Whose Job Is It Anyway? Preparing Arbitrators for Consumer Dispute Resolution Programs

[Excerpt] In many respects, we have entered into a golden era in the evolution and study of conflict resolution. One of the most obvious examples of this new era is the significant growth of conflict resolution programs in institutions of higher education. The purpose of this article is to examine the current state of university and law school conflict resolution programs. We then offer some conclusions and recommendations for addressing what we believe to be the critically important role academia can and should play in training arbitrators. Our review of academic programs suggests that the array of offerings has grown substantially and includes credit courses, clinics, degree programs, and certificates in conflict resolution. At our own institution, Cornell University, the response by our student body to opportunities for studying conflict resolution has overwhelmed our current capacity to meet their needs and interests

Mandatory Employment Arbitration: Dispelling the Myths

[Excerpt] Using mandatory arbitration to resolve employment disputes has been a major source of controversy since the practice emerged about twenty‐five years ago. On one side of the debate have been proponents of the practice, who contend that mandatory pre‐dispute arbitration provides a faster and cheaper means of resolving employment disputes than relying on conventional litigation

Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.Peer reviewe

Transistor and Diode Studies

Contains reports on four research projects.Lincoln Laboratory (Purchase Order DDL-B187)United States Department of the ArmyUnited States Department of the NavyUnited States Department of the Air Force (Contract AF19(122)-458

GPs are from Mars, Administrators are from Venus: The Role of Misaligned Occupational Dispositions in Inhibiting Mandated Role Change

Research on mandated occupational role change focuses on jurisdictional conflict to explain change failure. Our study of the English National Health Service highlights the role of occupational dispositions in shaping how mandated role change is implemented by members of multiple occupational groups. We find that tension stemming from misaligned dispositions may emerge as members of different occupations interact during their role change implementation efforts. Depending on dispositional responses to tension, change may fail as members of the different occupations avoid interactions. This suggests that effective role change can be elusive even in the initial absence of conflicting occupational interests

Complicated skin, skin structure and soft tissue infections - are we threatened by multi-resistant pathogens?

Tissue infections or skin, skin structure, and deep seated soft tissue infections are general terms for infections of the entire skin layer including the subcutaneous and muscle tissue layers and their respective fascia structures. Infections of the different mediastinal fascias (mediastinitis) and retroperitoneal fascia infections also belong to this category. Due to the variability of their clinical presentation, skin and soft tissue infections can be classified according to different features. The following aspects can be used for classification

Injecting drug use, the skin and vasculature

Damage to the skin, subcutaneous tissues and blood vessels are among the most common health harms related to injecting drug use. From a limited range of early reports of injecting-related skin and soft tissue damage there is now an increasing literature relating to new drugs, new contaminants and problems associated with unsafe injection practices. Clinical issues range from ubiquitous problems associated with repeated minor localised injection trauma to skin and soft tissue and infections around injection sites, to systemic blood infections and chronic vascular disease. The interplay of limited availability and access to sterile injecting equipment, poor injecting technique, compromised drug purity, drug toxicity and difficult personal and environmental conditions give rise to injection-related health harms. This review of injecting-related skin, soft tissue and vascular damage focuses on epidemiology and causation, clinical examination and investigation, treatment and prevention

A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change

As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will‐power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested