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Microbusinesses are better able to assist many disadvantaged groups in finding employment and breaking the cycle of poverty because they require less initial capital and employ a large number of poor people in developing economies. Women run and own the majority of micro-businesses in urban Ethiopia. This study aims to investigate women’s microbusiness participation decisions and the effect on poverty in the Wolaita zone southern Ethiopia.

A cross-sectional study was carried out using a mixed-methods research approach. A total of 384 women who owned micro-businesses were chosen using a systematic random sampling technique, while 36 women were purposefully chosen for qualitative data analysis. Data were gathered through survey questionnaires, in-depth interviews and focus group discussions. The collected data were analyzed by using a propensity score matching technique as well as contextual analysis.

The study discovered that women’s participation in registered micro-businesses had a higher and more beneficial impact on their food, non-food and overall consumer spending than women’s participation in unregistered microbusinesses, which helped to reduce poverty. Besides, overall women’s participation in micro-business increased their decision-making power and enabled them to provide resources for their families food and non-food consumption, with registered micro-business participants reaping the greatest benefits.

This research focused on the effects of women’s micro-entrepreneurship on poverty in low-income communities. Rather than providing food, clothing and/or other aid to women in disadvantaged communities, the authors asserted that assisting women and their micro-businesses allows them to be self-sufficient in terms of food and clothing as a long-term solution to poverty reduction. As a result, policymakers can use our findings to gain a better understanding of how women’s micro-entrepreneurship affects poverty reduction, allowing them to develop more effective anti-poverty initiatives. This study’s findings are novel and add to the body of knowledge in Ethiopia and the sub-Saharan African region.

Micro-businesses contribute to economic development by improving individual welfare. Women are the primary drivers and owners of such businesses in urban Ethiopia. The purpose of this study is to investigate the poverty status and determinants among women-owned micro-businesses.

The basic study units were women who owned micro-businesses. A sample of 384 women-owned micro-business was chosen using a stratified and systematic random sampling technique. Thirty-six participants were purposely chosen for in-depth interviews and focus group discussions. Questionnaires, in-depth interviews and focus group discussions were used to collect data. The poverty head count, poverty gap and poverty severity indices were computed to estimate poverty status. The major determinants of women’s poverty were investigated using a logistic regression model.

The overall poverty incidence, gap and severity were estimated to be 24.27%, 3.85%, and 1.11% respectively, among the women who owned micro-businesses. Eight of the 14 poverty determinants, including age, dependents, savings, remittance and the number of days and hours women work in their businesses, were found to have a significant effect on women’s poverty. The results suggest that local governments, technical and vocational training institutions should work together to reduce the impact of poverty-aggravating factors on women and increase the contribution of women-owned micro-businesses to poverty reduction.

This study addressed the poverty status of women who run micro-businesses, which is a crucial issue in Ethiopia’s urban context. It adds new knowledge to the issue of gendered economic participation, poverty reduction and poverty determinants in the Ethiopian context.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

Hospitals within the United States consistently have injury rates that are over twice the national employee injury rate. Hospital safety studies typically investigate care providers rather than support service employees. Compounding the lack of evidence for this understudied population is the scant evidence that is available to examine the relationship of support service employees’ perceptions of safety and work-related injuries. To examine this phenomenon, the purpose of this study was to investigate support service employees’ perceptions of safety leadership and social support as well as the relationship of safety perception to levels of reported injuries.

A nonexperimental survey was conducted with the data collected from hospital support service employees (n=1,272) and examined: (1) relationships between safety leadership (supervisor and organization) and individual and unit safety perceptions; (2) the moderating effect of social support (supervisor and coworker) on individual and unit safety perceptions; and (3) the relationship of safety perception to reported injury rates. The survey items in this study were based on the items from the AHRQ Patient Safety Culture Survey and the U.S. National Health Care Surveys.

Safety leadership (supervisor and organization) was found to be positively related to individual safety perceptions and unit safety grade as was supervisor and coworker support. Coworker support was found to positively moderate the following relationships: supervisor safety leadership and safety perceptions, supervisor safety leadership and unit safety grade, and senior management safety leadership and safety perceptions. Positive employee safety perceptions were found to have a significant relationship with lower reported injury rates.

These findings suggest that safety leadership from supervisors and senior management as well as coworker support has positive implications for support service employees’ perceptions of safety, which, in turn, are negatively related to lower odds of reporting injuries.

This case exposes students to contingent liabilities, a complex topic they must grapple with in practice, via introduction of the problem of accounting for vacation pay earned but untaken. The case has been tested with both undergraduates and graduates. It is appropriate for students in an intermediate accounting course and can be completed either individually or in small groups. Grappling with issues related to contingent liabilities makes students appreciate the difficulties these present. The case allows students to consider the impact of a policy change on budgeting, firm financials, financial ratios, and the potential reaction from investors and employees. This case forces students to critically think about a little discussed business problem – contingent liabilities. Understanding the variability of a contingent liability and the firm’s handling of it constitutes the primary educational value of the case. Critical thinking and application skills are enhanced by considering the impact of both the existing contingent liability and steps necessary to eliminate it. Firms switching to unlimited vacation policies have been widely discussed in the press of late (Chen, 2020; Fontana, 2017; Henley, 2018; Jackson, 2018).

‘WHY MUST EVERYBODY IN IRELAND’, says Sean O'Faolain, in one of his recent flashes of inspiration, ‘live like an express train that starts off for heaven full of beautiful dreams, and marvellous ambitions and, halfway, Bejasus, you switch off the bloody track down some sideline that brings you to exactly where you began?’ Such highly coloured comment might equally well be applied to the characters and situations we find in the plays of that Dublin genius—the centenary of whose birth we are commemorating this year—John Millington Synge. The writings of both authors, incidentally, are characterized by a rueful, amusing, gently self‐mocking tone about Ireland and the Irish. Both adopt a wider, detached, almost continental view of their country. Synge, in particular, refers to Ireland as the furthermost corner of Western Europe and himself as an Irish European.

Occupational injury in the health care sector in the United States rates among the highest of all industries. Specific to hospital support service workers (e.g., Food & Nutrition, Environmental Services), studies have shown that injury rates for support service workers tend to be among the highest of hospital personnel, and yet there is a shortage of research investigating the safety climate of these workers. Therefore, the purpose of this study is to examine safety perceptions of support service workers. Surveys were used to measure safety climate leadership factors (per the AHRQ's Survey of Patient Safety Culture) to determine if they are related to individual safety perceptions, as well as ratings of work unit safety. Following established safety climate research, we examined the role of the work environment (e.g., supervisor support and work unit culture) on safety perceptions. We found that both supervisor and organizational safety leadership are positively related to individual safety perceptions and supervisor support. Organizational safety leadership and work unit culture were positively related to work unit safety rating. Our findings demonstrate that the antecedent factors and pathways that promote a positive safety climate among health care providers functions in a similar manner for support service workers. These findings contribute to a better understanding of occupational safety of this understudied work group and provide evidence to hospital administration that developing a strong safety climate among support service workers is not entirely different from what is required to promote a robust safety climate across an organization.

In 1930s Britain, tennis champion Fred Perry was a household name. However, the name Fred Perry is more commonly associated with striped-collar polo shirts featuring a laurel wreath logo. In the late 1960s, Fred Perry polo shirts were standard mod and Skinhead dress. When worn by working-class youth the shirt became subversive commentary on English elitism because it had originally been designed for the tennis courts. Many punks also aligned with the brand in dual demonstration of association with working-class ethics as well as an alternative to t-shirts. In the 1980s and onward, this sartorial style was appropriated by right-wing white nationalists, which stripped it of its subcultural spirit. Patriot groups, such as neo-Nazis and the alt-right have continued to co-opt the subcultural style, simultaneously turning the Fred Perry polo into a symbol of racism and bigotry. The multi-use of the Fred Perry brand creates a challenge in how to interpret visual cues when one garment has competing perceptions that at times can be completely opposing. This study examines the history of the Fred Perry brand through the lens of symbolic interactionism, specifically how the shirt evolved from a rather innocuous, yet subversive, form of merchandize repurposed from the tennis world to youth subcultures where the polo communicated group identity. As the brand has moved through fashion cycles, the association of the Fred Perry polo with deviant groups has reduced the brand to representations of hate and separation, which has impacted sales and brand image with its intended consumers.

The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016).

Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of a robust yet flexible framework that meets teachers’ expressed needs. At the same time, the framework helps to shift teachers’ pedagogical orientations, as the learning design supports school-focused, job-embedded teacher professional learning, which challenges more traditional instructional environments by infusing digital technologies and other elements of twenty-first century skills into teaching and learning.

Building on the experiences of the first two phases, the paper reports the most recent phase which expands on the emergence of a fourth wave of online learning to design and develop a massive open online course (MOOC) that potentially enables the massive scaling up of access to this already validated model of teacher professional development. The importance of maintaining key elements, threshold concepts and signature pedagogies in the design of MOOCs for teacher professional learning are discussed, and the paper concludes with early lessons from this latest work in progress.

Challenges are identified relating to the design of the social supports within the MOOC structure to sustain the collaboration, dialogue and ongoing reflection observed across Phases 1 and 2 that are necessary for the changes in pedagogical orientation and classroom practices.