Michelle R. Alcorn, Daniel Vega, Ryan Irvin and Paola Paez
As exploratory research, this project aimed to develop and assess the effect of implementing a food waste reduction program at a restaurant on a university campus.
Abstract
Purpose
As exploratory research, this project aimed to develop and assess the effect of implementing a food waste reduction program at a restaurant on a university campus.
Design/methodology/approach
Data collection consisted of an audit of both pre and postconsumer food waste to determine the effectiveness of various reduction strategies and a survey to assess attitudes of employees toward food waste. As exploratory research, a personalized database was created to track current food waste amounts and reasons for waste in the restaurant operation to determine if the same method could be employed in future research.
Findings
Overall, the restaurant in this study implemented various effective food waste reduction practices that were inexpensive and simple, resulting in a weekly average reduction of 14.3 pounds of food waste. The top five food item products wasted by the kitchen were also identified for both pre and postintervention phases as well as the reasons for generating kitchen waste. Furthermore, data reported on postconsumer waste included weight quantities and product types.
Originality/value
The project resulted in evidence that a personalized food tracking system is useful for identifying and quantifying food waste in foodservice operations. Therefore, the research design and data collection methods used in this project can be used in future research on a larger scale.
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Keywords
Sara E. Green, Rosalyn Benjamin Darling and Loren Wilbers
This paper presents an updated summary of a meta-analysis of qualitative research on parenting children with disabilities published over the last 50 years. In this summary, we…
Abstract
Purpose
This paper presents an updated summary of a meta-analysis of qualitative research on parenting children with disabilities published over the last 50 years. In this summary, we explore whether shifts in academic discourse and changes in professional training are reflected in research on parenting and/or the experiences of parents who are the subject of such research. The detailed findings of the original analysis were published in Volume 7 of Research in Social Science and Disability.
Methodology/approach
An extensive literature search was conducted, and 79 peer-reviewed qualitative studies on the experience of parenting a child with a disability were included in the sample. Themes were extracted from the reviewed literature and compared across decades.
Findings
The findings of the present review suggest that some aspects of the parenting experience have changed very little. In particular, parents continue to experience negative reactions such as stress and anomie, especially early in their children’s lives, and socially imposed barriers such as unhelpful professionals and a lack of needed services continue to create problems and inspire an entrepreneurial response. In addition, stigmatizing encounters with others continue to be a common occurrence. In contrast to earlier decades, studies conducted in more recent years have begun to use the social model of disability as an analytic frame and also increasingly report that parents are questioning and challenging the concept of “normal” itself.
Originality/value
Additional improvements are needed in professional education and services to reduce the negative reactions experienced by parents of children with disabilities. The findings of this meta-analysis can serve as a guide to future research on parenting children with disabilities.
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Keywords
Sara E. Green, Rosalyn Benjamin Darling and Loren Wilbers
This chapter reviews qualitative research on parenting children with disabilities published over the last 50 years to explore whether shifts in academic discourse and changes in…
Abstract
Purpose
This chapter reviews qualitative research on parenting children with disabilities published over the last 50 years to explore whether shifts in academic discourse and changes in professional training have affected research on parenting and/or the experiences of parents who are the subject of such research.
Methodology/approach
An extensive literature search was conducted, and 78 peer-reviewed, qualitative studies on the experience of parenting a child with a disability were included in the sample. Themes were extracted from the reviewed literature and compared across decades.
Findings
The findings of the present review suggest that some aspects of the parenting experience have changed very little. In particular, parents continue to experience negative reactions such as stress and anomie, especially early in their children’s lives, and socially imposed barriers such as unhelpful professionals, and a lack of needed services continue to create problems and inspire an entrepreneurial response. In addition, stigmatizing encounters with others continue to be a common occurrence. In contrast to earlier decades, studies conducted in more recent years have begun to use the social model of disability as an analytic frame and also increasingly report that parents are questioning and challenging the concept of “normal” itself.
Social/practical implications
Additional improvements are needed in professional education and services to reduce the negative reactions experienced by parents of children with disabilities.
Originality/value of chapter
The findings of this meta-analysis can serve as a guide to future research on parenting children with disabilities.
Details
Keywords
Elizabeth Anne Yeager and Stephanie van Hover
This paper examines how a beginning teacher in Virginia and a beginning teacher in Florida make sense of the high-stakes tests in their state. By examining beginning teachers in…
Abstract
This paper examines how a beginning teacher in Virginia and a beginning teacher in Florida make sense of the high-stakes tests in their state. By examining beginning teachers in two states where the tests are so very different, we gain important insight into whether there are similarities and differences across states and how the nature of the test affects the teaching and learning of history. We first offer insight into the context of accountability in Virginia and Florida and then discuss what ambitious teaching and learning look like in these states as informed by the literature. Then, we turn to our research methods, findings, and implications for the field of social studies.
In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys…
Abstract
In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys and girls. How can motivation theory and research contribute to understanding gender differences in achievement at school, where girls now tend to do better than boys, especially in less advantaged social groups, and at work, where women still tend to achieve and earn less than similarly qualified men? In the first section of this chapter, I review evidence of gender-related motivational orientations whereby boys tend more to “prove and protect” and girls tend more to “doubt and try to improve” their abilities. I analyze the benefits and costs of these orientations, focusing on how they contribute to the superior school performance of girls, to spurring high-achieving boys to succeed more in later life than similarly able girls, and to placing lower-achieving boys, who often belong to minority groups, at particular risk for academic disengagement. I then consider how boys and girls construct and maintain motivating and motivated beliefs and strategies in interactions with parents, teachers, and peers within the social and educational contexts of their daily lives. In the final section, I first present some educational recommendations that follow from my analysis. I then engage directly with the overarching theme of this volume by considering some broad societal trends that present continuing challenges to educators concerned to promote optimal motivation for learning among both boys and girls in the twenty-first century.
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Ryan Finnigan and Savannah Hunter
A varying number of work hours from week to week creates considerable hardships for workers and their families, like volatile earnings and work–family conflict. Yet little…
Abstract
A varying number of work hours from week to week creates considerable hardships for workers and their families, like volatile earnings and work–family conflict. Yet little empirical work has focused on racial/ethnic differences in varying work hours, which may have increased substantially in the Great Recession of the late 2000s. We extend literatures on racial/ethnic stratification in recessions and occupational segregation to this topic. Analyses of the Survey of Income and Program Participation show varying weekly hours became significantly more common for White and Black, but especially Latino workers in the late 2000s. The growth of varying weekly hours among White and Latino workers was greatest in predominantly minority occupations. However, the growth among Black workers was greatest in predominantly White occupations. The chapter discusses implications for disparities in varying hours and the salience of occupational composition beyond earnings.
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Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.
Findings
The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.