Elected by the board at the end of June to replace John Sculley, Michael Spindler's first 100 days as CEO of Cupertino, California‐based Apple haven't been as easy as pie. Profits…
Abstract
Elected by the board at the end of June to replace John Sculley, Michael Spindler's first 100 days as CEO of Cupertino, California‐based Apple haven't been as easy as pie. Profits have fallen 15% in its current fiscal year and the company has been forced to slash prices to maintain its 12% market share.
Benson Rugalema Mwemezi, Geraldine John Kikwasi and Sarah Phoya
Although there are several established frameworks for health and safety in construction, there are inadequate health and safety conditions at informal construction sites, and no…
Abstract
Purpose
Although there are several established frameworks for health and safety in construction, there are inadequate health and safety conditions at informal construction sites, and no framework has been designed to address this problem. The purpose of this paper is to develop a validated framework for health and safety risk management (HSRM) in informal construction sites with the aim of supporting Sustainable Development Goals 3, 8 and 11 of the 2030 Agenda, which are to ensure everyone enjoys a healthy life and to create inclusive, secure, robust and sustainable cities and human settlements, respectively.
Design/methodology/approach
The study is based on HSRM questionnaire survey and interviews with construction workers working on informal construction sites in Tanzania. A total of 13 health and safety specialists in construction were specifically chosen to validate the proposed framework for HSRM in informal construction to determine its applicability, efficacy and adaptation.
Findings
The validation results demonstrated that all of the suggested metrics within the framework for HSRM in informal construction scored higher than the test value, proving the framework’s feasibility
Originality/value
This research adds to the body of knowledge on the issue in a never-before-seen setting. To the best of the authors’ knowledge, this study is the first empirical study in Tanzania to develop and validate a framework for HSRM in informal construction.
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Purpose – This chapter aims to present an overview of what constitutes child murder, including definitions, history, prevalence, risk factors, offender motivations, and…
Abstract
Purpose – This chapter aims to present an overview of what constitutes child murder, including definitions, history, prevalence, risk factors, offender motivations, and theoretical understanding.
Design/methodology/approach – The author uses secondary data from the National Incident-Based Reporting System, Uniformed Crime Reports, and Vital Statistics to show comparisons with previously conducted research. This allows for an overview of child murder.
Findings – There are numerous inconsistencies due to methodological issues. It is hard to find studies where a large sample was used. Definitions of child vary between studies, as does the age categories used. In addition, child homicide is predicted to be grossly underrepresented due to lack of communication between agencies, lack of formalized training, lack of a formalized classification system, and lack of reporting.
Originality/value – Research on child homicide can be instrumental in many areas including policy creation, implementation, and evaluation. It can serve as a benefit for those attempting to provide preventative measures. It may also help law enforcement with investigation. It is only through continued analysis of these types of cases and vigilant research, policy, and practice that society can more effectively protect young children from exposure to potentially murderous outcomes.
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The group has continued to meet regularly since the publication of the last bulletin and has welcomed a number of new members and visitors from both home and overseas. Many…
Abstract
The group has continued to meet regularly since the publication of the last bulletin and has welcomed a number of new members and visitors from both home and overseas. Many members who joined at the beginning or very early on in the Group's history still attend regularly, but several long‐standing members have also left, or ceased active participation, in the period under review. Towards the end of 1972 Mr Wells relinquished the chairmanship of the Group, due to pressure of work, and his place was taken by Mr Mills. Another departure, and one that robbed the Group of one of its most active and forceful members, was that of Jason Farradane. He left the country in 1974, and the Group presented him with a book as a memento of many enjoyable and provocative discussions stimulated by his presence at the meetings which he unfailingly attended. It was with great pleasure that he was welcomed back to a meeting while he was visiting this country in January 1976.
Paige K. Evans, Donna W. Stokes and Cheryl J. Craig
In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes…
Abstract
In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.
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Jason K. Ritter, Dave Powell and Todd S. Hawley
This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching…
Abstract
This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.
Matthew Jason Wells and Jason Boyd
Despite the popularity of the Computational Thinking (CT) paradigm and the call for broad social diffusion of CS fundamentals, the authors argue that the concept is inherently…
Abstract
Purpose
Despite the popularity of the Computational Thinking (CT) paradigm and the call for broad social diffusion of CS fundamentals, the authors argue that the concept is inherently limited and limiting and does not sufficiently convey an understanding of how to enable people to create with computational technologies. The authors suggest an alternate paradigm, procedural creativity, that calls for the development of conceptual creative spaces governed by procedurally generative principles. The authors also call for game development to be the focus of procedural creativity pedagogy.
Design/methodology/approach
The authors first discuss the limitations of the CT paradigm, focusing, in particular, on the issue of abstraction and representation as opposed to execution and action. The authors then define procedural creativity in more detail. Following that, they discuss the use of game development as pedagogy, with a focus on Margaret Boden’s notion of conceptual creative spaces.
Findings
CT is limited because it focuses overly on solutions to computational “problems”, because it is tied too closely with economic concerns and because it focuses on abstraction at the cost of action. Procedural creativity, on the other hand, focuses on the individual’s capacity for personal expression with the computer and on the generative capacity of code in action. Game development is in ideal platform for procedural creativity because it emphasizes the development of creative domains and conceptual spaces.
Originality/value
This paper offers a challenge to the CT status quo and presents a novel way forward for understanding computation as a creative practice.
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Using the case of the Deepwater Horizon blowout in the Gulf of Mexico in 2010, I argue that the catastrophe was less an example of a low probability-high catastrophe event than an…
Abstract
Using the case of the Deepwater Horizon blowout in the Gulf of Mexico in 2010, I argue that the catastrophe was less an example of a low probability-high catastrophe event than an instance of socially produced risks and insecurities associated with deepwater oil and gas production during the neoliberal period after 1980. The disaster exposes the deadly intersection of the aggressive enclosure of a new technologically risky resource frontier (the deepwater continental shelf) with what I call a frontier of neoliberalized risk, a lethal product of cut-throat corporate cost-cutting, the collapse of government oversight and regulatory authority and the deepening financialization and securitization of the oil market. These two local pockets of socially produced risk and wrecklessness have come to exceed the capabilities of what passes as risk management and energy security. In this sense, the Deepwater Horizon disaster was produced by a set of structural conditions, a sort of rogue capitalism, not unlike those which precipitated the financial meltdown of 2008. The forms of accumulation unleashed in the Gulf of Mexico over three decades rendered a high-risk enterprise yet more risky, all the while accumulating insecurities and radical uncertainties which made the likelihood of a Deepwater Horizon type disaster highly overdetermined.
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Lisa Perrone and Margaret H. Vickers
Few studies have addressed the experiences of a graduate’s transition from university to the world of work. Understanding how graduates react and respond to this journey will…
Abstract
Few studies have addressed the experiences of a graduate’s transition from university to the world of work. Understanding how graduates react and respond to this journey will provide universities with the ability to prepare and equip students for the road ahead. The purpose of this particular Australian case study was to extend understanding of the experience of making the transition from university to work, and to identify questions for further study. Data were collected using semi‐structured interviews, which were transcribed and analysed for clusters of common themes. Four themes emerged from the case study: “an uncertain feeling”, “inflated expectations”, “the work experience paradox” and “a low time”. It is hoped that understanding this graduate’s experiences will assist higher education institutions, recruiting companies and students to better understand and prepare for this significant life passage.
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Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study…
Abstract
Purpose
Our world had always been multimodal, but studying how young children enact and embody literacy practices, especially reading, has often been overlooked. The purpose of this study was to examine how young children respond to nonfiction picturebooks in multimodal ways. This paper aims to answer the question: What multimodal resources do readers use to respond to and construct meaning from nonfiction picturebooks?
Design/methodology/approach
Undergirded by Rosenblatt’s transactional theory of reading and social semiotic multimodality, a 9-min video clip of three boys making sense of one nonfiction picturebook during reading workshop was analyzed using Norris’ approach to multimodal data analysis. This research stemmed from a five-month-long case study of one kindergarten class’s multimodal and collective responses to nonfiction picturebooks.
Findings
Findings demonstrate how readers use gesture, gaze and proxemics in addition to language to signal agreement with one another, explain new ideas or concepts to one another and incorporate their background knowledge. In addition to reading images, the children learned to read each other.
Originality/value
This research indicates that reading is inherently multimodal, recursive and complex and provides implications for teachers to reconsider what kinds of responses they prioritize in their classrooms. Additionally, this research establishes the need to better understand how readers respond to nonfiction books and a broader examination of multimodality in the literacy curriculum.