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Article
Publication date: 1 June 1991

Howard Johnson

“Companies, particularly those which sell goods or services direct to the public, regard their trade marks (whether brand names or pictorial symbols) as being among their most…

691

Abstract

“Companies, particularly those which sell goods or services direct to the public, regard their trade marks (whether brand names or pictorial symbols) as being among their most valuable assets. It is important therefore for a trading nation such as the United Kingdom to have a legal framework for the protection of trade marks which fully serves the needs of industry and commerce. The law governing registered trade marks is however fifty years old and has to some extent lost touch with the marketplace. Moreover it causes some of the procedures associated with registration to be more complicated than they need be.” This introductory paragraph to the Government's recent White Paper on “Reform of Trade Marks Law” indicates that reform is in the air. The primary pressure for reform has emanated from Brussels with the need to harmonise national trade mark laws before the advent of the Single European market on 1st January 1993. To this end the Council of Ministers adopted a harmonisation directive in December 1988 which must be translated into the national laws of member states by 28th December 1991.

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Managerial Law, vol. 33 no. 6
Type: Research Article
ISSN: 0309-0558

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Publication date: 9 November 2020

Tremaine R. Young and Crystal R. Chambers

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority…

Abstract

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.

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Article
Publication date: 1 March 2016

Christopher C. Martell

In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using…

54

Abstract

In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using critical race theory as the lens, this mixed method study found most students could explain the role of race in history. Students of color were more likely to express racism is common in the current day, while White students were more likely to express racism as uncommon. Whites were more likely to express racism as on a dramatic decline or the result of a few individuals. This study highlights the positive impact a race-conscious social studies classroom can have on all students. It also shows the many barriers teachers face in helping White students understand their roles in a system privileging them because of their skin color.

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Social Studies Research and Practice, vol. 11 no. 1
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 6 May 2020

Lauren Leigh Kelly

This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that…

572

Abstract

Purpose

This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.

Design/methodology/approach

Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.

Findings

For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.

Originality/value

This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.

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English Teaching: Practice & Critique, vol. 19 no. 3
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 31 August 2023

Charley Brooks and Daisy Martin

Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a

111

Abstract

Purpose

Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a history and civics professional learning organization that explicitly focused on historicizing race, racism and whiteness as a method for furthering teachers' understandings and commitments to antiracist teaching.

Design/methodology/approach

This paper draws on Critical Race Theory and Critical Whiteness Studies to make sense of the idea of history teaching as a racial project. Using surveys and a focus group discussion as data.

Findings

The authors found that, after the workshop, teachers reported increased comfort and interest in teaching more about race and racism, while fewer stated explicit commitments and plans to teach about whiteness. The authors also found that teachers' definitions of whiteness were largely framed as habits of mind and individual practices and situated within an educational sphere. Additionally teachers initially grappled with systemic interpretations of whiteness, yet ended up landing on identity as the starting point for critical history instruction.

Originality/value

These findings prompt the authors to discuss the continued challenges of linking whiteness with antiracist history teaching and also grapple with the affordances and pitfalls of identity as a starting point for race work.

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Social Studies Research and Practice, vol. 18 no. 2
Type: Research Article
ISSN: 1933-5415

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Article
Publication date: 7 December 2021

Monica Figueroa and Kristan Shawgo

Under the transformational leadership of the University Librarian, University of North Carolina at Chapel Hill University Libraries shifted from having an education- and…

1777

Abstract

Purpose

Under the transformational leadership of the University Librarian, University of North Carolina at Chapel Hill University Libraries shifted from having an education- and programming-based “diversity committee” to a council of librarians advocating for action, anti-racism and social justice, both within our organization and across campus. As our University Librarian noted, “you cannot read your way out of racism.”

Design/methodology/approach

With support from library leadership, the Inclusion, Diversity, Equity, and Accessibility (IDEA) Council has advanced anti-racism work in the libraries by serving as facilitators for a book discussion series, organizing a 21-day racial equity challenge, supporting staff in integrating anti-racism practices into their daily work through brown bag conversations, and facilitating the development of inclusion-focused performance management goals.

Findings

What does an anti-racist library look like, and how does our organization envision this future? These questions anchor the IDEA Council's strategies. The libraries have witnessed a positive shift in staff participation: two-thirds of library staff participated in a Racial Equity Institute Groundwater presentation and in a library-wide book discussion series; approximately half the staff committed to our 21-day racial equity challenge. Participants were asked to reflect in conversation and through surveys.

Originality/value

The first wave of a newly established grant program funded eight staff-led projects to advance social justice in the libraries. Additional steps included caucusing by racial identity, staff-wide discussions about racial equity, and a second wave of funding for the grant program. The authors approach this work with cultural humility: seeking to learn from one another, our peers and fellow activists.

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Reference Services Review, vol. 50 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 19 October 2017

Rebecca Dolinsky Graham and Amanda Konradi

Residential college campuses remain dangerous – especially for women students who face a persistent threat of sexual violence, despite passage of the 1990 Campus Security Act and…

236

Abstract

Purpose

Residential college campuses remain dangerous – especially for women students who face a persistent threat of sexual violence, despite passage of the 1990 Campus Security Act and its multiple amendments. Campuses have developed new programming, yet recent research confirms one in five women will experience some form of sexual assault before graduating. Research on campus crime legislation does not describe in detail the context in which it developed. The purpose of this paper is to draw attention to the effects of early rhetorical frames on the ineffective policy.

Design/methodology/approach

The authors discuss the rhetorical construction of “campus crime,” and related “criminals” and “victims,” through content analysis and a close interpretive reading of related newspaper articles.

Findings

The 1986 violent rape and murder of Jeanne Clery at Lehigh University in Pennsylvania became iconic in media descriptions of campus crime. Media drew attention to the racial and classed dimensions of the attack on Clery, but elided the misogyny central to all sexual assaults. This reinforced a stereotype that “insiders” on campuses, primarily white and middle class, were most vulnerable to “outsider” attacks by persons of color. Colleges and universities adopted rhetoric of “endangerment” and “unreason” and focused on what potential victims could do to protect themselves, ignoring the role of students in perpetrating crime.

Research limitations/implications

This analysis does not link rhetoric in newspapers to legislative discussion. Further analysis is necessary to confirm the impact of particular claims and to understand why some claims may have superseded others.

Originality/value

This analysis focuses critical attention on how campus crime policy is shaped by cultural frames.

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Journal of Aggression, Conflict and Peace Research, vol. 10 no. 2
Type: Research Article
ISSN: 1759-6599

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Article
Publication date: 30 March 2020

Kim Stephens and Richard L. Baskerville

Physical social cues can influence the buyer and seller in business-to-business (B2B) marketing. The current behavioural model does not account for the role of implicit bias. The…

816

Abstract

Purpose

Physical social cues can influence the buyer and seller in business-to-business (B2B) marketing. The current behavioural model does not account for the role of implicit bias. The purpose of this paper is to present that relationship and introduce a process model to weaken implicit bias through training with the employment of transformational conversation.

Design/methodology/approach

With social cues as the predecessor to inferences, there is the potential for implicit bias to derail relationship building in a B2B context. The author’s qualitative field study offers guidance for businesses to make informed decisions about implicit bias training.

Findings

The study findings show that an interactive workshop following a process model with the addition of transformational conversation can weaken implicit bias.

Research limitations/implications

The research was conducted with a small cohort of information technology professionals. More research should be done specifically with sellers and buyers in various industries over a longer period of time with periodic follow-up on sales performance and relationship building.

Practical implications

Minority groups had a combined buying power of $3.9tn in 2018. For sellers to succeed, they have to be able to modulate the implicit biases that interfere with good sales relationships.

Originality/value

This paper introduces implicit bias as a moderator into the conceptual framework of the behavioural response to social cues in the B2B context and offers a model of implicit bias training using a process model with transformational conversation.

Details

Journal of Business & Industrial Marketing, vol. 35 no. 10
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 10 April 2023

Jesse McCain and Josipa Roksa

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender…

112

Abstract

Purpose

The purpose of this study is to examine how doctoral students in the biological sciences understand their research skill development and explore potential racial/ethnic and gender inequalities in the scientific learning process.

Design/methodology/approach

Based on interviews with 87 doctoral students in the biological sciences, this study explores how doctoral students describe development of their research skills. More specifically, a constructivist grounded theory approach is employed to understand how doctoral students make meaning of their research skill development process and how that may vary by gender and race/ethnicity.

Findings

The findings reveal two emergent groups, “technicians” who focus on discrete tasks and data collection, and “interpreters” who combine technical expertise with attention to the larger scientific field. Although both groups are developing important skills, “interpreters” have a broader range of skills that support successful scholarly careers in science. Notably, white men are overrepresented among the “interpreters,” whereas white women and students from minoritized racial/ethnic groups are concentrated among the “technicians.”

Originality/value

While prior literature provides valuable insights into the inequalities across various aspects of doctoral socialization, scholars have rarely attended to examining inequalities in research skill development. This study provides new insights into the process of scientific learning in graduate school. Findings reveal that research skill development is not a uniform experience, and that doctoral education fosters different kinds of learning that vary by gender and race/ethnicity.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 3
Type: Research Article
ISSN: 2398-4686

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Book part
Publication date: 30 December 2004

Nina Philadelphoff-Puren

The feminist critique of rape has been a vast and impressive exercise of interpretative activity: it has gripped existing concepts, practices and discourses and subjected them to…

Abstract

The feminist critique of rape has been a vast and impressive exercise of interpretative activity: it has gripped existing concepts, practices and discourses and subjected them to reinterpretation and transformation. It has been trenchant, assiduous and generative. It has created new legal definitions of rape and modified the evidentiary requirements that define its borders; it has developed new procedural mechanisms and codes of speech during trials; it has multiplied ethico-political interpretations of sexual violence and excavated previously unauthorised forms of social knowledge. Most specifically, it has created new evaluations of rape in the service of a particular form of life; that is, one which cultivates the capacity of women to maximise their own powers of speech and desire.

Details

Aesthetics of Law and Culture: Texts, Images, Screens
Type: Book
ISBN: 978-1-84950-304-4

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