Lisa C. Barton and Harry Barton
This paper aims to review calls on the UK police service to respond to the dual challenge of increasing governmental/public demands for improvements in police efficiency and…
Abstract
Purpose
This paper aims to review calls on the UK police service to respond to the dual challenge of increasing governmental/public demands for improvements in police efficiency and effectiveness in the likely context of decreasing real time increases in financial resources. Specifically it aims to highlight the reform of police organizational structures, a greater focus on performance management and people development initiatives as areas that have the potential to bring about significant benefits for future UK policing.
Design/methodology/approach
Using the results of Government‐sponsored research and other secondary data the approach is to explore the potential for implementation of new approaches to policing.
Findings
There would appear to be a consensus between the Government and the police service of the need for reform. The mechanics of successful implementation, however, face institutional, cultural and financial obstacles.
Research limitations/implications
The complexity of policing and its interaction with government and the public requires significant analysis. The success of future initiatives can only be judged through analysis following implementation.
Practical implications
The paper identifies that there may be tangible areas of policing activity that could benefit from the implementation of new techniques such as the “lean” principles of management as a means of focusing on more cost effective ways of utilising future police resources.
Originality/value
This paper draws together and contextualises specific areas of police practice that could benefit from new ways of working and posits improvements in efficiency for the future.
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Ben Spencer, Tim Jones, Juliet Carpenter and Sue Brownill
This chapter explores the potential for involving the public in planning healthy urban mobility using a case study of two neighbourhoods in Oxford, UK. We draw specifically on…
Abstract
This chapter explores the potential for involving the public in planning healthy urban mobility using a case study of two neighbourhoods in Oxford, UK. We draw specifically on lessons learned from the UK case of a large-scale international study entitled Healthy Urban Mobility (HUM). The HUM project was based on the need to address health inequalities within urban areas by implementing new approaches to planning and health that use novel research methods to encourage active dialogue with a wide range of stakeholders. The two principal objectives of the research were firstly, to understand the impact of everyday (im)mobility on health and wellbeing within different social groups, and secondly, to explore the potential for participatory mobilities planning with local communities to support and develop solutions for healthy urban mobility.
The chapter is organised into six parts. Following the introduction, we highlight the theories behind the need for public participation in urban mobility planning and calls for active dialogue and mutual learning between practitioners and communities for effective action on improving urban health. Then in the third and fourth parts, we provide an overview of the approach to participatory mobilities planning with local communities in the UK as part of the HUM project. In the fifth part, we report the outcomes of the project and critically reflect on the overall approach and lessons learned that may be of use to practitioners and communities. Finally, we conclude with the significance of the study and implications for public participation in planning healthy urban mobility. The research demonstrates the significant potential of participatory methods in transport infrastructure project but also highlights the complexities of public engagement and points to the need for a continual, long-term process to build trust between partners.
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Christina M. Tschida and Lisa Brown Buchanan
Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through…
Abstract
Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.
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Deborah L. Morowski and Theresa M. McCormick
This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary…
Abstract
This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.
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What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay…
Abstract
What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.
Lisa Annita Bunclark and Gregory J. Scott
This paper aims to develop a framework to examine corporate water reporting (CWR) that considers the context in emerging economies and determine if and how companies are…
Abstract
Purpose
This paper aims to develop a framework to examine corporate water reporting (CWR) that considers the context in emerging economies and determine if and how companies are addressing the distinct water-related challenges and opportunities that they face in any given location.
Design/methodology/approach
This study combines a concise profile of the context of water resources management in Peru with a review of CWR guidelines and thematic content analysis of water information in sustainability reports for 34 companies operating in Peru. These data are then used to inform the development of a CWR typology via the use of a cluster analysis complemented by within-case and cross-case qualitative analysis of companies.
Findings
This study highlights the incomplete nature of most CWR practices of companies in Peru, with an emphasis on internal firm operations. Where companies do provide information on water risk and stakeholder engagement, there is insufficient detail to provide a clear picture of contributions to sustainable water management at the local level. The main drivers for CWR in Peru appear to be pressure from international markets, regulation and other normative issues.
Practical implications
The findings indicate that companies need to place more emphasis on the local context when reporting on water risks and activities, which could be achieved through the use of CWR frameworks that integrate both international and sectoral CWR guidelines, along with indicators related to good water governance, water, sanitation and hygiene service delivery and the sustainable development goals, as together they provide a more comprehensive reflection of the broader challenges and opportunities related to corporate water management.
Originality/value
This paper presents the first framework specifically developed to evaluate CWR practices with consideration of the context of an emerging economy.
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Lisa H. Matherson and Sydney Armour Haag
The purpose of this notable trade book lesson plan is to utilize the novel, Ghost Boys, in an upper elementary/middle school education application. This lesson plan utilizes…
Abstract
Purpose
The purpose of this notable trade book lesson plan is to utilize the novel, Ghost Boys, in an upper elementary/middle school education application. This lesson plan utilizes visual curriculum materials to engage students in a powerful exploration of “bearing witness.” Through the exploration of text, photographs, music and dance, students will be given opportunities to engage with the visual materials, think critically about relevant societal issues and participate in affective learning. The students will interpret visual historical evidence to develop “a sense of otherness” or empathy, and engage with the inquiry process (Barton and Levstik, 2004, pp. 210–211). Historical empathy proves an important aspect to students' historical thinking because affective learning allows students to connect with historical figures and gain new perspectives understanding difficult situations (Endacott, 2010, p. 6).
Design/methodology/approach
The approach of this notable trade book lesson plan is a multimodal analysis of art forms (photography, music and dance choreography) which culminates in the students taking informed action to create a personal mural to “bear witness” to an issue of their selection.
Findings
This is a National Council for the Social Studies (NCSS) notable trade book lesson plan. After engaging with this lesson, students will gain skills in visual decoding, empathy, critical thinking and collaboration. The students will use higher-order thinking to take informed action by creating a mural to “bear witness” to injustice.
Originality/value
The value of this lesson plan is the ability to integrate written themes from the text, visual learning and hands-on learning in a meaningful and authentic way to students. Allowing the students to take informed action using the knowledge gained about “bearing witness” proves crucial for young students learning how to actively participate in America's multi-cultural democracy.
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The preparation of future teachers of young children should incorporate attention to the developmental markers at the heart of developmentally appropriate practice and ground…
Abstract
The preparation of future teachers of young children should incorporate attention to the developmental markers at the heart of developmentally appropriate practice and ground early childhood subject matter learning in disciplinary perspectives, engagement, and thinking essential for later disciplinary learning. With this focus in mind, I described an instructional sequence designed to engage teacher candidates in historical reasoning tasks where they considered the conceptual resources they used to support their own historical reasoning as a point of entry for considering the conceptual resources young children have at their disposal. I presumed that such a comparison would allow candidates to develop the kind of content knowledge for teaching, enabling them to best leverage children’s historical reasoning as a means of deepening children’s historical knowledge and understanding. The analysis indicated that candidates began to construct initial developmental trajectories of children’s historical reasoning and raised pedagogical questions suggesting they began to envision themselves as teachers of historical inquiry.
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Garry D. Carnegie, Ann Martin-Sardesai, Lisa Marini and James Guthrie AM
The Australian higher education sector faces severe risks from the consequences of COVID-19. This paper aims to explore these risks, their immediate impacts and the likely future…
Abstract
Purpose
The Australian higher education sector faces severe risks from the consequences of COVID-19. This paper aims to explore these risks, their immediate impacts and the likely future impacts. The authors specifically focus on the institutional financial and social risks arising from the global pandemic.
Design/methodology/approach
The authors collect data using the 2019 annual reports of the 37 Australian public universities and relevant media contributions. The findings of identified sector change are interpreted through Laughlin’s organisational change diagnosis.
Findings
The sector confronts significant financial and social risks because of its over-reliance on income from fee-paying onshore overseas students resulting in universities primarily undertaking morphostatic changes. These risks include job losses, changing employment conditions, mental health issues for students, scholars, other staff, including casual staff, online learning shortfalls and the student expectations of their university experience. The study reveals how many of these risks are the inevitable consequence of the “accountingisation” of Australian public universities.
Practical implications
Despite material exposure, the universities provide only limited disclosure of the extent of the risks associated with increasing dependence on overseas student fees to 31 December 2019. The analysis highlights fake accountability and distorted transparency to users of audited financial statements – a major limitation of university annual reports.
Originality/value
Research on the Australian higher education sector has mainly focussed on the impact of policies and changes. The public disclosure of critical risks taken by these universities are now addressed.
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Patricia Sloper, Lisa Jones, Suzanne Triggs, Jane Howarth and Katy Barton
The authors describe the rationale for key worker services for disabled children, factors to consider in developing such services, the role of key workers, how a key worker…
Abstract
The authors describe the rationale for key worker services for disabled children, factors to consider in developing such services, the role of key workers, how a key worker service is operating in one authority and the impact it has had for families who received it.