scholarly journals Becoming Job-Ready? Narratives of Local Welfare-to-Work Programs and Client Experiences Across Differing Economic Contexts in California

2021 ◽  
pp. 104438942110484
Author(s):  
Lucia M. Lanfranconi ◽  
Aditi Das ◽  
Joy Subaran ◽  
Patricia Malagon
Keyword(s):  
Individual Responsibility ◽  
Comparative Case Study ◽  
Welfare To Work ◽  
Client Characteristics ◽  
Client Experiences ◽  
Economic Context ◽  
Individual Client ◽  
Organizational Narratives ◽  
The Individual

Previous research on welfare-to-work exits has focused on individual client characteristics rather than local economic contexts. Drawing on a qualitative comparative case study design, this study enhances our understanding on how welfare-to-work organizational narratives and client experiences of becoming job-ready are shaped across two different economic contexts. In the disadvantaged economic context, a punitive welfare-to-work narrative is operational resulting in clients accepting precarious work. In the more privileged economic context, the individual responsibility narrative dominates as clients struggle to make ends meet. Our findings highlight how regional economic factors shape organizational narratives and impel clients to accept precarious low wage working conditions and unstable housing. Thus, there is a need for alternatives to welfare-to-work, such as unconditional, Universal Basic Income.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2015 ◽  
pp. 120-139 ◽  
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2016 ◽  
pp. 1380-1400
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Culturally Responsive Educational Leadership in Cross-Cultural International Contexts

2017 ◽  
pp. 1086-1106
Author(s):  
Lorri J. Santamaría
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
Culturally Responsive ◽  
Cross Cultural ◽  
Knowledge Generation ◽  
Comparative Case Study ◽  
Research Projects ◽  
Collective Knowledge ◽  
The Individual

This chapter provides a model for thinking about educational leadership responsive to dynamic multicultural and global societies. Leadership conditions and behaviours associated with the author's experiences in five cross-cultural international research projects across 6 countries (United States, Australia, New Zealand, South Africa, Spain, and Canada) are presented as a comparative case-study. A definition for culturally responsive educational leadership is proposed with examples of circumstances under which this type of leadership might occur. This contribution is framed by empirical findings and characteristics identified in previous research. Current findings suggest leadership in cross-cultural international contexts is culturally responsive when grounded in (1) the kaupapa or ethos of participating cultures; (2) shared and distributed power; (3) the collective being more highly regarded than the individual; (4) collective knowledge generation based on strengths individual members bring to ‘the table;' (5) reciprocity; and (6) a prevailing spirit of pro-activism.

Rake policies of for-profit and non-profit online poker sites: A case study

2016 ◽  
Vol 10 (3) ◽  
pp. 13-31
Author(s):  
Björn Lantz ◽  
Anders Isaksson
Keyword(s):  
Web Sites ◽  
Comparative Case Study ◽  
Non Profit ◽  
Case Study Analysis ◽  
For Profit ◽  
Individual Player ◽  
Corporate Goals ◽  
The Individual ◽  
Privately Owned

How does governance affect the operative behaviour of gambling sites? We conjecture that differences in governance primarily cause pricing differences among gambling sites. This paper presents an analysis of the purpose and implications of rake policy differences between privately owned for-profit and state-owned non-profit poker web sites. Specifically, the paper comprises a comparative case study analysis of Svenska Spel Poker, owned by the Swedish state, and the commercial site PokerStars. The analysis focuses on the range of different types of single table Sit and Go tournaments offered at each site. We observe two main differences between the sites with respect to rake. First, PokerStars uses a rather complex formula to determine the rake percentage based on variables such as tournament speed, stakes, and size while Svenska Spel uses the same rake percentage for all Sit and Go tournaments regardless of speed and stakes but with a 50 percent discount if the tournament is played heads-up. Second, PokerStars charges less rake than Svenska Spel except for the lowest stakes. We discuss the effects and purpose of these rake policy differences from four different perspectives: 1) the individual player, 2) the player collective, 3) the poker market, and 4) society. The overall conclusion is that these different perspectives cause conflicting opinions on the 'goodness' of the sites. Our study also highlights the difficulties experienced by a state-owned gambling site in balancing social and corporate goals.

Application of the Social Interaction Model

1997 ◽  
Vol 64 (1) ◽  
pp. 32-34 ◽  
Author(s):  
Cyndie Koning ◽  
Kathy Manyk ◽  
Joyce Magill-Evans ◽  
Anne Cameron-Sadava
Keyword(s):  
Social Interaction ◽  
Children And Adolescents ◽  
Social Perception ◽  
Functional Ability ◽  
Interaction Model ◽  
The Social ◽  
Assessment And Treatment ◽  
Individual Client ◽  
The Individual

Assessment and treatment of children and adolescents presenting with social interaction deficits must be guided by an understanding of the roles of social perception, planning, and output. This paper describes a case study of a client's functional ability in social interaction using the Social Interaction Model described by Doble and Magill-Evans (1992) as a framework. The use of the Child and Adolescent Social Perception Measure to assess how the individual client functions in the area of social perception is discussed.

scholarly journals Maria and Andrea: Comparing Positive and Negative Outcome Cases in an Online, Clinician-Guided, Self-Help Intervention for Panic Disorder

2017 ◽  
Vol 13 (3) ◽  
pp. 173 ◽  
Author(s):  
Amalia M. Ciuca ◽  
Thomas Berger ◽  
Mircea Miclea
Keyword(s):  
Panic Disorder ◽  
Behavioral Treatment ◽  
Service Use ◽  
Psychological Treatment ◽  
Cognitive Behavioral Treatment ◽  
Client Characteristics ◽  
Care Needs ◽  
Individual Client ◽  
The Individual ◽  
Negative Outcome

<p>Hundreds of clinical trials offer strong efficacy evidence that Internet-Based Cognitive-Behavioral Treatment (ICBT) interventions can contribute substantially to reducing the gap between mental health care needs and service use by providing better access to quality treatments. However, in order to use these interventions more efficiently, we need to find the best ways to tailor the interventions according to individual client characteristics, such as severity of symptoms, comorbidity problems, personality traits, life context, and position on the stage-of-change continuum. In line with this, this article documents how the individual process of psychological treatment unfolds during a specific IBCT program for Panic Disorder, called "PAXonline," with therapist guidance via Skype. The challenges and progress made by the two clients—a positive-outcome client named "Maria," and a negative-outcome client named "Andrea"—are presented using the particular mixed-methods model approach proposed by Fishman (2008; 2017), called the "Individual–Case-Comparison" (ICC) method. Contrasting Maria and Andrea’s case studies explores the role that individual client characteristics can play in determining outcome in ICBT treatment.   </p>

Comparative case study: when brands handle online confrontations

2018 ◽  
Vol 29 (5) ◽  
pp. 640-658
Author(s):  
Christine Hiu Ying Choy ◽  
Fang Wu
Keyword(s):  
Social Media ◽  
Crisis Response ◽  
Comparative Case Study ◽  
Organizational Crisis ◽  
Relative Significance ◽  
Content Type ◽  
Individual Level ◽  
Organization Strategy ◽  
The Individual

Purpose This study aims to examine the theoretical links among three important variables by empirically testing the cases of two international brands. Design/methodology/approach By using a comparative case study design, this study conducts a content analysis of a total of 490 Facebook comments regarding online confrontational crises: Dolce & Gabbana’s photo fiasco and Laneige’s discriminative sales incident. Findings The findings suggest that when evaluating whether or not a company has shouldered responsibility in online confrontational crises, social media users tend to be more influenced by how timely, active and consistent the organization’s reaction is than by the organization’s mere use of concession crisis communication strategies (CCSs). The individual-level perception (perceived degree of organizational crisis responsibility-taking) is a stronger predictor of social media users’ reaction than organization strategies. The earlier that social media user has a perceived improvement in the organization, the more effective is the organization’s strategy to minimize the effects of social media as crisis mobilizer. Originality/value This study confirms theories formulated in a Western context with actual cases from Eastern cultures. Theoretically, this study sheds light on the importance of the individual-level perception for effective use of organization strategy in crisis. This study also suggests the relative significance of positive forms of crisis response, concessions CCSs and their relationship with the perceived degree of crisis responsibility-taking.

The Development of Language-Training Programs for Postrubella Hearing-Impaired Children

1973 ◽  
Vol 38 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Linda Lynch ◽  
Annette Tobin
Keyword(s):  
Hearing Impaired ◽  
Treatment Programs ◽  
Individual Treatment ◽  
Target Behaviors ◽  
Systematic Fashion ◽  
Development Of Language ◽  
The Individual ◽  
Impaired Children ◽  
Hearing Impaired Children

This paper presents the procedures developed and used in the individual treatment programs for a group of preschool, postrubella, hearing-impaired children. A case study illustrates the systematic fashion in which the clinician plans programs for each child on the basis of the child’s progress at any given time during the program. The clinician’s decisions are discussed relevant to (1) the choice of a mode(s) for the child and the teacher, (2) the basis for selecting specific target behaviors, (3) the progress of each program, and (4) the implications for future programming.

Sign in / Sign up

Export Citation Format

Share Document