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Abstract
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Brenda Jones Harden, Brandee Feola, Colleen Morrison, Shelby Brown, Laura Jimenez Parra and Andrea Buhler Wassman
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their…
Abstract
Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.
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Andrea Kenkmann and Lee Hooper
This study aims to explore the experiences of residents and staff with new restaurant‐style meal provision in four residential care homes in Norfolk, England.
Abstract
Purpose
This study aims to explore the experiences of residents and staff with new restaurant‐style meal provision in four residential care homes in Norfolk, England.
Design/methodology/approach
Meal and drink provision were observed over a full day in each home and unstructured individual interviews with 16 residents and 32 staff recorded and transcribed. Content analysis was used to discover and explore main themes.
Findings
Although older care home residents enjoyed the restaurant experience, they valued stable table companions more highly than flexibility. Residents appreciated attractive surroundings, good food and their ability to make choices, but in some circumstances and for frailer residents, choice was more limited with care staff making some decisions. While the central restaurant was valued for the main meal some residents indicated they preferred smaller “family‐type” dining for other meals. Care staff sometimes found the negotiation of their waitressing and caring roles difficult. Available space and the dining‐room's location also contributed to the comparative success of the restaurant‐style provision.
Research limitations/implications
Residents valued the restaurant experience with attractive food, surroundings and the ethos of being served at lunch time, but other residents or the same residents at other meals, valued cosier stable family‐type dining more highly. Staff were also torn between service roles implied by restaurant settings and supporting residents to remain independent in the domestic model.
Practical implications
When planning new eating facilities thought needs to be given to ensuring both restaurant and family‐type food provision are available, and staff roles in these settings discussed and negotiated.
Originality/value
The research provides insights into the experiences of residents and staff of new dining facilities.
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Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their…
Abstract
Museum visits provide opportunities for students to learn content in engaging and interactive ways. In social studies, museums may be spaces where students can increase their historical and civic understanding through exposure to artifacts and narratives unavailable in classrooms. Yet, research suggests teachers are insufficiently prepared to integrate museum visits into classroom curriculum effectively. In this project, the instructors of the two secondary social studies methods course sections organized a visit to a natural history museum. The instructors modeled pre- and post-visit lesson activities during class and provided a guide for pre-service teachers to complete during their museum visit. While pre-service teachers reported they better understood the importance of connecting museum visits to classroom curriculum, they also raised questions about how methods course faculty might introduce pre-service teachers to museum visits. This article discusses what was learned during the project, as well as approaches social studies methods course instructors might reflect upon when considering museum visits as a component of social studies teacher education.
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In the seemingly perpetual battle among cities to secure economic growth, one strategy has gained increasing credence of late: luring the Creative Class. The argument, promulgated…
Abstract
In the seemingly perpetual battle among cities to secure economic growth, one strategy has gained increasing credence of late: luring the Creative Class. The argument, promulgated by Professor of Economic Development Richard Florida (2002a, pp. 4–5), suggests that human creativity is now the “decisive source of competitive advantage” and cities can thrive by tapping and harnessing such creativity. The primary ingredients in this sweeping recipe for urban success are a group of young, mobile, diverse, ‘creative’ professionals, who constitute a social class of their own, according to Florida's popular book, The Rise of the Creative Class (2002). This Creative Class – if cities can attract and retain it – operates as its own economic machine, producing jobs, enhancing productivity, and increasing the overall well being of the city, Florida argues. From an urban economic development perspective, the role of the city is to create the conditions in which this Creative Class and associated industries can flourish.
Schalk Willem Jacobus Visser and Caren Brenda Scheepers
This study aims to investigate how different kinds of leadership styles (transformational and transactional leadership) influence different components of trust (affect-based and…
Abstract
Purpose
This study aims to investigate how different kinds of leadership styles (transformational and transactional leadership) influence different components of trust (affect-based and cognition-based trust), mediated by organisational justice mechanisms (distributive, procedural and interactional justice) during COVID-19 conditions in South Africa.
Design/methodology/approach
This study conducted a quantitative study by collecting survey data from 366 leaders in three organisations in South Africa, using valid and reliable scales. Given the number of latent constructs, the statistical technique used for this research was partial least squares-structural equation modelling, which enabled the authors to evaluate the strength and significance of the mediating relationships.
Findings
Findings show unexpectedly that neither distributive nor procedural justice has any significant mediating effect between transformational and transactional leadership and between the components of trust (affect-based and cognition-based trust). However, interactional justice was found to have a significant positive mediating effect between transactional leadership and affect-based trust as well as cognition-based trust. The same did not apply to transformational leadership.
Originality/value
Given the context of this study, which was conducted during the COVID-19 pandemic, these findings support the notion that it is the responsibility of leaders in organisations to communicate effectively, clearly and transparently to their followers at all times but particularly during times of extreme uncertainty. These increased levels of perceived fairness result in the development of trust within the organisation.
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As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways…
Abstract
As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.
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As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways…
Abstract
As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.
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This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through…
Abstract
This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through interviews, observations, and a content analysis of museum-produced materials, I examine the opportunities for various audiences (elementary, middle, and high school students) to engage with, and utilize, museum resources to facilitate meaningful social studies learning. This article includes a discussion of state standards, field trips, and use of technology to engage social studies learners. This study has implications for both classroom and museum-based educators.