Suchergebnisse

Programs for the reform of K-12 science teaching today usually insist that science teachers must introduce their students to the nature of science, as well as to scientific content. The academic field of science studies, however, evinces no consensus about what the nature of science really is. This article examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in their own projects. It identifies three competing movements for the reform of science teaching that owe a particular debt to science studies: history and philosophy of science (HPS), science, technology, and society (STS), and constructivist pedagogy. The article analyzes some of the deep assumptions about the relationships between research science, school science, and children's learning that pervade the educational literature.

This article provides new insights on what makes hospitality professionals by proposing a new framework: the personology of a hospitality professional. This framework is based on an in-depth analysis of the literature on self-efficacy, career inheritance and career commitment. Understanding the key characteristics of people who choose hospitality as their profession is of great importance to an industry that provides one in ten jobs worldwide, and in the United Kingdom alone employs 4.49 million people. The need for quality employees who consider hospitality a long-term career is of paramount importance. Stakeholders often perceive the hospitality industry as a hardworking and low-paying one. If employers wish to retain existing talent and also attract new talent, they need to have a better understanding of their employees' key characteristics. The proposed personology will enable hospitality stakeholders to identify key indicators that aid in a deeper understanding of what constitutes a hospitality professional. This can facilitate the interview process and yield better recruitment and selection outcomes whilst contributing to the scarcity of knowledge on what being a hospitality professional entails.

Purpose
This paper aims to set out to share the reflections of safeguarding adult board managers as they worked through what is likely to be just the first wave of the coronavirus COVID-19 pandemic.


Design/methodology/approach
The paper draws on the experience of small number of safeguarding adult board managers who have provided reflections from practice.


Findings
This paper illustrates just some of the responses developed by safeguarding adult board managers and their boards to continue to deliver the work of safeguarding those at risk of abuse and harm in the face of unprecedented impact of the coronavirus COVID-19 pandemic on a key aspect of the safeguarding adult system in England.


Originality/value
The reflections reported here are not intended to offer a representative commentary on the experiences of those who oversee and manage safeguarding adults' boards. It is intention to provide a flavour of some of the challenges and dilemmas faced and some of the creative solutions to address them used by one group of adult safeguarding practitioners.