Search results

The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready.

This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options.

With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014).

Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

Due to the limited research on fatherhood and dyspraxia, this study is critical as it highlights the challenges that fathers face in parenting a child that presents with dyspraxia. The purpose of this study is to inform various interventions while simultaneously highlighting a largely neglected area of research.

The principal aim of this study was to explore the subjective challenges that fathers experience in parenting a child that presents with dyspraxia in the Cape Metropole area. This study adopted a qualitative approach utilising an exploratory design to understand and provide in-depth information about fathers' subjective experiences of parenting a child that presents with dyspraxia (Mack et al., 2005). Data were collected using semi-structured individual interviews with fathers.

The authors’ findings highlight that fathers' roles are inextricably more complex, shifting between more traditional conceptions such as the provider toward the all giving and nurturing care. Future research would benefit from adopting a more masculinity-focused framework to determine the effect that learning disorders have on constructing and challenging more traditional gendered constructions of what it means to be a man, masculinity and what it means to be a father, fatherhood and fathering.

The study was limited to the challenges faced by fathers whose children were engaged in some or other treatment plan. In addition, the study was limited to children who presented with dyspraxia, rather than those who had received an official diagnosis and this relates directly to the obscurity and ambiguity surrounding diagnosis of the disorder itself.

The study has shed light in terms of the common features between dyspraxia and that of other developmental disorders. This is further extended to include the comorbidity of this disorder with other learning disabilities.

Mental health professionals may benefit from identifying the issues raised by fathers within this study and to further aid and support both children and parents in the treatment of dyspraxia.

The study has shed much needed light on two very neglected areas – the area of learning disabilities, in particular, the issue of dyspraxia and second, including fathers’ voices in the discussion of their experiences.

The purpose of this paper is to explore the interplay of organizational humorous teasing and workplace bullying in hospital work life in order to investigate how workplace bullying can emerge from doctors and nurses experiences of what, at first, appears as “innocent” humorous interactions.

Based on an ethnographic field study among doctors and nurses at Rigshospitalet (University Hospital of Copenhagen, Denmark) field notes, transcriptions from two focus groups and six in-depth interviews were analyzed using a cross-sectional thematic analysis.

This study demonstrates how bullying may emerge out of a distinctive joking practice, in which doctors and nurses continually relate to one another with a pronounced degree of derogatory teasing. The all-encompassing and omnipresent teasing entails that the positions of perpetrator and target persistently change, thereby excluding the position of bystander. Doctors and nurses report that they experience the humiliating teasing as detrimental, although they feel continuously forced to participate because of the fear of otherwise being socially excluded. Consequently, a concept of “fluctuate bullying” is suggested wherein nurses and doctors feel trapped in a “double bind” position, being constrained to bully in order to avoid being bullied themselves.

The present study add to bullying research by exploring and demonstrating how workplace bullying can emerge from informal social power struggles embedded and performed within ubiquitous humorous teasing interactions.

This paper aims to test whether passive Wi-Fi visitor analytics is a useful and effective method to measure consumer engagement towards food trucks located within an outdoor activation area at an Australian metropolitan university.

Using passive Wi-Fi visitor analytics to ping and track smart devices, data was collected over 90 weekdays capturing data from 522,548 unique smart devices.

The data collected in this feasibility study was able to identify the most and least popular food trucks by displaying the differences in both bounce and engagement rates, suggesting that passive Wi-Fi visitor analytics are feasible and useful in this context. Furthermore, the results also demonstrate that food truck vendors and marketers should not engage in random rotation, but instead remain static to try and increase familiarity.

Current visitor tracking technology (i.e. ticketed sales, sales data and survey) is limited as it may not provide an accurate measurement of foot traffic, identify engaged patrons who passed by but did not complete a purchase and be available due to commercial sensitivity and confidentiality. Thus, the current research is the first to examine customer engagement (i.e. unengaged walk-by vs engaged but bounced vs engaged sales) with food trucks within an activation area by using passive Wi-Fi visitor analytics.

当前的论文旨在研究被动 Wi-Fi 访客分析是否是衡量消费者对位于澳大利亚城市大学户外活动区域内的流动餐车的参与度的有用且有效的方法。

使用被动 Wi-Fi 访客分析来跟踪智能设备, 从 522,548 个独特的智能设备收集了超过 90 个工作日的数据。

该可行性研究中收集的数据能够通过显示跳出率和参与率的差异来识别最受欢迎和最不受欢迎的流动餐车, 这表明被动 Wi-Fi 访客分析在这种情况下是可行和有用的。 此外, 我们的结果还表明, 流动餐车供应商和营销人员不应随意轮换, 而应保持静止从而增加顾客熟悉度。

当前的访客跟踪技术（即售票销售、销售数据和调查）是有限的, 因为它可能无法：（1）提供客流量的准确测量; (2) 识别路过但未完成购买的参与顾客; (3) 由于商业敏感性和保密性而可用。 因此, 目前的研究是第一个通过使用被动 Wi-Fi 访客分析来检查激活区域内流动餐车的客户参与度（即, 未参与路过, 相比于参与但跳出, 相比于参与售出额）。

The purpose of this paper is to report on how researchers at Penn State University used video screen capture technology to learn more about student usage of the library's databases.

The process of identifying and implementing a novel way to capture and analyze the human‐computer interaction is outlined and discussed.

Because of the drawbacks associated with both formal, direct physical observation of research participants and videotaping participants, video screen capture technology is chosen as a better way to track human‐computer interaction.

Video screen capture technology is an inexpensive, user‐friendly way to enhance electronic resource usability studies in any library. Research files can be easily exported into coding software for data analysis.

The paper examines a new, non‐invasive way to capture student research behavior. It shows how any library could use this same technology to conduct research on how their resources are being used by their user population.

The impact of workplace violence on occupational stress and well being is garnering increasing attention. Despite the fact that workplace violence has been identified as a critical organizational safety and health issue, there has been limited scholarly focus on the problem of domestic or intimate partner violence in the workplace. This paper examines intimate partner violence from both ecological and work family spillover modes of theorizing. Within this framework, we propose that the effects of intimate partner violence are reciprocal and spillover into the workplace, impacting employee and organizational well being. We conclude by discussing the implications of the integrated framework and by offering suggestions for future research in this area.

The experiential value scale (EVS) has been widely applied in hospitality literature in a postconsumption manner to predict organizational outcomes; however, it lacks a key component that captures the inherently social nature of the restaurant industry: social value. This study had two goals: to validate the inclusion of social value with the EVS and apply the new scale to predict intent to dine in an independently owned restaurant.

Using cross-sectional survey design and factor analysis, the pilot study tests the experiential value scale with the addition of social value. In the main study, the validated scale is used to predict intent to dine in an independent restaurant using structural equation modeling. Respondents for both studies were recruited from the survey panel site Prolific, generating 266 usable samples for the pilot and 259 for the main study.

The findings suggest a high correlation between social value and the other experiential values, creating the EVS + SV scale. Using the new scale to predict dining intent, service quality was a positive predictor in selecting an independent restaurant. However, limitations, such as sample origin and time, are further discussed, and future research to alleviate these is recommended.

Social value has been shown as an additional part of the EVS. Restauranteurs and hospitality researchers alike may use the new EVS + SV scale to determine the values that most influence customers' restaurant selection and make recommendations on how to use limited capital.

The current study added social value to the EVS, creating what has been referred to as the EVS + SV scale in this study. Additionally, unlike others, the EVS + SV scale was used as an antecedent to restaurant choice, meaning customers will assess certain aspects of a restaurant before deciding where to dine out, allowing restaurant operators to leverage their strengths and attract customers.

In order to effectively serve diverse communities, an organization must first create an internal culture of empathy and acceptance. An organizational read can be an opportunity to create this culture as well as create times, spaces, and experiences to transfer knowledge and build community beyond an organization on a topic of importance that has an impact on the communities it serves. The University of Tennessee Libraries' 2019 organizational read program featured Robin DiAngelo's book White Fragility: Why It's So Hard for White People to Talk About Racism, which helped create diversity conversations to enable personal changes that facilitated more effective engagement. This chapter provides an overview of the Libraries' organizational read, including its structure and evaluation, and discusses the success of the program in building community engagement and outreach. Examples are shared regarding how the program has impacted the Libraries' outreach efforts to three new communities, as well as details for future iterations and plans for the program to continue to expand beyond the Libraries. Ideas are provided for adapting the program to other types of communities that want to build bridges for change.