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Due to the increasing incidence of dementia in Ireland, there is a need to prepare occupational therapy students for future careers in dementia-focused health care. The purpose of this study are to measure the knowledge and attitudes of Irish undergraduate occupational therapy students towards older people with dementia and examine related variables including year of study, personal and placement dementia experiences and future career choice.

Data was gathered using a cross-sectional online survey, incorporating the Alzheimer’s Disease Knowledge Scale and the Dementia Attitudes Scale, which was analysed using descriptive and inferential statistics.

Seventy-five responses were gathered and analysed, indicating more advanced occupational therapy students demonstrate higher levels of dementia knowledge, but dementia attitudes remain similar across different year groups. Students with clinical dementia experiences displayed comparable levels of dementia knowledge and attitudes to those without. However, students with familial dementia experiences displayed significantly more positive attitudes. The likelihood of selecting a future career with older adults with dementia significantly related to students’ positive dementia attitudes but not dementia knowledge.

To the best of the authors’ knowledge, this is the first Irish study that focuses on undergraduate occupational therapy students’ dementia knowledge and attitudes. The results could be used to inform and develop Irish undergraduate occupational therapy programmes.

The experience of redundancy and being unemployed can dislocate the ways in which we make sense of ourselves and our lives. Explores some of the key stressors involved in being unemployed. Proposes a programme of psychological support as one way of facilitating the process of personal adaptation during this transition. Evaluates the programme in relation to other possible sources of support, such as outplacement services and personal counselling.

This paper aims to understand the factors of the exchange relationship that influence a target-partner’s decisions to adopt virtual governance strategies.

Hypotheses are tested using an online panel of 259 key informants from manufacturing firms that sell goods to retailers. Data are analyzed using structural equation modeling.

The study confirms the hypotheses that the target partner’s trust in the initiating partner is a significant driver of supply chain management system (SCMS) adoption intention. While trust fully mediates the adverse effects of technological uncertainty on adoption intentions, asset specificity directly influences both trust and adoption intentions. Additionally, the initiating-partner’s incentive orientation mitigates these effects and encourages SCMS adoption.

This paper contributes to the study of virtual governance and interorganizational adoption decisions in two primary ways. First, it elucidates the relationship between transaction costs and relational norms. Second, it examines the role that the shadow of past incentives has on the target-partner’s decisions to electronically integrate with the initiating partner.

The findings from this study contribute to the virtual governance and interorganizational technology adoption literature by demonstrating the relevance of characteristics of the exchange relationship in the target-partner’s decision to adopt the SCMS technologies necessary for electronic integration. This study provides a better understanding of the function of transaction costs and relational norms that paves the way for further exploration of the choice to adopt virtual governance strategies.

Given that SCMSs enable virtual governance, the findings of this study make important contributions to understanding how transactional and relational elements of the exchange relationship influence a target-partner’s decisions to participate in vertical control strategies with an initiating-partner.

Given the increasing numbers of Asian American and Pacific Islander (AAPI) college students, it is critical to have a diverse group of faculty, staff, administrators, and student affairs professionals who are social justice minded and multiculturally competent to address their needs (Maramba, 2008b; Pope, Reynolds, & Mueller, 2004). However, higher education institutions are still faced with the challenge of increasing the racial, ethnic, and gender diversity at these professional levels. AAPIs are one such population whose representation in the field of student affairs administration is severely lacking. The purpose of this chapter is to acquire a better understanding of the AAPI women in the profession of student affairs administration.

Women who are the primary caretaker of the home, as a choice or as a necessity, have to negotiate an effective work-life balance and many times, the need to take care of their home results in lost opportunities for career development and advancement (Maki, 2015). For most, the opportunity to capitalize on the missed opportunities will occur after childbearing years (Maki, 2015). This study reconstructed the advancement to executive leadership of women who were employed at four-year, public universities using narrative inquiry and guided by the conceptual framework of social cognitive theory (Andrews, Squire, & Tamboukou, 2013; Bandura, 1989). In this study, six women in higher education were interviewed to discuss work-life balance as it pertains to being an executive leader of a four-year public institution. The participants of this study pinpointed family and work-life balance as important factors for their decision-making process. Balancing work and life can be challenging when you are a person in a leadership position and the degree of difficulty increases when children and family are included. Many women believe that they must choose between their careers and their family. Women postponing their careers for their spouses may not seem abnormal because there tends to be an expectation that male's advancement is prioritized over the woman's (Parker, 2015). As more women are taking on leadership roles, the idea and evolution of establishing and maintaining a strategy for work-life balance becomes a very integral topic and one that needs continuous exploration.

This chapter examines the lack of diversification in higher education administration and specifically focuses on the scarcity of women of color in formal, high-level positions of leadership at predominantly White Institutions (PWIs) in the United States. Four main questions fuel the discussion: (1) What theoretical definitions are useful for understanding the social constructed meanings of women of color? (2) How does the concept of stereotypes contribute to the underrepresentation of women of color in higher education administration? (3) How do leadership paradigms and subsequent theories influence perceptions of leadership? and (4) What leadership paradigms and theories better address the exclusion of women of color from decision-making positions of leadership in higher education and therefore take into consideration dimensions of diversity and the changing face of leadership?

Ethnoracial categories and classifications can change over time, sometimes leading to increased social mobility for marginalized groups or nonelites. These ethnoracial changes are often attributed to emulation, where nonelites adopt the elite's social, cultural, and political characteristics and values. In some cases, however, nonelites experience ethnoracial shifts and upward mobility without emulating elites, which events can help explain. I argue that the type of event, whether endogenous or exogenous, affects the ability of elites to enforce their preferred ethnoracial hierarchy because it will determine the strategy – either insulation or absorption – they can pursue to maintain their power. I examine this phenomenon by comparing the cases of Irish social mobility in 17th-century Barbados and Montserrat. Findings suggest that endogenous events allow elites to reinforce their preferred ethnoracial hierarchy through insulation, whereas exogenous events constrain elites to employ absorption, which maintains their power but results in hierarchical shifts. Events are thus critical factors in ethnoracial shifts.

As more and more people decide to commit their lives to print, autobiographies constitute a significant resource to explore stories of harm, violence and crime. Published autobiography, however, presents a unique form of storytelling, unavoidably entailing the accumulation and (re)telling of a mass of stories; about oneself, others, contexts and cultures. Relatedly, paratexts – or the elements that surround the central text, such as covers, introductions and prologues – demonstrate how these texts are both individually and collectively shaped. Taking the co-constructed nature of all narratives, including self-narratives, as its starting point, this chapter seeks to demonstrate how terrorists who have authored autobiographies understand the world and their actions within it. In doing so, this chapter provides a practical demonstration of how insight derived from literary criticism can profitably be brought to bear in systematically breaking down and analysing an autobiography – that of a notable American jihadist, Omar Hammami – including its paratextual elements. In particular, I argue that considerations of genre, the inclusion of different types of events and stories collected from others all provide valuable strategies for the ‘doing’ of narrative criminology using autobiographies.