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1 – 10 of 430James Lewis and Sarah A.V. Lewis
The purpose of this paper is to emphasise how vulnerability is not only “place-based” and to explore by example how vulnerability to hazards in England may comprise additional…
Abstract
Purpose
The purpose of this paper is to emphasise how vulnerability is not only “place-based” and to explore by example how vulnerability to hazards in England may comprise additional economic, social and psychological contributors to poverty. The mutuality of poverty and vulnerability is demonstrated, as are examples of susceptibility of the vulnerable to stigmatic disregard and cruelty.
Design/methodology/approach
“Place-based” vulnerability is exemplified by coastal vulnerabilities and causes of their increase. Poverty and its causes are explained, followed by examples of possible contributors, indicators and consequences in incomes, living costs and debt; housing welfare and homelessness; food, nutrition, health and mental ill-health. Susceptibility to stigmatic behaviours exacerbate personal vulnerabilities.
Findings
Dynamics of mutual inter-relationships between poverty and vulnerability are demonstrated. Behavioural responses to either condition by individuals and by society at large, to which those who are vulnerable or in poverty are susceptible, are described in the present and from history.
Research limitations/implications
Findings form a “theoretical reality” upon which some measures may follow. An additional need is identified for long-term social field research to follow adults’ and childrens’ experiences, and consequences of poverty in vulnerable situations.
Practical implications
Vulnerability accrues irrevocably between disasters, the results of which may be exposed by disaster impacts.
Social implications
Recognition of linkages between economic and social vulnerability and disasters is essential for subsequent action to reduce the impact of disasters upon society.
Originality/value
Though vulnerability has been explored for many years, the dynamics of its contributing processes require further explanation before their wider comprehension is achieved.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Victoria Hogan, Margaret Hodgins, Duncan Lewis, Sarah Maccurtain, Patricia Mannix-McNamara and Lisa Pursell
The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most…
Abstract
Purpose
The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most recent national figures available are specific to bullying and predate the economic recession; therefore, this study is timely and investigates a broader range of negative behaviours.
Design/methodology/approach
A questionnaire survey study on a national probability sample of Irish employees was conducted (N = 1,764). The study design replicated the methodology employed in the British workplace behaviour study.
Findings
The results showed that 43% of Irish workers had experienced ill-treatment at work over the past two years, with 9% meeting the criteria for experiencing workplace bullying. A number of individual and organisational factors were found to be significantly associated with the experience of ill-treatment at work.
Research limitations/implications
This study provides national-level data on workplace ill-treatment and bullying that are directly comparable to British study findings.
Practical implications
The findings indicate that a significant number of Irish workers experience ill-treatment at work, and that workplace bullying does not appear to have decreased since the last national study was conducted in Ireland.
Social implications
This study is of use to the Irish regulator and persons responsible for managing workplace bullying cases, as it identifies high-risk work situations and contributing individual factors.
Originality/value
This study provides national Irish data on workplace behaviour and ill-treatment following a severe economic recession.
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Sarah Tanford, Stowe Shoemaker and Alexandra Dinca
In 1999, Shoemaker and Lewis declared customer loyalty as “the future of hospitality marketing”. This paper aims to evaluate the state of research and practice in hotel loyalty…
Abstract
Purpose
In 1999, Shoemaker and Lewis declared customer loyalty as “the future of hospitality marketing”. This paper aims to evaluate the state of research and practice in hotel loyalty and reward programs in the subsequent 15 years to determine if the tenets set forth have occurred. The loyalty circle provides a conceptual framework within which to evaluate progress and trends in hotel loyalty marketing.
Design/methodology/approach
Three approaches were used: a comprehensive review of hotel loyalty and reward program literature from 2000 to 2015, a classification and analysis of program benefits for major hotel companies and in-depth interviews with industry professionals.
Findings
The literature shows a progression from process-focused research to a greater emphasis on brand relationships. Communication is neglected compared to the other loyalty circle components. Reward programs still depend largely on financial benefits but have added greater flexibility and customization of rewards.
Research limitations/implications
The literature search was limited to hotels and did not consider other hospitality segments. The sample of interviews was small and may not represent the opinions of all loyalty professionals.
Practical implications
The findings have practical implications for developing more effective loyalty programs and theoretical implications for expanding research horizons.
Originality/value
Shoemaker and Lewis (1999) was a landmark article that led to a period of prolific research on hospitality loyalty. During that time, loyalty programs were progressing and permeating the industry. This study applies the loyalty circle to provide a framework within which to evaluate both research and practice in hotel loyalty marketing.
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Sarah E. DeYoung, Denise C. Lewis, Desiree M. Seponski, Danielle A. Augustine and Monysakada Phal
Using two main research questions, the purpose of this paper is to examine well-being and preparedness among Cambodian and Laotian immigrants living near the Gulf Coast of the…
Abstract
Purpose
Using two main research questions, the purpose of this paper is to examine well-being and preparedness among Cambodian and Laotian immigrants living near the Gulf Coast of the USA, and the ways in which indicators such as sense of community and risk perception are related to these constructs.
Design/methodology/approach
This study employed a cross-sectional prospective design to examine disaster preparedness and well-being among Laotian and Cambodian immigrant communities. Quantitative survey data using purposive snowball sampling were collected throughout several months in Alabama, Mississippi, Florida and Louisiana.
Findings
Results from two multiple regressions revealed that sense of community and age contributed to well-being and were significant in the model, but with a negative relationship between age and well-being. Risk perception, confidence in government, confidence in engaging household preparedness and ability to cope with a financial crisis were significant predictors and positively related to disaster preparedness.
Practical implications
Well-being and disaster preparedness can be bolstered through community-based planning that seeks to address urgent needs of the people residing in vulnerable coastal locations. Specifically, immigrants who speak English as a second language, elder individuals and households in the lowest income brackets should be supported in disaster planning and outreach.
Originality/value
Cambodian and Laotian American immigrants rely upon the Gulf Coast’s waters for fishing, crab and shrimp income. Despite on-going hazard and disasters, few studies address preparedness among immigrant populations in the USA. This study fills a gap in preparedness research as well as factors associated with well-being, an important aspect of long-term resilience.
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Japanese lesson study (LS) is a professional development approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt…
Abstract
Purpose
Japanese lesson study (LS) is a professional development approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt. LS’s global spread is increasing but studies have identified several challenges to its implementation: the lack of structures and systems to accommodate LS (especially time); the focus on demonstrating short-term impact; a lack of teacher research skills; a dearth of access to quality learning and research material; the absence of available koshis; and accountability pressures. The purpose of this paper is to examine the “translation” of Japanese LS through a case study of one English secondary school.
Design/methodology/approach
This study is a case study of a single school which has been using LS as an approach to professional development for five years. A documentary analysis of the school’s LS Handbook sought to understand the school’s approach to LS as articulated by senior leadership. Six observations of the schools LS processes were then carried out including planning, research lessons and post-lesson discussions. Finally, one senior leader who had led LS implementation and five teachers who had been working in the school during the implementation stage were interviewed. The findings are analysed against Seleznyov’s (2018) seven critical components of Japanese LS.
Findings
Several key deviations from Japanese LS are identified including: a lack of whole school theme studied over time; little kyozai kenkyu and no written lesson planning; teachers deviating from the role of observers in research lessons; no facilitator and little use of discussion protocols; no koshi; and struggles to ensure mobilisation of knowledge between LS groups. Several of these represent gaps between the school’s LS policy and practices. The findings show that LS practices have become diluted over time and that giving teachers choices seems to have led to teachers not adhering to important aspects of the LS policy.
Research limitations/implications
One of the limitations of the research is its focus on the perceptions of a small group of teachers who were likely to be more passionate about LS than others, and perhaps a deeper understanding of the challenges to implementation might be enabled by interviewing a wider range of engaged teachers, especially those who are perceived as “resisting” full engagement. Further research might also explore whether the implementation challenges faced by this school are replicated in other English schools and in other countries using LS as an approach to professional development.
Practical implications
Several implications for English school leaders seeking to implement LS are discussed, including the need to articulate the rationale for the protocols that shape LS, especially for staff new to the school and to check that important protocols are adhered to over time.
Originality/value
Whilst several studies of LS in the UK have explored its impact on teachers and pupils, and the challenges and successes of introducing LS into a UK context, this study provides a different perspective. It explores the challenges of using LS over time as a consistent approach to professional development in a school and seeks to understand how both resistance and dilution can affect its impact on practice.
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Clare Sarah Allely and Toni Wood
The purpose of this paper is to add to the relatively limited existing literature exploring the experience of individuals with autism spectrum disorder in the prison environment…
Abstract
Purpose
The purpose of this paper is to add to the relatively limited existing literature exploring the experience of individuals with autism spectrum disorder in the prison environment. Prisoners with autism spectrum disorder (ASD) need to be identified in order that they are given the necessary and appropriate support and safeguards. It is increasingly recognised that, for individuals with ASD, prison can be more challenging. This can be due to ASD traits which can make problems occur in everyday life. Some of these ASD traits include: obsessions, compulsions and difficulties in communicating with others. There is increasing recognition that adults with ASD who are in prison are more vulnerable to bullying, social isolation, sexual victimisation and exploitation confrontations with other prisoners. Given this, more research is warranted in this area highlighting the specific needs and challenges of individuals with ASD in the prison.
Design/methodology/approach
This paper is a case study of Mr C.T., a British Citizen, who is currently serving a life sentence (discretionary). Mr C.T. has spent more than 10 years in prison. At the time of completing the questionnaire for the present study, Mr C.T. was 51 years of age. He pled guilty to charges of lewd, indecent and libidinous practices and behaviour; making an indecent photograph contrary to s52(1)(a) of the Civic Government (Scotland) Act 1982; and possession of indecent photographs contrary to s52(A)(1) of the Civic Government (Scotland) Act 1982. Mr C.T. was convicted of Lewd, Indecent and Libidinous Practices and Behaviour and 2 x Civic Government (Scotland) Act, Section 52 (1) (a) and was sentenced to Life Imprisonment with a punishment part of 6 years.
Findings
The case study discussed in this paper clearly raises a number of issues and concerns that urgently need attention in our criminal justice systems.
Originality/value
There is relatively little research exploring the experiences and challenges faced by individuals with ASD. This paper will add to the existing body of research in this limited field.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
Sarah W. Beck, Karis Jones, Scott Storm, J. Roman Torres, Holly Smith and Meghan Bennett
This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic…
Abstract
Purpose
This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.
Design/methodology/approach
This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.
Findings
The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.
Research limitations/implications
This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.
Practical implications
The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.
Originality/value
This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.
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