Jan Bailey, Louise Taylor, Paul Kingston and Geoffrey Watts
The issue of financial abuse is highlighted in the Care Act (2014). One category of financial abuse is consumer fraud or “scams.” Evidence suggests that scams are becoming…
Abstract
Purpose
The issue of financial abuse is highlighted in the Care Act (2014). One category of financial abuse is consumer fraud or “scams.” Evidence suggests that scams are becoming increasingly ubiquitous, yet how scams impact older adults remains under-researched. The purpose of this paper is to report data from 80 older adults’ written responses to a Mass Observation Archive Directive, commissioned in autumn 2015, which focused on scams.
Design/methodology/approach
A qualitative approach was used with data captured via written responses to a set of questions. There was no limit on the length of written accounts, and respondents remained anonymous. Data were analysed thematically, resulting in four key themes.
Findings
The data indicated scams impact individuals in terms of health and well-being, irrespective of whether they have experienced financial loss, and trigger implementation of strategies intended to avoid being defrauded. There was also evidence of scam-related stigma with individuals who are defrauded being subject to derision and censure.
Social implications
Individuals who have been victimised by fraudsters may need access to practical and emotional support. This requires the design of appropriate interventions and the stigma associated with being scammed to be addressed.
Originality/value
This paper adopts an original approach to collecting rich, candid data about an under-researched topic. The authors highlight that anti-scam interventions should equip individuals to identify and avoid scams without inciting fear or anxiety; proposing this may be facilitated by drawing on health and safety risk assessment protocol when designing anti-scam interventions.
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Introduces Frederick W. Taylor′s lecture on his “task”system of management, given at his home, “Boxly”, in 1907and recorded by his friend Morris Cooke as the basis for part of…
Abstract
Introduces Frederick W. Taylor′s lecture on his “task” system of management, given at his home, “Boxly”, in 1907 and recorded by his friend Morris Cooke as the basis for part of his book. Summarizes the lecture′s contents, and details its background, including correspondence between Cooke and Taylor regarding its development.
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The purpose of this paper is to introduce Frederick W. Taylor's lecture on his “task” system of management, given at his home in “Boxley” in 1907.
Abstract
Purpose
The purpose of this paper is to introduce Frederick W. Taylor's lecture on his “task” system of management, given at his home in “Boxley” in 1907.
Design/methodology/approach
The paper summarizes the lecture's contents, and details its background.
Findings
The paper emphasizes the critical importance of primary sources to the work of management scholars, not just management history.
Originality/value
The paper provides further evidence of the import that needs to be attached to sound historical method as a basis for scholarship in management in general, and management history, in particular.
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Susan Benbow, Louise Taylor and Kathleen Morgan
The authors describe how a user and carers were involved in teaching as part of the MSc in Applied Studies in Ageing and Mental Health at Staffordshire University, the impact that…
Abstract
The authors describe how a user and carers were involved in teaching as part of the MSc in Applied Studies in Ageing and Mental Health at Staffordshire University, the impact that this had on students on the course and evolving plans to develop the work further.
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Sadie Bawn, Susan Benbow, David Jolley, Paul Kingston and Louise Taylor
Louise Taylor, Jill Childs, Susan Muchiri, Naomi King, Diana Wanjagi and Frankii Charles
Social work departments at Hope Africa University (HAU) (Burundi) and Oxford Brookes University (OBU) (UK) created an innovative buddying programme for their students. The project…
Abstract
Social work departments at Hope Africa University (HAU) (Burundi) and Oxford Brookes University (OBU) (UK) created an innovative buddying programme for their students. The project design and evaluation were based on the Burundian principle ‘Ikibiri’ (working together) and the African principle ‘Ubuntu’ (I am because we are). Although this project stemmed from the need to decolonise curricula in the UK, it was mutually beneficial: students from both institutions learned about social work from another culture and strengthened their communication skills. Evaluation of the project took a decolonial lens, attempting to examine the extent to which students experienced a sense of Ubuntu. This chapter will share lessons learned in attempting to decolonise teaching and research, and inspire others to do the same.
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Lenwood Gibson, Festus E. Obiakor and Sunday O. Obi
The use of technology continues to be an integral component of the current and future general and special educational landscapes. This was only made more evident during the…
Abstract
The use of technology continues to be an integral component of the current and future general and special educational landscapes. This was only made more evident during the COVID-19 pandemic and move to remote learning that was required by many school systems. The use of educational technology for culturally and linguistically diverse (CLD) students is an important way to address their special needs and improve their educational outcomes. Many of these students benefit from increased learning opportunities that are provided with computer-based technology; however, there are important considerations that must be addressed when using technology with these students. This chapter discusses the use of educational technology for CLD students to address their unique needs through culturally relevant pedagogy and teaching strategies.
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Linda Achey Kidwell and Roland E. Kidwell
This paper aims to examine the lives of early twentieth century opera star Louise Homer and her composer husband Sidney, and their attempts to manage two successful careers and a…
Abstract
Purpose
This paper aims to examine the lives of early twentieth century opera star Louise Homer and her composer husband Sidney, and their attempts to manage two successful careers and a family of six children. Almost 100 years ago, the Homers – a rare example of a two‐career family – employed several adaptive strategies that academic researchers later suggested for twenty‐first century dual‐career couples.
Design/methodology/approach
Considering the work‐family literature, two modern models of managing and coping with the stresses of dual careers were examined and the Homer family were then considered to determine whether they employed similar strategies. Letters were used from the Homers and their children, other original documents and secondary research in investigating the couple's efforts to handle the challenges of dual‐careers when the concept of a woman pursuing a profession outside the home was a novelty.
Findings
Several adaptive strategies recently “discovered” to be used by upper‐income dual‐career couples with children seem just as applicable to 1911 when the Homers' fifth child was born. The findings underscore the idea that challenges perceived as unusual and unique to one generation have been dealt with successfully by past generations.
Originality/value
The paper provides an historical perspective on newly suggested strategies for dual‐career couples in the work‐family literature. Such strategies have been used for at least a century even though the dual‐career concept only became prominent in the last four decades. This paper is one of a few that examines dual‐career couples in an historical context, and indicates how the past can inform those who face contemporary workplace phenomena.
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Clodagh G. Butler, Deirdre O’Shea and Donald M. Truxillo
Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007)…
Abstract
Interest in psychological resilience has grown rapidly in the last couple of decades (Britt, Sinclair, & McFadden, 2016; King & Rothstein, 2010; Youssef & Luthans, 2007). Psychological resilience occurs when a person can “recover, re-bound, bounce-back, adjust or even thrive” in the face of adversity (Garcia-Dia, DiNapoli, Garcia-Ona, Jakubowski, & O’flaherty, 2013, p. 264). As such, resilience can be conceptualized as a state-like and malleable construct that can be enhanced in response to stressful events (Kossek & Perrigino, 2016). It incorporates a dynamic process by which individuals use protective factors (internal and external) to positively adapt to stress over time (Luthar, Cicchetti, & Becker, 2000; Rutter, 1987). Building on the dual-pathway model of resilience, we integrate adaptive and proactive coping to the resilience development process and add a heretofore unexamined perspective to the ways in which resilience changes over time. We propose that resilience development trajectories differ depending on the type of adversity or stress experienced in combination with the use of adaptive and proactive coping. We outline the need for future longitudinal studies to examine these relationships and the implications for developing resilience interventions in the workplace.