Beth Fields, Wendy Wood and Rebecca Lassell
Establishing acceptability of complex interventions to stakeholders is vital in early scientific development. The purpose of this paper is to ascertain the acceptability of a…
Abstract
Purpose
Establishing acceptability of complex interventions to stakeholders is vital in early scientific development. The purpose of this paper is to ascertain the acceptability of a program of equine-assisted activities (EAAP) for people with dementia by elucidating programmatic practices needed to enhance their safety and quality of life (QoL) from the perspectives of service providers.
Design/methodology/approach
Semi-structured interviews with five providers were analyzed using a basic qualitative approach.
Findings
Providers perceived the EAAP as acceptable and revealed potential mechanisms of change supporting well-being, including aspects related to the physical and social environment and person with dementia. Linkages identified among the EAAP and its physical and social context support its complexity. Providers explicated program practices that promoted safety and QoL, such as implementing staff trainings and tailoring activities to each person’s preferences and needs. These practices aligned with best dementia care approaches, underscoring that the EAAP is a promising complex intervention that merits further scientific development.
Originality/value
This work is novel and adds to the literature by illuminating the role of a community-based, animal-assisted program for enhancing the QoL of older adults with dementia residing in institutional care facilities.
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Rebecca Lassell, Beth Fields, Jennifer E. Cross and Wendy Wood
This case study aims to explore the appropriateness of an adaptive riding program for persons living with dementia through examining family members’ (care partners) reported…
Abstract
Purpose
This case study aims to explore the appropriateness of an adaptive riding program for persons living with dementia through examining family members’ (care partners) reported outcomes.
Design/methodology/approach
Using convenience sampling, persons living with dementia and their care partners were recruited in Northern Colorado; after meeting inclusion criteria, they were invited to participate in the adaptive riding program. The program occurred for weekly, hour-long sessions for eight weeks. Field notes were collected during each session, and semi-structured interviews were conducted with five care partners after the program and analyzed by using theoretical thematic analysis.
Findings
Care partners found the adaptive riding program appropriate. Reported outcomes comprised three themes: well-being, meaning through social connections and function in daily life and aligned with the positive emotions, engagement, relationships, meaning, accomplishment (PERMA) theory of well-being.
Originality/value
To the best of the authors’ knowledge, this is the first study to explore the appropriateness of an adaptive riding program for persons living with dementia and their care partners who broadened understandings of the emotional, social and physical benefits. Findings support the inclusion of care partners in adaptive riding and may inform health-care providers’ recommendations for such programs.
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“Which advertisement fits reality?” asked Pamela Butler, researcher into gender communication. The top ad represents selected adjectives used to describe feminine characteristics…
Abstract
“Which advertisement fits reality?” asked Pamela Butler, researcher into gender communication. The top ad represents selected adjectives used to describe feminine characteristics in the Bern Sex Role Inventory (BSRI), a psychometric testing instrument, while the bottom ad represents so‐called masculine personality characteristics. The ads were adapted from Butler's advertisements for “Insurance Executives” in Self‐Assertion for Women.
Wanted: Manager Affectionate, childlike person who does not use harsh language, to head our administrative division. We want someone who is cheerful and eager to sooth hurt…
Abstract
Wanted: Manager Affectionate, childlike person who does not use harsh language, to head our administrative division. We want someone who is cheerful and eager to sooth hurt feelings. The position requires gullibility. This is the perfect job for the tender, yielding individual. Wanted: Manager Competitive, ambitious person with leadership ability to head our administrative division. We want someone who is dominant and self‐sufficient. The position requires strong analytical ability. This is the perfect job for a self‐reliant, independent person.
Israa Abuelezz, Mahmoud Barhamgi, Armstrong Nhlabatsi, Khaled Md. Khan and Raian Ali
The aim of this study is to investigate how the demographics and appearance cues of potential social engineers influence the likelihood that targets will trust them and accept…
Abstract
Purpose
The aim of this study is to investigate how the demographics and appearance cues of potential social engineers influence the likelihood that targets will trust them and accept security risk.
Design/methodology/approach
Data were collected through an online survey of 635 participants, including 322 participants from Arab countries and 313 participants from the UK. The survey presented scenarios with 16 personas who offered participants the use of their mobile internet hotspot. These personas were characterized by combinations of age (young vs aged), gender (male vs female), ethnicity (Arab vs UK) and look formality (casual vs formal). The study measured both participants’ offer acceptance and trust in the persona.
Findings
Results indicated a higher likelihood of offer acceptance from female and aged personas, as well as a greater trust in these groups. Arab participants showed a preference for personas with Arabian ethnic features. In both samples, trust and acceptance were influenced by the persona’s appearance, which was found to be gender-dependent; with female personas in casual attire and male personas in formal attire being trusted more in comparison to female with formal attire and male with informal, respectively.
Practical implications
Findings highlight the importance of incorporating awareness of appearance-based biases in cybersecurity training, suggesting the need for culturally sensitive training programs to enhance defense against social engineering.
Originality/value
This study distinguishes itself by elucidating the influence of social engineers’ demographic and appearance cues on the likelihood of individuals to take security risks, thus addressing a significant gap in the literature which has traditionally emphasized the profiles of targets.
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Shirley Day, Edwin Fleming and Allan Bunch
Your series by David F. Cheshire is most interesting and worthwhile. I am specially grateful for the kind and constructive remarks he has made over the months about exhibitions in…
Abstract
Your series by David F. Cheshire is most interesting and worthwhile. I am specially grateful for the kind and constructive remarks he has made over the months about exhibitions in the Barbican Art Gallery, which is part of my department in the City of London.
Kristy A. Brugar and Annie McMahon Whitlock
The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical…
Abstract
Purpose
The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999).
Design/methodology/approach
The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994).
Findings
This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts.
Research limitations/implications
The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience.
Originality/value
The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.
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This paper aims to explore the impact of time on customer behavior and decision making. Even though people factor time into decisions on a daily basis, businesses tend to focus…
Abstract
Purpose
This paper aims to explore the impact of time on customer behavior and decision making. Even though people factor time into decisions on a daily basis, businesses tend to focus resources and efforts on other aspects of consumer behavior such as pricing and demographics, resulting in many executives overlooking this key element of the customer decision process.
Design/methodology/approach
This paper provides a framework for understanding how customers value offerings in relation to time and attention priorities. It also demonstrates the evolution of today's time scarcity in relation to commerce and why it is more salient today using time‐use data.
Findings
Companies that understand how customers value time in relation to their offerings were more successful in today's economy and often achieved competitive advantage.
Practical implications
The framework guides executives in determining actions and market opportunities for products or services based on a time and attention‐centric mindset.
Originality/value
Time‐value economics provides a new lens for organizations to understand how time shapes customer behavior and decisions. The associated framework provides a useful market segmentation model. It enables businesses to identify new innovation opportunities and actions to foster growth.
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Angeline Villanueva Yang, Marilee Bresciani Ludvik, Caren L. Sax, Sylvia Garcia-Navarrete, Wendy Bracken, J. Luke Wood and Charles Iyoho
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Abstract
Purpose
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Design/methodology/approach
The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).
Findings
The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).
Originality/value
These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.