Suchergebnisse

Violence is defined by the World Health Organisation as the intentional use of physical force or power, threatened or actual, which either results in or has a high likelihood of resulting in injury, death, or psychological harm. But while physical violence is seen as unacceptable, why is psychological violence still treated as a secondary concern? This timely book challenges the way harm and violence in the workplace have been conceptualised, translated into law and presented in organisational and management discourse. The authors argue that addressing psychological violence warrants a fresh approach that acknowledges the limits of current thinking and that centres on protecting the values of ethical practice and the people who contribute to organisations, productivity, and the community. Psychological Violence in the Workplace challenges the status quo and advocates a new approach for understanding and responding to the problem of victimisation at work. This book will be of interest to academics and practitioners in the fields of criminology, victimology, law, human resource management, and workplace health and safety.

This Special Issue of the British Journal of Educational Technology (BJET) is devoted to Technology- Enhanced Learning (TEL) in the workplace. Following a stream devoted to this subject at the University Forumfor Human Resource Development Conference in 2013,wewanted to stimulate discussion on the use of such technology as part of learning in work situations. Therefore, this issue brings together contributions that provide relevant and current thinking about such learning, evidence of how it occurs and theoretical frameworks to enable its use. In 2006, Latchem undertook a content analysis of this journal, looking at editorials, refereed articles and colloquia in 31 issues of the publication between January 2000 and November 2005. Of these 374 items, only 3% were from "colleges, industry and the 'learning and skills sector' " (Latchem, 2006, p. 507)—the "learning and skills sector" included places of work-based learning, using the definition supplied by the British Educational Communications and Technology Agency (BECTA) (2005), the then British government agency leading the national drive to ensure the effective and innovative use of technology throughout learning. This low input from nonacademic organisations was despite, as Latchem noted, many editorial reminders. For example, Rushby's January 2004 editorial (Rushby, 2004) stressed that BJET is as much for trainers in workplace settings as it is for those in academia. Consequently, Latchem's first conclusion was that BJET should aim to include more papers on educational technology in the workplace. Although it is not until now that a whole issue has been devoted to this subject, we hope that the articles in this Special Issue will encourage further dialogue and submissions on workplace TEL.

Internationally, adult literacy and numeracy are in general recognized as cultural techniques. However, the meaning of the two competences and the means of their development are contested among politicians, education bureaucrats, and researchers. Numeracy is often subsumed under literacy and/or described in isolation from the situational context. Adult numeracy at work is often described unproblematically as the transfer of mathematical knowledges and skills from school to workplace. With reference to Bernstein's theoretical framework, we claim that adult numeracy in the labour market is a horizontal discourse, in contrast to the vertical discourse of mathematics. This article draws on the findings from an Australian study of numeracy in the context of chemical spraying and handling, utilising a methodology based on activity theory. The main findings are that mathematically straightforward skills become transformed into workplace numeracy competence, when the complexities associated with successful task completion as well as the supportive role of mediating artefacts and the workplace community of practice are taken into account.

This cross-disciplinary edited collection presents an integrated approach to critical diversity studies by gathering original scholarly research on ideational, technical and actual social dimensions of contemporary governance through diversity.

Introduction.-Part 1: Muslim women travelling -- Chapter 1: Disempowered Hosts? A literature Review of Muslim Women and Tourism -- Chapter 2: Muslim Women Travellers' Constraints: A Critical Review -- Chapter 3: The Female Muslim Tourist Perceived Value in non-OIC countries: A case of Indonesian Outbound Market -- Part 2: Muslim women working in tourism -- Chapter 4: Women's Footprint in Traditional Muslim Ethnic Communities: The Case of a World Pottery Village in Iran -- Chapter 5: Are Women empowered producers of tourism in Pakistan? -- Chapter 6: Lived Experiences of Omani Women Working in the Tourism Industry: A Phenomenological Study -- Chapter 7: Is it really culture or religion? Challenges surrounding women participation and empowerment in Kelantan, Malaysia -- Part 3: Non-Muslim women travelling to a Muslim destination -- Chapter 8: The perceived risks of Western women towards traveling to Oman -- Chapter 9: Women in tourism in Muslim contexts: The impact of cultural background on customer behaviour -- Chapter 10: Frayer Stark's Tales of Travel on the Coast of Incense -- Conclusion.

Today's firms are confronted by a lack of skilled workers and an aging workforce. Successful companies support the performance and motivation of their older employees. At the same time, there is global competition to find young skilled workers. Contemporary case studies are used to illustrate the ways that companies are dealing with these challenges.