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Article
Publication date: 1 March 1983

A.M.J. Perrott

This article describes the preliminary stages of establishing a ‘One‐Man Band’ library for a commercial marketing department, highlighting some characteristics of this type of…

52

Abstract

This article describes the preliminary stages of establishing a ‘One‐Man Band’ library for a commercial marketing department, highlighting some characteristics of this type of information work. The ‘One‐Man Band’ entity—which can be defined as a special library or information unit operated by one person—is well recognised as a type of service with its own features, and has been a topic of interest in library circles for some time.

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Aslib Proceedings, vol. 35 no. 3
Type: Research Article
ISSN: 0001-253X

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Article
Publication date: 1 May 1988

Joan Williamson

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the…

347

Abstract

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

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Library Management, vol. 9 no. 5
Type: Research Article
ISSN: 0143-5124

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Article
Publication date: 1 April 1985

Marjory Sliney

The library and information needs of a small Irish electronics company are outlined against the backdrop of existing library services outside the company. The alternatives…

26

Abstract

The library and information needs of a small Irish electronics company are outlined against the backdrop of existing library services outside the company. The alternatives available and the setting up of a library and information facility — as a one‐woman show — within the company are documented.

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Aslib Proceedings, vol. 37 no. 4
Type: Research Article
ISSN: 0001-253X

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Book part
Publication date: 15 July 2015

Joseph Calvin Gagnon and Brian R. Barber

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…

Abstract

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

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Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

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Article
Publication date: 1 December 1995

Stephen B. Perrott and Donald M. Taylor

Surveys a police department in a medium‐sized Canadian city to investigate ethnocentrism and role orientation, in particular the officer’s role as crime fighter rather than…

959

Abstract

Surveys a police department in a medium‐sized Canadian city to investigate ethnocentrism and role orientation, in particular the officer’s role as crime fighter rather than service provider. Finds that respondents view crime fighting to be more socially significant and personally satisfying than other activities and that they perceived this as having the highest degree of public support. Notes that an adherence by officers to the crime fighting role may tend to keep officers alienated from the community, thus causing increasing role conflict as North America embraces more fully the service delivery model.

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American Journal of Police, vol. 14 no. 3/4
Type: Research Article
ISSN: 0735-8547

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Article
Publication date: 23 November 2021

Celal Perihan, Mack D. Burke, Lisa Bowman-Perrott and Joel Bocanegra

The purpose of this study was to investigate the quality of current studies that assess and treat anxiety symptoms in children with autism spectrum disorder (ASD). More…

311

Abstract

Purpose

The purpose of this study was to investigate the quality of current studies that assess and treat anxiety symptoms in children with autism spectrum disorder (ASD). More specifically the study aimed to answer the following questions: What are the qualities of the current studies using cognitive behavioral therapies (CBTs) to treat anxiety symptoms in children with ASD? Did studies make necessary modifications and adaptations to CBTs according to the evidence-based strategies and implement these versions of CBTs with precise fidelity? Were the selected measurements appropriate for assessing the anxiety symptoms in children with ASD?

Design/methodology/approach

A systematic review protocol was developed from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Moher et al., 2009). A rubric was adapted based on the CEC (Council for Exceptional Children; Cook, 2014) group comparison studies standards and the Evaluative Method for Determining EBP in Autism (Reichow et al., 2007). The 3-point Likert Scale (Chard et al., 2009) was adapted to score each study based on the rubric.

Findings

CBT is a first-line treatment with significant mixed results. Current studies use adapted versions of existing CBTs for children with ASD without reporting empirical evidence to these adaptations and changes. Reporting of the implementation fidelity is still an issue in the treatment of anxiety. Anxiety measurements that were designed for typically developing children failure to detect unusual anxiety symptoms in children with ASD.

Research limitations/implications

The first limitation of this study was including a variety of studies across CBT programs and types of anxiety symptoms. Types of anxiety and CBT treatments may require separate analyses with specific indicators. Due to the limited studies, reviews could not be analyzed across types of CBT programs. The second limitation was the types of studies. Most of the studies were pilot studies. Pilot studies might use various instruments and CBTs components for making selections to produce the best effects and results. The final limitation was the lack of examination of the data analysis process.

Originality/value

These findings are important because due to the variety of changes or adaptation to CBTs, inappropriate implementations and failure to detect unusual anxiety symptoms of children with ASD may cause significant differences in treatment responses and outcomes. The study demonstrated that the majority of the studies used adapted versions of existing CBTs without reporting empirical evidence for these adaptations and changes. The findings have shown that reporting of the implementation fidelity is still an issue. Moreover, the majority of studies had used anxiety measurements that were designed for typically developing children, not for children with ASD.

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Article
Publication date: 5 January 2023

Susanne Arvidsson

This paper aims to examine how CEO talk of sustainability in CEO letters evolves in a period of increased expectations from society for companies to increase their transition…

4594

Abstract

Purpose

This paper aims to examine how CEO talk of sustainability in CEO letters evolves in a period of increased expectations from society for companies to increase their transition towards becoming more sustainable and to better account for progress and performance within the sustainability areas.

Design/methodology/approach

By adopting an interpretive textual approach, the paper provides a careful analysis of how CEO talk of sustainability in CEO letters of large listed Swedish companies developed during 2008–2017.

Findings

The talk of sustainability is successively becoming more elaborated, proactive and multidimensional. CEOs frame their talk by adopting different perspectives: the distinct environmental, the performance and meso, the product-market-oriented and the sustainability embeddedness and value creation. The shift towards an embeddedness and value-creation perspective in the later letters implies that the alleged capitalistic and short-sighted focus on shareholder value maximisation might be changing towards a greater focus on sustainability embeddedness as an important goal for succeeding with the transition towards a sustainable business.

Practical implications

The findings are relevant for policymakers and government bodies when developing policies and regulations aimed at improving the positive impact of companies on global sustainable development. Findings are also useful for management teams when structuring their sustainability talk as a response to external pressure.

Social implications

The findings provide relevant input on how social norms, values and expectations are shaping the corporate discourse on sustainability.

Originality/value

The findings of this study contribute to an increased understanding of the rhetorical response in influential CEO letters to the surrounding sustainability context, including new national and international policies as well as sociopolitical events and discourses related to sustainability. This offers a unique frame of reference for further interpretational work on how CEOs frame, engage in and shape the sustainability discourse.

Details

Sustainability Accounting, Management and Policy Journal, vol. 14 no. 7
Type: Research Article
ISSN: 2040-8021

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Book part
Publication date: 22 February 2017

Andrea Kalvesmaki and Joseph B. Tulman

This chapter considers the school-to-prison pipeline (STPP) within the United States as a network of flows and feedback loops that connects the education and delinquency systems…

Abstract

This chapter considers the school-to-prison pipeline (STPP) within the United States as a network of flows and feedback loops that connects the education and delinquency systems. This system is heavily biased to funnel students with disabilities, disproportionately from low-income minority families, away from productive educational outcomes through punitive, exclusionary, and restrictive measures that too often result in incarceration. Congress intended special education and disability rights laws to ameliorate injustice and ensure long-term positive outcomes for all students. Through a systems theory perspective, this chapter outlines key leverage points inherent in disability rights laws, which can and should be activated to interrupt and reverse the STPP. Many provisions within the law are overlooked or inadequately enacted within current educational practices. The authors present problem-solving strategies, rooted in the Individuals with Disabilities Education Act (IDEA) and other disability rights laws, for educators, juvenile justice advocates, and policymakers to use in order to reduce school exclusion and incarceration of vulnerable youth and to provide education opportunity for all students.

Details

The School to Prison Pipeline: The Role of Culture and Discipline in School
Type: Book
ISBN: 978-1-78560-128-6

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Book part
Publication date: 25 October 2016

James McLeskey, Bonnie Billingsley and Nancy L. Waldron

Research in general education has demonstrated that school principals have a substantial impact on the effectiveness of schools and related student achievement. This is not a

Abstract

Research in general education has demonstrated that school principals have a substantial impact on the effectiveness of schools and related student achievement. This is not a direct impact, but rather relates to how principals indirectly impact student learning by improving the learning environment of a school and the practice of teachers. More specifically, the dimensions of principal practice that are most influential in improving schools and student achievement relate to establishing a shared vision, facilitating a high-quality learning environment for students, building the professional capacity of teachers, creating a supportive organization for learning, and connecting with external partners. Only in recent years has research begun to emerge related to the role of the principal in supporting improved achievement for students with disabilities in schools that are effective and inclusive. In this chapter, we review research related to what principals can do to facilitate the development of inclusive schools that are also effective in improving achievement for students with disabilities and other students who struggle to learn. After reviewing these dimensions of principal practice, we then provide a brief case study that illustrates how a principal in an effective inclusive school applied several of these practices, including staff collaboration, progress monitoring, and professional development to improve teacher practice and student outcomes.

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General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
Type: Book
ISBN: 978-1-78635-543-0

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Book part
Publication date: 23 May 2017

Sofiane Baba and Emmanuel Raufflet

Stakeholder thinking has contributed considerably to the organizational literature by demonstrating the significance of the environment in managing organizations. Stakeholders…

Abstract

Stakeholder thinking has contributed considerably to the organizational literature by demonstrating the significance of the environment in managing organizations. Stakeholders affect and are affected by organizations’ daily operations and decisions. They have varied and often conflicting interests, making it necessary for managers and organizations to know who they are as well as their attributes. Consequently, Mitchell et al. (1997) developed the stakeholder salience theory to help managers and organizations identify the power of certain stakeholders and their salience to the organization. With a few exceptions, the mainstream stakeholder salience theory is in many ways still largely static, short-term oriented, and firm-centered. The aim of this paper is to revisit certain conformist assumptions concerning the role of marginalized stakeholders, or “dormant” stakeholders, in stakeholder thinking. Overall, this chapter is a call to a new conceptualization of stakeholders that reintroduces stakeholder dynamics at the core of stakeholder thinking to overcome its restrictive shortcomings. We argue that managing stakeholder relationships is not simply meeting stakeholder demands but also involves taking into account the long-term dynamics of stakeholder interactions.

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