Gemma Burke, Erin Duncan and JL Smither
The paper aims to show how using a resource-sharing service can help you provide more resources to your users.
Abstract
Purpose
The paper aims to show how using a resource-sharing service can help you provide more resources to your users.
Design/methodology/approach
This paper discusses interlibrary loan challenges and opportunities, specifically with reference to WorldShare Interlibrary Loan.
Findings
This paper describes the service that connects libraries to the largest cooperative resource-sharing network with more than 10,000 borrowing and lending libraries worldwide, the possibilities for the future, facts and figures and how libraries around the world have used the solution successfully.
Originality/value
This paper looks at how WorldShare Interlibrary Loan can help libraries overcome the challenges that they face regarding resource sharing.
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Hugh Munby, Mike Zanibbi, Cheryl‐Anne Poth, Nancy L. Hutchinson, Peter Chin and Antoinette Thornton
This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging…
Abstract
Purpose
This paper aims to describe an instructional study of three cases of work‐based education students (in co‐operative education in Canada), described by their teachers as ranging from high achieving to low achieving.
Design/methodology/approach
The three students are given metacognitive instruction to enhance their workplace learning. The instruction is based on findings from a population of recent case studies of learning in the workplace and is shared with the students, with their teachers, and with their workplace supervisors. Interviews and observations are used to describe the variable success of metacognitive instruction in the three workplace settings.
Findings
The paper finds that, while the teachers do not implement the materials fully, both the employers and the students find the metacognitive questions that make up the instructional materials to be useful and have suggestions for how the instructional materials should be used in workplaces. The instructional materials are appended.
Originality/value
The paper provides useful information on enhancing their workplace learning among work‐based education students.
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IN recent years much attention has been devoted to devising methods for the numerical solution of Lagrangian frequency equations in practical problems. A powerful method based on…
Abstract
IN recent years much attention has been devoted to devising methods for the numerical solution of Lagrangian frequency equations in practical problems. A powerful method based on iteration was given by Duncan and Collar in the Phil. Mag. for May, 1934. This method, which was described by one of the present authors in AIRCRAFT ENGINEERING, Vol. XIV, April, 1942, pp. 108–110, is essentially one of successive approximation and lias the advantage of simultancously giving the modes associated with the frequencies. First the highest root is found together with its associated modes. Then by an ingenious artifice the equations are reduced by one degree being freed from the root found ; and so on. A defect of the method is due to the fact that the accuracy diminishes with each successive root. Consequently it becomes necessary to start the computation with a large number of significant figures in order to achieve the requisite accuracy as the number of roots to be found increases. There is another drawback to the method in that it cannot be applied to the general Lagrangian equations direct. They have first to be recast into “ canonical ” form in which the root to be found appears only along the “ leading diagonal”. This involves solutions of simultaneous equations with the same number of variables as the number of roots in the original equations.
Yaara Zisman-Ilani, Erin Barnett, Juliette Harik, Anthony Pavlo and Maria O’Connell
Much of the existing literature on shared decision making (SDM) in mental health has focused on the use of decision aids (DAs). However, DAs tend to focus on information exchange…
Abstract
Purpose
Much of the existing literature on shared decision making (SDM) in mental health has focused on the use of decision aids (DAs). However, DAs tend to focus on information exchange and neglect other essential elements to SDM in mental health. The purpose of this paper is to expand the review of SDM interventions in mental health by identifying important components, in addition to information exchange, that may contribute to the SDM process in mental health.
Design/methodology/approach
The authors conducted a systematic literature search using the Ovid-Medline database with supplementary scoping search of the literature on SDM in mental health treatment. To be eligible for inclusion, studies needed to describe (in a conceptual work or development paper) or evaluate (in any type of research design) a SDM intervention in mental health. The authors included studies of participants with a mental illness facing a mental health care decision, their caregivers, and providers.
Findings
A final sample of 31 records was systematically selected. Most interventions were developed and/or piloted in the USA for adults in community psychiatric settings. Although information exchange was a central component of the identified studies, important additional elements were: eliciting patient preferences and values, providing patient communication skills training, eliciting shared care planning, facilitating patient motivation, and eliciting patient participation in goal setting.
Originality/value
The review indicates that additional elements, other than information exchange such as sufficient rapport and trusting relationships, are important and needed as part of SDM in mental health. Future SDM interventions in mental health could consider including techniques that aim to increase patient involvement in activities such as goal settings, values, and preference clarification, or facilitating patient motivation, before and after presenting treatment options.
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This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how…
Abstract
This chapter analyzes data from a five-year case study of a secondary school undergoing turnaround, supported by a federal School Improvement Grant. The findings explore how neoliberal policies perpetuate structural inequities in the day-to-day activities of schools by describing how district choice and accountability policies marginalize students of color in low socioeconomic positions. Findings explore the challenges faced by school leaders in a neoliberal policy context and highlight the importance of policy context in a successful improvement effort. The complex web of neoliberal polices of choice and accountability led to lower enrollment, which decreased the school's base funding and led to a greater proportion of students with skill gaps, significant socioemotional needs and students in need of special education services. For school improvement to be successful and to close the opportunity gap, leaders must dismantle and disrupt racist systems and structures bolstered by neoliberal policies.
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This chapter proposes and tests a novel relationship between early participation in competitive activities, “competition socialization,” and the attainment of a managerial…
Abstract
Purpose
This chapter proposes and tests a novel relationship between early participation in competitive activities, “competition socialization,” and the attainment of a managerial position in adulthood. Building on extensive qualitative research, I argue that an early emphasis on “winning” becomes internalized as a desire for the extrinsic rewards that in some ways characterize managerial positions.
Methodology
I test this hypothesis on survey data collected from professionals (N = 334) employed in a probability sample of U.S. advertising agencies, using binomial logistic regression.
Finding
For individuals under forty, competition socialization increases the likelihood of working in a managerial position. However, this effect does not hold for older professionals, for whom graduate education is a better predictor of managerial attainment.
Value of the chapter
To my knowledge, this is the first chapter to test of the effect of youth participation in organized activities on adulthood outcomes. By drawing attention to the influence of competitive socialization on managerial attainment, I highlight the need to incorporate informal socialization into our models of occupational attainment.
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This chapter investigates how normative beliefs attributed to insecure paid work and care responsibilities affect social understandings of the work–family boundary, and either…
Abstract
Purpose
This chapter investigates how normative beliefs attributed to insecure paid work and care responsibilities affect social understandings of the work–family boundary, and either challenge or reinforce traditional links between gender and moral obligation.
Methodology
Within an interpretive approach and from a gender perspective, I present a discourse analysis of 41 interviews with Italian parents.
Findings
This chapter shows that women in the sample felt forced into blurred boundaries that did not suit their work–family normative beliefs. Men in the sample perceived that they had more boundary control, and they created boundaries that support an innovative fatherhood model. Unlike women, men’s boundaries aligned with their desires.
Research limitations
The specific target of respondents prevents empirical comparisons between social classes. Moreover, the cross-level analysis presented is limited: in particular, further investigation is required at the level of organizational cultures.
Originality
The study suggests not only thinking in terms of work–family boundary segmentation and integration but also looking at the normative dimensions which can either enhance or exacerbate perceptions of the work–family interface. The value of the study also stems from its theoretically relevant target.
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Craig C. Lundberg and Judi Brownell
This manuscript explores the contributions of organizational learning to organizational communication. The study of organizational communication is seen in multi‐dimensional terms…
Abstract
This manuscript explores the contributions of organizational learning to organizational communication. The study of organizational communication is seen in multi‐dimensional terms as the study of how meanings are created, stored, distributed, and modified in the service of organizational performance and change. An overview of organizational communication is provided and organizational learning and its main assumptions are explained. The authors then demonstrate how the incorporation of organizational learning concepts into organizational communication theory permit the integration and extension of much of what is known about how organizational members communicate, learn, and change. An integrative model is presented which explains how individual and organizational understandings are interrelated.