This article describes the use of tryptophan in treating challenging behaviours in persons with Down's syndrome in case studies with four subjects. In each case, challenging…
Abstract
This article describes the use of tryptophan in treating challenging behaviours in persons with Down's syndrome in case studies with four subjects. In each case, challenging behaviours such as hitting, kicking, slapping and hair‐pulling, previously unresponsive to other pharmacologic and behavioural interventions, were reported by care givers to be significantly reduced during treatment with tryptophan 2000 mg to 3000 mg daily. No apparent side effects were noted. Should the observations made here be confirmed in additional cases, persons with Down's syndrome and challenging behaviours can be offered a trial of treatment with tryptophan.
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Purpose – This chapter traces the creation of a market for strategy by management consulting firms during the second half of the twentieth century in order to demonstrate their…
Abstract
Purpose – This chapter traces the creation of a market for strategy by management consulting firms during the second half of the twentieth century in order to demonstrate their impact in shaping debates in the subject and demand for their services by corporate executives.
Design/methodology/approach – Using historical analysis, the chapter draws on institutional theory, including institutional isomorphism. It uses both primary and secondary data from the leading consulting firms to describe how consultants shifted from offering advice on organizational structure to corporate strategy and eventually to corporate legitimacy as a result of the changing economic and regulatory environment of the time.
Findings/originality/value – This study provides a historical context for the emergence of corporate and competitive strategy as an institutional practice in both the United States and around the world, and provides insights into how important this history can be in understanding the debates among consultants and academics during strategy's emergence as an academic subject and practical application.
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Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way…
Abstract
Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.
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Democratization has become the prescription for peace in conflictual societies, but often stagnates in a political standoff or devolves back to war. Sustainable and effective…
Abstract
Democratization has become the prescription for peace in conflictual societies, but often stagnates in a political standoff or devolves back to war. Sustainable and effective democracy in these societies requires a citizenry which actively guides and pressures political leaders toward effective policy making for peace. But in societies with little or no democratic tradition, it takes time to develop the attitudes and organizations required. This study examines the relationship of democratic exposure to the development of the ideology of external political participation among peacebuilding NGOs. Using original field interview data, it compares the ideology of 28 peacebuilding NGOs in Northern Ireland to 37 in the less democratic context of Bosnia. The study examines the effects of exposure to democracy on “externally democratic ideology,” defined as an ideology of participation in the political processes of society external to the organization. Three aspects of exposure to democracy are examined: societal democratization, internal democracy in the NGO, and mentorship by outsiders from established democracies. The findings are that internal democracy is associated with externally democratic ideology, but outsider mentorship is not, even when controlling for dominating relationships, and neither is societal democracy, except indirectly via its effect on internal democracy. Implications for theory, policy, and future research are discussed.
Bruce G. Barnett, Alan R. Shoho and Nathern S.A. Okilwa
When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities…
Abstract
Purpose
When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles.
Design/methodology/approach
Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders.
Findings
Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect.
Originality/value
This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.
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Dominik Emanuel Froehlich, Mingyang Liu and Beatrice Isabella Johanna Maria Van der Heijden
Employability and its components have received a lot of attention from scholars and practitioners. However, little is known about the interrelations between these different…
Abstract
Purpose
Employability and its components have received a lot of attention from scholars and practitioners. However, little is known about the interrelations between these different components of employability and how employees progress within their employability trajectories. Therefore, a model of such progression was constructed and tested using Van der Heijde and Van der Heijden’s (2006) employability measurement instrument. The paper aims to discuss these issues.
Design/methodology/approach
The propositions were tested empirically by applying a Rasch model using a sample of 167 Austrian business consultants.
Findings
The findings lend some support for the hypothesized progression model of employability. Specifically, the items measuring occupational expertise are largely located in the group of items that were relatively likely to be endorsed. Also, the items of personal flexibility and anticipation and optimization were, in general, less likely to be endorsed than the items of occupational expertise.
Research limitations/implications
The major thrust of this paper is a theoretical one. However, the empirical demonstration tentatively supports the proposed model, which implies that further, more robust longitudinal research in this direction may be a worthwhile endeavor.
Practical implications
By understanding which competences are important at which stage or across which stages of an individual’s career, career advisors and human resource management professionals can give more targeted advice concerning career management practices.
Originality/value
The present study contributes to the literature by investigating how employees may make progress within their employability trajectories.
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Ashley Oleszewski, Alan Shoho and Bruce Barnett
The purpose of this review is to add to the discussion of assistant principals (APs), a position that has been under‐represented in the professional literature.
Abstract
Purpose
The purpose of this review is to add to the discussion of assistant principals (APs), a position that has been under‐represented in the professional literature.
Design/methodology/approach
An extensive search was undertaken on assistant principals, vice principals, and deputy head teachers from various sources, including journals, conference papers, doctoral dissertations, ERIC documents, articles from professional publications and organizations, and relevant books and chapters. Each document was thoroughly analyzed and common themes were identified.
Findings
The assistant principalship is a unique entity because the position lacks a precise job description yet entails numerous tasks to ensure the success of a school. Although the assistant principal is a critical leader in schools, the position is underutilized and under‐researched. This review analyzes the roles, responsibilities, training, socialization, and typologies of the assistant principal.
Research limitations/implications
As a result of this research, it is suggested that the role of the assistant principal needs to be reconfigured. Additional research is needed in the areas of training, professional development, and transition to the principalship.
Originality/value
This article presents a unique comparison of the roles of APs throughout the past 30 years both in the USA and abroad. In addition, after examining the lack of university training and professional development for the assistant principalship, suggestions are made as to how APs can be better prepared for this critical leadership position.
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While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare…
Abstract
Purpose
While sustainability experts point to interrelated social, economic and environmental goals, students may think about sustainability primarily as natural resources. To prepare students to tackle global challenges to well-being, this paper aims to show that educators need to assess and address students’ shortcomings in considering socioeconomic dimensions.
Design/methodology/approach
This study coded essays on the meaning and components of sustainability written by 93 undergraduate and graduate students in environmental policy, business and engineering courses at US and Austrian universities. Then, the study reviewed a teaching strategy using diverse experts, case studies and assignments. Finally, the analysis evaluated students’ final projects proposing sustainability legislation with social, economic and environmental dimensions.
Findings
Students usually connect sustainability with limited natural resources affecting current and future generations, but seldom think that sustainability means acting on prominent socioeconomic challenges like poverty, food insecurity, pandemics and violence. Teaching in diverse courses through multidimensional case studies and legislation broadened and deepened students’ understanding and preparedness to act.
Originality/value
Despite experts’ attention to the interconnected Sustainable Development Goals, educators and policymakers need information on whether students associate sustainability with socioeconomic challenges. Open-response questions can reveal gaps in the respondents’ sustainability beliefs. In a wide range of courses, teaching can use diverse experts and multidimensional case studies and legislative assignments.