Stephen A. Stoner and Noah D. Shlaes
The authors present a series of variables driving corporate real estate strategy and discuss their interaction, with examples. Capital structure, geographical diversity, product…
Abstract
The authors present a series of variables driving corporate real estate strategy and discuss their interaction, with examples. Capital structure, geographical diversity, product and service lines and corporate culture can combine to create strategy, and strategy can be directed to affect any of these.
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Jan Blacher, Bonnie Kraemer and Erica Howell
The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults…
Abstract
The differential impact of young adult diagnosis on families during the period of transition from school to adult life was examined. Participants were parents of 246 young adults with severe learning disability aged 18‐26. Young adults were classified into four diagnostic groups: autism (N = 30), Down's syndrome (N = 68), cerebral palsy (N = 95) and an undifferentiated learning disability group (N = 53). Research questions pertained to parent expectations about their young adults' transition to living and working environments post high school. Parental satisfaction and worries were also assessed. The results indicated more community expectations of work for young adults with Down's syndrome, and more restrictive expectations for young adults with autism, including more expectations that young adults with autism would move out of the family home into a residential environment. Parents of young adults with autism also worried significantly more about various aspects of transition than other parent groups.
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Marina Kirstein, Stephen Coetzee and Astrid Schmulian
The purpose of this paper is to explore differences in South African accounting students’ perceptions of professional skills developed in an undergraduate accounting program…
Abstract
Purpose
The purpose of this paper is to explore differences in South African accounting students’ perceptions of professional skills developed in an undergraduate accounting program. South Africa has a history of socio-economic inequality and racial injustice, leading to factors outside the classroom impacting educational outcomes. In particular, South African classes are heterogeneous, reflecting a diversity of race and language groups and students from differing schooling backgrounds. These differences necessitate differentiated instruction.
Design/methodology/approach
To explore for differences in perceptions, data were collected via questionnaires and differences between demographic variables such as school, race and language were considered, while controlling for gender. A focus group was also hosted to further explore findings.
Findings
Students from better quality schools agreed less strongly than those from poorer quality schools that the education program developed their professional skills. Students from better quality schools may have developed some of the professional skills during their schooling, requiring less to be developed at university. African students, though, agreed less strongly than white students from similar quality schools that they had developed professional skills. A focus group suggested that African students place less emphasis on professional skills development than on technical skills, given their lack of exposure to professional skills through mentors (parents, teachers, etc.) who never developed professional skills during their own compromised education under Apartheid.
Originality/value
Understanding the differences in the perceptions of professional skill development in a heterogeneous classroom can assist instructors in adopting differentiated instruction approaches to enable all students to develop professional skills. It could also assist future employers of these graduates to differentiate their development strategies during workplace training.
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This paper aims to argue that the relationship between employer and employee needs to change from independent/dependent to interdependent.
Abstract
Purpose
This paper aims to argue that the relationship between employer and employee needs to change from independent/dependent to interdependent.
Design/methodology/approach
The paper puts forward the view that most management training does not work because it does not change behavior. The paper offers a model of training to help people and organizations to evolve.
Findings
The paper describes what is missing in the employee contract – accountability on both sides. It explains what accountability means, why it is critical and how to start creating this in your organization.
Practical implications
The paper argues that, if you want to have a successful employee‐engagement program, you have to start with employees who are engaged in their own life. Helping to grow people's self‐awareness and personal accountability is a good place to start. In this model of development, self‐awareness is defined as having a strong sense of yourself and the part you play in your world. It is the ability to respond in a positive and effective way to your environment. But the organization also has to step up and ensure all its behavior and actions are aligned with its stated values.
Social implications
The paper contends that empowering people with these tools allows them to make more sense of their world, make better choices and to start living their best life. Business has the resources and organization to effect more than just economic growth.
Originality/value
The paper advances the view that, with big questions being raised about the integrity of our most fundamental institutions, it is imperative that people's behavior be aligned with the values the organization espouses. If our state of being is not matched by our state of doing we court disaster.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of…
Abstract
This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.
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THIS is the time of the year when, with the strong opening of the Spring publishing season, librarians take a review of matters which definitely concern books. There is a cant…
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THIS is the time of the year when, with the strong opening of the Spring publishing season, librarians take a review of matters which definitely concern books. There is a cant saying amongst certain eager librarians that their colleagues are too concerned with technical matters and too little, if at all, concerned with books. There may have been isolated cases of this kind, but it is merely untrue to say that the average librarian is not concerned, deeply and continuously, with the literary activity of his day. It is well that men should live in their own time and be thoroughly interested in the work of new writers. There is danger that exclusive occupation with them may lead to an unbalanced view of the book world. If one judged from the criticisms that occasionally appear in our contemporaries, one would suppose that the only books that mattered were the authentic fiction of the day, and by authentic is meant the books which go beyond average contemporary thought and conventions. Librarianship, however, is concerned with all books of all subjects and of all time. This note is merely a prelude to a number of THE LIBRARY WORLD which deals mainly with literature and with reading. Here we return again to the perennial fiction question.