Hae Jin Gam, Huantian Cao, Jaclyn Bennett, Caroline Helmkamp and Cheryl Farr
Combining of natural and synthetic materials in apparel products caused problems with material recovery, reuse, recycling, or composting at the end of product life. The purpose of…
Abstract
Purpose
Combining of natural and synthetic materials in apparel products caused problems with material recovery, reuse, recycling, or composting at the end of product life. The purpose of this paper is to investigate the application of design for disassembly methods in the design and construction of men's jacket. With this type of design, consumers and manufacturers can easily compost, recycle, or reuse different materials and components at the end of the garment's usable life.
Design/methodology/approach
After analyzing the men's jackets available in the market and identifying obstacles to disassembly, the authors designed and constructed a man's jacket that can be easily disassembled. The jacket design for disassembly focused on material selection, jacket design, and stitch evaluation and selection. The disassembly time was also measured.
Findings
It was found that minimizing material diversity and sewing similar materials together whenever possible, replacing fusible interfacing with blind hemming stitches under the collar and on the backside of the lapel, and using an appropriate low density stitch to sew the wool outer shell and polyester lining together, can make the jacket disassemble easily into a compostable outer shell and recyclable lining within 1.5 min.
Originality/value
This research provided a pilot study demonstration of applying “design for disassembly” in apparel design and construction. The findings could be employed in different apparel products to help reduce environmental pollution and resource depletion problems related to the apparel industry.
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Elizabeth Borland and Diane C. Bates
Although there are more primarily undergraduate institutions (PUIs) than research-oriented institutions (ROIs) in the United States and more professors work at PUIs than ROIs…
Abstract
Purpose
Although there are more primarily undergraduate institutions (PUIs) than research-oriented institutions (ROIs) in the United States and more professors work at PUIs than ROIs, most research on gender inequality among faculty has focused on ROIs. Do patterns of women’s numeric scarcity, gender-hostile work climates, and difficulties with work-life balance found at ROIs hold true for PUIs? This chapter examines one PUI to address this question.
Methods
We analyze data from four sources: an archival database of all professors at the institution, interviews with full and associate professors, and two surveys.
Findings
Similar to ROIs, our study found women were less likely to achieve higher ranks, and take longer than men to do so. However, we find greater numbers of women and few gender differences in perception of climate, so numeric scarcity and gender-hostile climate cannot explain persistent lags in women’s advancement. Instead, we find women struggle with work-life balance more than men, especially in science disciplines. Thus, gender parity in advancement has yet to fully emerge, despite more women in the faculty and a more equitable climate than at ROIs.
Research implications
Differences between faculty cohorts are intensified at the PUI because of changes to the institution’s mission, but our research demonstrates that not all gendered patterns found at ROIs apply to PUIs.
Practical and social implications
PUIs that increasingly emphasize scholarly output should enact family-friendly policies to support all professors, including on-campus or subsidized childcare, flexible scheduling, family leave, and dual-career hiring policies.
Originality/value
This chapter demonstrates that there are important differences between ROIs and PUIs that must be taken into account if we are to understand and remedy gender inequality in academia.
Megan E. Gregory, Daniel M. Walker, Lindsey N. Sova, Sheryl A. Pfeil, Clayton D. Rothwell, Jaclyn J. Volney, Alice A. Gaughan and Ann Scheck McAlearney
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a…
Abstract
Health-care professionals undergo numerous training programs each year in order to fulfill licensure requirements and organizational obligations. However, evidence suggests that a substantial amount of what is taught during training is never learned or transferred back to routine work. A major contributor to this issue is low training motivation. Prior conceptual models on training transfer in the organizational sciences literature consider this deficit, yet do not account for the unique conditions of the hospital setting. This chapter seeks to close this gap by adapting conceptual models of training transfer to this setting that are grounded in organizational science. Based on theory and supplemented by semistructured key informant interviews (i.e., organizational leaders and program directors), we introduce an applied model of training motivation to facilitate training transfer in the hospital setting. In this model, training needs analysis is positioned as a key antecedent to ensure support for training, relevant content, and perceived utility of training. We posit that these factors, along with training design and logistics, enhance training motivation in hospital environments. Further, we suggest that training motivation subsequently impacts learning and transfer, with elements of the work environment also serving as moderators of the learning-transfer relationship. Factors such as external support for training content (e.g., from accrediting bodies) and allocation of time for training are emphasized as facilitators. The proposed model suggests there are factors unique to the hospital work setting that impact training motivation and transfer that should be considered when developing and implementing training initiatives in this setting.
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This qualitative study investigated the relationship between beauty standards and identity in the United States from the perspective of 20 self-identified millennial Black women…
Abstract
This qualitative study investigated the relationship between beauty standards and identity in the United States from the perspective of 20 self-identified millennial Black women. During semi-structured virtual interviews, participants defined Black, American, and millennial beauty standards distinctly. American beauty was associated with Eurocentrism and mainstream media representation. Interpretations of a millennial beauty standard were aligned with perceptions of the generation as tolerant and politically conscious. Black American beauty standards embraced the range of hair textures and skin tones present in the African diaspora. While participants were cognizant of the different beauty ideals present, their interaction with beauty standards was ambivalent. Interviewees found beauty knowledge accessible through social media. However, they remain confined to a restrictive beauty standard due to workplace expectations around professionalism. Participants negotiated where and when to express their intracultural beauty ideals but participated in the beauty industry through processes of learning how to care for their hair in its natural state. Even though they have autonomy and flexibility in expressing their cultural styles, personal and professional repercussions are still plausible. Future studies can expand on these findings by exploring perceptions of American beauty standards from a different generation, region, or identity.