Shane Dunlea, Geoff McCombe, John Broughan, Áine Carroll, Ronan Fawsitt, Joe Gallagher, Kyle Melin and Walter Cullen
Throughout the world, healthcare policy has committed to delivering integrated models of care. The interface between primary–secondary care has been identified as a particularly…
Abstract
Purpose
Throughout the world, healthcare policy has committed to delivering integrated models of care. The interface between primary–secondary care has been identified as a particularly challenging area in this regard. To that end, this study aimed to examine the issue of integrated care from general practitioners’ (GPs) perspectives in Ireland.
Design/methodology/approach
This multimethod study involved a cross-sectional survey and semi-structured interviews with GPs in the Ireland East region. A total of 1,274 GPs were identified from publicly available data as practising in the region, of whom the study team were able to identify 430 GPs with email addresses. An email invite was sent to 430 potential participants asking them to complete a 34-item online questionnaire and, for those who were willing, an in-depth interview was conducted with a member of the study team.
Findings
In total, 116 GPs completed the survey. Most GPs felt that enhancing integration between primary and secondary care in Ireland was a priority (n = 109, 93.9%). Five themes concerning the state of integrated care and initiatives to improve matters were identified from semi-structured interviews with 12 GPs.
Originality/value
The uniqueness of this study is that it uses a multimethod approach to provide insight into current GP views on the state of integrated care in Ireland, as well as their perspectives on how to improve integration within the Irish healthcare system.
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John O’Neil, Joe Gallagher, Lloy Wylie, Brittany Bingham, Josee Lavoie, Danielle Alcock and Harmony Johnson
The purpose of this paper is to present a study of the transformation of First Nations’ health governance, describing the development of partnerships between First Nations and…
Abstract
Purpose
The purpose of this paper is to present a study of the transformation of First Nations’ health governance, describing the development of partnerships between First Nations and provincial and federal governments for co-creating solutions to address First Nations’ health inequities in British Columbia (BC). The paper frames this transformation in the context of a Canada-wide reconciliation initiative stimulated by the Truth and Reconciliation Commission.
Design/methodology/approach
This qualitative case study was a joint initiative between Simon Fraser University and the BC First Nations Health Authority (FNHA), involving interviews with senior leaders within the BC health system, FNHA and First Nations communities. In addition, a policy roundtable was held in February 2015 which gathered 60 participants for further dialogue on the process.
Findings
Key themes included: partnership and relationships, governance and reciprocal accountability, First Nations perspectives on health and wellness, and quality and cultural safety. Findings indicate that significant transformational changes have happened in the relationship between First Nations and the mainstream health system. The creation of the FNHA has led to more representation for First Nations people at all levels of governance and health service planning, which will ultimately lead to more culturally safe health services that incorporate a First Nations perspective of wellness.
Social implications
The transformation of First Nations health governance in BC can serve as an example in other indigenous health settings both within Canada and internationally.
Originality/value
This paper describes a transformative health governance process in First Nations communities that is an historical first in Canada.
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P. David Pearson, Mary B. McVee and Lynn E. Shanahan
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which…
Abstract
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.
Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.
Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.
Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.
Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.
Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.
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Vickie Coleman Gallagher, Lisa E. Baranik, Maria Hamdani, Sorin Valcea, Pakanat Kiratikosolrak and Anthony R. Wheeler
Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit…
Abstract
Multidimensional fit (MDF) has been coined as “elusive” and relevant to an individual’s social identity and self-concept, unfolding over time as individuals assess their fit relative to Person-Organization, Person-Vocation, Person-Job, and Person-Team Fit. In this chapter, the literature as it relates to the refugee employment journey, MDF, and HRM practices that facilitate or inhibit MDF is reviewed. Furthermore, in this study, the process-oriented view of the refuge path highlights the complexity of their experience, noting an array of antecedents as they relate to country, host country and individual differences, interventions through NGOs, refugee resettlement agencies, and organizations, as well as the less explored entrepreneurial path. These diverse paths and the process of finding fit, and the obstacles refugees face, are viewed through the lens of shocks and reassessment of MDF throughout their journey. Finally, the study’s outcomes illustrate individual wellbeing factors, organizational level benefits, as well as community level benefits to MDF.
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The new committee, which will hold its first session by early next month, has the task of assessing the political, economic and other challenges posed by China. Although its…
Details
DOI: 10.1108/OXAN-DB276139
ISSN: 2633-304X
Keywords
Geographic
Topical
The image of Mel Gibson and Hugh Jackman (as Wolverine) in the Mad Max and X-Men franchises represents traditional heroic action masculinity. This chapter explores the roles of…
Abstract
The image of Mel Gibson and Hugh Jackman (as Wolverine) in the Mad Max and X-Men franchises represents traditional heroic action masculinity. This chapter explores the roles of female action heroes in defying patriarchy and subverting action film genre stereotypes in male-dominated franchises. In contrast to past characterisations of Max, Mad Max: Fury Road (2015) provides both a departure to the role of Max as the male saviour seeking vengeance, by focusing on Imperator Furiosa and offering space for a portrayal of femininity characterised by inclusivity and tolerance. In Logan (2017), the decay of Wolverine is central to the narrative. Rather than the portrayal of an immortal hypermasculine hero in the previous X-Men films (with emphasis on men in X-Men), a new female mutant Laura assumes his mantle. In this context, I consider the gender roles and depiction of women in these films, and how they may be read as offering a futuristic vision of utopia in dystopian narrative worlds.
In the distant future, the social and economic systems build by the patriarchy are crumbling, causing an environmental crisis and divisive society, where people who are different (mutants) are hunted down. Mad Max: Fury Road and Logan both offer an alternative depiction of women and girls, providing new perspectives to navigate an uncertain dystopian world through fierce female warriors Furiosa, and mutant girl Laura. Ultimately this chapter demonstrates that survival in the post-apocalyptic and dystopian worlds represented in Mad Max: Fury Road and Logan may be achieved via a subversive feminist solution/utopia to the crisis of masculinity.
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Leslie D. Edgar and Casandra Cox
The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to…
Abstract
The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to assess the first five years of literature cited in JOLE. The study used a quantitative content analysis design. Analyzed in the study were 45 articles with research methodologies published in JOLE from 2002 through 2006. Seven hundred eighty-one cited literature works were identified in the journal. The average number of citations per article was approximately 17. The most frequently cited journal sources were from leadership, management, and psychology. Additional cited works are defined. Citation analysis indicates that JOLE relies heavily on books, journals, conference proceedings, and other literacy works outside leadership education. JOLE does not exhibit compactness, indicating that it reaches past its citation boundaries and into interrelated areas of other disciplines. However, it does exhibit extremely weak self-identity meaning it does little to build upon research previously cited in JOLE. Future research in JOLE should strive to cite articles from within its journal and determine what drives citations in leadership education.
In the context of fashion brands on Instagram platform, this study aims to investigate the impact of age on the relationships between informative, interactive and trendy social…
Abstract
Purpose
In the context of fashion brands on Instagram platform, this study aims to investigate the impact of age on the relationships between informative, interactive and trendy social media marketing (SMM) activities, customer brand engagement (CBE) and brand loyalty.
Design/methodology/approach
A quantitative method was used to collect and analyses the data and to test the conceptual model. In total, 241 usable questionnaires were collected and analyzed using structural equation modeling and multi-group moderation analysis.
Findings
The results of this study demonstrate that informativeness of SMM activities relates positively and significantly to CBE in all age groups. However, the strength and the significance of interactive and trendy social media activities differ between age groups.
Research limitations/implications
This study used only two age groups of college students to answer the research questions. Despite that tech-savvy millennials and generation Z are highly engaged in social media environment, the results may not be representative of the entire population and the findings may be cautiously generalized to other platform types or product categories.
Originality/value
By offering a new understanding of perceived SMM in different age groups on Instagram platform, this study contributes to the literature by identifying the types of social media activities that engage different age groups on social media networks.
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Joe Phua, S. Venus Jin and Jihoon (Jay) Kim
Through two experiments, this study assessed source and message effects of Instagram-based pro-veganism messages.
Abstract
Purpose
Through two experiments, this study assessed source and message effects of Instagram-based pro-veganism messages.
Design/methodology/approach
Experiment 1 (N = 294) examined effects of organization (brand vs nonprofit) and message types (egoistic vs altruistic) on consumer responses to Instagram-based pro-veganism content. Experiment 2 (N = 288) examined effects of source type (celebrity vs noncelebrity) and message valence (positive vs negative) on consumer responses to Instagram-based pro-veganism content.
Findings
Results demonstrated significant main effects of organization type, with consumers indicating more positive attitudes and higher credibility toward the brand. Significant main effects of message type were also found, with altruistic messages eliciting higher perceived information value than egoistic messages. Subjective norms had moderating effects on attitude toward the organization, while attitude toward veganism had moderating effects on perceived information value. Results also indicated significant main effects of message valence on perceived information value of pro-veganism Instagram posts and significant interaction effects of the two manipulated factors on intention to spread electronic word-of-mouth (eWOM) about pro-veganism.
Originality/value
Implications for use of Instagram-based health marketing communication about veganism were discussed. Specifically, organizations looking to use social media to influence attitudes and behavioral intentions toward health issues should seek to reach their target audiences through selecting endorsers and messages that will optimally present the health issue in a relatable and engaging way.
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School districts across the United States have adopted web-based student information systems (SIS) that offer parents, students, teachers and administrators immediate access to a…
Abstract
School districts across the United States have adopted web-based student information systems (SIS) that offer parents, students, teachers and administrators immediate access to a variety of data points on each individual. In this chapter, I offer findings from in-depth interviews with school stakeholders that demonstrates how some students, typically ‘high performers’, are drawn into ‘pushed self-tracking’ (Lupton, 2016) of their academic achievement metrics, obsessively monitoring their grades and other quantified measures through digital devices, comparing their performance to other students and often generating a variety of affective states for themselves. I suggest that an SIS functions as a neoliberal technology of childhood government with these students internalising and displaying the self-governing capacities of ‘enterprise’ and ‘autonomy’ (Rose, 1996). These capacities are a product of and reinforce the metric culture of the school.