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The impact of bullying and undermining behaviours on the National Health Service on costs, patient safety and retention of staff was well understood even before the Illing report, published in 2013, that reviewed the efficacy of training interventions designed to reduce bullying and harassment in the outputs. The purpose of this paper is to provide an example of a good programme well evaluated.

The methodology follows a broad realist approach, by specifying the underlying programme assumptions and intention of the designers. Three months after the event, Q-sort methodology was employed to group participants into one of three contexts – mechanism – output groups. Interviews were then undertaken with members of two of these groups, to evaluate how the programme had influenced each.

Q-sort identified a typology of three beneficiaries from the Stopit! workshops, characterised as professionals, colleagues and victims. Each group had acted upon different parts of the programme, depending chiefly upon their current and past experiences of bullying in hospitals.

The paper demonstrates the effectiveness of using Q-sort method to identify relevant CMOs in a realist evaluation framework.

The paper considers the effectiveness of the programme to reduce bullying, rather than teach victims to cope, and how it may be strengthened based upon the research findings and Illing recommendations.

Workplace bullying is invariably implicated in scandals concerning poor hospital practice, poor patient outcomes and staff illness. All too frequently, the sector responds by offering training in resilience, which though helpful, places the onus on the victim to cope rather than the employer to reduce or eliminate the practice. This paper documents and evaluates an attempt to change workplace practices to directly address bullying and undermining.

The paper describes a new programme broadly consistent with Illing report endorsements. Second, it illustrates a novel evaluation method that highlights rigorously the contexts, mechanisms and outcomes at the pilot stage of an intervention identifies contexts and mechanisms via factor analysis using Q-sort methodology.

The purpose of this paper is to draw attention to the link between underdeveloped and ill-informed sizing practices, fit dissatisfaction and the creation of textiles waste. The literature review identifies: issues that limit the effective development and application of sizing systems, the link between the complexities of consumer fit expectations, body image and self-esteem and maps the link between fit dissatisfaction and the creation of textiles waste.

Data analysis draws from a wider study designed to investigate women’s experiences of dress fit and body image. In total, 20 women aged 18-45 years were audio recorded while they tried on a number of mass-produced dresses, and were asked to select one dress, which they could keep.

All the dresses were selected except one style, which failed to satisfy any of the women’s fit requirements. The findings clearly demonstrate why this dress was considered to be unsatisfactory as well as the subsequent link between poor fit and body dissatisfaction.

Findings support the theory that women identify with their clothes’ size and when this link is disrupted it causes discomfort and body dissatisfaction, which, in turn, contributed to rejection of the garment increasing the potential for the creation of waste.

This study is the first to link unsatisfactory fashion sizing practice with the production of textiles waste. The process of capturing women’s interactions with high street fashion dresses whilst trying them on enabled a detailed analysis that contributes new evidence to the debate around sizing practice, poor fit and its impact on body image and self-esteem.

Alain Bouchard was born in 1949. He bought his first convenience store in 1978, when he was almost 30 years old. By then, he already had nearly 10 years of experience in the sector. He had already been involved in the start-up of more than 200 convenience stores. He understood that if he was to transform his newly acquired store into a chain and build something big, he needed to set up a team of people with complementary skills to help him make acquisitions.

In 2023, there are roughly 15,000 convenience stores operating under the Circle K/Ingo/Couche-Tard banners, employing 130,000 people in more than 30 countries. Annual sales are more than US$60 billion. Alain Bouchard officially retired from his position as President and CEO in 2014 and became Founder and Executive Chairman of the Board. He continues to be a major shareholder. He is still actively involved in strategic orientations and in identifying potential acquisitions. He has become a ‘Chief Culture Officer’ involved in executive leadership mentoring. He has never stopped communicating the importance of innovative, creative and intrapreneurial behaviour at all levels of the enterprise.

This case study presents Alain Bouchard, the man and the entrepreneur. It shows how he learned and mastered the craft of starting, acquiring, managing and developing convenience stores. It looks at how he encouraged the people around him to act as facilitators and intrapreneurs. It describes his values, how he works and learned to live with risk.

November 23, 1972 Master and Servant — Offices, shops, etc. premises — Telephone exchange — Lift motor room — Notice on door stating that only authorised attendant permitted to enter — Room occasionally used by other employees as route to roof — Employee fatally injured while in room — Floor not of sound construction — Breach of statutory duty — Widow's claim for damages — Whether employee liable — Contributory negligence — Extent of — Offices, Shops and Railway Premises Act, 1963 (c.41), ss.l (2), 16(1), (4).

Looks at the background and history of the US police in relation to the 14th Amendment and the Civil Rights Act 1964. Outlines the dilemma faced by the police and lists some common forms of discrimination. Looks at the trends in the type of people claiming discrimination and concludes that it depends on area but the tide is turning towards the white male who is passed over to promote minorities.

The key characteristics that eventually came to be considered to be Australian ‘heavy metal’ emerged between 1965 and 1973. These include distortion, power, intensity, extremity, loudness and aggression. This exploration of the origins of heavy metal in Australia focusses on the key acts which provided its domestic musical foundations, and investigates how the music was informed by its early, alcohol-fuelled early audiences, sites of performance, media and record shops. Melbourne-based rock guitar hero Lobby Loyde’s classical music influence and technological innovations were important catalysts in the ‘heaviness’ that would typify Australian proto-metal in the 1960s. By the early 1970s, loud and heavy rock was firmly established as a driving force of the emerging pub rock scene. Extreme volume heavy rock was taken to the masses was Billy Thorpe & The Aztecs in the early 1970s whose triumphant headline performance at the 1972 Sunbury Pop Festival then established them as the most popular band in the nation. These underpinnings were consolidated by three bands: Sydney’s primal heavy prog-rockers Buffalo (Australia’s counterpart to Britain’s Black Sabbath), Loyde’s defiant Coloured Balls and the highly influential AC/DC, who successfully crystallised heavy Australian rock in a global context. This chapter explores how the archaeological foundations for Australian metal are the product of domestic conditions and sensibilities enmeshed in overlapping global trends. In doing so, it also considers how Australian metal is entrenched in localised musical contexts which are subject to the circulation of international flows of music and ideas.

In this paper, which was presented at the second Inter‐American Congress on Educational Administration, held July 29‐August 2, 1984 in Brasilia, DF, Brazil, the author sketches criteria for a philosophy that could contribute to advancement in educational administration. He then examines some positions and issues in the light of the criteria.

The purpose of this paper is to examine the trust‐related aspect of the work of school principals. The authors' exploratory examination of the Canadian school principals' perceptions of their moral agency and trust‐brokering roles described their establishing, maintaining, and recovering of trust in schools. This article is delimited to the selected perceptions of Canadian principals' regarding the fragile nature of trust in their school settings.

This study used the open‐ended responses from surveys sent to school principals (n=177), who responded to the authors' invitation to complete a survey, as part of a larger study, in the ten provinces and three territories of Canada. The data analyses included theme and cross‐theme analyses.

This study has pointed to the perception that trust‐related matters are an important, yet a fragile, aspect of the work of principals. Principals often have to deal with trust‐related matters, which have caused trustworthiness to be threatened and trusting relationships to be broken. Trust‐related problems contribute to the fragility of trust and frequently seem to pertain to relationships between principal and other administrators, staff members, parents, and students. Most of the time, principals as leaders felt personal responsibility to make sure relationships among all stakeholders were sustained and, if broken, restored. The prevalent belief among participants in the study was that trusting relationships, though fragile and often broken, are subject to the hope of restoration and renewal.

This study provided valuable findings that enhance the understanding of ethical decision making and trust brokering amongst the Canadian school principals. While the discussions of trust and moral agency are certainly present in the educational literature, not much is known about the self‐perceived role of a principal as both a moral agent and trust broker. Moreover, there is perceived need for qualitative studies in the area of trust in educational leadership.