Peter J. Wild, Matt D. Giess and Chris A. McMahon
The purpose of this paper is to highlight the difficulty of applying faceted classification outside of library contexts and also to indicate that faceted approaches are poorly…
Abstract
Purpose
The purpose of this paper is to highlight the difficulty of applying faceted classification outside of library contexts and also to indicate that faceted approaches are poorly expressed to non‐experts.
Design/methodology/approach
The faceted approach is being applied outside of its “home” community, with mixed results. The approach is based in part on examination of a broad base of literature and in part on results and reflections on a case study applying faceted notions to “real world” engineering documentation.
Findings
The paper comes across a number of pragmatic and theoretical issues namely: differing interpretations of the facet notion; confusion between faceted analysis and faceted classification; lack of methodological guidance; the use of simplistic domains as exemplars; description verses analysis; facet recognition is unproblematic; and is the process purely top‐down or bottom‐up.
Research limitations/implications
That facet analysis is not inherently associated with a particular epistemology; that greater guidance about the derivation is needed, that greater realism is needed when teaching faceted approaches.
Practical implications
Experiences of applying faceted classifications are presented that can be drawn upon to guide future work in the area.
Originality/value
No previous work has reflected on the actual empirical experience used to create a faceted description, especially with reference to engineering documents.
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Martin McMahon, Chris Hatton, Julie Stansfield and Gaynor Cockayne
The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) has infected millions of people worldwide. Individuals with intellectual disability are at a disproportionate risk…
Abstract
Purpose
The severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) has infected millions of people worldwide. Individuals with intellectual disability are at a disproportionate risk of mortality, given the health inequalities they experience. This puts a significant burden of responsibility on staff who support these individuals. Consequently, this study aims to establish a baseline of the well-being of staff working in intellectual disability services in Ireland during the COVID-19 pandemic.
Design/methodology/approach
An online survey was carried out using the Copenhagen Burnout Inventory, a brief measure of depression (Patient Health Questionnaire-9) and a brief measure of anxiety (General Anxiety Disorder-7).
Findings
In total, 285 staff in the Republic of Ireland completed the survey. These staff reported moderate levels of personal and work-related burnout and mild levels of anxiety and depression. Higher mean scores were recorded across scales from staff who worked in independent living settings and from staff who supported individuals with challenging behaviour.
Originality/value
This study, an audit, provides initial data on the well-being of staff working with individuals with intellectual disability in Ireland during the COVID-19 pandemic. It highlights that employers need to consider staff well-being, given the levels of personal and work-related burnout, and anxiety and depression that were found. This is particularly true for staff who work in independent living settings and with adults with challenging behaviour. Future research should focus on proactive strategies for improving staff well-being in the short term, given the current resurgence of COVID-19 in Ireland.
Chris Warren‐Adamson and Anita Lightburn
This article reflects on the significance of family centres in the UK as a mirror of new possibilities for child welfare in the years following the Children Act 1989. The Act…
Abstract
This article reflects on the significance of family centres in the UK as a mirror of new possibilities for child welfare in the years following the Children Act 1989. The Act empowered local authorities in England and Wales to provide family centres as part of ‘family support practice’. The article reveals a rich vein of family‐centred, centre‐based activity internationally and shows practice combining intervention from the sophisticated to the very informal. The authors focus on so‐called ‘integrated centres’ as complex systems of care with wide implications for practice and outcome evaluation in an ‘evidence‐based’ context.
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Martin McMahon, Darren Lee Bowring and Chris Hatton
Having paid work, relationships and a choice of where to live are common policy priorities for adults with intellectual disabilities. The purpose of this paper is to compare…
Abstract
Purpose
Having paid work, relationships and a choice of where to live are common policy priorities for adults with intellectual disabilities. The purpose of this paper is to compare outcomes with respect to these three priorities between adults with intellectual disability and the general population in Jersey.
Design/methodology/approach
Data were collected from 217 adults with intellectual disability known to services, and 2,350 adults without intellectual disability using a stratified random sample. Data on employment, marital status and accommodation profiles were compared.
Findings
In sum, 87 per cent of adults with intellectual disability were currently single vs 16 per cent of adults without intellectual disability; 23 per cent of working-age adults with intellectual disability were in paid employment vs 92 per cent of working-age adults without intellectual disability; and 57 per cent of adults with intellectual disability lived-in sheltered housing vs 2 per cent of adults without intellectual disability.
Social implications
Very few adults with intellectual disability are in paid employment or intimate relationships, and the majority live in sheltered, supported housing, with very few owning their own home. There is a significant disconnect between policy and reality. Considerable work is required to make an ordinary life the reality for adults with intellectual disability.
Originality/value
This study adds to the body of evidence that suggests people with intellectual disabilities are less likely to experience an ordinary life. Furthermore, it illustrates that despite Jersey being an affluent society, the same difficulties and barriers exist there for persons with an intellectual disability as in other jurisdictions.
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To discuss the regulation of professional wrestling in the USA in order to explore how the business of professional wrestling is regulated and deregulated.
Abstract
Purpose
To discuss the regulation of professional wrestling in the USA in order to explore how the business of professional wrestling is regulated and deregulated.
Approach
Using desk-based research, the regulation and deregulation of professional wrestling will be explored.
Findings
The regulation of professional wrestling in the USA is inconsistent. The extent of regulation and deregulation of professional wrestling is dependent on the state in which the event takes place. Whether regulated or deregulated, professional wrestling is a painful, risky and injurious business wherein the economic health and well-being of the World Wrestling Entertainment (WWE) corporation, and the location in which events take place, take precedence over the health and well-being of working sports participants.
Implications
The research is limited to sports participants working in the dominant, visible and therefore arguably most accountable professional wrestling corporation in the USA. Implication of the research is that a more in-depth investigation into the utility of regulation is needed. Additionally, it raises concerns regarding the potential hidden work-related premature deaths, harms and injuries in other promotions in the USA and beyond.
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The purpose of this paper is to explore critically the potentially harmful business of professional wrestling in the USA as state-corporate crime.
Abstract
Purpose
The purpose of this paper is to explore critically the potentially harmful business of professional wrestling in the USA as state-corporate crime.
Design/methodology/approach
This paper comprises desk-based research of secondary sources. The lack of official data on the harms experienced by professional wrestlers means that much of the data regarding this is derived from quantitative and qualitative accounts from internet sites dedicated to this issue.
Findings
A major finding is that with regard to the work-related harms experienced by professional wrestlers, the business may not be wholly to be blamed, but nor is it entirely blame free. It proposes that one way the work-related harms can be understood is via an examination of the political economic context of neo-liberalism from the 1980s onwards and subsequent state-corporate actions and inactions.
Practical implications
The paper raises questions about the regulation of the professional wrestling industry together with the misclassification of wrestlers’ worker status (also known as wage theft and tax fraud) and the potential role they play in the harms incurred in this industry.
Social implications
The potential wider social implications of the misclassification of workers are raised.
Originality/value
The originality and value of this paper is the examination of work-related harms within the professional wrestling industry through the lens of state-corporate crime.
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Harriet Rowley and Chris Charles
This chapter focuses on the Street Work Homeless Project that was the site of one of the ethnographic case studies conducted in Manchester and also one of the participatory action…
Abstract
This chapter focuses on the Street Work Homeless Project that was the site of one of the ethnographic case studies conducted in Manchester and also one of the participatory action research projects. The participants – men with lived experience of homelessness – were in many ways the antithesis of those usually considered for inclusion in a study on youth participation. However, the chapter shows how there is much to learn from this project, particularly in terms of how marginalised groups can actively participate in and for society. In preparation for the chapter, Rowley and Charles revisited their reflections and learning from the project. From this process, they wrote conversations exploring tensions that ran throughout the project. These tensions, and an antidote, are explored in the chapter. The chapter emphasises the importance of relationality in building mutuality and trust, the limitations of empowerment due to internalising pathologising dominant narratives, and the need to witness rather than spectate the more discomforting aspects of learning participation. By working through these tensions, it was possible to shift relations and roles between those designated as facilitator and participant leading to the question ‘who was lost and who was found?’. The chapter concludes that such processes are necessarily agonistic and creative to enable more inclusive and democratic participation to occur for marginalised groups.
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This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary…
Abstract
This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.