This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000000122. When citing the…
Abstract
This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000000122. When citing the article, please cite: Patrick F. Mahoney, (1993), “Businesses and Bombs: Preplanning and Response”, Management Decision, Vol. 31 Iss: 8.
Suggests that risk managers may have an important role to play inprotecting the resources of a company′s overseas subsidiary, which maybe subject to higher levels of non‐business…
Abstract
Suggests that risk managers may have an important role to play in protecting the resources of a company′s overseas subsidiary, which may be subject to higher levels of non‐business risk than home‐based operations. Advises such managers to formulate proactively a comprehensive, integrated system of protection using the best insurance cover and including contingency planning and crisis intervention and management.
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Draws on lessons learned from the use of heightened securitymeasures in place during the 1991 Gulf War, to incorporate those whichcontinue to make sense into a more permanent…
Abstract
Draws on lessons learned from the use of heightened security measures in place during the 1991 Gulf War, to incorporate those which continue to make sense into a more permanent security plan designed to enable the public and private sectors to prepare for the potential threat of explosives‐related violence. Highlights the advantages of adequate preparation and outlines a number of deterrent measures. Describes how to formulate a bomb incident plan, establish a command centre, search for suspected explosive devices and how the appropriate emergency services can be called on for advice in advance of, and summoned to help in the event of, a bomb incident.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Bríd D. Dunne, Katie Robinson and Judith Pettigrew
This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department…
Abstract
Purpose
This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department in St. Patrick’s Hospital, Dublin, from 1935 to 1969. Patronage by psychiatrists was an important factor in the professionalisation of occupational therapy internationally.
Design/methodology/approach
Documentary sources and oral history interviews were analysed to conduct an instrumental case study of occupational therapy at St. Patrick’s Hospital from 1935 to 1969.
Findings
The research identified key individuals associated with the development of occupational therapy at St. Patrick’s Hospital, including psychiatrist Norman Moore, occupational therapy worker Olga Gale, occupational therapist Margaret Sinclair, and social therapist Irene Violet Grey. Occupational therapy was considered by the hospital authorities to be “an important part in the treatment of all types of psychiatric illness” (Board Meeting Minutes, 1956). It aimed to develop patient’s self-esteem and facilitate social participation. To achieve these objectives, patients engaged in activities such as dances, arts and crafts, and social activities.
Originality/value
This study has highlighted the contributions of key individuals, identified the links between occupational therapy and psychiatry, and provided an insight into the development of the profession in Ireland prior to the establishment of occupational therapy education in 1963. Occupational therapy practice at St. Patrick’s Hospital from 1935 to 1969 was congruent with the prevailing philosophy of occupational therapy internationally, which involved treatment through activities to enhance participation in society.
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Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
We are living in challenging times when the world is fighting to survive the impact of climate changes, growth of pandemics, an unprecedented flow of migrant population, war and…
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We are living in challenging times when the world is fighting to survive the impact of climate changes, growth of pandemics, an unprecedented flow of migrant population, war and destruction. We are also witnessing the phenomena of globalization, economic and technological growth, which are also leading to various opportunities for growth. The desire for inclusive education, equality in accessibility and sustainability has led to responsible and accountable organizations of higher education. Business houses, along with international agencies and institutions of higher education, are now putting their heads together to find a solution to societal and environmental problems. They are often engaged in debating, drafting policies and involving in active research while investing in implementing and communicating issues pertaining to corporate social responsibility (CSR) and sustainability (Vogel, 2005). The concept of CSR has grabbed the attention of media, academia, national governments, intergovernmental organizations and non-governmental organizations. Universities are no longer functioning in isolation but are getting prepared to accommodate and be a part of social change by actively involving students in community life and not confining them to classroom teaching as the only means of teaching–learning method (Sengupta, Blessinger, & Yamin, 2019). This book aims to explore scientific literature pertaining to the subject of social responsibility (SR) and theoretical positions on social ethics and the value orientation of the institutions of higher education. Policies and practices used in various institutions are cited as case studies which give us an insight into the cultural environment of the organization, which is essential to embed SR into the curriculum. Policies and pedagogies that are based on inculcation of SR can lead to the social and economic benefit of students and society at large. While no one approach is prescribed as the benchmark, the chapters help us to understand the practices that academics are implementing in India, Nigeria, Canada, New Zealand and the United States.
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Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
There has been growing concern among international agencies and the corporate world regarding the question of sustainability and how long we can preserve our planet and ensure…
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There has been growing concern among international agencies and the corporate world regarding the question of sustainability and how long we can preserve our planet and ensure just and balanced development for all. Non-governmental organizations, labor leaders, faith-based organizations, religious leaders, and other civil society representatives play a crucial and diverse set of roles in societal development. At the same time, institutions imparting higher education are engaging in debates and quality research work to gauge the need of our current generation with a vision to meet the need of the future generation. Such lofty dreams can only be achieved if we respect the natural systems and the international standards designed to protect the core social and environmental values. Sustainability education is becoming crucial, mainly for students so that they are aware of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns (Sengupta, Blessinger, & Yamin, 2019). In this context, the role of higher education along with civil society is critical. Being a part of society, they need to contribute by addressing the common problems so that they make our younger generations aware of the issues and help them create and flourish in an environment and ecosystem which is healthy. There has been a growing appetite among the educational institutions to receive information, examples, and case studies mainly from the environmental and economic perspective which could help the faculty to impart knowledge to the students. The purpose of this book is to explore different angles from sustainability corporate social responsibility and the role of civil society in the context of education. The chapters in this book gives us an insight into the prevalent literature as well talk about interventions and case studies that have contributed toward the growth of this genre. This book will help in reorienting curriculum, develop programs and modules, implement innovative teaching methods, and integrate such topics in their educational programs.
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Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on…
Abstract
In a highly globalized, interconnected and interdependent world, universities can no longer survive in isolation. The educational, research and social actions have an impact on the community where the university works as a change agent to promote society’s fundamental values of democratic participation and social justice. Sustainability education and awareness about social responsibility (SR) are becoming crucial mainly for students, so that they are aware of concepts such as economic prosperity, resource equity, energy sustainability and environmental health concerns (Sengupta, Blessinger, & Yamin, 2019). The SR of a university is to strengthen its ties with the community through promotion of active citizenship, volunteerism and developing a sense of civic and ethical responsibility among students and staff. Universities can have a great influence on achieving social and economic progress of a country as well as protecting the environment and addressing complex issues that plague society. The role of universities is not only restricted to exchange of knowledge but also in playing a leading role as an active member of society. Universities have come out of their isolation to accommodate and be a part of social change by actively engaging in community life and not being confined to only classroom and laboratory activities (Sengupta et al., 2019). This book provides empirical evidence on how universities have considered SRs as their prime focus and have engaged with civil society to enhance their values. Case studies from Indonesia to the United Kingdom enrich the book through their experience, interventions and narrations, which can be replicated in other parts of the world to create a better society and a more sustainable planet.
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Enakshi Sengupta, Patrick Blessinger and Craig Mahoney
Nations today are faced with unprecedented challenges due to rapid globalization and global climate change. Universities no longer operate in isolation but are now a part of…
Abstract
Nations today are faced with unprecedented challenges due to rapid globalization and global climate change. Universities no longer operate in isolation but are now a part of society where they are expected to be socially responsible citizens. Universities need to have effective strategies in order to be effective in a highly competitive higher education (HE) landscape. Corporate social responsibility (CSR) is a preferred strategy that can help achieve a good reputation and competitive advantage for the institutions of HE. Such institutions imparting HE are engaging in debates and quality research work to gauge the need of the current generation with a vision to meet the needs of the future generation (Sengupta, Blessinger, & Yamin, 2020). This book contains chapters that review scientific literature with an aim to find out the theoretical underpinnings explored in the case studies and interventions practiced by universities across the globe. This book provides evidence for CSR and the role of civil societies in creating an organizational culture that promotes social competence and human relations. This collective knowledge will help facilitate continuous improvement in higher education institutions with external impact and internal capacity building and a focus toward performance and management.