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Fetal alcohol spectrum disorder (FASD) is an umbrella term for a range of conditions that may occur in an individual whose mother drank alcohol during pregnancy. There has been little research into the experience of birth mothers of children with FASD and no published work of this kind in the UK. This is in contrast to a number of studies that have been conducted on foster/adoptive parents. In light of the recent publication in the UK of a mixed methods study on adoptive carers, it is timely to conduct research on birth mothers in the UK. The purpose of this paper is to explore the experiences of birth mothers following a diagnosis of FASD in their children.

An interpretive phenomenological analytical approach was used to generate themes from individual semi-structured interviews of five women who are birth mothers of children with FASD.

Four superordinate main themes and various subthemes were identified. To blame or not to blame captures the tension the mothers experience when considering the cause of their child’s condition. Life is a series of battles which describes the struggles the women experience on a crusade with a renewed sense of purpose that captures the process of transformation that occurs, which helps describe the internal and external factors that help the mothers cope.

FASD is often described in the literature as being completely preventable with the implication that it is the mother’s fault because they drank alcohol during pregnancy. However, a statement like this fails to portray the complexities of the phenomenon of women drinking during pregnancy. Life is difficult for the women for a number of different reasons, yet a sense of hope is present. The mothers have a renewed sense of purpose to do the best they can for their child and to raise awareness of FASD. Understanding their experiences can help service providers better meet the needs of parents and children affected by FASD.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

Presents a gendered analysis of the reconstitution of professional subjectivities, as part of the New Public Management (NPM) discourse in the UK police service. Draws on texts generated from interviews with police uniform and civilian professional/managers in two constabularies. Explores the ways in which individuals have received and responded to the NPM discourse. Analysis of these texts suggests the promotion of specific gendered meanings of commitment, based on high visibility and unquestioning loyalty. Drawing on a Foucauldain feminist framework, illustrates how individuals exploit the weaknesses, contradictions and spaces revealed in the NPM discourse. This takes place through thought and action, stimulated by tension, discomfort, paradox and difference and may result in accomodation, adaptation or denial of the subject positions offered.

States that the idea of grouping a number of cultural, commercial and industrial activities together under the banner of the “creative industries” is relatively new but it has already been the focus of considerable interest, discussion and policy making within the UK. Acknowledges that the government has been keen to promote the creative industries as a major success story and a key element in the knowledge economy. Looks at what is seen to constitute the creative industries, reviews some of the evidence about their contribution to the economy and outlines some of the management challenges and the support and promotion initiatives associated with these industries.

Alcohol use by adults at school events and alcohol promotion through school fundraising activities is common, but little is known about secondary school parents' attitudes towards these practices. Parental attitudes may influence principals' decision-making on this topic, particularly in jurisdictions where education department guidance is limited. This study explored parents' attitudes towards the consumption or promotion of alcohol in schools or at school events.

Parents (n = 298) from five non-government secondary schools in Western Australia completed an online survey and provided responses relating to the promotion and availability of alcohol through their child's school.

This sample of parents were evenly divided in support of alcohol consumption or support of schools as alcohol-free zones. Parents reporting higher alcohol consumption were more supportive of alcohol promotion and use through schools, and those with higher education supported use of alcohol for school fundraising. Almost 20% of parents were neutral on several measures indicating they could be swayed by social pressure. Engaging parents is an ongoing challenge for school principals and alcohol may play a part in engagement activities. The results from this small, exploratory study suggest even engaged parents may have very differing views on alcohol use in schools.

Education departments are encouraged to explore these issues carefully and introduce changes incrementally to assist decision-making and minimise potential parent disengagement.

This paper addresses a knowledge gap about parents' attitudes towards alcohol in secondary schools. These findings can support those involved in the development of school alcohol policies.

This paper investigates the impact of the PricewaterhouseCoopers (PwC) merger in Australia on existing and potential clients of the new merged firm. From prior theory it is expected that some existing clients may have an incentive to switch away from a newly merged firm as the same larger firm now audits close competitors once audited by separate firms. Prior theory also suggests that another group of potential clients should be attracted to the newly merged firm where the merger enhances or creates industry specializations. The expectation is that in both of these instances there will be increased switching activity associated with the newly merged audit firm. Contrary to expectations, a significantly lower level of switching behaviour was observed for the newly merged firm compared with that of the other Big 5 firms, suggesting that an advantage of enhanced specialization may not be the attraction of new clients but the retention of existing clients. When comparing the nature of the switches, some support was found for the view that the switches to the new firm were likely to be in enhanced areas of specialization, but no evidence was found to suggest that close competitors would switch away from this firm. The greater rate of retention of clients compared with other Big 5 firms was not associated with a more competitive audit pricing policy.

The purpose of this paper is to evaluate the effectiveness of negotiation training delivered to senior clinicians, managers and executives, by exploring whether staff members implemented negotiation skills in their workplace following the training, and if so, how and when.

This is a qualitative study involving face-to-face interviews with 18 senior clinicians, managers and executives who completed a two-day intensive negotiation skills training course. Interviews were transcribed verbatim, and inductive interpretive analysis techniques were used to identify common themes. Research setting was a large tertiary care hospital and health service in regional Australia.

Participants generally reported positive affective and utility reactions to the training, and attempted to implement at least some of the skills in the workplace. The main enabler was provision of a Negotiation Toolkit to assist in preparing and conducting negotiations. The main barrier was lack of time to reflect on the principles and prepare for upcoming negotiations. Participants reported that ongoing skill development and retention were not adequately addressed; suggestions for improving sustainability included provision of refresher training and mentoring.

Limitations include self-reported data, and interview questions positively elicited examples of training translation.

The training was well matched to participant needs, with negotiation a common and daily activity for most healthcare professionals. Implementation of the skills showed potential for improving collaboration and problem solving in the workplace. Practical examples of how the skills were used in the workplace are provided.

To the authors’ knowledge, this is the first international study aimed at evaluating the effectiveness of an integrative bargaining negotiation training program targeting executives, senior clinicians and management staff in a large healthcare organization.

The aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.

The author carried out this research using a small-scale action research (AR) study.

The findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.

This study’s key limitations were sample size, short-term study and potential teacher as researcher bias.

Recommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.

This research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.

Before the author became the Director of the Human Sciences Studio, the author was aware of many studies that established the value of diverse teams – especially for innovation. In 2020, Robyn Brennaman claimed in this very journal that “the business case has long since closed about the critical importance and value of diversity in the workplace”. Brennaman reasoned that homogeneity impedes innovation, that innovation is a precondition for business competitiveness, and therefore diversity has strategic value. And yet a truly diverse team – one that includes identity diversity, academic diversity and cognitive diversity – is too hard to find. The author explores three lessons learned from working with a team of people who think so differently to one another. The purpose of this article is to explore how a collision of perspectives can create innovation.

A viewpoint article based on the author’s experience in Innovation and position as Director | Human Sciences Studio at Accenture and winner of the Team Leader Award (Sponsored by Fujitsu) at the 2022 FDM everywoman in Technology Awards.

The author explores three lessons learned from working with a team of people who think so differently to one another. The deluge of information is a messy delight. Sharing knowledge alerts us to the our blind spots. Humility and vulnerability are vital.

This piece is entirely written by Jess Majekodunmi and is all the author’s own viewpoint.

The purpose of this study is to examine the effect of embedding cooperative learning (CL) into the Primary and Secondary Education Course (PSEC) on the academic achievement of undergraduate university students. The study also sought to gauge the perceptions of these students application of CL.

This was a mixed methods sequential explanatory design involving 136 undergraduate university students who participated in a 16 week semester intervention involving the implementation of CL into their PSEC. Achievement data were collected from all students pre- and post-intervention to determine if there were significant differences between the experimental and control conditions. Forty-four participants from the experimental condition were also interviewed post-intervention on their experiences of CL.

The results showed that there was a significant difference between the academic achievement of students in the experimental and control groups in favor of students in the experimental group (p < 0.001). The perceptions of participants in the experimental condition indicated that CL not only created an empathetic, safe and pleasant learning environment and strengthened students' individual and communicative skills, but it also helped to develop an understanding of quality learning.

The results of this study have the potential to influence university instructors by demonstrating how CL provides opportunities to not only improve student learning but also their attitude to learning.

This study, while demonstrating the positive effect of CL on students' academic achievement also revealed the potential this approach to teaching and learning has for embedding it in other university courses.