Alcohol misuse is injurious to health, and commonly associated with suicide. However, correlation is not proof of causation: it is valid to consider that social inequalities, such…
Abstract
Alcohol misuse is injurious to health, and commonly associated with suicide. However, correlation is not proof of causation: it is valid to consider that social inequalities, such as unemployment and poverty, underlie alcohol misuse, ill health and suicide. Making alcohol misuse strategies central to health promotion and suicide reduction risks a victim‐blaming culture, in which health consequences are viewed as being solely related to an individual's behaviour, ignoring external social conditions; the majority of suicides not related to alcohol misuse being failed by such a policy; and further abdication of political intervention at a societal level.
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This year (2003) saw the Health Technology Board for Scotland publish its third Health Technology Assessment Report, entitled Prevention of Relapse in Alcohol Dependence (Slattery…
Abstract
This year (2003) saw the Health Technology Board for Scotland publish its third Health Technology Assessment Report, entitled Prevention of Relapse in Alcohol Dependence (Slattery et al., 2003). It recommended four evidence‐based psychosocial interventions to be available to NHS patients, and recommended that other psychosocial interventions be avoided. This paper, while welcoming the support for NHS substance misuse services for people experiencing alcohol dependence, addresses the potentially reductionist consequences of such recommendations by making reference to the literature on ‘empirically supported psychological treatments’. Evidence‐based interventions are located within the experimentalist school of psychology, and alternative perspectives within epistemology and psychotherapy are considered. The search for beneficial treatments is concluded to be praiseworthy, however cautions about the privileging of experimental perspectives above all others are made.
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Christopher Hughes, Jamie Costley and Christopher Lange
The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source…
Abstract
Purpose
The paper aims to examine the effect of levels of self-regulated effort (SRE) and levels of cognitive load on the watching and completing of video lectures used as the main source of instruction in online learning environments.
Design/methodology/approach
A survey provided data on the students’ engagement with video lectures, their level of SRE and the level of cognitive load they perceived while watching video lectures. The relationships between these variables and statistical significance were analyzed.
Findings
There were three key findings: a positive relationship between SRE and both watching and completing lectures; a negative relationship between SRE and perceptions of existing cognitive load; and students in different demographic groups watched fewer lectures, experienced higher cognitive load and reported lower levels of SRE.
Research limitations/implications
Implications of this study are that video lecture creation would benefit from the development of best practices, consideration of students’ levels of self-regulation, minimization of extraneous load and individual differences among groups of students. Limitations are the context-specific nature of the findings and the fact that data were drawn from self-reported survey responses, meaning they are subjective in nature.
Originality/value
The originality of this paper lies in its investigation of relationship between SRE, cognitive load and video lecture viewership. No research of this topic could be found during the literature review. Findings are of value to those interested in reaping increased levels of video lecture viewership by showing elements that will encourage engagement, satisfaction and better transmission of instruction.
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Shingo Ashizawa, Christopher Ziguras and Akiyoshi Yonezawa
This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and…
Abstract
Purpose
This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).
Design/methodology/approach
The study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).
Findings
The paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.
Originality/value
This paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).
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Dianne J. Hall, Joseph B. Skipper, Benjamin T. Hazen and Joe B. Hanna
Today's supply chains face increasing vulnerabilities; effective management of disruptions is critical to an organization's ability to weather disruptive events and remain…
Abstract
Purpose
Today's supply chains face increasing vulnerabilities; effective management of disruptions is critical to an organization's ability to weather disruptive events and remain competitive. Contingency planning is a method of risk management that promotes effective crisis management. This research tests proposed antecedents of contingency planning effectiveness in a supply chain setting.
Design/methodology/approach
A survey method was used to gather data from 103 participants who are involved in their respective organization's contingency planning and implementation processes. The data were analyzed using partial least squares to examine relationships between contingency planning effectiveness, inter‐organizational information technology (IT) use, cooperative attitude, and inter‐organizational collaboration.
Findings
The proposed model explains 87 percent of the variance in contingency planning effectiveness. The findings suggest that inter‐organizational collaboration, inter‐organizational IT use, and cooperative attitude directly impact contingency planning effectiveness. Inter‐organizational collaboration mediates the relationships between the other antecedents and contingency planning effectiveness.
Originality/value
Although effective contingency planning has been shown to influence positive outcomes, the relationship between contingency planning effectiveness and its antecedents is not well understood in extant literature. This study identifies and investigates key antecedents to contingency planning effectiveness and provides a foundation for continued investigation.
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John W. McKinlay, Shona Grogan, Pat Sedakat and Christopher J. McKinlay
The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students…
Abstract
Purpose
The purpose of this paper is to provide a critical, reflective examination of the organisation, delivery and evaluation of a training event conducted by postgraduate students undertaking a module on human resource development.
Design/methodology/approach
The paper seeks to offer a triangulation of semi‐structured interviews, archival student written reflective accounts of the training event together with oral narrative from past participants on the module.
Findings
This paper examines the form and nature of a training event used as part of an assessment strategy on the human resource development (HRD) module of the MBA programme at the University of Abertay. The findings document the meanings and multiple realities that the participants ascribe to the training event. The interactional variable inherent in the informal and formal dichotomy of learning are also illustrated. Finally, the process of empowerment and reflection for all learners leads to a range of outcomes beyond the fulfilment of the assessment task.
Research limitations/implications
The study is exploratory and the authors do not attempt to assess the generalisability of the findings.
Practical implications
The significance of the assessment of the training event lies in the manner of its execution and the involvement of the postgraduate student learners. It is anticipated that the wider dissemination of the practice is deemed to be in the interests of the HRD community.
Originality/value
The paper highlights an innovative approach to the teaching and learning of human resource development at postgraduate level.
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Kim Michelle Lersch and Tom Mieczkowski
Citizen complaints filed against a small group of officers of a large police department in the south‐eastern USA were used to conduct an examination of repeat offenders and…
Abstract
Citizen complaints filed against a small group of officers of a large police department in the south‐eastern USA were used to conduct an examination of repeat offenders and non‐repeat offenders. Examines differences between the offenders in the areas of officer characteristics, complaint characteristics and citizen characteristics. Finds that the all‐male group of repeat offenders was significantly younger and less experienced than their peers and was more likely to be accused of harassment. Finds that the ethnic minority group was more likely to file complaints against repeat offenders and that a disproportionate number of complaints were intraracial. Detects a cause for concern in that several high‐ranking officers reacted to the survey by reappraising the data and classing the greater offenders as productive and conscientious officers, i.e., denotes belief at high level within the police organization that a good officer should generate dissatisfaction among the general public.