Search results

This article examines the early post-World War II civil rights organizing of black women radicals affiliated with the organized left. It details the work of these women in such organizations as the Civil Rights Congress and Freedom newspaper as they fought to challenge the unjust conviction and sentencing of black defendants caught in the racial machinations of U.S. local and state criminal justice systems. These campaigns against what was provocatively called “legal lynching” formed a cornerstone of African American civil rights activism in the early postwar years. In centering the civil rights politics and organizing of these black women radicals, a more detailed picture emerges of the Communist Party-supported anti-legal lynching campaigns. Such a perspective moves beyond a view of civil rights legal activism as solely the work of lawyers, to examining the ways committed activists within the U.S. left, helped to build this legal activism and sustain an important left base in the U.S. during the Cold War.

This paper reports research findings on the experiences of parents/carers of children with special education needs and disabilities who present violent and challenging behaviour. More specifically, the purpose of this paper is to explore how parents/carers report how their support needs are met by social care services.

The research is an empirical study which considers the challenging side of parenting children with additional needs. Data were gathered through a national online social media focus group and thematically analysed to identify emerging themes from an overlooked community. The study applied a participatory approach, with researchers and participants collaborating in designing and producing the research.

Participants reported a multitude of adversities and they experience difficulties in accessing support from professionals. The parents and carers expressed a continued desire to care for their children, often during much adversity and in receipt of little recognition or support from external agencies. An emerging theme was that they are often not assessed in their own right by agencies who focus on safeguarding.

In this online participatory study, participants were self-selecting and the research relied on self-report during online discussions.

This study is original in applying an innovative research methodology using online focus groups with an under researched community. This online focus group generated real time data and offered participants the opportunity to share information in their own environments. The themes emerging from this research have implications for policy and practice for an under reported adult community who experience increasing vulnerabilities.

Most studies of expatriates have explored global careers as unfolding within assigned or self-initiated expatriation contexts in a predominantly linear fashion. The purpose of this paper is to conceptualize that expatriates’ career progression is facilitated by frequent moves between domains, with an increasing overlap among assigned-expatriate (AE) and self-initiated expatriate (SIE) contexts.

Underpinned by findings from extant literature, the authors review and integrate studies of expatriation and careers to conceptualize an AE-SIE career continuum.

The authors debunk the idea that AEs and SIEs are a type of expatriate per se, but instead is indicative only of their career orientation in terms of where they choose to sit on the AE-SIE career continuum at any point in time. Specifically, individuals pursuing global careers in international labor markets include up to eight types of expatriate who retain varying degrees of AE vs SIE characteristics dependent on the point they choose along the continuum.

The tension that dynamic global careers cause for multinational enterprises (MNEs) is not necessarily “bad”, and that by accepting and accommodating changes in career orientation MNEs will be able to make clearer and more consistent global staffing decisions.

The authors provide a new, improved conceptualization of linear and non-linear global careers and of the challenges global career actors face throughout their career development both at home and abroad. They further show that while career orientation explains why expatriates engage in various types of international work experiences, their typology adds explication of the various types of expatriate who pursue global careers.

This paper aims to explore and interpret the pre‐migration and post‐migration career development and success of highly skilled professional migrant women with special reference to The Netherlands.

An exploratory approach rooted in a phenomenological perspective was followed. Two in‐depth Interactive Qualitative Analysis (IQA) focus group sessions were held with a total of 21 self‐initiated expatriate (SIE) women.

An integrated career development framework proposed in this study indicates that individual drivers such as identity, social support and life phase play a role in women's pre‐migration and post‐migration career success or exits. Identity embeddedness, host country culture, openness to foreigners and existing prejudices and stereotypes against women seems magnified for women from outside the host country.

The research results may lack generalisability, therefore more research is encouraged to further test the proposed framework.

Organisations should re‐think existing systems for retaining highly skilled women migrants. Specific personnel management requirements and practical recommendations are provided for HR policy development with regard to migrant women.

An integrative approach and framework for understanding the career development decisions of professional and highly skilled migrant women who are also self‐initiated (SIE) is proposed. Insight is provided into the personal adjustment and professional developmental experiences of a group of women often overlooked by the research community.

It is no longer merely far-fetched science fiction to think that robots will be the chief combatants, waging wars in place of humans. Or is it? While artificial intelligence (AI) has made remarkable strides, tempting us to personify the machines “making decisions” and “choosing targets”, a more careful analysis reveals that even the most sophisticated AI can only be an instrument rather than an agent of war. After establishing the layered existential nature of war, we lay out the prerequisites for being a (moral) agent of war. We then argue that present AI falls short of this bar, and we have strong reason to think this will not change soon. With that in mind, we put forth a second argument against robots as agents: there is a continuum with other clearly nonagential tools of war, like swords and chariots. Lastly, we unpack what this all means: if AI does not add another moral player to the battlefield, how (if at all) should AI change the way we think about war?

Literature on strategic planning and management is prolific. Articles deal with various aspects of strategic planning, its definition, process, and application. However, many of these articles concentrate on the theory and on the strategic planning models rather than deal with practical application or problems experienced at implementation levels. My interest in reviewing this literature is to identify studies which offer significant key approaches and relate them to the field of education planning. Can we learn something from the way in which strategic plans are formulated and implemented in the business world and apply this knowledge to planning and operation of academic institutions?