This article combines Mead's notion of sociality with his implicit theory of morality. Specifically, it uses Mead's emphasis on temporality to analyze decisions made by key…
Abstract
This article combines Mead's notion of sociality with his implicit theory of morality. Specifically, it uses Mead's emphasis on temporality to analyze decisions made by key characters in the cinematic adaptation (Amazon TV) of Philip Dick's novel, The Man in the High Castle. Using a selective and subversive method to read into this adaptation, I regard Mead's view of morality as complex and as distinguishing between a morality in the specious present and a morality grounded in sociality. The paper links Mead and Mead's pragmatic emphasis to varieties of characters representing immoral foils (e.g., Nazis) and everyday lives to show how morality can emerge from a variety of standpoints, locating Mead's position as distinct from moral absolutism and moral relativity.
Christopher Redding, Laura Neergaard Booker, Thomas M. Smith and Laura M. Desimone
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher…
Abstract
Purpose
Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue.
Design/methodology/approach
This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over.
Findings
New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality.
Practical implications
Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development.
Originality/value
The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
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Rossana Perez-del-Aguila, Patricia Rodriguez Aguirre and Jimena Cuba Blanco
This chapter explores how eight children from five Bolivian migrant families living in Madrid perceive their participation within their families. Children understand their…
Abstract
This chapter explores how eight children from five Bolivian migrant families living in Madrid perceive their participation within their families. Children understand their participation as taking responsibility for domestic chores and taking care of younger siblings. Children's ideas of participation are associated with their school experience and are about simply having a voice in everyday mundane interactions with adults and peers.
Parents' cultural values, power and authority dominate decisions in the family. These children were born in Spain and practices in their family homes are influenced by their parent's strong cultural ties with Bolivia. The data collected show that the lives of these children and their views of participation need to be understood beyond the binary of the Global North and Global South (Twum-Danso Imoh et al., 2019).
The research employed the ‘routes of participation’, a playful and creative research method that aimed to empower children to explore their ‘interdependent agency’ (Abebe, 2019) and the meaning of participation within the context of their family lives. We conclude that any successful intervention with children needs to understand the meaning of what children say in relation to the various situations in which they live. Listening to children's voices and paying attention to the language that they use in their everyday lives should continue to be the basis of child-centred research and child-centred practice. The chapter encourages to reflect on the value of culturally grounded playful activities to understand children's agentic experiences and their contribution that they can make to their own lives.
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Deirdre Horgan, Shirley Martin and Catherine Forde
This chapter draws on data from a qualitative study examining the extent to which children and young people age 7 to 17 are able to participate and influence matters affecting…
Abstract
This chapter draws on data from a qualitative study examining the extent to which children and young people age 7 to 17 are able to participate and influence matters affecting them in their home, school, and community. It was commissioned by the Department of Children and Youth Affairs in Ireland to inform the National Strategy on Children and Young People’s Participation in Decision-Making, 2015–2020. Utilising Lundy’s (2007) conceptualisation of Article 12 of the UN Committee on the Rights of the Child and Leonard’s (2016) concept of generagency, this chapter will examine children and young people’s everyday lives and relationships within the home and family in the context of agency and structure.
In the study, home was experienced by children generally as the setting most facilitative of their voice and participation in their everyday lives reflecting research findings that children are more likely to have their initiative and ideas encouraged in the family than in school or their wider communities (Mayall, 1994). Key areas of decision-making included everyday consumption activities such as food, clothes, and pocket money as well as temporal activities including bed-time, leisure, and friends. This concurs with Bjerke (2011) that consumption of various forms is a major field of children’s participation. Positive experiences of participation reported by children and young people involved facilitation by adults whom they respected and with whom they had some rapport. This locates children as relational beings, embedded in multiple overlapping intergenerational processes and highlights the interdependency between children’s participation and their environment (Leonard, 2016; Percy-Smith & Thomas, 2010).
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Thomas Smith, Patricia Volhard, Alan Davies, Pierre Maugüé and Marco Paruzzolo
To compare the key EU regimes regulating direct lending by private funds.
Abstract
Purpose
To compare the key EU regimes regulating direct lending by private funds.
Design/methodology/approach
Provides a summary of the key factors to be examined when looking at the provision of direct loans by private funds in the key jurisdictions, followed by a summary of existing pan-European regulations, followed by a focus regulations in on the UK, Germany, France and Italy.
Findings
The liberalisation of the national regimes for loan origination by funds in many European Union jurisdictions is a welcome development for both credit fund sponsors wishing to access investment opportunities in these jurisdictions and the borrowers unable to secure adequate financing from traditional sources such as banks. At the same time, the creation of a pan-European regulatory regime, with a passport for lending activities, would further facilitate market access by loan originating funds, as long as such regime does not impose onerous burdens or unnecessary restrictions on the funds and their managers.
Practical implications
The article gives an insight on the relative opportunities for direct lending funds in the EU, and how best to structure to take advantage of them.
Originality/value
Practical guidance from experienced financial services lawyers
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Hasaan Amin, Vanessa Attipoe, Hassan Dantata, Daniel Rimes, Barry Percy-Smith and Nigel Patrick Thomas
There is a growing recognition that participation in ‘shadow’ structures such as youth councils, forums and parliaments does not meet all of young people’s needs for action and…
Abstract
There is a growing recognition that participation in ‘shadow’ structures such as youth councils, forums and parliaments does not meet all of young people’s needs for action and engagement, and a growing emphasis on finding and recognising opportunities for young people to move out of these structures and initiate their own forms of democratic action for change. This chapter, co-written by academics and young researchers recruited from a youth council, tells the story of an action research project set up under the auspices of PARTISPACE which aimed to learn about the dynamics of self-initiated and autonomous youth participation beyond the confines of formalised youth participation structures. In this chapter, the authors explain what we all brought to the project, reflect from different perspectives on the process we went through, the challenges we encountered, the outcomes we achieved, and make sense of what we, collectively and individually, learned from the experience about different processes of participation.
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This chapter explores the nuances of anger in the workplace by elucidating the different forms of anger (personal and moral) experienced amongst NHS nurses in the United Kingdom…
Abstract
This chapter explores the nuances of anger in the workplace by elucidating the different forms of anger (personal and moral) experienced amongst NHS nurses in the United Kingdom. To do so, I draw upon the Dual Threshold Model of anger as the theoretical lens and employ Interpretive Phenomenological Analysis as the methodological approach. It was found that the behavioural response to particular anger-triggering events differed depending on whether the situation was ‘self-relevant’ or ‘other-relevant’, therefore personal and moral anger, respectively. The findings therefore suggest distinct appraisal pathways and forms of anger, and provide empirical support for a recent re-conceptualisation of moral anger.
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Thomas E. Smith, Tyler Edison Carter, Philip J. Osteen and Lisa S. Panisch
This study builds on previous investigations on the scholarship of social work faculty using h-index scores. The purpose of this paper is to compare two methods of determining the…
Abstract
Purpose
This study builds on previous investigations on the scholarship of social work faculty using h-index scores. The purpose of this paper is to compare two methods of determining the excellence of social work doctoral programs.
Design/methodology/approach
This study compared rankings in 75 social work doctoral programs using h-index vs the US News and World Report (USNWR) list. The accuracy of predicting scholarly productivity from USNWR rankings was determined by joint membership in the same quantile block. Information on USNWR rankings, h-index, years of experience, academic rank, and faculty gender were collected. Regression analysis was used in creating a predictive model.
Findings
Only 39 percent of USNWR rankings accurately predicted which programs had their reputation and scholarly productivity in the same rating block. Conversely, 41 percent of programs had reputations in a higher block than their scholarly productivity would suggest. The regression model showed that while h-index was a strong predictor of USNWR rank (b=0.07, 95% CI: 0.05, 0.08), additional variance was explained by the unique contributions of faculty size (b=0.01, 95% CI: 0.01, 0.02), college age (b=0.002, 95% CI: <0.001, 0.003), and location in the southeast (b=−0.22, 95% CI: −0.39, −0.06).
Originality/value
For many programs, reputation and scholarly productivity coincide. Other programs have markedly different results between the two ranking systems. Although mean program h-indices are the best predictor of USNWR rankings, caution should be used in making statements about inclusion in the “top 10” or “top 20” programs.
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Bahar Manouchehri, Edgar A. Burns, Ayyoob Sharifi and Sina Davoudi
Children comprise a significant component of developing countries’ populations, but are rarely present in a substantive way in urban decision-making. The first step toward…
Abstract
Children comprise a significant component of developing countries’ populations, but are rarely present in a substantive way in urban decision-making. The first step toward changing the exclusion of children in urban planning is through analyzing the roots of the problem. Applying a critical approach, this research aimed to explore and challenge the structural patterns of society that exclude children and marginalize them in the case of Iran. The present study interviewed Iranian urban planning professionals in a range of roles, to explore the roots of the persistent failure to incorporate children’s voices. The findings revealed various obstacles to including children: on the one hand, these impediments consisted of broad macro-level barriers derived from the cultural context; on the other, obstacles included micro-level barriers associated with planning processes and the urban management system. Together these embedded sociocultural roots provide insights into mechanisms maintaining a top-down approach and preventing it from shifting to a more inclusive and child-friendly approach in planning modern Iranian cities.