A.J. Faas and Elizabeth K. Marino
The authors engage a set of critical discussions on key concepts in disaster studies with attention to recent critiques of the concept “community,” which decry the term's…
Abstract
Purpose
The authors engage a set of critical discussions on key concepts in disaster studies with attention to recent critiques of the concept “community,” which decry the term's imprecision and problematic insinuation of consensus. The authors’ objective is to explore for enduring and redeeming merit in the use of the term in disaster prevention, response and recovery and in collaborative social science research more broadly.
Design/methodology/approach
This paper is based on case studies drawn from the authors' ongoing, longitudinal studies of community-based work with Spanish-speaking community leaders in San José, California and rural Indigenous communities in Alaska.
Findings
The authors synthesize unromantic critiques of the community concept that surface important matters of inequality that complicate efforts for decolonizing disaster work with a view of community as an often utopian project servicing redistributions and relocations of the loci of power. It is a term not only invoked in scholarship and the work of governmental and nongovernmental agencies but also one with deeply symbolic and contextualized meaning.
Originality/value
The authors’ interpretation is that we must at once be critical and unromantic in studying and working with “community” while also recognizing its utopian fecundity. Abandoning the concept altogether would not only create a massive lacuna in everyday speech but also we fear too strong a language in opposition to the community concept metaphor telegraphs a hostility toward those who use it to mobilize scarce social, political and material resources to confront power and contest structural violence.
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Reading the political and the familial in The Americans illuminates central features of the New Right. In particular, The Americans provides an opportunity to reconsider the…
Abstract
Reading the political and the familial in The Americans illuminates central features of the New Right. In particular, The Americans provides an opportunity to reconsider the significance of the ‘pro-family’ label to New Right organising, the importance of mothering to the ‘pro-family’ narrative offered by the New Right, and the relationship between this account of mothering and democratic citizenship more broadly. This paper argues: first, the ‘pro-family’ label served to weaponise American families against equality and egalitarian public institutions; second, that this weaponisation of the family was accomplished through a rhetorical and real elevation of the moralised work of mothers in the home; and third, this account of mothering is incompatible with democratic citizenship not only because it reproduces inequality but also because it presents families, particularly mothers, as surrounded by enemies. Surrounded by enemies, their children appear endangered or dangerous should they become products of enemy forces. The pro-family rhetoric of the New Right – with its emphasis on the labour of women, particularly mothers – concealed an insurgent factional bid for power just as the Jennings family concealed an insurgent operation inside the United States. The displacement of law in The Americans mirrors the displacement of law in American conservative politics in the 1980s and law’s replacement by the ideal of sanctified families that the guard republic. The Americans both recognises this reversal in American conservative politics and parodies the reversal of the idea that law protects the family.
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The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings…
Abstract
Purpose
The purpose of this paper is to examine whether or not the implementation of an instructional unit about an underrepresented historical figure, specifically Elizabeth Jennings, titled “The Elizabeth Jennings Project” (EJP) creates conditions conducive for middle and secondary social studies students to demonstrate historical empathy.
Design/methodology/approach
A case study methodology was selected for this study because the researcher implemented the EJP at one school with a small sample size of participants to assess which pedagogical factors, if any, fostered historical empathy through analysis of an underrepresented historical figure among middle and secondary social studies students.
Findings
Major findings highlight that active learning pedagogies, such as in-class debate, were effective strategies that promote historical empathy when middle and secondary students examined documents about an underrepresented historical figure. Analysis of the implementation of “The EJP” provides insights about how historical empathy pedagogies can connect to national standards and initiatives such as the Common Core Standards for History/Social Studies and the National Council for the Social Studies College, Career, and Civic Life Framework for middle and secondary social studies.
Originality/value
Historical empathy refers to deep inquiry in which intellectual and affective responses to content are shaped through source analysis of the actions, motives, perspectives and beliefs of people in the past. Although there are several studies that address pedagogies that promote historical empathy through examinations of famous historical figures, there is limited research concerning whether students display historical empathy by investigating underrepresented historical figures such as Elizabeth Jennings.
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Nancy J. Adler and Joyce S. Osland
Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let…
Abstract
Whereas most societal commentators continue to review the historical patterns of men’s leadership in search of models for 21st-century success, few have begun to recognize, let alone appreciate, the equivalent patterns of women’s leadership and the future contributions that women could potentially make as leaders. What could and are women bringing to society as global leaders? Why at this moment in history is there such a marked increase in the number of women leaders? Are we entering an era in which both male and female leaders will shape history, both symbolically and in reality? And if so, will we discover that women, on average, lead in different ways than men, or will we learn that role (global leader) explains more than gender? This chapter reveals the accelerating trends of women joining men in senior leadership positions, establishes the relationship of women leaders to our overall understanding of global leadership, and sets forth an agenda to accomplish much needed research and understanding.
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Stephanie van Hover, David Hicks, Elizabeth Washington and Melissa Lisanti
This study examined and traced the relationship between, and the influence of, the official standards documents of the Commonwealth of Virginia, and the related day-to-day lesson…
Abstract
This study examined and traced the relationship between, and the influence of, the official standards documents of the Commonwealth of Virginia, and the related day-to-day lesson planning and implementation of a pair of co-teachers. Using a case study methodology alongside a conventional content analysis we traced the processes of how these policy texts (the Standards of Learning [SOLs] for World History) were connected to and activated within the daily routines of these teachers who taught struggling students in a high-stakes testing context. The findings illustrated how the policy texts and discursive practices emerging from the State’s SOLs constituted a level of pedagogical governance that saw these teachers organize instruction clearly designed to support student recall on the end of year multiple choice test. Our work recognized the power of policy texts as they interact with teachers. The significance of unpacking policy documents in order to examine issues of power, symmetry and potential areas of negotiation in the planning and implementation of instruction for teacher educators is discussed.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Provides a bibliography of nursing and nursing‐related reference sources available in The Henry Birnbaum Library at Pace University. Lists bibliographies, biographical sources…
Abstract
Provides a bibliography of nursing and nursing‐related reference sources available in The Henry Birnbaum Library at Pace University. Lists bibliographies, biographical sources, dictionaries, directories, encyclopedias and guide and handbooks as well as statistical sources and various online reference sources. Aims to be of use to nursing students.
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THE Wanstead Library is just round the corner from the shopping centre in the High Street where the old shop branch existed for many years. The new Library is a large…
Abstract
THE Wanstead Library is just round the corner from the shopping centre in the High Street where the old shop branch existed for many years. The new Library is a large, single‐storey structure with floor to ceiling windows facing Christchurch Green, a charming open space with well established trees. This spacious, attractive building is in complete contrast to the cramped accommodation previously occupied and local reaction has been emphatically favourable.
Aileen O’Reilly, Alanna Donnelly, Jennifer Rogers, Olive Maloney, Gillian O’Brien and Elizabeth Doyle
Measuring parent satisfaction is regarded as essential but there is a paucity of research reporting on parental satisfaction with community youth mental health services. This…
Abstract
Purpose
Measuring parent satisfaction is regarded as essential but there is a paucity of research reporting on parental satisfaction with community youth mental health services. This study aims to examine parent satisfaction with Jigsaw – a primary care youth mental health service.
Design/methodology/approach
A measure of parent satisfaction was developed and administered to parents in 12 Jigsaw services over a two-year period (n = 510, age range: 28 to 70 years) when young people and parents were ending their engagement with these services.
Findings
Overall, parents had high levels of satisfaction with Jigsaw and their level of satisfaction did not vary depending on the parent or young person’s age and/or gender. Examination of qualitative feedback revealed three overarching themes relating to growth and change in young people, parents and their families; strengths of the service and; suggestions for future service development. Analysis of the psychometric properties of the measure provided evidence for a two-factor structure examining satisfaction with the intervention and outcomes and service accessibility and facilities.
Originality/value
This study represents one of the first efforts to measure parent satisfaction with primary care youth mental health services. It has resulted in the development of a brief measure that can be more widely administered to parents engaging with primary care youth mental health services.
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This study examines the effect of host government interference with foreign investors’ assets on foreign direct investment (FDI) inflow. The author hypothesizes that the…
Abstract
This study examines the effect of host government interference with foreign investors’ assets on foreign direct investment (FDI) inflow. The author hypothesizes that the relationship between host government interference and FDI inflow takes the form of an inverted U shape. The author tests this hypothesis using data from the International Centre for Settlement of Investment Disputes between 1996 and 2017. The results support the above hypothesis. While host government interference with the assets of a few foreign investors may not deter FDI inflow, frequent interferences, which result in an increasing number of host state–foreign investor disputes, reduces FDI inflow in a host country. The analysis also shows that when faced with an increasing host country uncertainty, investors adopt a wait and see strategy. However, how long investors wait depends on the economic situation of the host country. For high-income countries, investors wait until approximately 10 disputes before reducing investments level in a host country, while for low-income countries, this waiting period is a mere two disputes. The findings of this study suggest that countries seeking to attract more FDI should not interfere with the activities of foreign investors, however, if they do, disputes should be settled at home, not in international arbitration courts, because doing so frequently may poison the host environment and deter other foreign investors from investing in the host country.