Exploring the 'hidden' in organisations: methodological challenges in construction management research

There has been recognition of the limitations of technocratic approaches to construction management research, and critical theorists in the field have often rejected prescriptive explanations of social phenomena. Thus, there has been a rise in the use of interpretive methodological approaches and a proliferation of qualitative research methods in the construction management literature. Still, interpretive research that requires interaction between the researcher and her informants often confronts the age-old, fundamental challenge that is posed to social science research: that is, what really does go on in organisations, beyond what is (and can be) said and seen? Through post-hoc reflection of a recent study into innovation in construction, it was found that multiple perspectives matter in shaping our understanding of how innovative practices manifests in construction. An observation was also made regarding the hidden agendas of senior management participants in recognising, rewarding and promoting innovation, which potentially contribute to disconnections between theory and practice of innovation in construction. Questions are raised as to how researchers can help articulate these ‘hidden’ agendas and methodological challenges discussed here points to the virtues and limitations of the ethnographic approach

Mediatization of Emotion on Social Media: Forms and Norms in Digital Mourning Practices

This article provides the theoretical background for this Special Issue which explores the mediatization of emotion on social media as attested in different digital mourning practices. The overview discusses the affective and emotional turn alongside the mediatic turn in relation to key trends and foci in the study of affect/emotion. Our discussion points to a shift in conceptualizations of affect/emotion from mediated to mediatized practice, embedded in other social practices and subject to media and social media logics, affordances, and frames, which are worthy of empirical investigation. The article also presents key insights offered in the four articles of this Special Issue and foregrounds current and future directions in the study of mediatization, emotional sharing, and digital mourning practices

Patricia Christiansen vs. Holiday Rent-A-Car, dba Flexi-Lease Inc. and Devon K. Hammer vs. Harold T. Hinckley and Rex Howell, dba Airport Shuttle, Parking Don Maw and Beverly Maw vs. David Lingard, John Lingard, and Craig Lingard: Appellants\u27 Reply Brief on Appeal

Appeal from Summary Judgment Third District Court, Salt Lake County, Entered by Scott Daniels, Judg

Edufare for the future precariat: the moral agenda in Australia’s ‘earning or learning’ policy

This paper considers the educational experience constructed under Australia’s policy decision in 2009 to extend compulsory education by requiring that students must be ‘earning or learning’ till 17 years of age. The discussion draws on an empirical project that explored the moral order operating in classrooms for students retained under this policy in non-academic pathways in high schools and Technical and Further Education colleges across three towns experiencing youth employment stress. It asks how the policy regulating these students’ prolonged engagement with formal education plays out in classroom interactions, to what end and to whose benefit. A theoretical lens informed by work by Standing and Wacquant is used to understand the contemporary moment, and work by Durkheim and Bernstein unpacks the moral work implicated in classroom interactions. The analysis describes the light curriculum and the heavy compliance demanded in these ‘edufare’ programmes then argues that in essence the policy seeks to manage the social risk posed by the future precariat. The conclusion reflects on whether this is an adequate policy response to broad generational changes in fortunes and prospects to which education may not have the answers

Serial struggles : English Catholics and their periodicals,1648-1844

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The introduction of a surgical safety checklist in a tertiary referral obstetric centre

Background: Surgery-related adverse events remain a significant and often under-reported problem. In a recent study, the introduction of a perioperative checklist by the WHO reduced deaths and complications by 46% and 36% respectively. The authors wished to evaluate the introduction of a surgical safety checklist in a busy obstetric tertiary referral centre by assessing staff attitudes, checklist compliance and effects upon patients. Methods: A questionnaire-based assessment was performed on staff working in obstetric theatres before and after the introduction of the surgical safety checklist. Checklist compliance was assessed at 3 months and 1 year. Patients were asked questions relating to the performance of the surgical safety checklist in order to evaluate any anxiety caused. Results: Non-medical staff were significantly more likely than medical staff to feel familiar with other team members both before (p<0.001) and after (

Understanding quality and equity of schooling in Scotland : locating educational traditions globally

This paper provides a descriptive analysis of the OECD&rsquo;s (2007) national report on Scottish education, Quality and equity of schooling in Scotland, while also briefly considering the Scottish government&rsquo;s Diagnostic Report, prepared for the review. The national report is situated against Scottish traditions of schooling, particularly the view that access to academic curricula for all is a democratic and egalitarian approach, and also set against the changing role of the OECD. On the latter, the paper argues that the OECD, in the context of globalisation, has become more of a policy actor in its own right, in addition to its more traditional think-tank function. The OECD is a now significant transnational policy actor in education, contributing to the emergent global education policy field. The overarching argument proffered is that debates provoked by the OECD&rsquo;s report, for example the David Raffe/Richard Teese exchange in the Scottish Educational Review, 40(1), 2008, stem from tensions between the new supranational expression of political and policy authority as articulated in the OECD&rsquo;s report and that located more traditionally within the nation. The academic curricula for all, the Scottish tradition, is challenged by the OECD report, which supports more diverse curricula provision, including more vocational education in schools, particularly at the post-compulsory phase. We note, drawing on theoretical and empirical insights of Bourdieu, that the success of the former demands pedagogies which scaffold for those students not possessing the requisite cultural capitals for success with academic curricula, while the latter demands a strategic effort to ensure parity of esteem between different curricular provisions.<br /