Dealing with death in an educational context

While empirical investigations and the development of theories for studying intercultural communication are important for developing our understanding of what happens when people of diverse backgrounds come together, equally important are records of specific instances of contact as these provide opportunities to reflect on what we know; to validate or question theories; to critically consider the decisions made by those involved as well as the kinds of decisions we might have taken had we been in that specific situation. This essay represents this latter type of contribution to the field of intercultural communication and intercultural education by presenting a snapshot of some personal experiences I had while living in Japan over a period of 18 years. The focal point of this essay relates to the tragic death of a student – an event that was pivotal in my own acculturation process. It then introduces some other experiences before relating these to some general issues concerning intercultural awareness and intercultural educational practice.     

The Role of Perceived Loneliness and Isolation in the Relapse from Recovery in Patients with Anorexia and Bulimia Nervosa

Rates of relapse in the treatment of anorexia nervosa and bulimia nervosa are problematic as is reflected in the literature. While there are some studies that examine the contributing factors associated with relapse, there is much that remains unclear. This paper explores the role of perceived isolation and loneliness as contributing factors in the relapse of patients in the course of treatment for these disorders. A review of the literature on relapse, clinical case material, treatment outcomes, and implications for future treatment and study are discussed.     

Managing AMI in a Just-In-Time Environment in the UK and Japan

In recent years many commentators have addressed the ‘crisis’ in manufacturing industry (Gerwin, 1982; Drucker, 1988, 1990; Hayes and Jaikumar, 1988). Some have offered cross-national comparisons on Japanese and Western management methods and techniques (Kharbanda and Stallworthy, 1991; Oliver and Wilkinson, 1987; Pascale and Athos, 1981) whilst others have concentrated on improving performance in specific fields such as management accounting (Kaplan, 1984; Cooper, 1991) or manufacturing management (Schonberger, 1982; Halt, 1983). Empirical research into managing AMT in Japan and the UK (Currie 1991a) considers some of the broader managerial issues in manufacturing. Cultural differences are common in the areas of investment appraisal, post-auditing of AMT and preventive maintenance policy. For example, in Japan JIT is perceived ‘holistically’ incorporating production management, total quality assurance (TQA) and total preventive maintenance (TPM). This is contrary to the UK in that many large manufacturing companies fail to include TPM in their manufacturing strategies (Currie and Seddon, 1991). There are few management information systems (MIS) which provide an understanding of machine performance using both non-financial and financial information. Focusing on maintenance as a central theme, the paper discusses the development of the Failure And Scheduled Maintenance Analysis (FASMA) system, which offers a practical solution to the problem of collecting and manipulating manufacturing data on the shopfloor (Seddon, 1991a). Essentially, FASMA attempts to interface both the manufacturing and management accounting functions by translating machine performance data into valuable information from which preventive maintenance policy may be improved. Using FASMA to measure machine performance at a major UK automotive manufacturer, machine down-time has averaged 61% each month over a 3-year period. By manipulating this data, performance measurement information may be utilized by management accountants. FASMA thus develops a link between manufacturing and management accounting by providing data on machine performance which can be used for cost analysis within a manufacturing environment. The paper concludes by arguing that manufacturing strategies can only be developed using appropriate management information systems (MIS) designed to enhance functional integration. This will enable a better understanding of how the ‘manufacturing jigsaw’ fits together.     

Quantitative Risk Assessment of Norovirus Transmission in Food Establishments: Evaluating the Impact of Intervention Strategies and Food Employee Behavior on the Risk Associated with Norovirus in Foods

We developed a quantitative risk assessment model using a discrete event framework to quantify and study the risk associated with norovirus transmission to consumers through food contaminated by infected food employees in a retail food setting. This study focused on the impact of ill food workers experiencing symptoms of diarrhea and vomiting and potential control measures for the transmission of norovirus to foods. The model examined the behavior of food employees regarding exclusion from work while ill and after symptom resolution and preventive measures limiting food contamination during preparation. The mean numbers of infected customers estimated for 21 scenarios were compared to the estimate for a baseline scenario representing current practices. Results show that prevention strategies examined could not prevent norovirus transmission to food when a symptomatic employee was present in the food establishment. Compliance with exclusion from work of symptomatic food employees is thus critical, with an estimated range of 75–226% of the baseline mean for full to no compliance, respectively. Results also suggest that efficient handwashing, handwashing frequency associated with gloving compliance, and elimination of contact between hands, faucets, and door handles in restrooms reduced the mean number of infected customers to 58%, 62%, and 75% of the baseline, respectively. This study provides quantitative data to evaluate the relative efficacy of policy and practices at retail to reduce norovirus illnesses and provides new insights into the interactions and interplay of prevention strategies and compliance in reducing transmission of foodborne norovirus.     

EXTERNALITIES IN PROGRAM EVALUATION: THE IMPACT OF A WOMEN'S EMPOWERMENT PROGRAM ON IMMUNIZATION

Impact evaluations of development programs usually do not explicitly take into account externalities on non‐participants. Based on a unique dataset we estimate the direct as well as the spillover effects of Mahila Samakhya, a women's empowerment program in India, on child immunization. The survey covers both participants and non‐participants in program villages, as well as respondents in control villages. We account for participation selection bias using instrumental variables. We propose a direct test for the exclusion restriction using the control villages. We find both direct effects on the immunization rates of participants’ children and significant spillovers on immunization rates of non‐participants’ children. The impact of interventions might be substantially underestimated if such external effects were not taken into account. Alternative estimation methods such as propensity score matching and a regression discontinuity approach yield comparable results.     

Applying critical race theory in social work education in Britain: pedagogical reflections

ABSTRACT

This paper draws on personal experiences of teaching white British and Black African students on a social work Master’s course in England. In this paper, I critically discuss the fire at Grenfell Tower in London (14 June 2017) and how it served as a pedagogical tool to open up critical discussions among students about racial in/justice, intersectionality and neoliberal racism. I also explore how Black students were enabled to share their experiences of immigration, racism, and racial inequality in Britain as part of these discussions. Inviting personal experiences of race in the classroom can be highly emotive; but, as this paper shows, these voices can also highlight institutionalized racism and provide a way for Black and ethnic minorities’ histories to be told and learned. These histories matter and can develop student consciousness about racial inequality for pursuing a social agenda. They also challenge claims that Britain is now a ‘post-racial’ society. Using Critical Race Theory (CRT) provided a way to counter such claims and critique my ‘whiteness’ and socio-economic class in my teaching, as well as challenge the neoliberal ideologies and structures that reproduce and mask ‘white privilege’ and racial injustice in Britain today.