This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000000370. 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This article has been withdrawn as it was published elsewhere and accidentally duplicated.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/EUM0000000000370. When citing the article, please cite: Paul D. Larson, Robert A. DeMarais, (1990), “Psychic Stock: An Independent Variable Category of Inventory”, International Journal of Physical Distribution & Logistics Management, Vol. 20 Iss: 7, pp. 28 - 34.
Paul D. Larson and Robert A. DeMarais
The supply‐side or demand‐servicing functions ofinventory are well‐known in the inventory,logistics, and retailing literature. However, thisliterature has yet to develop the…
Abstract
The supply‐side or demand‐servicing functions of inventory are well‐known in the inventory, logistics, and retailing literature. However, this literature has yet to develop the demand‐stimulating function of inventory. This article introduces the concept of psychic stock, defined as retail display inventory for stimulating demand. Psychic stock is a minimum inventory level, which is modelled by a partitioning of psychic, cycle, and safety stock.
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The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…
Abstract
The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.
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The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well…
Abstract
Purpose
The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues.
Design/methodology/approach
This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean.
Findings
The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes.
Originality/value
This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.
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Robert D. Lytle, Tabrina M. Bratton and Heather K. Hudson
Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly…
Abstract
Bystander apathy has been a source of debate for decades. In the past half-century, psychologists developed theoretical frameworks to understand bystander activity, commonly referred to as bystander intervention models (BIMs). More recently, BIMs have been modified to facilitate initiatives to prevent various forms of online victimization. This chapter begins with a review of BIMs and recent applications of bystander intervention research to online environments. We also present several future directions for research along with applications for reducing technology-facilitated violence, including programming recommendations and theoretical development.
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Betty G. Brown, Julie A. Baldwin and Margaret L. Walsh
Purpose – The purpose of this chapter is to provide a comprehensive overview of the substance use disparities among American Indian/Alaska Native (AI/AN) youth, the contributing…
Abstract
Purpose – The purpose of this chapter is to provide a comprehensive overview of the substance use disparities among American Indian/Alaska Native (AI/AN) youth, the contributing factors to these disparities, proven and promising approaches through strengths-based methods, barriers to implementation of prevention and treatment efforts, and future recommendations for effective programs and research.
Approach – We have conducted a thorough literature review of relevant research studies, as well as a review of government, tribal, and community-based curricula and resources. This review of programs is not exhaustive but provides several examples of best practices in the field and suggestions for future directions.
Social implications – We strongly advocate that to accurately explore the true etiology of substance abuse and to respond to the concerns that AI/AN have prioritized, it is necessary to utilize a strengths-based approach and draw upon traditional AI/AN perspectives and values, and active community participation in the process. More specifically, prevention and treatment programs should use methods that incorporate elders or intergenerational approaches; foster individual and family skills-building; promote traditional healing methods to recognize and treat historical, cultural, and intergenerational and personal trauma; focus on early intervention; and tailor efforts to each Native nation or community.
Value – Ultimately, to reduce substance abuse disparities in AI/AN youth, we must find better ways to merge traditional Native practices with western behavioral health to ensure cultural competency, as well as to develop mechanisms to effect system- and policy-level changes that reduce barriers to care and promote the well-being of AI/AN youth, families, and communities.
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Natashaa Kaul, Chanakya Kumar, Amruta Deshpande and Amit Mittal
This study aims to examine if relational attachment could be considered as a mediator in the relationship between social support and career regret. The theoretical framework is…
Abstract
Purpose
This study aims to examine if relational attachment could be considered as a mediator in the relationship between social support and career regret. The theoretical framework is based on Kahn’s (2007) work on meaningful connections.
Design/methodology/approach
The authors used a three-part survey for data collection, spread over two months from 368 employees for co-worker social support and 324 employees for supervisor social support working in different sectors in India.
Findings
The results indicate that for co-workers, relational attachment acts as a mediator between instrumental support and career regret; but for personal support, the mediation effect is absent. However, instrumental support is not directly related to career regret. Notably, in case of social support from the supervisor, there does not seem to be any mediation effect for personal or instrumental support. But social support is related to career regret for both categories of support.
Research limitations/implications
The authors contribute to literature that examines the mechanism, driving social support and career regret. By understanding how these factors interact and impact one another, researchers can develop interventions and strategies to help individuals navigate career decisions, improve their personal relationships and increase their access to social support. Ultimately, this research can lead to improved well-being and career satisfaction for individuals. As the sample is generalized, there is scope to examine if the relationships differ based on the work structures and idiosyncrasies of the industries.
Originality/value
This study examines the unmapped mechanism that mediates the social support and career regret relationship, and in the process, provides new directions for research.