77 research outputs found
Recommended from our members
Implementing strategic decisions. The implementation of capital investment projects in the U. K. manufacturing industry.
This thesis reports an exploratory, quantitative study into the
implementation of strategic. decisions. Implementation was viewed as a
discontinuous organisational activity involving strategic change. The
organisational vehicle of change is seen as "the project" and the
specific unit of analysis adopted is the capital investment project.
Manufacturing organisations were studied because these were shown to
most frequently undertake such projects. '
Adopting a theoretical perspective derived from systems theory
and cybernetics a model of implementation was developed which recognises
two dimensions of implementation success (modes of organisational
change) to be contingent upon a dimension of project uncertainty
and two dimensions of information. From this model ten hypotheses were
developed.
Data on 45 projects was collected from a diversity of manufacturing
companies. This was obtained using a structured questionnaire
instrument administered to a single informant during a retrospective
personal interview. Initially the data was analysed using principal
components factor analysis to determine the factorial compositions and
reliabilities of scales measuring theoretical constructs. Subsequently,
causal modelling and stepwise regression techniques were employed
to test the hypotheses.
Analysis demonstrated that the essentially structural approach
to implementation taken in the study adequately explained many of the
observed associations between constructs. Hypothesised associations
between organisational structure and implementation success could not,
generally, be supported. Finally, the theoretical model adopted was
not able to account for a number of empirically observed associations.
These associations were explicable in terms of a behavioural or social
dimension. The wider implications of the study are also discussed.Economic and Social Research Counci
Bis[(1S*,2S*)-trans-1,2-bis(diphenylphosphinoxy)cyclohexane]chloridoruthenium(II) trifluoromethanesulfonate dichloromethane disolvate
The crystal structure of a racemic mixture of the title ruthenium(II) complex, [RuCl(C30H30O2P2)2]CF3SO3·2CH2Cl2, reveals that the coordination geometry about the coordinatively unsaturated metal centre is approximately trigonal-pyramidal, with the chlorine atom occupying one of the equatorial positions. The axial Ru—P bonds are longer than the equatorial Ru—P bonds and there is an acute P—Ru—P angle
The Co-occurrence of child and intimate partner maltreatment in the family: characteristics of the violent perpetrators
This study considers the characteristics associated with mothers and fathers who maltreat their child and each other in comparison to parents who only maltreat their child. One hundred and sixty-two parents who had allegations of child maltreatment made against them were considered. The sample consisted of 43 fathers (Paternal Family—PF) and 23 mothers (Maternal Family—MF) who perpetrated both partner and child maltreatment, together with 23 fathers (Paternal Child—PC) and 26 mothers (Maternal Child—MC) who perpetrated child maltreatment only. In addition, 2 fathers (Paternal Victim—PV) and 23 mothers (Maternal Victim—MV) were victims of intimate partner maltreatment and perpetrators of child maltreatment and 7 fathers (Paternal Non-abusive Carer—PNC) and 15 mothers (Maternal Non-abusive Carer—MNC) did not maltreat the child but lived with an individual who did. Within their family unit, 40.7% of parents perpetrated both intimate partner and child maltreatment. However, fathers were significantly more likely to maltreat both their partner and child than mothers and mothers were significantly more likely to be victims of intimate partner violence than fathers. PF fathers conducted the highest amount of physical and/or sexual child maltreatment while MC and MV mothers perpetrated the highest amount of child neglect. Few significant differences between mothers were found. PF fathers had significantly more factors associated with development of a criminogenic lifestyle than PC fathers. Marked sex differences were demonstrated with PF fathers demonstrating significantly more antisocial characteristics, less mental health problems and fewer feelings of isolation than MF mothers. MC mothers had significantly more childhood abuse, mental health problems, parenting risk factors and were significantly more likely to be biologically related to the child than PC fathers. This study suggests that violent families should be assessed and treated in a holistic manner, considering the effects of partner violence upon all family members, rather than exclusively intervening with the violent man
Patterns of risk and protective factors in the intergenerational cycle of maltreatment
his study investigates the continuation and discontinuation of the intergenerational transmission of child maltreatment within the first 13 months of the child’s life. Differences in risk factors and parenting styles between families who initiate (Initiators), maintain (Maintainers) or break (Cycle Breakers) the intergenerational cycle of child maltreatment are explored in comparison to control families (Controls). One hundred and three Health Visitors were trained to assess risk factors and parenting styles of 4,351 families, at both 4–6 weeks and 3–5 months after birth. Maintainers, Initiators and Cycle Breakers had a significantly higher prevalence for the majority of risk factors and poor parenting styles than Controls. Protective factors of financial solvency and social support distinguished Cycle Breakers from Maintainers and Initiators. Therefore, it is the presence of protective factors that distinguish Cycle Breakers from families who were referred to Child Protection professionals in the first year after birth. A conceptual, hierarchical model that considers history of abuse, risk and protective factors, in turn, is proposed to assess families for the potential of child maltreatment
Effects of cognitive-behavioral programs for criminal offenders
Cognitive-behavioral therapy (CBT) is among the more promising rehabilitative treatments for
criminal offenders. Reviews of the comparative effectiveness of different treatment approaches
have generally ranked it in the top tier with regard to effects on recidivism (e.g., Andrews et al.,
1990; Lipsey & Wilson, 1998). It has a well-developed theoretical basis that explicitly targets
“criminal thinking” as a contributing factor to deviant behavior (Beck, 1999; Walters, 1990;
Yochelson & Samenow, 1976). And, it can be adapted to a range of juvenile and adult
offenders, delivered in institutional or community settings by mental health specialists or
paraprofessionals, and administered as part of a multifaceted program or as a stand-alone
intervention. Meta-analysis has consistently indicated that CBT, on average, has significant
positive effects on recidivism. However, there is also significant variation across studies in the
size of those treatment effects. Identification of the moderator variables that describe the study
characteristics associated with larger and smaller effects can further develop our understanding
of the effectiveness of CBT with offenders. Of particular importance is the role such moderator
analysis can play in ascertaining which variants of CBT are most effective. The objective of this
systematic review is to examine the relationships of selected moderator variables to the effects
of CBT on the recidivism of general offender populations
Recommended from our members
One-to-one Chromebook technology and student engagement in the independent secondary school classroom: a case study
This pragmatic, sequential, mixed methods case study research project examined the use of
one-to-one Chromebook technology in one independent, co-educational, UK secondary
school for 11-18 years old students. The purpose was to understand the perceptions of
students and teachers regarding student engagement with one-to-one Chromebook technology
in the classroom, and in so doing, recognise how the Chromebook is being used and the
opportunities and challenges it presents when engaging students. This seems timely in the
wake of the COVID-19 pandemic (2020), where education came to rely heavily on mobile
digital technology, such as Chromebook laptops. This research looks to fill gaps in current
knowledge that exist regarding one-to-one Chromebook technology and student engagement
in UK independent secondary school classrooms.
Data was collected via student surveys (n=168), teacher surveys (n=43), four student
focus groups (n=10) and four semi-structured interviews with teachers (n=4), which allowed
the views of both groups to be analysed and compared. The research was conducted, not at
the beginning of Chromebook use in the school, but at a time when Chromebooks had been
established in a one-to-one format for over four years. Using the conceptual framework of
affective, behavioural and cognitive engagement and a bioecological student engagement,
theoretical framework, an understanding of Chromebook use in this secondary school setting
materialised.
Evidence shows that students and teachers perceive engagement using Chromebook
technology differently but positively, and this is not by chance alone. The key differences in
student and teacher perceptions, particularly of affective and behavioural engagement, help
us to further understand engagement with one-to-one technology. Data revealed that students’
perceptions show they are more affectively and behaviourally engaged across what this
research terms the A-B-C (Affective, Behavioural, Cognitive) engagement continuum when
using their Chromebooks, and how teachers do not recognise the strength of their students’
engagement with the device. Teachers explained how they use the Chromebook with their
students in a variety of ways, showing a new confidence founded on skills developed over
time. Both students and teachers acknowledge and understand the dangers of technology as a
distraction, with students willing and open to strategies to help them utilise the technology for
the right purposes. Students and teachers also recognise the use of technology is contextually
bound, appropriate to use for some tasks but not for everything, and that ultimately one-to�one Chromebooks need to be used judiciously.
Through the discussion of the findings, implications for practice emerged for teachers
and senior leaders in the school. For teachers, the implications are to consciously build their
pedagogical practice starting with affective engagement, exploring the A-B-C engagement
continuum, using personalisation as a key affective indicator on which to build. Teachers
should also look to establish agreed routines, consistent across the school, to help mitigate
against the ever-looming threat of distraction. For senior leaders, the implications are to lead
from the front in helping to provide opportunities for teachers to share best practice and bring
together students and teachers to establish a technology charter for all parties to agree and
follow. Through teacher and student collaboration, stronger engagement can be achieved
- …