Ellen Ceklic, Hideo Tohira, Judith Finn, Deon Brink, Paul Bailey, Austin Whiteside, Elizabeth Brown, Rudolph Brits and Stephen Ball
Traffic incidents vary considerably in their severity, and the dispatch categories assigned during emergency ambulance calls aim to identify those incidents in greatest need of a…
Abstract
Purpose
Traffic incidents vary considerably in their severity, and the dispatch categories assigned during emergency ambulance calls aim to identify those incidents in greatest need of a lights and sirens (L&S) response. The purpose of this study was to determine whether dispatch categories could discriminate between those traffic incidents that do/do not require an L&S response.
Design/methodology/approach
A retrospective cohort study of ambulance records was conducted. The predictor variable was the Traffic/Transportation dispatch categories assigned by call-takers. The outcome variable was whether each incident required an L&S response. Possible thresholds for identifying dispatch categories that require an L&S response were developed. Sensitivity and specificity were calculated for each threshold.
Findings
There were 17,099 patients in 13,325 traffic incidents dispatched as Traffic/Transportation over the study period. “Possible death at scene” ‘had the highest odds (OR 22.07, 95% CI 1.06–461.46) and “no injuries” the lowest odds (OR 0.28 95% CI 0.14–0.58) of requiring an L&S response compared to the referent group. The area under the ROC curve was 0.65, 95% CI [0.64, 0.67]. It was found that Traffic/Transportation dispatch categories allocated during emergency ambulance calls had limited ability to discriminate those incidents that do/do not require an L&S response to the scene of a crash.
Originality/value
This research makes a unique contribution, as it considers traffic incidents not as a single entity but rather as a number of dispatch categories which has practical implications for those emergency medical services dispatching ambulances to the scene.
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Amy Garrett Dikkers, Somer Lewis and Aimee L. Whiteside
The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School…
Abstract
Purpose
The purpose of this chapter is to explore the Occupational Course of Study (OCS) program through blended learning courses offered through the North Carolina Virtual Public School. In this program, students take classes online with a virtual content area teacher and meet in a face-to-face setting with a certified special education teacher.
Methodology/approach
This chapter offers a practical exploration of the OCS program. Its intention is to offer insight into the perspectives of virtual teachers and face-to-face teachers and provide an understanding of how this type of blended learning has the potential to deliver high quality academic coursework targeted to meet individual learning needs.
Findings
This blended environment format is a viable method for helping highly qualified content area teachers and teachers with disabilities work together to meet the individual learning needs of students with disabilities.
Research implications
The OCS program is able to support large numbers of students who need transition services. Evaluation on this program reveals that collaboration between various educational professionals supports learning outcomes for students.
Originality/value
Many K12 districts offer alternative diplomas for students with exceptionalities, with a goal of preparing students for their transition to postsecondary employment and independent living. This chapter offers a practical description of this program for the benefit of other systems that may want to consider this model.
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Somer Lewis, Aimee L. Whiteside and Amy Garrett Dikkers
This chapter presents data from research studies specifically aimed at gathering the perspectives of K-12 students who are taking online courses for credit recovery, their virtual…
Abstract
Purpose
This chapter presents data from research studies specifically aimed at gathering the perspectives of K-12 students who are taking online courses for credit recovery, their virtual school teachers, and face-to-face school support professionals.
Approach
This research employed ethnographic techniques to explore the benefits and challenges of online learning as a strategy for credit recovery.
Findings
Our research explores several key findings. The data suggest that the benefits and challenges of online learning for students are one in the same. With proper orientation, individualized support, and purposeful structuring of online programs, online and blended learning as a potential solution for credit recovery students, potentially decreasing the number of future high school dropouts.
Implications
This chapter suggests a need to look more carefully at orientation, support, and structuring procedures for online credit recovery.
Value
This chapter is very valuable as a tool for thinking about credit recovery online. It also provides valuable insight into credit recovery from the perspectives of students who are doing the online courses.
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Michela Cesarina Mason, Silvia Iacuzzi, Gioele Zamparo and Andrea Garlatti
This paper looks at how stakeholders co-create value at mega-events from a service ecosystem perspective. Despite the growing interest, little is known about how value is…
Abstract
Purpose
This paper looks at how stakeholders co-create value at mega-events from a service ecosystem perspective. Despite the growing interest, little is known about how value is co-created through such initiatives for individual stakeholders and the community.
Design/methodology/approach
Drawing on institutional and stakeholder theory, the study focuses on Cortina 2021, the World Ski Championships held in Italy in February 2021. It investigates how multiple actors co-create value within a service ecosystem through qualitative interviews with key stakeholders combined with the analysis of official documents and reports.
Findings
The research established that key stakeholders were willing to get involved with Cortina 2021 if they recognised the value which could be co-created. Such an ecosystem requires a focal organisation with a clear regulative and normative framework and a common cultural basis. The latter helped resilience in the extraordinary circumstances of Cortina 2021 and safeguarded long-term impacts, even though the expected short-term ones were compromised.
Practical implications
From a managerial point of view, the evidence from Cortina 2021 shows how a clear strategy with well-defined stakeholder engagement mechanisms can facilitate value co-creation in service ecosystems. Moreover, when regulative and normative elements are blurred because of an extraordinary circumstance, resource integration and value creation processes need to be entrusted to those cultural elements that characterise an ecosystem.
Originality/value
The study takes an ecosystemic approach to mega-events to explore value creation for the whole community at the macro level, not only at the individual or organisational level, even during a crisis, which greatly impaired the preparation and running of the event.
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In this chapter, I trace Arizona's prison siting and construction history to examine how cultural norms and traditions, economics, political prerogatives, and notions about the…
Abstract
In this chapter, I trace Arizona's prison siting and construction history to examine how cultural norms and traditions, economics, political prerogatives, and notions about the prison's purpose shape how such institutions are conceived, planned, and realized over time. By looking longitudinally at how prisons have come to be – as physical entities – in one locale, I reveal both the continuities and changes in the underlying meaning of the prison. In doing so, I aim to contribute to a broader understanding of the process of late modern penal change, especially the proliferation of prison building in the past 30 years.
The idea of active learning classrooms (ALCs) in post-secondary institutions across North America is not a new one and it continues to gain prominence (Davis, 2018; Ellern &…
Abstract
The idea of active learning classrooms (ALCs) in post-secondary institutions across North America is not a new one and it continues to gain prominence (Davis, 2018; Ellern & Buchanan, 2018; Park & Choi, 2014). Research shows that these dynamic classrooms increased student comprehension of key concepts, problem-solving ability, improved attitude toward learning, and overall learning gains (Cotner, Loper, Walker, & Brooks, 2013; Park & Choi, 2014). Not surprisingly then, there has been a growing number of academic libraries which see the potential benefits and have incorporated ALCs, or elements of such, into their spaces (Ellern & Buchanan, 2018; Karasic, 2016; Soderdahl, 2011).
This chapter presents a case study on the 2017 redesign of a Canadian academic library, the Albert D. Cohen Management Library at the University of Manitoba in Winnipeg, Canada. Once considered a “study hall,” the renovated business library has been transformed into a modern student learning space. The library is outfitted with a modular ALC equipped to accommodate the varied learning needs of the twenty-first-century students at the Asper School of Business. The author provides a detailed first-hand account of the ALC planning process, key partnerships, challenges, and post-launch reaction.
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Yang Zhang, Juanita Trusty, Tatiana Goroshnikova, Louise Kelly, Kwok K. Kwong, Stephen J.J. McGuire, Juan Perusquia, Veena P. Prabhu, Minghao Shen and Robert Tang
The purpose of this study is to propose and test predictors of millennials’ social entrepreneurial intent (SEI), mediating mechanisms and influential contextual factors.
Abstract
Purpose
The purpose of this study is to propose and test predictors of millennials’ social entrepreneurial intent (SEI), mediating mechanisms and influential contextual factors.
Design/methodology/approach
This study includes survey data from 1,890 respondents, 315 each from China, Mexico, Nigeria, Philippines, Russia and the USA.
Findings
Empirical results show that social entrepreneurial self-efficacy (SESE) mediated the relationship between perseverance and proactive personality and the dependent variable SEI in all six countries. Life satisfaction positively moderated this relationship among US students and negatively moderated it among Chinese students. In China dissatisfaction appears to enhance SEI, while in the US satisfaction appears to do so.
Originality/value
This paper identifies the mediating role of SESE and the moderating role of life satisfaction when explaining SEI, as well as providing data from millennials in six countries.