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Article
Publication date: 25 September 2009

R.A.A. Nobrega, C.G. O'Hara, R. Sadasivuni and J. Dumas

The aim of this paper is to clarify the spatial multi‐criteria workflow for stakeholders and decision makers, for which feedback rankings are vital to the success of the…

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Abstract

Purpose

The aim of this paper is to clarify the spatial multi‐criteria workflow for stakeholders and decision makers, for which feedback rankings are vital to the success of the transportation planning.

Design/methodology/approach

The experimental approach was designed to integrate in a novel fashion both analytical hierarchy process (AHP) and multi‐criteria decision making (MCDM) within a geospatial information system (GIS) framework to deliver visual and objective tabular results useful to estimate environmental costs of the alignments generated. The method enables ranking, prioritization, selection, and refinement of preferred alternatives. The Interstate‐269, the newly planned bypass of Memphis‐TN, for which a recent environmental impact study (EIS) was completed, was selected as the experiment test‐bed.

Findings

The results indicate that the approach can automate the delivery of feasible alignments that closely approximate those generated by traditional approaches. Furthermore, via integration of local planning and ancillary spatial data, the method provided alignment results that avoided areas where local opposition was noted in the EIS. This enhanced method based on remote sensing and spatial information technologies delivers low or high‐predicted environmental costs per feature criteria and cumulative predicted costs while preserving local values and plans.

Practical implications

The method is highly transferable and limited solely by the availability of sources of geospatial data and coordination with stakeholders. The approach was implemented to derive results similar to traditional approaches with benefits in time, costs, and quality of solutions.

Originality/value

A novel adaptation of MCDM and AHD within a spatial decision‐making framework is presented. The paper suggests a clarification of multi‐criteria workflow to design and select least‐environmental‐cost corridors. The case study application provides a starting point to develop practical tools that delivers environmental benefits through a collaborative process capturing stakeholder values and decision maker opinions.

Details

Management of Environmental Quality: An International Journal, vol. 20 no. 6
Type: Research Article
ISSN: 1477-7835

Keywords

Available. Open Access. Open Access
Book part
Publication date: 15 July 2024

Denise Mifsud

This introduction aims to set the context for the subsequent chapters that problematize various aspects of social justice, equity, and inclusion through particular lenses, and/or…

Abstract

This introduction aims to set the context for the subsequent chapters that problematize various aspects of social justice, equity, and inclusion through particular lenses, and/or methodologies. This is done by presenting the ‘problem’ of social justice and equity in education, while simultaneously making links with the Sustainable Development Goals (SDGs). The term ‘social justice’ is appearing in numerous public texts and discourses within the education field, thus becoming a key concept in current education policy and practice. Moreover, the concept of social justice is crucial to theorizing about education and schooling, consequently being considered by politicians, policymakers, and practitioners in their thinking about the nature of education and the purpose of schools. Regrettably, education practitioners, researchers, and policymakers often utilize this umbrella term (social justice) while leaving out salient details about its social, cultural, economic, and political bearing. Notwithstanding the unanimous agreement on the desirability of social justice as an educational goal, this is complemented by a parallel contestation over its actual meaning and application in relation to schooling, that is, in relation to the formulation of policy and how it is to be included in practice. This chapter seeks to unravel the conceptual confusion around the terms social justice, equity, and inclusion in relation to schooling and education, through an exploration of the existing literature in the field.

Details

Schooling for Social Justice, Equity and Inclusion: Problematizing Theory, Policy and Practice
Type: Book
ISBN: 978-1-83549-761-6

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Article
Publication date: 29 July 2018

Max Schreder

This paper provides a quantitative review of the literature on the repercussions of idiosyncratic information on firms’ cost of equity (CoE) capital. In total, I review the…

477

Abstract

This paper provides a quantitative review of the literature on the repercussions of idiosyncratic information on firms’ cost of equity (CoE) capital. In total, I review the results of 113 unique studies examining the CoE effects of information Quantity, Precision and Asymmetry. My results suggest that the association between firm-specific information and CoE is subject to moderate effects. First, the link between Quantity and CoE is moderated by disclosure types and country-level factors in that firms in comparatively weakly regulated countries tend to enjoy up to four times greater CoE benefits from more expansive disclosure—depending on the type of disclosure—than firms in strongly regulated markets. Second, a negative relationship between Precision and CoE is only significant in studies using non-accrual quality proxies for Precision and risk factor-based (RFB)/valuation model-based (VMB) proxies for CoE. Third, almost all VMB studies confirm the positive association between Asymmetry and CoE, but there is notable variation in the conclusions reached when ex post CoE measurers are used.

Details

Journal of Accounting Literature, vol. 41 no. 1
Type: Research Article
ISSN: 0737-4607

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Article
Publication date: 1 March 2006

Russel Poskitt and Peihong Yang

This study investigates the impact of the enhanced continuous disclosure regime introduced in December 2002 on several measures of information risk in NZX‐listed stocks. We employ…

628

Abstract

This study investigates the impact of the enhanced continuous disclosure regime introduced in December 2002 on several measures of information risk in NZX‐listed stocks. We employ two microstructure models and an intraday data set to measure information risk in a sample of 71 stocks. Our empirical results show that the reforms enacted in December 2002 had no significant effect on either the level of information‐based trading or the adverse selection component of market spreads in our sample of NZX‐listed stocks.

Details

Pacific Accounting Review, vol. 18 no. 1
Type: Research Article
ISSN: 0114-0582

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Book part
Publication date: 31 January 2022

Gavin Murphy and Martin Brown

Evidence-informed practice (EIP), broadly conceived as a data and research-based approach to enhance practice, has recently come to the fore of the Irish education system. With…

Abstract

Evidence-informed practice (EIP), broadly conceived as a data and research-based approach to enhance practice, has recently come to the fore of the Irish education system. With changes to the structure and duration of professional education over the last decade, most notably Initial Teacher Education (ITE) programs, coupled with the implementation of a school leadership framework upon which a mandatory data-informed school improvement process of school self-evaluation (SSE) is based, multiple reforms connected to EIP have been introduced. Furthermore, in terms of compulsory education, assessment practices at the lower secondary level have also been significantly reformed. EIP has now become a core element of almost all educational reform initiatives in Ireland. This is a remarkable achievement given that prior to the Education Act (Government of Ireland, 1998) the conception that data and research-informed decision-making should form a core component part of school life was rarely conceived if at all in the policy discourse of educational reform. We draw on the Malin et al. (2020) interpretation of Hoods (1998) social cohesion/regulation matrix to describe and classify the Irish system. The chapter concludes with a discussion of key lessons for policy and practice based on Ireland's experience over the course of the last decade.

Details

The Emerald Handbook of Evidence-Informed Practice in Education
Type: Book
ISBN: 978-1-80043-141-6

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Article
Publication date: 30 January 2025

Hadija Mnyausi Mcheka and Moshi Amsi Mislay

This study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation…

10

Abstract

Purpose

This study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation processes and their influence on the objectivity and consistency of evaluations.

Design/methodology/approach

This study used a purposive sampling method to examine seven secondary schools in Dodoma Region, which were key in piloting the School Quality Assurance (SQA) policy implementation in 2018. The selected schools were government boarding institutions with long histories, managed by School Management Teams and Governing Boards that influenced school decision-making. These schools had regular SQA visits and produced School Self-Evaluation and Whole-School Evaluation reports, which served as the primary data sources. Data were analysed using a method that involved sorting, coding, identifying patterns and applying theory to interpret the findings. The analysis focused on discrepancies and power dynamics in school evaluations, particularly how internal and external evaluators’ roles were represented in the reports. Ethical considerations were ensured through confidentiality, pseudonymizing participants and obtaining clearance from relevant authorities. This study’s reliability and trustworthiness were enhanced through consistent data collection protocols, a transparent coding framework and triangulation of sources. This research offers insights into the politics of SQA policy implementation, highlighting tensions and power dynamics in school evaluations and revealing gaps between policy and practice.

Findings

This study identifies the SQA policy discourses that were tools and sites of power struggles and contestations among internal and external evaluators in all six quality domains. These political dynamics impacted the objectivity and consistency of evaluation outcomes due to subjectivity among evaluators. Internal evaluation had a positive image by offering higher quality indicators than external evaluation in most case study schools.

Research limitations/implications

Policy documents provide a high-level overview, often missing the nuanced realities of school implementation. While updated periodically, they may not reflect current practices or challenges. These documents typically present an idealized vision of education, which might not align with actual outcomes. Analysing them alone can overlook the perspectives of teachers, students, parents and other stakeholders directly impacted by the policies. Informal practices and adaptations in response to policy directives may not be documented, and the interpretation of such documents can vary widely, leading to subjective analysis. In addition, policy documents lack empirical data on the effectiveness and impact of the policies.

Practical implications

This study highlights the need for clear and consistent evaluation criteria to reduce discrepancies between internal and external evaluators. It also underscores the importance of training and support for school-based evaluators to ensure reliable assessments. Moreover, this study calls for addressing political dynamics influencing evaluation objectivity, ensuring that evaluations genuinely reflect school performance. Finally, the findings advocate for involving all stakeholders in the evaluation process to enhance transparency and accountability.

Social implications

This study has important social implications. It reveals how political dynamics can affect the fairness and transparency of school evaluations, potentially impacting stakeholders’ trust in the education system. This study highlights the need for equitable and unbiased evaluation practices to ensure that all schools are fairly assessed and supported. This can lead to better educational outcomes, as schools receive appropriate feedback and resources. Moreover, involving community members in the evaluation process can foster greater accountability and community engagement in educational development.

Originality/value

This study provides original value by addressing the intersection of political dynamics and educational evaluation. It uniquely examines how power struggles and political influences affect the objectivity and consistency of quality assurance practices. By highlighting discrepancies between internal and external evaluators, this study offers fresh insights into the challenges of implementing educational policies. This research contributes to the broader discourse on educational reform by advocating for more transparent and equitable evaluation processes, thereby enhancing policy effectiveness and educational outcomes.

Details

Quality Assurance in Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0968-4883

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Article
Publication date: 1 January 1974

Frederick J. O'Hara

In this quarterly review of government publications, the judgments expressed are those of the reviewer, Dr. Frederic O'Hara, professor of library science, Graduate Library School…

33

Abstract

In this quarterly review of government publications, the judgments expressed are those of the reviewer, Dr. Frederic O'Hara, professor of library science, Graduate Library School, Long Island University, Greenvale, New York 11548. Unless otherwise indicated, all items are depository items and may be purchased from the Superintendent of Documents, Government Printing Office, Washington, D.C. 20402. Dr. O'Hara does not handle the distribution of any documents.

Details

Reference Services Review, vol. 2 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 1 April 1974

Frederic J. O'Hara

In this quarterly review of government publications, the judgments expressed are those of the reviewer. Dr. Frederic J. O'Hara, professor of library science, Graduate Library…

28

Abstract

In this quarterly review of government publications, the judgments expressed are those of the reviewer. Dr. Frederic J. O'Hara, professor of library science, Graduate Library School, Long Island University, Greenvale, New York 11548. Unless otherwise indicated, all items are depository items and may be purchased from the Superintendent of Documents, Government Printing Office, Washington, D.C. 20402. Dr. O'Hara does not handle the distribution of any documents.

Details

Reference Services Review, vol. 2 no. 4
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 9 February 2024

Zdravka Todorova

This chapter discusses conceptual links among Hazel Kyrk’s A Theory of Consumption (1923), the overall work of Thorstein Veblen, and Wesley C. Mitchell’s essays on spending and…

Abstract

This chapter discusses conceptual links among Hazel Kyrk’s A Theory of Consumption (1923), the overall work of Thorstein Veblen, and Wesley C. Mitchell’s essays on spending and money. The three authors are concerned with transformations in production, related changes in the organization of consumption, and the effects on people. The approach is based on reading of Kyrk’s book in light of an integrated view of Veblen’s overall work. This chapter explains how Mitchell’s essays on money and spending built on Veblen’s work and discusses their relevance for understanding Kyrk’s book as conceptually linked to institutional economics. This chapter delineates the following commonalities: conception of living humans and money as an institution; distinction between business and industrial concerns; connection between distribution, waste, and consumption; and Veblen’s “machine process” of standardization in production and its relation to consumption. This chapter brings more detail in the conceptual and theoretical discussion of Veblen’s influence on Kyrk’s book.

Details

Research in the History of Economic Thought and Methodology: Including a Symposium on Hazel Kyrk's: A Theory of Consumption 100 Years after Publication
Type: Book
ISBN: 978-1-80455-991-8

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Book part
Publication date: 22 May 2017

Brenda Jones Harden, Brandee Feola, Colleen Morrison, Shelby Brown, Laura Jimenez Parra and Andrea Buhler Wassman

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their…

Abstract

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

Details

African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

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