ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW
Review the available literature which will be presented along with reflections. A range of literature sources should be used including empirical research (this can include both national and local research).
Various methods can be used to present the literature review and students will need to include a written summary of the key points of the presentation (750-1000 words). This summary should include a reference list relating to all the literature referred to in the presentation. The sections of the presentation are as follows:
· Title of research topic
· rationale
· Introduction
· Brief discussion of literature search terms and key literature used
· Thematic review of the literature
· Implications for social work/social work practice
British Journal of
Learning Disabilities
The Official Journal of the British Institute of Learning Disabilities
ORI G IN AL ARTI CLE
How adults with learning disabilities view living independently
Rebecca J. Bond, Occupational therapist, NHS Plymouth, Plymouth Primary Care Trust, Westbourne Unit, Scott Business Park, Beacon Park Road, Plymouth, PL2 2PQ, United Kingdom. (E-mail: rebecca. [email protected]) and Jenni Hurst, Lecturer, University of Plymouth, Peninsula Allied Health Centre, Derriford Road, Plymouth PL6 8BH, United Kingdom
Accessible summary • Nine people with learning disabilities talked about living on their own.
· They talked about good and bad things in their lives.
· They said it is sometimes hard but better than living in residential care.
· They want people who provide services to know that it can be hard to live alone.
Summary It is seen as increasingly important for people with learning disabilities to be supported to live independently and manage their own self care, productivity and leisure activities. This qualitative study explored the experiences of nine adults with mild learning disabilities who lived alone with minimal support. Their narratives were analysed using thematic analysis and seven themes emerged. These were feelings on living alone, practical issues, support issues, choice and control, vulnerability, health issues and the impact of having a learning disability. This study has implications for service users, professionals and service providers working with people with learning disabilities. In particular, the issues raised reflected the need to increase social inclusion and provide the right level of support. Participants talked about service providers needing to be aware of their vulnerability and wanted people to respect their right to make their own choices.
Keywords Independent living, learning disabilities, qualitative research, service users’ narratives
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
doi:10.1111/j.1468-3156.2009.00604.x
ª 2009 Blackwell Publishing Ltd, British Journal of Learning Disabilities, 38, 286–292
Introduct.
Actively Involving People With Dementia In Qualitative Research Actively Inv...Nicole Heredia
This document discusses challenges to involving people with dementia in qualitative research and critiques a process consent framework. It aims to consider major challenges, critique process consent, demonstrate the need for nurses and researchers to explore these issues, and consider the impact of the Mental Capacity Act 2005. The document discusses issues around recruitment and gaining meaningful consent from people with dementia for research. It also explores how process consent models can provide an ethical framework for consent in research and clinical practice with this population.
Literature review. David Seckington. Can the empirical success of Cognitive B...David Seckington
The document discusses applying cognitive behavioral therapy (CBT) to people with learning disabilities. It provides background on the definition and prevalence of learning disabilities in the UK. It then discusses the history and principles of CBT. While CBT has been shown to be effective for many populations, applying it to those with learning disabilities faces challenges due to cognitive and information processing impairments. Adaptations may be needed to simplify concepts and link thoughts, feelings and behaviors. Motivation and the therapist's ability to adapt are also important factors for successful outcomes.
Investigating the impact of curriculum on attitudes by first year occupationa...Anita Hamilton PhD
This was a presentation that I gave during the Graduate Certificate in Higher Education at Deakin University. This pilot study lead to a fourth year honours research study in 2007 by Alison Naughton.
People with learning disabilities often face barriers to effective communication in healthcare settings. This can negatively impact their health outcomes and human rights. Poor communication between patients and healthcare staff has contributed to preventable deaths. It is important for healthcare professionals to use communication strategies that meet the needs of patients with learning disabilities, such as Makaton sign language, easy read materials, and attentiveness to non-verbal cues.
Development and evaluation of an intervention to support family caregivers of...beatriz9911
This study aimed to develop and evaluate an intervention to support family caregivers of cancer patients providing home-based end-of-life care. In Phase 1, interviews with 29 caregivers identified their needs for practical information and support skills. Based on these findings, the researchers created an informational booklet as the preferred format. In Phase 2, 31 caregivers and 14 nurses evaluated the booklet. Caregivers reported feeling more positive, reassured, and competent in their caregiving role after using the booklet. Nurses found the booklet useful and received fewer calls from caregivers who used it. However, caregivers indicated they would have benefited from receiving the booklet earlier in the care trajectory. The researchers concluded the
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The document summarizes several studies that examined ways to reduce aggression in dementia patients through improved care methods. The studies found that:
1) Aggression decreased when medications like haloperidol were reduced or withdrawn and patients received care in special dementia units.
2) Caregiver training on understanding dementia and patient-centered care led to fewer aggressive behaviors from patients, lower caregiver stress, and less need for physical restraints.
3) Understanding factors like medical issues, communication problems, and patient histories that could influence behaviors helped develop more effective multi-faceted care approaches.
With better training and patient-centered care, facilities saw reduced costs from things like medications and hospitalizations, along with improved
Actively Involving People With Dementia In Qualitative Research Actively Inv...Nicole Heredia
This document discusses challenges to involving people with dementia in qualitative research and critiques a process consent framework. It aims to consider major challenges, critique process consent, demonstrate the need for nurses and researchers to explore these issues, and consider the impact of the Mental Capacity Act 2005. The document discusses issues around recruitment and gaining meaningful consent from people with dementia for research. It also explores how process consent models can provide an ethical framework for consent in research and clinical practice with this population.
Literature review. David Seckington. Can the empirical success of Cognitive B...David Seckington
The document discusses applying cognitive behavioral therapy (CBT) to people with learning disabilities. It provides background on the definition and prevalence of learning disabilities in the UK. It then discusses the history and principles of CBT. While CBT has been shown to be effective for many populations, applying it to those with learning disabilities faces challenges due to cognitive and information processing impairments. Adaptations may be needed to simplify concepts and link thoughts, feelings and behaviors. Motivation and the therapist's ability to adapt are also important factors for successful outcomes.
Investigating the impact of curriculum on attitudes by first year occupationa...Anita Hamilton PhD
This was a presentation that I gave during the Graduate Certificate in Higher Education at Deakin University. This pilot study lead to a fourth year honours research study in 2007 by Alison Naughton.
People with learning disabilities often face barriers to effective communication in healthcare settings. This can negatively impact their health outcomes and human rights. Poor communication between patients and healthcare staff has contributed to preventable deaths. It is important for healthcare professionals to use communication strategies that meet the needs of patients with learning disabilities, such as Makaton sign language, easy read materials, and attentiveness to non-verbal cues.
Development and evaluation of an intervention to support family caregivers of...beatriz9911
This study aimed to develop and evaluate an intervention to support family caregivers of cancer patients providing home-based end-of-life care. In Phase 1, interviews with 29 caregivers identified their needs for practical information and support skills. Based on these findings, the researchers created an informational booklet as the preferred format. In Phase 2, 31 caregivers and 14 nurses evaluated the booklet. Caregivers reported feeling more positive, reassured, and competent in their caregiving role after using the booklet. Nurses found the booklet useful and received fewer calls from caregivers who used it. However, caregivers indicated they would have benefited from receiving the booklet earlier in the care trajectory. The researchers concluded the
Dementia And Aggression Psy 492 M7a2 Levea. Bhannah06
The document summarizes several studies that examined ways to reduce aggression in dementia patients through improved care methods. The studies found that:
1) Aggression decreased when medications like haloperidol were reduced or withdrawn and patients received care in special dementia units.
2) Caregiver training on understanding dementia and patient-centered care led to fewer aggressive behaviors from patients, lower caregiver stress, and less need for physical restraints.
3) Understanding factors like medical issues, communication problems, and patient histories that could influence behaviors helped develop more effective multi-faceted care approaches.
With better training and patient-centered care, facilities saw reduced costs from things like medications and hospitalizations, along with improved
Strategies to End Homelessness: Current Approaches to EvaluationTheHomelessHub
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Living University of Postural Care - Postural Care and Skills for Health Part...Sarah Clayton
A One Year Postural Care Training Programme for the Workforce Supporting the Needs of those with Complex and Continuing Healthcare Needs: Project Evaluation
Skills for Health (SfH) has been working in partnership with Postural Care CIC on a project to deliver a one year training
programme for the workforce supporting the needs of children and young people with complex healthcare needs.
This evaluation will outline the background to the project, how the work was carried out and the key findings and
recommendations of those involved.
This project was led by Sarah Clayton Training@simplestuffworks.co.uk
Promoting Sexual Health Final PresentationLindsey Lewis
This document summarizes a research project proposal on promoting sexual health for individuals with intellectual disabilities. It finds that this population faces barriers to sexual education, risks of exploitation and health issues, and restrictions on their rights. The proposal recommends: 1) Implementing sex education programs for clients to increase knowledge and healthy behaviors. 2) Educating caregivers to reduce stigma and discuss clients' sexuality. 3) Advocating for clearer policies to prevent discrimination and support clients' sexual wellbeing through review of agency policies, rallies, and collaborative advocacy efforts. An evaluation plan includes testing clients and caregivers before and after interventions to measure changes in behaviors, attitudes, and knowledge.
This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
Peer Acceptance and the Emotional Well-Being of DisabledAbigail Burmeister
This document summarizes a study about how knowing someone with a disability affects acceptance of others with disabilities and how acceptance impacts emotional well-being. The study found that people who know someone with a disability are more accepting of others. Previous research also found peer acceptance is important for emotional well-being of those with disabilities. The study measured acceptance by asking if respondents would be friends with someone who has a disability and found those who know someone with a disability were more likely to say yes.
This document explores substance misuse among people with learning disabilities in the UK. It finds that people with learning disabilities have increased social barriers and vulnerability to peer pressures that may make them more likely to misuse substances to gain social acceptance. Services available for substance misuse treatment are often not suitable for people with learning disabilities. As more people with disabilities live in the community, substance misuse may rise without proper support systems. The document recommends early identification and support to reduce risks, as well as specialized substance misuse services.
Why older people engage in physical activity an exploratory study of partici...Darren John Capalb
While older people experience substantial physical and mental health benefits from regular physical activity, participation rates among older people are low. There is a need to gather more information about why older people do and do not engage in physical activity. This paper aims to examine the reasons why older men and women chose to engage in a community-based physical activity program. Specific issues that were examined included reasons why older people who had been involved in a community-based program on a regular basis: commenced the program; continued with the program; and recommenced the program after they had dropped out. Ten participants (eight females and two males) aged between 62 and 75 years, who had been participating in a community-based physical activity program for a minimum of 6 months, were individually interviewed. Thematic analysis was used to analyse the data. Three major themes emerged, including ‘time to bond: social interaction’ with sub-themes ‘bona fide friendships’ and ‘freedom from being isolated’; ‘I want to be healthy: chronic disease management’; and ‘new lease on life’. Two of the primary reasons why older people both commenced and recommenced the program were the promise of social interaction and to be able to better manage their chronic conditions.
1. The document discusses maintaining patient dignity in healthcare settings through initiatives like the Dignity Challenge which aims to respect patients' privacy, autonomy, and self-worth.
2. Key elements that threaten patient dignity are discussed based on prior research, including the hospital environment and lack of communication. Discovery interviews with patients provided insights into their experiences.
3. A case study analysis a hospital ward's practices in promoting patient dignity through the environment and staff behaviors. Measuring tools for dignity in care were also presented.
CLINICAL SCHOLARSHIPHealth Education Needs of Incarcerated.docxbartholomeocoombs
CLINICAL SCHOLARSHIP
Health Education Needs of Incarcerated Women
Shirley Dinkel, PhD, APRN, BC1 & Katie Schmidt, BSN, RN2
1 Associate Professor, School of Nursing, Washburn University, Topeka, KS, USA
2 Director of Nursing, Topeka Corrections Facility, Topeka, KS, USA
Key words
Incarcerated women, health education, prison
nursing, naturalistic design, qualitative nursing
Correspondence
Dr. Shirley Dinkel, School of Nursing, Washburn
University, 1700 SW College Ave., Topeka, KS
66611. E-mail: [email protected]
Accepted: February 3, 2014
doi: 10.1111/jnu.12079
Abstract
Purpose: This study identifies the healthcare education needs of incarcerated
women in a state corrections facility.
Methods: This was a naturalistic qualitative study. Focus groups included two
groups of adult women incarcerated in a state corrections facility. One group
consisted of women housed in maximum security, and one group consisted
of women housed in medium security. Data were analyzed using a constant
comparison approach.
Findings: Three guiding questions provided the foundation for the identified
themes. Themes included six healthcare education topics important to incar-
cerated women and three related to health education strategies best suited for
incarcerated women.
Conclusions: Trust, respect and empowerment are key concepts in educating
incarcerated women about their personal health and health of their families.
Clinical Relevance: With over 200,000 women incarcerated in the United
States today, creating policies and practices that focus on the healthcare edu-
cation needs of women that are woman focused may enhance knowledge and
skills and may ultimately lead to reduced recidivism.
Over 200,000 women are currently imprisoned in the
United States, a number that has grown more than 800%
over the past three decades (Institute on Women & Crim-
inal Justice, 2009). Because the majority of prisoners are
male, prison programs often focus on issues faced by male
prisoners and overlook those faced by female prisoners
(Bissonnette, n.d; Stolnik, 2011). As the population of in-
carcerated females continues to increase at a rate nearly
twice that of males (Stolnik, 2011), health-related pro-
grams, educational opportunities, and initiatives focus-
ing on the specific needs of female inmates are becoming
more and more essential.
Incarcerated women often have a history of sub-
stance abuse; physical, sexual, and emotional trauma
(Bissonnette, n.d.); and limited access to healthcare ser-
vices (Palmer, 2007). The World Health Organization
has identified this trend globally, as research conducted
in the United Kingdom (Palmer, 2007) revealed simi-
lar conclusions. Because of intense, pre-incarceration liv-
ing situations, women often neglect their health while at
liberty. When they enter prison, they make great de-
mands on corrections health services (Yeager, 2012).
The limited research conducted on incarcerated females
throughout the United States consistently id.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
Perceptions of students with disabilities on support services provided in hig...Ambati Nageswara Rao
This document discusses a study on the perceptions of students with disabilities regarding support services at higher education institutions in Andhra Pradesh, India. It begins with an introduction describing the importance of education for persons with disabilities and the lack of access to higher education. It then describes the methodology which used a mixed methods approach, interviewing 100 students from 3 universities using purposive and snowball sampling. The findings section describes the demographic characteristics of respondents and their perceptions of support services. Overall, the study examines the experiences of students with disabilities and the need for universities to improve support services to promote inclusion.
Perceptions of students with disabilities on support services provided in hig...Ambati Nageswara Rao
This document discusses a study on the perceptions of students with disabilities regarding support services at higher education institutions in Andhra Pradesh, India. It begins with an introduction describing the importance of education for persons with disabilities and the lack of access to higher education. It then describes the methodology which used a mixed methods approach, interviewing 100 students from 3 universities using purposive and snowball sampling. The findings section describes the demographic characteristics of respondents and their perceptions of support services. Overall, the study examines the experiences of students with disabilities and the need for universities to improve support services to promote inclusion.
An Exploration Of Nurses Health Beliefs Ways Of Knowing And Implications Fo...Melinda Watson
This document summarizes a study that explored nurses' health beliefs in five countries. It revealed three main themes:
1) Nurses drew their health beliefs from various sources, including professional education and cultural traditions, creating tensions between personal beliefs and evidence-based practices.
2) Some nurses held beliefs they had not examined critically and may not have been supported by evidence.
3) Nurses believed experience was an important source of knowledge, though personal experiences need to be evaluated critically rather than assumed to represent reality.
The study highlighted tensions between nurses' personal beliefs and critical health literacy expected in contemporary nursing practice. It also illuminated the need for nurse education to help nurses examine their own beliefs.
NCTL Presentation at Massey PhD Induction 2018Martin McMorrow
The document provides an introduction to literature review writing services from the National Centre for Teaching and Learning (NCTL) at Massey University. It outlines workshops on various aspects of PhD writing including literature reviews. It also provides information on literature review structure, style, and common elements. Examples of feedback on literature reviews from Massey supervisors are given. Details on other NCTL services such as drop-in support and online resources are provided.
Dana Roth: Autonomy and Dependency Relationship with Self-Perception and Qual...Beitissie1
The document summarizes an inclusive research study conducted from 2012-2015 at Beit Issie Shapiro in Israel. The study examined the relationship between autonomy, dependency, self-perception, and quality of life among adults with complex learning disabilities. [The study found that] relationship status, independent thinking, and self-esteem were correlated with quality of life. The research was conducted inclusively with adults with disabilities involved in all stages of the research process.
The document discusses a research proposal to explore the knowledge that family members of patients admitted to hospice palliative care have, and whether providing an educational meeting can improve that knowledge. The research question asks if implementing an educational meeting improves relatives' knowledge of the importance and scope of palliative care management and treatment. A literature review found that family caregivers often lack knowledge about palliative care and symptoms, and educational interventions have been shown to increase knowledge and improve perceptions of palliative care. The proposal aims to identify current family member knowledge and establish if education meetings can improve their understanding of palliative care.
This document describes the development of an evidence-based health literacy toolkit for hearing loss. It discusses low health literacy rates and issues with existing patient materials and counseling in audiology. The toolkit, called the Hearing Health Literacy Toolkit, uses the 5 A's model (Assess, Advise, Agree, Assist, Arrange) as a framework. It incorporates tools and techniques grounded in health literacy principles, motivational interviewing, shared decision making, and patient-centered care to improve how audiologists educate and treat patients with hearing loss. The goal is to help patients better understand and manage their condition.
Name that test! A researcher is interested in discovering whether or.pdfdineshsaxena01
Name that test! A researcher is interested in discovering whether or not there is a relationship
between supervisor support and burnout. He collects data from a random sample of individuals
who self-report their levels of perceived supervisor support (on a scale of 1-5) and burnout (on a
scale of 1-5). Which statistical test is most appropriate for this researcher to use? a.
independent samples t-test b. Chi-square c. ANOVA d. None of these e. Matched pairs t-test
f. regression g. correlation
Solution
The role of developmental services workers (DSWs) is undergoing major changes.
Fewer people are entering the occupation, and at the same time, those currently in the occupation
are leaving at increasing rates, presumably due to high stress levels and burnout. Some reasons
for this phenomenon are the type of work preformed by DSWs (providing personal/emotional
care) and working conditions (shift work, part-time, low wages). This research used field
observation at locations within a developmental services agency and semi-structured interviews
with five participants working in the developmental services field, including front line staff and
management. The participants were asked to identify job challenges and gather
opinions/suggestions for improving low retention rates and high burn out rates. The participants
spoke about ways to improve the quality of care provided to people with developmental
disabilities. Although this is a very small sample, all of the participants were aware that burnout
rates are quite high for DSWs. The opinions of front line workers and management reflect the
similarities and minor differences between these groups. The participants believe burnout can be
reduced and retention improved by: increasing pay rates, improving working hours, creating
safer work conditions, increasing support from management, ensuring staff have an interest in
vulnerable populations, and increasing the availability of meaningful training. Development
Services Workers (DSWs) are specially trained individuals who provide personal care and non-
professional services to people with developmental disabilities. Even though these individuals
provide an important service that greatly improves the quality of life for people with
developmental disabilities, it is becoming increasingly difficult to recruit and retain DSWs. This
research examines the role of the DSWs and attempts to identify some of the factors that
contribute to the declining ability to attract individuals to this type of employment, and the
factors that make it difficult to retain individuals in this field. The importance of the level of
service provided by DSWs to individuals with developmental disabilities reinforces the need to
ensure this field of service remains viable and attractive to individuals seeking a career in
personal care. This research also provides some recommendations for changes that will improve
recruitment and retention of DSWs. Ontario has a long history of providing .
Sample Access and Functional Needs & Disaster Preparedness ProposalKerry Coward
TOPIC: Involving the community in disaster preparedness and emergency management. Appropriately addressing the needs of, and the issues related to, at-risk and vulnerable populations during disastrous events is necessary for the future of society.This is a draft presentation created in Graduate School.
Client experiences of involuntary treatment for anorexia nervosa. A review of...Jessie Mckenzie
- Eight qualitative studies on clients' experiences of involuntary inpatient treatment for anorexia nervosa were reviewed.
- Key themes included clients feeling a loss of control in treatment, both positively when first admitted but also negatively when restrictions continued. Staff-client relationships were also highly influential, with supportive staff promoting engagement but inconsistent approaches causing negative experiences.
- Both positive and negative experiences were identified, suggesting more collaborative, empathetic approaches that value clients' perspectives could improve treatment experiences.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
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CLINICAL SCHOLARSHIPHealth Education Needs of Incarcerated.docxbartholomeocoombs
CLINICAL SCHOLARSHIP
Health Education Needs of Incarcerated Women
Shirley Dinkel, PhD, APRN, BC1 & Katie Schmidt, BSN, RN2
1 Associate Professor, School of Nursing, Washburn University, Topeka, KS, USA
2 Director of Nursing, Topeka Corrections Facility, Topeka, KS, USA
Key words
Incarcerated women, health education, prison
nursing, naturalistic design, qualitative nursing
Correspondence
Dr. Shirley Dinkel, School of Nursing, Washburn
University, 1700 SW College Ave., Topeka, KS
66611. E-mail: [email protected]
Accepted: February 3, 2014
doi: 10.1111/jnu.12079
Abstract
Purpose: This study identifies the healthcare education needs of incarcerated
women in a state corrections facility.
Methods: This was a naturalistic qualitative study. Focus groups included two
groups of adult women incarcerated in a state corrections facility. One group
consisted of women housed in maximum security, and one group consisted
of women housed in medium security. Data were analyzed using a constant
comparison approach.
Findings: Three guiding questions provided the foundation for the identified
themes. Themes included six healthcare education topics important to incar-
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States today, creating policies and practices that focus on the healthcare edu-
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prisoners and overlook those faced by female prisoners
(Bissonnette, n.d; Stolnik, 2011). As the population of in-
carcerated females continues to increase at a rate nearly
twice that of males (Stolnik, 2011), health-related pro-
grams, educational opportunities, and initiatives focus-
ing on the specific needs of female inmates are becoming
more and more essential.
Incarcerated women often have a history of sub-
stance abuse; physical, sexual, and emotional trauma
(Bissonnette, n.d.); and limited access to healthcare ser-
vices (Palmer, 2007). The World Health Organization
has identified this trend globally, as research conducted
in the United Kingdom (Palmer, 2007) revealed simi-
lar conclusions. Because of intense, pre-incarceration liv-
ing situations, women often neglect their health while at
liberty. When they enter prison, they make great de-
mands on corrections health services (Yeager, 2012).
The limited research conducted on incarcerated females
throughout the United States consistently id.
Evidence based practices for asd a review (2015)Jeane Araujo
This document summarizes a comprehensive review of evidence-based focused intervention practices for children and youth with autism spectrum disorder (ASD). The review identified 27 practices that met criteria for being evidence-based from 456 studies published between 1990 and 2011. Six new practices were identified that were not in the previous review, while one practice was removed. The implications for current practices and future research are discussed.
Perceptions of students with disabilities on support services provided in hig...Ambati Nageswara Rao
This document discusses a study on the perceptions of students with disabilities regarding support services at higher education institutions in Andhra Pradesh, India. It begins with an introduction describing the importance of education for persons with disabilities and the lack of access to higher education. It then describes the methodology which used a mixed methods approach, interviewing 100 students from 3 universities using purposive and snowball sampling. The findings section describes the demographic characteristics of respondents and their perceptions of support services. Overall, the study examines the experiences of students with disabilities and the need for universities to improve support services to promote inclusion.
Perceptions of students with disabilities on support services provided in hig...Ambati Nageswara Rao
This document discusses a study on the perceptions of students with disabilities regarding support services at higher education institutions in Andhra Pradesh, India. It begins with an introduction describing the importance of education for persons with disabilities and the lack of access to higher education. It then describes the methodology which used a mixed methods approach, interviewing 100 students from 3 universities using purposive and snowball sampling. The findings section describes the demographic characteristics of respondents and their perceptions of support services. Overall, the study examines the experiences of students with disabilities and the need for universities to improve support services to promote inclusion.
An Exploration Of Nurses Health Beliefs Ways Of Knowing And Implications Fo...Melinda Watson
This document summarizes a study that explored nurses' health beliefs in five countries. It revealed three main themes:
1) Nurses drew their health beliefs from various sources, including professional education and cultural traditions, creating tensions between personal beliefs and evidence-based practices.
2) Some nurses held beliefs they had not examined critically and may not have been supported by evidence.
3) Nurses believed experience was an important source of knowledge, though personal experiences need to be evaluated critically rather than assumed to represent reality.
The study highlighted tensions between nurses' personal beliefs and critical health literacy expected in contemporary nursing practice. It also illuminated the need for nurse education to help nurses examine their own beliefs.
NCTL Presentation at Massey PhD Induction 2018Martin McMorrow
The document provides an introduction to literature review writing services from the National Centre for Teaching and Learning (NCTL) at Massey University. It outlines workshops on various aspects of PhD writing including literature reviews. It also provides information on literature review structure, style, and common elements. Examples of feedback on literature reviews from Massey supervisors are given. Details on other NCTL services such as drop-in support and online resources are provided.
Dana Roth: Autonomy and Dependency Relationship with Self-Perception and Qual...Beitissie1
The document summarizes an inclusive research study conducted from 2012-2015 at Beit Issie Shapiro in Israel. The study examined the relationship between autonomy, dependency, self-perception, and quality of life among adults with complex learning disabilities. [The study found that] relationship status, independent thinking, and self-esteem were correlated with quality of life. The research was conducted inclusively with adults with disabilities involved in all stages of the research process.
The document discusses a research proposal to explore the knowledge that family members of patients admitted to hospice palliative care have, and whether providing an educational meeting can improve that knowledge. The research question asks if implementing an educational meeting improves relatives' knowledge of the importance and scope of palliative care management and treatment. A literature review found that family caregivers often lack knowledge about palliative care and symptoms, and educational interventions have been shown to increase knowledge and improve perceptions of palliative care. The proposal aims to identify current family member knowledge and establish if education meetings can improve their understanding of palliative care.
This document describes the development of an evidence-based health literacy toolkit for hearing loss. It discusses low health literacy rates and issues with existing patient materials and counseling in audiology. The toolkit, called the Hearing Health Literacy Toolkit, uses the 5 A's model (Assess, Advise, Agree, Assist, Arrange) as a framework. It incorporates tools and techniques grounded in health literacy principles, motivational interviewing, shared decision making, and patient-centered care to improve how audiologists educate and treat patients with hearing loss. The goal is to help patients better understand and manage their condition.
Name that test! A researcher is interested in discovering whether or.pdfdineshsaxena01
Name that test! A researcher is interested in discovering whether or not there is a relationship
between supervisor support and burnout. He collects data from a random sample of individuals
who self-report their levels of perceived supervisor support (on a scale of 1-5) and burnout (on a
scale of 1-5). Which statistical test is most appropriate for this researcher to use? a.
independent samples t-test b. Chi-square c. ANOVA d. None of these e. Matched pairs t-test
f. regression g. correlation
Solution
The role of developmental services workers (DSWs) is undergoing major changes.
Fewer people are entering the occupation, and at the same time, those currently in the occupation
are leaving at increasing rates, presumably due to high stress levels and burnout. Some reasons
for this phenomenon are the type of work preformed by DSWs (providing personal/emotional
care) and working conditions (shift work, part-time, low wages). This research used field
observation at locations within a developmental services agency and semi-structured interviews
with five participants working in the developmental services field, including front line staff and
management. The participants were asked to identify job challenges and gather
opinions/suggestions for improving low retention rates and high burn out rates. The participants
spoke about ways to improve the quality of care provided to people with developmental
disabilities. Although this is a very small sample, all of the participants were aware that burnout
rates are quite high for DSWs. The opinions of front line workers and management reflect the
similarities and minor differences between these groups. The participants believe burnout can be
reduced and retention improved by: increasing pay rates, improving working hours, creating
safer work conditions, increasing support from management, ensuring staff have an interest in
vulnerable populations, and increasing the availability of meaningful training. Development
Services Workers (DSWs) are specially trained individuals who provide personal care and non-
professional services to people with developmental disabilities. Even though these individuals
provide an important service that greatly improves the quality of life for people with
developmental disabilities, it is becoming increasingly difficult to recruit and retain DSWs. This
research examines the role of the DSWs and attempts to identify some of the factors that
contribute to the declining ability to attract individuals to this type of employment, and the
factors that make it difficult to retain individuals in this field. The importance of the level of
service provided by DSWs to individuals with developmental disabilities reinforces the need to
ensure this field of service remains viable and attractive to individuals seeking a career in
personal care. This research also provides some recommendations for changes that will improve
recruitment and retention of DSWs. Ontario has a long history of providing .
Sample Access and Functional Needs & Disaster Preparedness ProposalKerry Coward
TOPIC: Involving the community in disaster preparedness and emergency management. Appropriately addressing the needs of, and the issues related to, at-risk and vulnerable populations during disastrous events is necessary for the future of society.This is a draft presentation created in Graduate School.
Client experiences of involuntary treatment for anorexia nervosa. A review of...Jessie Mckenzie
- Eight qualitative studies on clients' experiences of involuntary inpatient treatment for anorexia nervosa were reviewed.
- Key themes included clients feeling a loss of control in treatment, both positively when first admitted but also negatively when restrictions continued. Staff-client relationships were also highly influential, with supportive staff promoting engagement but inconsistent approaches causing negative experiences.
- Both positive and negative experiences were identified, suggesting more collaborative, empathetic approaches that value clients' perspectives could improve treatment experiences.
Similar to ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW Review the .docx (20)
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docxsusanschei
This document outlines key aspects of careers in the sports business industry including content providers, distribution channels, goods and service providers, common job titles, typical training and education requirements, standard job roles and responsibilities, average salary outlooks, current job availability in various locations, and overall job outlooks along with potential pros and cons of different positions.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
This document provides an introduction to critical realism as a philosophy and framework for information systems research. It discusses the key concepts of critical realism such as the ontological view that an objective reality exists independently of our knowledge, and the stratified view of reality consisting of the real, actual, and empirical domains. Critical realism supports methodological pluralism using a variety of quantitative and qualitative methods to study different types of objects. The document also discusses how critical realism has been applied in social science research, focusing on the work of Margaret Archer and Tony Lawson in developing critical realist approaches within their fields.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ASSIGNMENT ; PRESENTATION OF LITERATURE REVIEW Review the .docx
1. ASSIGNMENT ; PRESENTATION OF LITERATURE
REVIEW
Review the available literature which will be presented along
with reflections. A range of literature sources should be used
including empirical research (this can include both national and
local research).
Various methods can be used to present the literature review
and students will need to include a written summary of the key
points of the presentation (750-1000 words). This summary
should include a reference list relating to all the literature
referred to in the presentation. The sections of the presentation
are as follows:
· Title of research topic
· rationale
· Introduction
· Brief discussion of literature search terms and key literature
used
· Thematic review of the literature
· Implications for social work/social work practice
British Journal of
Learning Disabilities
The Official Journal of the British Institute of Learning
Disabilities
ORI G IN AL ARTI CLE
How adults with learning disabilities view living independently
Rebecca J. Bond, Occupational therapist, NHS Plymouth,
Plymouth Primary Care Trust, Westbourne Unit, Scott Business
Park, Beacon Park Road, Plymouth, PL2 2PQ, United Kingdom.
2. (E-mail: rebecca. [email protected]) and Jenni Hurst, Lecturer,
University of Plymouth, Peninsula Allied Health Centre,
Derriford Road, Plymouth PL6 8BH, United Kingdom
Accessible summary • Nine people with learning
disabilities talked about living on their own.
· They talked about good and bad things in their lives.
· They said it is sometimes hard but better than living in
residential care.
· They want people who provide services to know that it can be
hard to live alone.
Summary It is seen as increasingly important for people with
learning disabilities to be supported to live independently and
manage their own self care, productivity and leisure activities.
This qualitative study explored the experiences of nine adults
with mild learning disabilities who lived alone with minimal
support. Their narratives were analysed using thematic analysis
and seven themes emerged. These were feelings on living alone,
practical issues, support issues, choice and control,
vulnerability, health issues and the impact of having a learning
disability. This study has implications for service users,
professionals and service providers working with people with
learning disabilities. In particular, the issues raised reflected
the need to increase social inclusion and provide the right level
of support. Participants talked about service providers needing
to be aware of their vulnerability and wanted people to respect
their right to make their own choices.
Keywords Independent living, learning disabilities,
qualitative research, service users’ narratives
3. ª 2009 Blackwell Publishing Ltd, British Journal of Learning
Disabilities, 38, 286–292
doi:10.1111/j.1468-3156.2009.00604.x
ª 2009 Blackwell Publishing Ltd, British Journal of Learning
Disabilities, 38, 286–292
Introduction
One of the key principles outlined in the English Policy
documents Valuing People (Department of Health 2001) and
Valuing People Now (Department of Health 2009) is to enable
people with learning disabilities to have greater choice and
control over their lives, including where they live and support
to live independently. Occupational therapy is one of the
professions working with people with a learning
This study was completed as part of a Masters degree in
Occupa- tional Therapy undertaken at the University of
Plymouth.
disability within their networks to assist them in to live
independently (Donati 2009). Understanding the impact of
living alone can aid such professions to assist people to gain
appropriate support.
The current changes in service provision planning suggest that
there will be increasing numbers of people choosing to live
independently or with support in their own homes and the need
to increase the availability of accessible and sustainable
housing (Office for Disability Issues 2008). The Down’s
Syndrome Association (2008) while acknowledging the
aspirations of people with learning disabilities, expresses
concern at the level of support available and whether this will
meet the needs of people with learning
4. How adults with learning disabilities view living independently
287
disabilities. There still appears to be a lack of evidence to
support the successful implementation of these planned changes
(Forbat 2006).
Literature review
Evidence exists that people who have moved from larger
institutions preferred living in the group homes they moved to
(Forrester-Jones et al. 2002; Holland & Meddis 1997). Studies
such as those by Stancliffe & Keane (2000) and Barlow &
Kirkby (1991), concluded that people in supported living
placements had more life satisfaction than those in residential
care. Currently, there is a lack of evidence to suggest that they
like to live alone.
Within this framework, independent living can be defined as
enabling independence by receiving the right support how and
when it is required (Morris 2004). While there has been an
increasing move into the community in the last decades there is
still no accurate data detailing the number of people with
learning disabilities living indepen- dently (Beadle Brown et al.
2004). People who live inde- pendently need a complex
repertoire of occupational skills and the opportunity to decide
which aspects of their occupational performance need additional
support to main- tain a healthy lifestyle (Heaton et al. 2001).
One difficulty may be the ability of the individual to maintain
and improve their occupational performance with less support.
Occupational therapists assist with this by identifying the
strengths and needs for the required range of skills required by
a person with a learning disability and their support network
(Donati 2009). Inclusion in the community is dependent on
having the opportunity to contribute to development of
accessible services (Parry & Jones 2009). Friendship has been
highlighted as an important compo- nent of support by people
5. with learning disabilities and accessibility of friends should
always be considered when moving to independent
accommodation (Long & Holmes 2001; McVilly et al. 2006).
The vulnerability of those who live alone has also been
highlighted (Cooper 2002; Whittell & Ramcharan 2000).
Maintaining health is a concern if someone is living
independently and primary care staff need to be aware of people
with learning disabilities using the service (Hames & Carlson
2006). The lack of confidence of primary care workers in
treating people with learning disabilities remains an area of
concern (McConkey 2000). This could account for the lack of
practical support being offered to the participants in this study
around taking their medication. Similarly, a review of
integrated care approaches found there was a lack of published
studies looking at the potential benefits of adopting a more
integrated approach to treating their physical health needs
(Jansen et al. 2006). Living alone does not mean that there are
not issues to contend with and it is not always possible to be
part of the local community
(Holman 2007). This study provides the views and percep- tions
of nine people with learning disabilities who have already
achieved independence and wish to contribute to the debate.
Aim of the research
Living independently is viewed as desirable by many people
with learning disabilities and service providers. The aim of this
study was to research the views of people with learning
disabilities about the reality of living inde- pendently and to
hear their stories.
Informed consent
Gaining informed consent from people with learning disabilities
raises ethical issues (Hutchison 2005). In this study, people
with mild learning disabilities who were already demonstrating
the skills needed to live alone were asked to participate. It was
therefore concluded that they would be able to give informed
consent if the materials were presented in an accessible and
6. meaningful manner. Consent to conduct this study was obtained
from the local ethics committee. Compliance with the Data
Protection Act (1998) was maintained with all research data.
Method
A qualitative research design was chosen for this study as the
aim was to explore the experience of living alone and to address
the increasing desire of people with learning disabilities to have
their voices heard and to take an active role in learning
disability research (Department of Health 2006). The semi
structured interviews were completed at times and venues to
suit participants. In designing the interview structure
consideration was given to the needs of the participants. Some
people with a learning disability may have limited language
skills and a difficulty in answering abstract questions leading to
communication difficulties during interviews (Clarke et al.
2005). The interview schedule contained clearly structured open
questions to assist understanding.
The interview structure was devised using the Canadian Model
of Occupational Performance (Canadian Association of
Occupational Therapists 1997) allowing for an occupa- tional
focus on the areas of self care, productivity and leisure within
the context of the participants’ environment. Data were coded
and analysed using thematic analysis to understand the issues
for these nine people who were currently managing to live
independently. Each interview was audio taped and transcribed
and the data coded into themes (Rudestam & Newton 2001). As
the interviews progressed additional questions were added to
explore emerging themes identified by the first
participants.
288 R. J. Bond and J. Hurst
ª 2009 Blackwell Publishing Ltd, British Journal of Learning
Disabilities, 38, 286–292
7. ª 2009 Blackwell Publishing Ltd, British Journal of Learning
Disabilities, 38, 286–292
Trustworthiness was attained by formal supervision of the
research project and by the sharing the data with an experienced
mentor for advice. The interviewer kept notes to enable
reflection on participants’ experiences.
Participants
There were five female and four male participants whose ages
ranged from 33 to 56 years who were living alone and receiving
minimal or no formal support at home. Six of the participants
had moved out of residential care or more supported living,
three had previously lived with partners in the community. For
the purpose of this study, minimal support was defined as two
visits a week or less by a paid carer to support that person to
live independently. The study did not consider the amount of
informal support from family, friends or other professionals
outside the home.
Participants in this study were recruited by convenience
sampling. A recruitment letter was disseminated to the
researcher’s colleagues within the Learning Disability Service
and related local independent sector. Suitable participants were
initially approached via this third party to determine their
interest in taking part. This form of recruitment has been shown
to be effective when recruiting participants with learning
disabilities (Melton 1998). An information sheet was designed
with symbols to assist understanding and to make the
information accessible for potential participants. An audio tape
containing the same information was also made available. The
consent form was symbolised to maximise understanding. It
was explained to all participants that their confidentiality
would be assured. Participants were given the choice to provide
their own pseudonym, to further their active involvement in the
research process and four chose their own.
8. Findings and discussion
The coded data from the transcripts produced seven main
themes which reflected the views of all the participants;
The themes were ‘feelings about living alone’, ‘practical
issues’, ‘support’, ‘choice and control’, ‘vulnerability’, ‘health
issues’, and ‘the impact of having a learning disability’.
Feelings about living alone
These included both positive and negative aspects of living
alone with concerns about the future and being indepen- dent.
They valued being independent and having time to relax. Most
participants had chosen to live by themselves and associated
living alone with feeling that they could cope with independent
living.
Robbie, who had no close friends or relatives, also spoke of
how he felt about living alone and how isolated he felt it can
be:
‘It gets very very lonely. Sometimes I go to bed crying, cos I’m
lonely. And people don’t understand how lonely you can get’
(Robbie)
When comparing living alone to living in residential care,
participants said they preferred living alone; the reasons given
included enjoying privacy, having their own space and feelings
of freedom. These findings are similar to those of previous
studies (Barlow & Kirkby 1991; Stancliffe & Keane 2000)
whereby people in semi independent or independent
accommodation expressed greater feelings of autonomy. This
desire links to the aims of Valuing People (Department of
Health 2001) and Valuing People Now (Department of Health
2009) as people with learning disabilities continue to ask for
greater independence, including being supported to live
independently.
Practical issues
These dealt with everyday concerns such as home care, money
issues and neighbours. Other issues related to self care, tasks
outside the home including shopping, transport and work. The
9. participants related how they dealt with practical activities. The
participants were independent with tasks at home to varying
degrees and received different amounts of support. The majority
of participants struggled with more complex aspects of living
independently, such as money management and budgeting.
There were no studies found directly relating to how people
with learning disabilities feel about managing practical
activities at home. Studies such as those by Hallgren & Kottorp
(2005) and Melton (1998) demonstrate the importance of
feelings of empowerment when undertaking daily activities. In
the present study, the ability to manage practical tasks and the
need for support with them were interrelated with the themes of
support and choice and control. Attitudes to balanced
occupations varied, for example Mark and Sarah both worked
part time in different voluntary capacities.
‘I take the meals to the customers and I take the rubbish out,
clear the tables…I love working there…’ (Mark)
In contrast, Celia, who had no regular day time occupa- tion
commented about her daily routine:
‘It’s very boring…get up, wash, dress, breakfast, clear up.
That’s about it.’ (Celia)
This supports the available literature linking positive day
opportunities such as employment with increased levels of self
esteem, motivation, well being and independence (Forrester-
Jones et al. 2002; Reid & Bray 1998). It also reflects some of
the frustration related by Anne, in her
How adults with learning disabilities view living independently
289
interview, when she had nowhere to go in the day time (Holman
2007).
Support
This theme covered the positive and negative aspects of
receiving different types of formal and informal support and
10. supporting others. The support that people described receiving
was separated because the participants viewed them in this way;
formal or informal support. All the participants received formal
support to assist them to live independently. The majority of
participants received two visits per week of tenancy support, to
help them with practical tasks at home. Some participants
received emo- tional support including attendance at mental
health day units or counselling. Others received visits from
community support workers to provide emotional support and to
monitor their mental health.
They had clear opinions about the support they received and
how this related to their perceptions of living indepen- dently.
Most participants were happy with their level of support, but
some people expressed concern that they were not given a
choice in who supported them, or the time or length of the visit:
‘One I didn’t like very much. Alright but a bit bossy. ‘Come on,
put your oven on!’ And I thought ‘here we go again!’’ (Maria)
Participants had varying contact with partners, family or
friends. Several people spoke about receiving practical or
financial support. The majority of participants mostly had
friends who also had learning disabilities. The importance of
having meaningful relationships with people who are not paid to
support them (McVilly et al. 2006) is supported by the views of
some participants in the present study who valued having
support from friends, as well as the isolation felt by some of the
participants who did not.
Choice and control
This theme covered positive and negative feelings and the
perceived power of others. All of the participants had chosen to
live independently and during the interviews this emerged as a
major theme.
Perceived lack of choice and control
Although living independently with minimal support, most
participants still felt as though they had to continually prove
their right to live alone in the community. This lack of choice
and the power of others, particularly those in authority,
11. appeared to feature significantly in their lives. Topics discussed
by participants demonstrated that they perceived a lack of
choice and control; from things such as being
allowed to keep a pet (Kirsty), being moved without proper
consultation (Jake) or having her children removed (Celia). This
calls into question the fine line between assisting a vulnerable
person who has limited cognitive ability and imposing
restrictions upon that person to live within defined acceptable
limits. It has been argued in the literature that in providing
choice for people with learning disabili- ties, it is important that
the professional duty of care is not
overlooked (Smyth & Bell 2006).
Feelings around being in control and having choice
Some participants had very positive experiences about being
enabled to make choices for themselves. Mark was aware that
he did not have to take any of the advice given to him about
keeping safe and made his own judgements about whether he
walked through the local park or not. Kirsty spoke of being
aware that she did not have to listen to advice and could make
her own decisions. Sarah felt that she was in control over the
support she received and that she chose what to ask for
assistance with:
‘Well I do it myself, if I want any help, they give me help with
it...And if I wanted any help, they’re on the phone and that’
(Sarah).
Choice and rights were two of the key objectives set out in
Valuing People (Department of Health 2001) detailing what
people with learning disabilities wanted. It would seem from
this study that there are still issues that need to be addressed in
this area to enable people to truly feel they are enabled to make
choices for themselves.
Vulnerability
People with learning disabilities are frequently classed as
vulnerable (Clarke et al. 2005). The vulnerability of the
individuals interviewed emerged as a major theme in the study.
12. Although participants were asked about keeping themselves
safe, they volunteered information about past and present abuse
and how their vulnerability had lead to them experiencing
difficult situations
All of the participants lived alone in inner city locations, some
in areas known to have problems with drugs and high crime
levels. Robbie, Maria and Jake reported that they lived next
door to people who were drug addicts and this caused them
problems in terms of not feeling safe, of being threatened and of
anti social behaviour such as loud music. Both Robbie and
Maria had experienced things thrown through their windows in
recent months. Evidence found by Cooper (2002) supports the
findings of the present study regarding the vulnerability of
people with learning disabil- ities. Whittell & Ramcharan
(2000) also identified the victimisation by others in a local
community towards people with learning disabilities.
However, it has been
290 R. J. Bond and J. Hurst
found that people are able to learn to keep themselves safer
when given the right support to do so (Long & Holmes 2001).
Eight out of the nine participants interviewed talked of being
subjected to abuse of some kind. Some of this was past
recollections and some more recent. Bruce spoke of trusting
someone who said they would be his friend and then stole from
him. Celia was subjected to physical abuse and theft from her
son. Robbie spoke about being sexually abused as a child and of
being recently cheated financially and verbally assaulted. Kirsty
was aware of how vulnerable she was when going out drinking
alone and felt she was often taken advantage of sexually:
‘I’ve grown up with bad experiences…when I was younger and
all the way up, even now. With people taking advantage of
me, abused and raped.’ (Kirsty).
Studies such as those by Whittell & Ramcharan (2000) and
13. Taggart et al. (2006) are pertinent to those living indepen-
dently in the community. The findings of the present study
support these as participants described their vulnerability and of
how they had been taken advantage of and abused. There is also
a strong link between vulnerability, abuse and lack of choice
and control as studies by White et al. (2003) and Calderbank
(2000) have demonstrated. Calder- bank (2000) suggested that
community living and empow- erment policies actually
contribute to increasing the
potential for abuse of already vulnerable people.
Health issues
This study was not designed to examine the health of the
participants and there were no questions specifically asking
about health in the interview schedule. However, in the course
of discussing issues around support needs and coping,
information regarding health was volunteered by the majority of
participants. This highlights how closely linked issues around
health were to living independently for the people interviewed.
A variety of health problems including asthma, diabetes,
epilepsy and arthritis were experienced by participants. The
main impacts of these conditions on living independently
appeared to be around remembering and understanding the
prescribed medication. No studies were identified directly
relating to issues surrounding concordance with medication for
people with learning disabilities living independently. However,
given that cognitive skills such as memory and ability to tell the
time are problems for many people with learning disabilities,
the ability to take medication correctly has the potential to be a
problem.
Several of the participants interviewed spoke of being reminded
by support workers to take medication, although none of them
were employing practical aids such as blister packs or alarms to
remind them when to take a dose. The
ability to take medication and keep healthy was directly linked
by several participants to being able to remain living
14. independently:
‘If I don’t take my tablets and look after myself, people will be
doing stuff like putting me in a home…and it will be their
decision instead of mine.’ (Kirsty)
This links directly to the perceived lack of choice and control
discussed by most participants. Some of them were worried
about their independence ‘being taken from them’ if
professionals thought they were not managing their health
needs sufficiently. This could account for the lack of practical
support being offered to participants in this study around
taking medication. Similarly, a review of integrated care
approaches for people with learning disabilities (Jansen et al.
2006) found there was a lack of published studies looking at
the potential benefits to adopting a more integrated
approach to treating the physical health needs of people with
learning disabilities. In this study, eight out of the nine
participants were accessing mental health services. Again,
although partici- pants were not specifically asked about their
mental health, several people volunteered information about
their mental health support, in all cases this was because of a
past abuse or a traumatic event. It is well documented that
people with learning disabilities are more likely than the
general population to have mental health problems (Priest
& Gibbs
2004).
The impact of having a learning disability
Several of the participants spoke about what having a learning
disability meant to them in terms of living independently in the
community. Jake felt that the only difficulty having a learning
disability caused him was with literacy. Kirsty related that aside
from needing assistance with practical things like cooking and
money management, her learning disability led her to being very
trusting of others, which left her vulnerable. Robbie talked the
most about the negative stigma of having a learning disability
and how that had caused him to have major problems with
harassment from his local community and lack of support and
15. understanding from statutory services such as the local council
and police:
‘Round here they don’t understand. I had one up the
road…swore at me, told me to ‘go back to [mental health
hospital], go back to your cage’…It’s really awful; I go up the
street, someone’s taking the mick out of me. Awful.’ (Robbie).
The majority of participants socialised predominantly with other
people with learning disabilities, and did not actively engage in
local community activities. Social isolation such as this can
lead to problems with self
How adults with learning disabilities view living independently
291
esteem and feelings of worth as well as a sense of
powerlessness. (Jahoda & Markova 2004). Many partici- pants
felt powerless in different aspects of their daily lives and were
also receiving mental health support. Johnson (2003) uses a
case study to demonstrate an individual’s perceptions of how
understanding she was different from others resulted in a
negative self image and led to low self esteem and stress.
Limitations of the study
This was a small scale study, completed within a limited time
scale and therefore the findings cannot be generalised. Access
was only available to service users who were known to the local
service providers. Because of the time scale there was limited
verification of the data; to increase the trustworthiness of the
study, the researcher would have wished to share a symbolised
summary of each interview with participants.
Implications for research
Because of the preliminary nature of this study, further research
is recommended. Research exploring what is required to support
and develop occupational performance during transition is also
required if less able people are to make a move into independent
living.
16. Conclusion
It is clear from the data collected for this study that the four key
principles set out in Valuing People (Department of Health
2001) need to remain a priority for evoking change and
improvements in service delivery. The findings of this study
support this policy in that the people interviewed valued and
desired greater rights, choice, inclusion and independence.
Ways in which people can be helped to achieve these wishes
include; improving support to enable increased social inclusion
for people, getting the levels of support right for individuals,
raising awareness of vulner- ability and increasing choice and
autonomy for people.
The participants in this study related that they often have
difficulties in their everyday lives and they can sometimes
struggle to various degrees to manage their health, safety and to
undertake practical tasks associated with indepen- dent living.
However, when comparing their present lifestyle with
alternatives, the participants were very clear in their desire to
remain living independently:
‘I prefer to be independent…I’m happy, I’m happy learning the
hard way’. (Bruce)
‘I prefer to live as I am…I’ve got my freedom, I can do what I
want.’ (Robbie)
Acknowledgements
Thank you to the 9 people interviewed who talked so openly
about their lives. Thanks also to the following for providing
financial support for the MSc; Elizabeth Casson Foundation,
The Collage of Occupational Therapists (Press- ilitt Care
Fellowship Award) and NHS Plymouth.
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