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The purpose of this paper is to review published research on retail customer service communication with people with complex communication needs (CCN) and impacts on their social inclusion.

The researchers searched electronic databases EBSCOHost and Web of Science and found no studies on retail customers with CCN. The search was expanded with the intention of exploring factors affecting people with disability as a group and to locate the experience of people with CCN within findings. Studies found were reviewed by the first author and two external reviewers.

Twelve articles met the broadened inclusion criteria. Analysis using the International Classification of Functioning, Disability and Health (ICF) found the literature demonstrated some environmental and personal factors that are likely to construct disability in the retail environment for people with CCN. The authors proposed further research to further explore ICF factors not identified in research and to establish links with social inclusion.

Further research is needed to understand the role of retail customer service communication in the social inclusion of people with CCN.

The social inclusion of people with CCN will be assisted by findings on good practice customer service communication.

Shopping is rarely considered in social inclusion research. This review discovered an absence of research into the impact of retail customer communication on inclusion of customers with CCN and proposed a framework for further enquiry.

In this paper, the authors share answers to the following questions based on data collected from 183 global companies in the most recent round of Aon Hewitt Top Companies for Leaders^®: Does diversity and inclusion matter? What is diversity? What practices build more diverse workforces and more inclusive cultures?

Much of the research cited in this paper comes from the Aon-Hewitt Top Companies for Leaders^® data set. In the latest round of data collection, completed in late 2014, 183 companies participated from around the world. Each completed a detailed online questionnaire of leadership practices. From those submissions, finalists were identified and hundreds of interviews were conducted with senior line and executives of human resources. A panel of expert judges determined the global and regional winners based on their responses to the survey questionnaire and interviews, as well as financial and other publicly available information.

Whether it is a causal relationship or merely a correlated finding, companies that have diverse, inclusive talent strategies appear to out-perform their peers on both talent and financial outcomes.

This paper highlights the differences between top companies in managing diversity compared to other companies in the research data. It also highlights some best practice methods to build diversity.

This paper documents the evolution of the definitions of diversity and considers diversity as a means to business ends rather than an end in itself.

This chapter presents a research method for operationalizing a human rights approach with children with disability in developing countries that confronts the tension between a universal human rights discourse and local knowledge and customs. This research was undertaken in Papua New Guinea and Vanuatu. Through methods of data collection, analysis of data and the dissemination of findings, the focus was on utilizing human rights concepts and ideas in a way that enabled the local meanings and experiences of children to be re-interpreted against the Articles of the Convention on the Rights of Persons with Disabilities (CRPD). Findings could then be presented in a manner that communicated effectively with governments and local and global organizations, while also honouring the particular experiences of children with disability. Such an approach is, of course, subject to critique and ongoing adaptation.

Leadership educators teach Transformational Leadership Theory in their classrooms, but could transformational theory be used as a pedagogical model to deepen students’ understanding of leadership? This article presents Erin Gruwell, a first-year teacher at Woodrow Wilson High School in Long Beach and subject of the 2006 movie The Freedom Writers, as a case study where an educator practiced the components of transformational leadership in the classroom to transform students’ lives. Gruwell used idealized influence, inspirational motivation, intellectual stimulation, and individual consideration to transform a classroom of gang members into a community of scholars and authors. Following the case examples, leadership educators are provided examples of how to incorporate the four components of transformational leadership in their instructional methods. The purpose is to not only demonstrate the theory in action, but to deepen students’ learning of leadership theory.

The purpose of this study was to explore 232 service providers’ and policymakers’ experiences of supporting children’s well-being during the pandemic, across sectors, in 22 countries – including Kenya, the Philippines, South Africa, India, Scotland, Sweden, Canada and the USA, in the last quarter of 2020.

A smartphone survey delivered via a custom-built app containing mostly open-ended questions was used. Respondents were recruited via professional networks, newsletters and social media. Qualitative content analysis was used.

The findings reveal numerous system-level challenges to supporting children’s well-being, particularly virus containment measures, resource deficiencies and inadequate governance and stakeholder coordination. Those challenges compounded preexisting inequalities and poorly affected the quality, effectiveness and reach of services. As a result, children’s rights to an adequate standard of living; protection from violence; education; play; and right to be heard were impinged upon. Concurrently, the findings illustrate a range of adaptive and innovative practices in humanitarian and subsistence support; child protection; capacity-building; advocacy; digitalisation; and psychosocial and educational support. Respondents identified several priority areas – increasing service capacity and equity; expanding technology use; mobilising cross-sectoral partnerships; involving children in decision-making; and ensuring more effective child protection mechanisms.

This study seeks to inform resilience-enabling policies and practices that foster equity, child and community empowerment and organisational resilience and innovation, particularly in anticipation of future crises.

Using a novel approach to gather in-the-moment insights remotely, this study offers a unique international and multi-sectoral perspective, particularly from low- and middle-income countries.

The purpose of this paper is to present the case for examining the concept of positive risk taking (PRT) in the context of adult protection. The paper argues there is a need for empirical research to understand the application of and attitudes to PRT to explore whether the concept has moved beyond a principle to make an identifiable difference to service users.

By investigating evidence from policy, literature and professional opinion, this paper presents the ethical tensions for professional practice in adult protection between respecting a service user’s freedom to make choices to enhance their independence while preserving safety for service users and society. This is considered in the context of risk in health and social care and the recent changes in society resulting from COVID-19.

Inherent tensions are apparent in the evidence in health and social care between attitudes propounding safety first and those arguing for the benefits of risk taking. This indicates not only a need for a paradigm shift in attitudes but also a research agenda that promotes empirical studies of the implications of PRT from service user and professional perspectives.

This paper draws attention to the relatively limited research into both professionals’ and service user’s perspectives and experiences of PRT in practice.

The aim of this paper is to examine the role of children in an emergent Irish consumer culture and advertising from 1848-1921. In particular, the significance of children's gender and reading materials in the process of consumption will be evaluated.

An analysis of primary sources, literature and secondary sources substantiates this research.

By evaluating advertisements, magazines, school textbooks and children's literature from the 1848-1921 period, this article argues that Irish children were encouraged to engage with an emergent consumer culture through reading. This article also evaluates the importance of gender in considering children as consumers and it focuses upon a number of critically neglected Victorian, Irish, female authors who discussed the interface between advertising, consumption and the Irish child.

This article is an original contribution to new areas of research about Irish consumerism and advertising history. Substantial archival research has been carried out which appraises the historical significance of advertisements, ephemera and critically neglected children's fiction.