Betsy V. Boze and Charles R. Patton
Today′s high‐technology, global marketing environment has madeconsumer product information available across national boundaries.Explores how six multinational consumer product…
Abstract
Today′s high‐technology, global marketing environment has made consumer product information available across national boundaries. Explores how six multinational consumer product firms (Colgate‐Palmolive, Kraft GF, Nestlé, Procter & Gamble, Quaker Oats and Unilever) maintain, change or adapt different brand names for identical or similar products. Field research was conducted in supermarkets, medium‐sized grocery stores, department stores and drug stores from 1993‐1995 in 67 countries on five continents. Brand and country data were utilized to identify global, regional, spillover and single country brands. Additional information was collected on country of origin as well as point of sale. Product and brand distribution were analyzed by firm and product type. Less than 1% of brands were global brands (those found in 90% or more of the countries surveyed). Procter & Gamble has the most global brands, with 8% of the brands studied distributed in 50% or more of the countries. The majority of brands (50‐72%) are available in three or fewer countries.
Details
Keywords
Blues music is in the midst of its second revival in popularity in roughly thirty years. The year 1960 can be identified, with some qualification, as a reference point for the…
Abstract
Blues music is in the midst of its second revival in popularity in roughly thirty years. The year 1960 can be identified, with some qualification, as a reference point for the first rise in international awareness and appreciation of the blues. This first period of wide‐spread white interest in the blues continued until the early seventies, while the current revival began in the middle 1980s. During both periods a sizeable literature on the blues has appeared. This article provides a thumbnail sketch of the popularity of the blues, followed by a description of scholarly and critical literature devoted to the music. Documentary and instructional materials in audio and video formats are also discussed. Recommendations are made for library collections and a list of selected sources is included at the end of the article.
Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st…
Abstract
Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st century society requires expansion of competence and skills focused university curricula. Academic institutions are challenged to rejuvenate curricula to encompass – besides the development of students’ technical and cognitive skills – the development of students’ ability to engage with and drive their own learning, thereby developing graduates who can thrive in a fluid world. Work-integrated learning (WIL) is increasingly being embraced as a possible remedy to answer this call for career-ready graduates (Goulter & Patrick, 2010). Consideration of specific work-integrated learning pedagogies underpinned by situated and workplace-learning theories that privilege student participation in workplace activities is required (Patton, Higgs, & Smith, 2013). The critical contribution of student disposition to the shaping and reshaping of workplace learning spaces and the central position of students in driving – not just receiving – workplace learning must be part of the pedagogical change. Building on my doctoral research that used photo-elicitation techniques to explore physiotherapy students’ learning in clinical workplaces (Patton, 2014), as well as contemporary literature, this chapter introduces visual spaces as a pedagogical strategy to assist students to drive their own unique learning in workplaces.
Details
Keywords
Emily Bouck, Larissa Jakubow and Sarah Reiley
This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we…
Abstract
This chapter sought to answer the following questions: (a) what does special education means for students with intellectual disability?, (b) what is being done, and (c) how do we maintain tradition? The answers, while complicated, suggest special education for students with intellectual disability historically and currently involves attention to what, how, and where, with the how being the key elements of special education for students with intellectual disability. This chapter discussed the what, how, and where for students with intellectual disability in a historical and current framework while also providing evidence-based practices for students with intellectual disability to implement to maintain the tradition of high-quality services.
Details
Keywords
Tova Band-Winterstein, Hila Avieli and Yael Smeloy
In face of global deinstitutionalization policy, some aging parents find themselves confronting violence and crime in the family due to abusive behavior from their adult child…
Abstract
Purpose
In face of global deinstitutionalization policy, some aging parents find themselves confronting violence and crime in the family due to abusive behavior from their adult child with mental disorder. The aim of this paper is to explore and understand the meaning given by aging parents to this deviant behavior and the different ways in which they cope with a lifetime in the shadow of violence.
Design/Methodology/Approach
Data collection was performed through in-depth semi-structured interviews with 16 parents, followed by content analysis.
Findings
Three themes that expressed the meaning attributed to life with ACMD in the shadow of violence: (1) constructing parental identity in a shared reality of violence, (2) social and family networks as a resource in coping with ACMD, and (3) keeping a daily life routine as an anchor in a vulnerable, abusive relationship
Practical Implications
Intervention with such families should focus on the life review process as a therapeutic tool. Interventions should also provide a “safety belt,” including health services, public social networks, and knowledge regarding their right for self-protection.
Originality/Value
Old age becomes an arena for redefined relationships combining increased vulnerability, needs of both sides, and its impact on the well-being of the ageing parents. This calls for better insights and deeper understanding in regard to intervention with such families.
Details
Keywords
This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and…
Abstract
This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.