The Board of Camrex (Holdings) Ltd, announce the resignation of Mr Alex G. Cameron and Mr A. W. R. Cameron as directors of Camrex (Holdings) Ltd, and subsidiaries due to a major…
Abstract
The Board of Camrex (Holdings) Ltd, announce the resignation of Mr Alex G. Cameron and Mr A. W. R. Cameron as directors of Camrex (Holdings) Ltd, and subsidiaries due to a major difference on future policy.
Ailsa Cameron, Alex Marsh and Paul Burton
The fundamental role of housing in community care has long been acknowledged. However, progress in achieving any real integration of housing and social care has been slow. This…
Abstract
The fundamental role of housing in community care has long been acknowledged. However, progress in achieving any real integration of housing and social care has been slow. This article reports the findings from the Crossing the Housing and Care Divide programme, which was jointly sponsored by the Housing Corporation and Anchor Trust. The programme aimed to stimulate developments in services for older people that would enable housing to become part of community care, lead to greater inter‐agency working, enhance the involvement of users in the planning, monitoring and delivery of services and deliver a high quality of service more cost‐effectively. The programme offers many practical lessons for the effectiveness of services.
This paper aims to discuss the development of collaborative leadership skills to address an identified gap in senior management capability.
Abstract
Purpose
This paper aims to discuss the development of collaborative leadership skills to address an identified gap in senior management capability.
Design/methodology/approach
This paper is based on research carried out by IPSOS Mori consisting of interviews with 100 directors across the public and private sector.
Findings
The research found that 64 per cent of those questioned identified a gap in collaborative leadership skills and senior levels and this rose to 73 per cent of those who worked for companies with more than 5,000 employees. The paper highlights a key capability for a collaborative leader – the ability to handle conflict in a productive manner.
Practical implications
The paper analyses five areas of development for a collaborative leader with regard to conflict: understanding your own relationship to conflict; understanding the needs of groups; holding difficult conversations; finding the greater good; and mediating in other people's conflict. In each case it proposes practical steps to help leaders and development professionals handle these issues.
Originality/value
Investing in collaborative leadership capability is a priority for many businesses in these turbulent times. As economic pressures increase, the ability to work efficiently with critical business partners is a necessity. It is all too evident that ineffective collaboration and conflict in business relationships wastes time and money: these days this is something no one can afford. The skills outlined in this paper point the way for training managers to develop key people in their organisations to handle conflict and build effective relationships in tough times and in good.
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Ian Kerr and Jane Bailey
This paper aims to examine some of the broader social consequences of enabling digital rights management. The authors suggest that the current, mainstream orientation of digital…
Abstract
This paper aims to examine some of the broader social consequences of enabling digital rights management. The authors suggest that the current, mainstream orientation of digital rights management systems could have the effect of shifting certain public powers into the invisible hands of private control. Focusing on two central features of digital rights management ‐ their surveillance function and their ability to unbundle copyrights into discrete and custom‐made products ‐ the authors conclude that a promulgation of the current use of digital rights management has the potential to seriously undermine our fundamental public commitments to personal privacy and freedom of expression.
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The image of Mel Gibson and Hugh Jackman (as Wolverine) in the Mad Max and X-Men franchises represents traditional heroic action masculinity. This chapter explores the roles of…
Abstract
The image of Mel Gibson and Hugh Jackman (as Wolverine) in the Mad Max and X-Men franchises represents traditional heroic action masculinity. This chapter explores the roles of female action heroes in defying patriarchy and subverting action film genre stereotypes in male-dominated franchises. In contrast to past characterisations of Max, Mad Max: Fury Road (2015) provides both a departure to the role of Max as the male saviour seeking vengeance, by focusing on Imperator Furiosa and offering space for a portrayal of femininity characterised by inclusivity and tolerance. In Logan (2017), the decay of Wolverine is central to the narrative. Rather than the portrayal of an immortal hypermasculine hero in the previous X-Men films (with emphasis on men in X-Men), a new female mutant Laura assumes his mantle. In this context, I consider the gender roles and depiction of women in these films, and how they may be read as offering a futuristic vision of utopia in dystopian narrative worlds.
In the distant future, the social and economic systems build by the patriarchy are crumbling, causing an environmental crisis and divisive society, where people who are different (mutants) are hunted down. Mad Max: Fury Road and Logan both offer an alternative depiction of women and girls, providing new perspectives to navigate an uncertain dystopian world through fierce female warriors Furiosa, and mutant girl Laura. Ultimately this chapter demonstrates that survival in the post-apocalyptic and dystopian worlds represented in Mad Max: Fury Road and Logan may be achieved via a subversive feminist solution/utopia to the crisis of masculinity.
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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.