Search results

Reports selected findings from a national evaluation of a British pilot scheme for mentoring new primary and secondary headteachers. Information was collected by questionnaire from 238 new headteachers, from 303 experienced headteachers who acted as mentors and via 16 detailed case studies of reportedly successful pairs. Deals with the nature and impact of the mentoring process and the characterisitics of successful mentoring. Mentoring was judged to be a success by the overwhelming majority of participants because it offered considerable practical help with pressing problems and brought benefits which were distinct from other forms of headteacher training and support. Discusses major implications for practice, research and policy and concludes that mentoring should be offered as an integral part of national strategy for the management development of headteachers.

Capital budgeting plays an essential role in a firm's long‐term viability and survival. The capital budgeting process includes: identification of potential projects, prediction of possible outcomes, project selection, financing and implementation of the chosen project, and monitoring project performance (Mukherjee and Henderson, 1987). Although economic considerations should govern the capital budgeting decision, individual opinions and preferences often become primary factors affecting project selection.

Studies of the first year of infant psychomotor development in cases of maternal postpartum depression are lacking. The mother and baby unit (MBU) is a healthcare system available to infants and their mothers during the postpartum period in a psychiatric hospital, which provides support and preserves the parent's role in the child's daily care. The aim of the paper is to describe the developmental profile of babies of mothers with severe postpartum depression treated in an MBU through the developmental quotients. Using the Brunet-Lézine scale, we studied six-month-old infants whose mothers were hospitalized. The study population consisted of 15 infants. The mean global developmental quotient score was 96.7. A developmental quotient lower than 80 was not observed for any of the children. We found no global psychomotor developmental delays. Despite this, the posture subscore was the area in which we observed the most difficulties. It is possible that the tonic dialogue between the mother and infant is disrupted by maternal depression.

The purpose of this paper is to examine the discourses that shape nurses’ understanding of self-harm and explore strategies for working with people who self-harm in a relational and a recovery-oriented manner.

Self-harm is a relatively common experience for a cohort of people who present to the mental health services and is, therefore, a phenomenon that mental health nurses will be familiar with. Traditionally, however, mental health nurses’ responses to people who self-harm have been largely framed by a risk adverse and biomedical discourse which positions self-harm as a “symptom” of a diagnosed mental illness, most often borderline personality disorder.

This has led to the development of largely unhelpful strategies to eliminate self-harm, often in the absence of real therapeutic engagement, which can have negative outcomes for the person. Attitudes towards those who self-harm amongst mental health nurses can also be problematic, particularly when those who hurt themselves are perceived to be attention seeking and beyond help. This, in turn, has a negative impact on treatment outcomes and future help-seeking intentions.

Despite some deficiencies in how mental health nurses respond to people who self-harm, it is widely recognised that they have an important role to play in self-harm prevention reduction and harm minimisation.

By moving the focus of practice away from the traditional concept of “risk” towards co-constructed collaborative safety planning, mental health nurses can respond in a more embodied individualised and sensitive manner to those who self-harm.

This paper adds further knowledge and understanding to assist nurses’ understanding and working with people who self-harm in a relational and a recovery-oriented manner.

The international women's movement has always focused on discrimination against women, but only in the past few decades have activists been focusing on violence against women, and within this framework, domestic violence. Global feminist activism found common ground in protecting women from physical, sexual, and emotional abuse. This framework traveled to Eastern Europe with the advent of regime changes there. In post-communist Europe, it took only a decade and a half for the Polish, Czech, Slovak, Hungarian, and Slovene governments to react to domestic and global pressures and establish new definitions and policies regarding domestic violence. However, the feminist NGOs’ definitions and policy recommendations met with limited success. Feminist-inspired norms, such as specific domestic violence courts and distancing ordinances, diffused to a mediocre level of half-hearted official responses in Central and Eastern Europe (CEE). This middle-of-the-road approach attempted to de-gender and thus to de-politicize feminists’ fundamental gender-sensitive claims. A norm diffusion to reach the middle ground took place through a complex set of interactions that involved various types of political actors ranging from international governmental organizations, such as the UN and the EU, governments, international and local NGOs. Analyzing the process of these multiple-level and manifold interactions sheds light on the partially deterritorialized nature of globalization. The development of norms and their difffnousion regarding domestic violence policy also inform us about how democratic processes, efforts to achieve gender equality, and the global context interact in CEE.

Libraries—international DIK LEHMKUHL, ‘Harvesting books for the world’, Library Journal. 15 May 1946 (vol. 71, no. 10), pp. 728–30. [A report on the work of the Inter‐allied Book Centre, London.]

This paper documents the effort of an urban university working collectively with a faith‐based organization, industry partners and the government to better the livelihood of individuals in a community.

Conceptual paper that reviews current literature and applies it to a case study model.

This conceptual writing offers strategies for group success through discussions of goal setting, benefit articulation, necessary infrastructure, curriculum development, and concludes with an outline of a true case study.

Collaborative efforts of higher education, faith‐based organizations, government, and industry can work together to establish programs whose intent is to provide educational and training opportunities to at‐risk populations.

The value of the paper is in the coordination of resources to provide a service deliverable that will benefit the larger community.

Neoclassic economics is a thing of considerable beauty. It yet finds an increasing tendency on the part of those trained in its discipline to rebel from its neatly fitted abstractions and intriguing diagrams. The rebellion stems from two sources. Veblen's sweeping attacks upon its postulates¹⁶ shock its theoretical foundations. The rapid changes in the industrial and business world discredited it on another front by bringing into increasingly sharp relief the divergence between the institutional assumptions of the orthodox theory and the conditions actually obtaining. The giant corporation, overhead costs, and the necessity for maintenance of volume, industrial concentration, the trade association, a widening spread among income classes, advertising, the growing inability of the consumer to gauge quality, the resort to reorganization instead of the “going out of business” of the long-run analyses – what place could the orthodox theory give to these important characteristics of the existing business economy?

The purpose of this study is to gain insight into the dynamics and considerations of professionals regarding the sharing of tacit, personal knowledge in their practice.

Adopting a social-constructivist ontology, the qualitative design deploys semi-structured interviews and focus groups. Data were coded, and analysed through interrelating and reasoning.

Personal knowledge is difficult to share precisely, but can be shared to some extent using reflection and stories. Knowledge also provides a position and professional agency, emphasising boundaries and impacting the decisions on interaction and sharing. As such, professional commitment is vulnerable and contextual and, by extension, material becomes part of this interplay of professional practice and collaborative development.

Findings imply that exchange and use of knowledge and material present in organisations are impacted by individual professionals’ autonomy and decisions, which consequently impact on employees’ practice. This calls for research that focuses on individual factors such as autonomy, professionalism and attitudes in addition to organisational and facilitative matters.

Stimulating professional commitment and interpersonal learning is a matter of valuing personal knowledge and practice to avoid protectionism, boundaries and segregated agency. Management and professionals should consider how and why individuals exchange their personal knowledge, paying attention to social structures and individuals’ voices and objectives in forming communities.

This study combines the concept of tacit knowledge with the younger field of practice theory. By connecting personal knowledge to practice, it extends agency to the material world and offers a more individual perspective to knowledge sharing in and between entities.