Alan Richardson and Paula Drew
This paper aims to investigate the necessary requirements that a concrete reinforcement material must satisfy; namely the ability to resist tensile forces and have good bond…
Abstract
Purpose
This paper aims to investigate the necessary requirements that a concrete reinforcement material must satisfy; namely the ability to resist tensile forces and have good bond strength while providing structural qualities of toughness and flexural strength.
Design/methodology/approach
The bond and strength properties were mainly tested in a paired comparison test using 6 mm diameter steel and fibre reinforced polymer (FRP) rebar specimens in beams and cubes. Bond strength was examined using 12 concrete cube specimens of 150 mm, six cubes had steel rebar and six had FRP rebar inserted through the full depth of the cube and they were subject to pull out tests. To determine flexural strength and toughness, a three point loading test was performed to provide load/extension data on 28 500×100×100 mm concrete beams. A total of 14 beams were cast with steel rebar and 14 were cast with FRP rebar.
Findings
The results showed for equal diameter bars the FRP specimens had outperformed steel in each test. Failure modes of FRP specimens showed higher degrees of toughness when compared to steel.
Originality/value
Steel rebar has a long and proven track record of satisfactory use in reinforced concrete. For designers and clients to change from traditionally used materials, there is a need for investigative research to prove the worth of the new material. This paper goes part of the way to fulfil this need.
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When two 14‐year‐old New Zealand schoolgirls challenged the advertising claims of Ribena blackcurrant drink – owned by global giant GlaxoSmithKline – they triggered a sequence of…
Abstract
Purpose
When two 14‐year‐old New Zealand schoolgirls challenged the advertising claims of Ribena blackcurrant drink – owned by global giant GlaxoSmithKline – they triggered a sequence of events which led to prosecution, public opprobrium and international damage to an iconic brand. The purpose of this paper is to explore the case and identify lessons for future management practice.
Design/methodology/approach
Some of the fundamental principles of issue management, post‐crisis discourse and corporate apologia are to recognize the problem early, to promptly institute a strategic response plan and corrective action and, if necessary, to apologise genuinely and without delay. The paper assesses the case against the theoretical basis of each of these principles and comparable cases. A senior executive of the company concerned was interviewed about some management aspects.
Findings
Despite early indications of a problem which had potential impact around the world, a major global corporation responded inadequately to a local situation and, as a result, suffered prolonged embarrassment at the hands of two teenagers and unnecessarily severe damage to its brand and international reputation.
Originality/value
By in‐depth analysis of a recent case, the paper underlines valuable lessons in terms of prompt management intervention, consistent strategy and effective apologia. It also illustrates the danger of poor management of a brand extension and the risk of contagion facing multinational organizations where adverse outcomes in one small regional market can rapidly damage a global reputation.
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Belinda Lunnay, Megan Warin, Kristen Foley and Paul R. Ward
This chapter uses the pandemic crisis to explore the social processes that structure happiness and shape fantasies of living a happy life. Considered herein are issues of human…
Abstract
This chapter uses the pandemic crisis to explore the social processes that structure happiness and shape fantasies of living a happy life. Considered herein are issues of human potential, gendered and classed possibility and people's differing chances in cultivating a sense of satisfaction in ‘being happy’, despite living through COVID-19. Interviews with 40 Australian women living during lockdown restrictions with varying levels of social, cultural and economic capital are utilised to make sense of women's happiness. Vastly different avenues for achieving a happiness fantasy outside of drinking alcohol were possible for more privileged women than for those in middle and working classes. The classed differences in women's gendered roles in managing emotions (their own and other people's) and their chances to be happy are exemplified in how the changes to the structure of the day that resulted from COVID-19 restrictions did not devastate or cause stress (as we heard from working-class women) or need to be filtered or blocked out using alcohol in order to retain balanced emotions (as we heard from middle-class women) but rather provided an opportunity to celebrate the achievement of their happiness fantasy. We deduce that for those with less agency available to control their chances of living a happy life, prevailing COVID-19 discourse that places happiness within individual responsibility and focuses on personal resilience rather than tending to the conditions for flourishing, is problematic.
Melissa Schieble, Amy Vetter and Kahdeidra Monét Martin
This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as…
Abstract
Purpose
This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.
Design/methodology/approach
The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.
Findings
Findings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.
Originality/value
Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.
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Anne Pässilä, Allan Owens, Paula Kuusipalo-Määttä, Tuija Oikarinen and Raquel Benmergui
In exploring the impact of reflective and work applied approaches, the authors are curious how vivid new insights and collective “Eureka” momentums occur. These momentums can be…
Abstract
Purpose
In exploring the impact of reflective and work applied approaches, the authors are curious how vivid new insights and collective “Eureka” momentums occur. These momentums can be forces for work communities to gain competitive advantages. However, the authors know little of how learning is actively involved in the processing of creating new insights and how such a turning to learning mode (Pässilä and Owens, 2016) can be facilitated. In the light of cultural studies and art education, the purpose of this paper is to explore how the method of dramatising characters (DC) in a specific innovation culture can be facilitated. In this viewpoint, the authors are suggesting one approach for this type of turning to learning which the authors call Beyond Text, outlining its theoretical underpinnings, its co-creative development and its application.
Design/methodology/approach
In this Beyond Text context, the authors are introducing the method of DC and the method of iStory both of which are the authors’ own design based on the theory of the four existing categories of a research-based theatre.
Findings
The findings of this viewpoint paper are that both iStory as well as DC methods are useful and practical learning facilitation processes and platforms that can be adopted for use in organisations for promoting reflexivity. Especially they can act as a bridge between various forms of knowing and consummate the other knowledge types (experiential, practical and propositional) in a way that advances practice-based innovation.
Originality/value
The originality and value of iStory and DC is that they can be utilised as dialogical evaluation methods when traditional evaluation strategies and pre-determined indicators are unusable.
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Rebecca Bednarek, Marianne W. Lewis and Jonathan Schad
Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found…
Abstract
Early paradox research in organization theory contained a remarkable breadth of inspirations from outside disciplines. We wanted to know more about where early scholarship found inspiration to create what has since become paradox theory. To shed light on this, we engaged seminal paradox scholars in conversations: asking about their past experiences drawing from outside disciplines and their views on the future of paradox theory. These conversations surfaced several themes of past and future inspirations: (1) understanding complex phenomena; (2) drawing from related disciplines; (3) combining interdisciplinary insights; and (4) bridging discourses in organization theory. We end the piece with suggestions for future paradox research inspired by these conversations.
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President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton…
Abstract
President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.
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Cherise McBride, Anna Smith and Jeremiah Holden Kalir
The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance…
Abstract
Purpose
The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?
Design/methodology/approach
To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.
Findings
The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.
Originality/value
The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.
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Megan Wyatt and Paula Boddington
This study aims to explore art workshops for people living with dementia as a process enabling creative expression and fostering communication with others.
Abstract
Purpose
This study aims to explore art workshops for people living with dementia as a process enabling creative expression and fostering communication with others.
Design/methodology/approach
To enable detailed exploration of the expressive powers of painting and drawing, the authors draw several examples from a series of painting workshops for people living with dementia, which formed part of the PPI for research into experiences of restraint within care.
Findings
Artwork enabled personal expression, facilitated conversation with others and revealed hidden knowledge and abilities, but also revealed dangers of miscommunication, specifically here related to technological changes and spirituality.
Research limitations/implications
Individual differences in responses to painting will exist meaning that the specific findings outlined here are unique to individuals and not always generalisable. This follows from the quality of the individual communication that may be enabled by painting, meaning that close attention to each person is both fostered and required.
Practical implications
Art activities can provide a means to enable deep personal expression and agency in people living with dementia, which can contribute to countering dehumanisation.
Social implications
Attention to the process of painting can be beneficial in fostering verbal and non-verbal communication with individuals who have difficulties in communication. Attention to cultural issues in care needs to incorporate understanding of spiritual and religious issues and take note of gaps in understanding related to technological as well as cultural changes between generations.
Originality/value
Much work in this area explores art activities for people living with dementia in terms of beneficial outcomes. This work explores the creative process inherent in painting, drawing upon insights from art theory and providing in-depth individual insights through case studies. Both researchers in this study are artists and the work drew upon their understanding of the processes of painting.