Gillian Chapman and Pamela Mumford
Gillian Chapman and Pamela Mumford of Queen Elizabeth College, London University, suggest economies which can be made while maintaining the nutritive value of the diet, and…
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Gillian Chapman and Pamela Mumford of Queen Elizabeth College, London University, suggest economies which can be made while maintaining the nutritive value of the diet, and describe the extra price we must be prepared to pay for palatability.
1. What guidelines would you offer a Muslim, Hindu and Sikh having to choose a meal from typical English foods without breaking their religious food laws? Which protein rich foods…
Abstract
1. What guidelines would you offer a Muslim, Hindu and Sikh having to choose a meal from typical English foods without breaking their religious food laws? Which protein rich foods would be permitted to each of these groups?
The behaviour of managers oriented to learning from action is reviewed, and analysed in relation to the work of Kolb, Honey and Mumford. It is proposed that there is a difference…
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The behaviour of managers oriented to learning from action is reviewed, and analysed in relation to the work of Kolb, Honey and Mumford. It is proposed that there is a difference between action and experience. The steps necessary to convert action into experience are defined, following an examination of blockages and defensive routines.
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Pamela Louise Graham and Catherine Fenwick
Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing…
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Food insecurity in the United Kingdom has been described as a ‘public health emergency’ which has been exacerbated by the onset and continuation of the COVID-19 pandemic. Drawing on research evidence and a reflective account from a current primary school teacher, this chapter highlights the multifaceted impacts of food insecurity for children in schools. It also draws attention to some important considerations around food, education and food-related interventions for practitioners supporting children in schools.
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The shape and role of management education in the UK is currentlybeing debated. While the increase in the choice of courses and varietyin their mode of delivery is helpful…
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The shape and role of management education in the UK is currently being debated. While the increase in the choice of courses and variety in their mode of delivery is helpful, quantity does not necessarily equate with quality. One institution, however, has pooled the expertise of their faculty and field experience into resources tried and tested in real company training situations. The International Management Centres claims to have provided the first complete suite of resources specifically designed for practising managers. The article considers how the training manager can develop both generalist knowledge and specific skills using these Action Learning Resources.
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Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes…
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Many innovations have taken place in the teaching‐learning strategies for organisational behaviour (OB), in the School of Management over the past 18 months. This paper describes the impetus for these changes (i.e. budget pressures) and the search for alternative teaching‐learning strategies suitable for organisational behaviour. It documents the journey of lecturers, part‐time staff and students who took part in this adventure. The change process involved a team of eight full‐time and ten part‐time staff members and over 800 students in a multicultural environment. During the first meeting, students had to negotiate their roles, desirable group norms and the gradations of penalties they would use if these ground rules were not adhered to. Each week the roles of facilitator, facilitator’s buddy, time‐keeper and scribe were rotated. Students learnt to work with “dominators”, “quiet members”, “social loafers”, “poor timekeepers”. Some learnt to confront conflict, others decided to ignore it. Student assignments included a creative learning log and a report describing in depth what they learnt themselves and working in groups and relating their experiences to models and theories of organisational behaviour.
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Jutta Haider, Veronica Johansson and Björn Hammarfelt
The article introduces selected theoretical approaches to time and temporality relevant to the field of library and information science, and it briefly introduces the papers…
Abstract
Purpose
The article introduces selected theoretical approaches to time and temporality relevant to the field of library and information science, and it briefly introduces the papers gathered in this special issue. A number of issues that could potentially be followed in future research are presented.
Design/methodology/approach
The authors review a selection of theoretical and empirical approaches to the study of time that originate in or are of particular relevance to library and information science. Four main themes are identified: (1) information as object in temporal perspectives; (2) time and information as tools of power and control; (3) time in society; and (4) experiencing and practicing time.
Findings
The paper advocates a thorough engagement with how time and temporality shape notions of information more broadly. This includes, for example, paying attention to how various dimensions of the late-modern time regime of acceleration feed into the ways in which information is operationalised, how information work is commodified, and how hierarchies of information are established; paying attention to the changing temporal dynamics that networked information systems imply for our understanding of documents or of memory institutions; or how external events such as social and natural crises quickly alter modes, speed, and forms of data production and use, in areas as diverse as information practices, policy, management, representation, and organisation, amongst others.
Originality/value
By foregrounding temporal perspectives in library and information science, the authors advocate dialogue with important perspectives on time that come from other fields. Rather than just including such perspectives in library and information science, however, the authors find that the focus on information and documents that the library and information science field contributes has great potential to advance the understanding of how notions and experiences of time shape late-modern societies and individuals.
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In a world in which “England's green and pleasant land” sets the standard for garden excellence, gardeners in much of the United States will struggle in vain to adapt the British…
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In a world in which “England's green and pleasant land” sets the standard for garden excellence, gardeners in much of the United States will struggle in vain to adapt the British style to their own volatile climates. American regional gardening literature offers a new vision to help gardeners throughout the United States select plants suited to their climates (especially native plants) and use techniques to prevent losses to cold, heat, humidity, or drought. The resulting gardens may not always resemble the traditional English her baceous border, but their beauty and vigor will enhance the often monotonous American suburban landscape.
Wanda J. Orlikowski and Jack J. Baroudi
Much of the prior research into information systems (IS) workers has assumed that they are professionals. In this paper we examine the characteristics of IS workers, IS work and…
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Much of the prior research into information systems (IS) workers has assumed that they are professionals. In this paper we examine the characteristics of IS workers, IS work and the IS workplace, and suggest that this perspective is mistaken. Drawing on the sociological theory of professions as a reference discipline we contend that IS professionalism is an inappropriate categorization, and that such a portrayal limits our understanding of IS workers and their work. We argue in this paper that a more faithful and potentially useful characterization is to view IS workers as members of an occupational group. Within this perspective, an understanding of the occupational culture, context and history of IS workers is essential to an understanding of the IS occupation. We examine and challenge some common myths regarding IS work, technology and the IS workplace. We conclude by making some recommendations for future research, which should enhance our understanding of IS workers as members of an occupation.
OUR ISSUES DO NOT PROVE ANYTHING? “READING is finished” is the portentious quotation from Richard Hoggart's address to the School Libraries Association which we find in small type…
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OUR ISSUES DO NOT PROVE ANYTHING? “READING is finished” is the portentious quotation from Richard Hoggart's address to the School Libraries Association which we find in small type at the foot of a column of the American L.A. Bulletin. A year or two ago, with apprehension and gravity, an American writer asserted that one of the darker signs of life in the U.S.A. was that a generation had arrived that had lost not only the art but the willing power to read, or perhaps never had them to lose. The first American report we have opened this year is The Brooklyn Public Library Salutes its Readers, its 61st annual one. Mr. Francis R. St. John, the chief librarian, says in his first paragraph “this has been a record year” and continues, “This year readers were responsible for the greatest circulation in our history”. Yes, 9½ millions of it. The question occurs: if no one reads and books are finished, how can these statements and figures be reconciled?