offers a contrasting orientation to diagnosis and its value is considered in the context of clinical work with autistic spectrum disorders (ASD). The purpose of this paper is to argue that case formulation integrating attachment, systemic and narrative perspectives offers a valuable way forward in assisting people with the diagnosis and their families.

The literature on ASD and related conditions is reviewed to examine levels of co-morbidity, consider the role of parental mental health difficulties and explore the issues inherent with current approaches to diagnosis.

ASD is found to have a high level of co-morbidity with other difficulties, such as anxiety and insecure attachment. Research findings, alongside the authors own clinical experience, are developed to suggest that formulation can allow the possibility of early intervention based on a holistic appraisal of the array of difficulties present prior to a diagnosis.

It is argued that the use of this systemic-attachment formulation approach could offset the exacerbation in ASD and related conditions, and deterioration in families’ mental health, whilst they face long waiting times for a diagnosis.

Building on findings from research designed to bring to description teachers’ own understandings of what it means to flourish in their work, the purpose of this paper is to show how principals and teacher–leaders in schools are agents capable of building developmental relationships and mentoring cultures that can orient and support teachers toward well-being.

This conceptual paper is anchored with findings from a multi-year qualitative research project that was designed using perspectives from positive organizational studies and positive psychology scholarship. The research methods encompassed collaborative and generative use of appreciative inquiry and strength-based research activities in school districts in both British Columbia and Saskatchewan, Canada. Data used to build this conceptual paper are from appreciative focus group conversations with teachers and principals over the course of two years. Conversations were recorded and transcribed. Transcripts were thematically analyzed using the research literature framing the study.

This paper offers four domains of inquiry and a model for flourishing schools that encourages principals and teacher–leaders to develop habits of mind and heart to build developmental relationships in ways that help both mentors and mentees to embody and enact positive, appreciative and generative ways of noticing, nurturing and sustaining the work of teaching and learning; all with aspiration to sustain and enhance the well-being of every member of the school community.

This paper offers conceptual models and storied descriptions that can aid mentors in noticing and nurturing more developmental relationship approaches to mentoring for well-being as opportunities to build mentoring relationships from appreciative and growth-based habits and approaches. As these relationships are built across the school, positive mentoring cultures may foster and grow in ways that promotes a flourishing-for-all approach to teaching and learning.

This paper contributes a different and complimentary perspective to research and practice on mentoring, offering a positive organizational perspective that highlights and promotes the perceived and evidenced benefits of deliberately focusing on what goes well and what provokes vitality in schools. The conceptual models in this paper offer tools for mentors and mentees to develop and foster in others appreciative and positive capacities for positive mentoring.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The purpose of this paper is to explore the significance impact of air quality as a contributing factor on residential property rents by applying geo-informatics to economic issues. Since air pollution poses a severe health threat, city residents should have a right to know about the (invisible) hazards they are exposed to.

Within spatial-temporal modeling of air pollutants in Berlin, Germany, three interpolation techniques are tested. The most suitable one is selected to create seasonal maps for 2018 and 2021 with pollution concentrations for particulate matter values and nitrogen dioxide for each 1,000 m² cell within the administrative boundaries. Based on the evaluated pollution particulate matter values, which are used as additional variables for semi-parametric regressions the impact of the air quality on rents is estimated.

The findings reveal a compelling association between air quality and the economic aspect of the residential real estate market, with noteworthy implications for both tenants and property investors. The relationship between air pollution variables and rents is statistically significant. However, there is only a “willingness-to- pay” for low particulate matter values, but not for nitrogen dioxide concentrations. With good air quality, residents in Berlin are willing to pay a higher rent (3%).

These results suggest that a “marginal willingness-to-pay” occurs in a German city. The research underscores the multifaceted impact of air quality on the residential rental market in Berlin. The evidence supports the notion that a cleaner environment not only benefits human health and the planet but also contributes significantly to the economic bottom line of property investors.

The paper has a unique data engineering approach. It collects spatiotemporal data from network of state-certified measuring sites to create an index of air pollution. This spatial information is merged with residential listings. Afterward non-linear regression models are estimated.

The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader.

Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study.

In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice.

This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district.

Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice.

Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.