This paper outlines some of the pitfalls associated with the efficient management of beds using a case study in Preston. The value of follow‐up studies is reviewed and the…
Abstract
This paper outlines some of the pitfalls associated with the efficient management of beds using a case study in Preston. The value of follow‐up studies is reviewed and the importance of management drive to secure changes in practice is stressed. External factors, such as the control of overall bed numbers, appear to result in greater changes and improvements in effective use than prolonged investigation and negotiation with the consultants involved.
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Ozalle Marie Toms, Gloria Campbell-Whatley, Shannon Stuart and Tia Schultz
The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp;…
Abstract
Purpose
The Check-in Check-out (CICO) program is a Tier II behavioral intervention that has received empirical support as an effective way to reduce problem behaviors (Hawken and amp; Horner, 2003; March and amp; Horner, 2002). The purpose of this study is to use an intervention that combined CICO with social skill instruction and academic planning with three African-American ninth-grade males identified with emotional and behavioral disorders. A concurrent baseline across participants design was used to evaluate participants’ performance on academic planning and behavior. Results indicate that the combination of social skill instruction and academic planning with the CICO mentoring program improved participants’ academic planning and behavior.
Design/methodology/approach
This study used a concurrent multiple baseline across participants design to determine the effect of the CICO mentoring program. CICO was combined with academic planning and social skills training to determine the effect on the DRC scores and the student’s educational success skills. This study included three phases: baseline, intervention (which included academic planning, social skills training and CICO) and maintenance.
Findings
All of the participants were below 50 per cent during baseline for points earned on the daily report card and the execution of steps for academic planning. During intervention, all of the participants had an increase in level and trend for both skills. Participants were able to maintain the skills two weeks after intervention.
Research limitations/implications
This study has several limitations. First, the study was conducted in an urban setting; therefore, it cannot be generalized to other geographical populations, such as rural or suburban students. Second, the study is not generalizable to self-contained settings, resource rooms or other school environments. Third, the use of DRC data, as opposed to direct observations of behavior, is a strong limitation. Consequently, it is possible that improvements in DRC scores were because of changes in teacher perceptions rather than actual changes in student behavior.
Practical implications
The study presents several implications for future studies. First, researchers could investigate different service-level settings (e.g. self-contained or resource) and different settings (e.g. suburban or rural). Second, researchers could focus on varied populations that are targeted for inappropriate behavior or academic difficulties such as English Language Learners. Researchers could also examine the effects of tutoring with CICO and investigate if mentoring is generalizable to community settings.
Social implications
Social validity outcomes from students, parents and classroom teachers who participated this study were positive. Although social validity measures do not add to data for our dependent variables, it is important to consider perceptions from our stakeholders. Students indicated that they found daily mentoring sessions helpful and beneficial. Based on student perceptions and performance and teacher feedback, components of CICO were effective in reducing disruptive behavior of African-American males at the high school level.
Originality/value
Not only does the study focus on African-American males in high school, but also contributes to the literature by focusing on the increase of students’ academic planning skills, social skills and the reduction of office discipline referrals. The version of CICO used in the present study included the use of FBAs. Few studies found in the literature even mentioned conducting an FBA before or during the implementation of CICO with successful results (Campbell and amp; Anderson, 2008; March and amp; Horner, 2002). The authors also monitored the positive gains of the student using Daily Report Cards (DRC). For this study, DRC is simply a method of reporting success to the mentor, student, parent and mentee.
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Faisal Hameed, Trevor Wilmshurst and Claire Horner
Studies in corporate social responsibility (CSR) disclosure were initially focused more on disclosure “Quantity” than “Quality” and while they have started to explore “Disclosure…
Abstract
Purpose
Studies in corporate social responsibility (CSR) disclosure were initially focused more on disclosure “Quantity” than “Quality” and while they have started to explore “Disclosure Quality”, their assessment mechanisms are found to be immature. Thus, while a number of papers have sought to assess the quality of CSR disclosure, this paper aims to suggest an approach tied closely to both expectations in assessing “quality” derived from the Conceptual Framework for Financial Reporting (revised 2018) and the global reporting initiative. The outcome is to offer a best practice approach to assessing CSR disclosure quality.
Design/methodology/approach
In this paper, prior literature is reviewed, qualitative characteristics from the Conceptual Framework for Financial Reporting (revised 2018) and globally recognised guidelines such as the GRI are reviewed. The framework for a “CSR disclosure quality index” as an assessment tool to assess CSR disclosure quality is developed from qualitative characteristics and criteria identified.
Findings
The proposed CSR disclosure quality index is developed in stages from the qualitative characteristics identified in the Conceptual Framework for Financial Reporting (revised 2018) and criteria identified from the guidelines discussed. A table was then developed linking the qualitative characteristics to criteria providing a Likert scale approach to assessing the disclosures made by companies to make an assessment of the quality of the companies’ reports. It is argued this provides a robust assessment, being a direct and comprehensive measure of disclosure quality.
Research limitations/implications
As with most qualitative work, there are alternative approaches to establishing an index, but the authors believe this is an approach offering links (and, therefore, credibility) to globally recognised guidelines in the assessment of CSR disclosure quality. Future work could enhance the alignment of this index with the sustainable development goals (SDGs), building on the preliminary connections established in this study.
Practical implications
At a practical level this index offers an approach to reviewing the quality of CSR disclosures which could prove useful to policymakers and in the future development and expansion of this framework offering greater objectivity to assessments and justification for proposed improvement in reporting practice. Also, this index serves as a benchmarking tool for companies to meet the disclosure expectations of stakeholders.
Social implications
This approach has the potential to substantially fulfil stakeholder expectations by addressing the growing demand for transparency in this area, while avoiding practices that could be perceived as superficial or misleading (greenwashing). Focusing on social issues enables stronger connections between companies and their stakeholders. Furthermore, the index helps companies link their CSR efforts with SDGs and show their commitment to long-term social value building in discussion of governance factors to show accountability expectations are being met.
Originality/value
This paper contributes to CSR disclosure quality literature and provides a reliable method of assessing the quality of CSR disclosures. Opportunities for further and broader developments can be envisaged while offering a credible and reliable approach.
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Kechinyere C. Iheduru-Anderson and Monika M. Wahi
This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in…
Abstract
This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.
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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Wee Kheng Tan and Chieh-Yu Yang
Literature has paid limited attention to narcissism’s influence on tourism. The pre-trip planning stage involves temporal psychological distance, where decision-making regarding…
Abstract
Purpose
Literature has paid limited attention to narcissism’s influence on tourism. The pre-trip planning stage involves temporal psychological distance, where decision-making regarding the trip stretches over a period of time and occurs anytime during that period. Using narcissism theory and with temporal distance (6 months and 1 week before the trip) as the moderator, this study examines how tourists’ self-sacrificing self-enhancement and grandiose fantasy – grandiose narcissism facets – and travel motivations affect attraction visit intentions.
Design/methodology/approach
Partial least squares (PLS) analysis was applied on survey information obtained from 374 individuals (200 and 174 were six-months and one-week scenarios, respectively).
Findings
Grandiose narcissism facets affect motivations and visit intentions to various attractions at different temporal distances. The consequences of grandiose fantasy and self-sacrificing self-enhancement on motivation become evident as temporal distance decreases. At large temporal distances, grandiose fantasy positively influences social recognition motivation. At short temporal distances, it positively influences social recognition and ego and negatively influences scenery and relaxation motivations. Self-sacrificing self-enhancement positively influences socialization, exploration, scenery, relaxation and escape motivations at large temporal distances. At short temporal distances, self-sacrificing self-enhancement positively influences historical attraction visit intentions.
Originality/value
Grandiose narcissism facets’ influence on tourism is rarely examined. This study extends the temporal distance concept to the narcissism theory. It integrates the effects of grandiose narcissism and temporal distance on tourists’ motivations and different attraction type visit intentions and shows that motivation is temporally distance-specific.