bluuebunny/crossref_metadata_2025_split huggingface dataset:
A snapshot of the 2004 Indian Ocean tsunami: societal impacts and consequences
Authors: Rodriguez Havidan , Wachtendorf Tricia , Kendra James , Trainor Joseph 
Published: July 2006

PurposeThe purpose of this paper is to explore the societal impacts and consequences of the December 26, 2004 Indian Ocean tsunami.Design/methodology/approachOne month after the tsunami, a group of social science researchers from the Disaster Research Center, University of Delaware, and the Emergency Administration and Planning Program, University of North Texas, participated in an Earthquake Engineering Research Institute reconnaissance team, which traveled to some of the most affected areas in India and Sri Lanka. Data were obtained through informal interviews, participant observation, and systematic document gathering.FindingsThis research yielded important data and information on disaster preparedness, response, and recovery. A number of issues are identified that emerged from the field observations, including: tsunami education and awareness; the devastation and the loss; economic impact; mental health issues; irregularities and inequities in community based response and recovery efforts and in the distribution of disaster relief aid; gender and inequality; and relocation and housing issues.Practical implicationsThe paper highlights the role and importance of generating integrated early warning systems and strategies aimed at fostering sustainable recovery and building disaster resilient communities.Originality/valueAn extensive amount of perishable data were collected thus providing a better understanding of the societal impacts of disasters on impoverished communities. A number of emerging issues are identified that should be of primary concern in efforts to protect populations residing in coastal regions throughout the world from similar catastrophes.
Warning for the 26 December 2004 tsunamis
Authors: Kelman Ilan 
Published: July 2006

PurposeTo investigate whether or not people at risk from the 26 December 2004 tsunamis could have had better warning of the event.Design/methodology/approachThis paper examines short‐term actions related to warning following the earthquake and long‐term actions related to setting up an Indian Ocean tsunami warning system prior to the disaster. The evidence is presented in the context of the long‐term processes needed to create and maintain successful warning systems.FindingsThe evidence shows that, based on the knowledge and procedures existing at the time, any expectation of effective warning prior to the tsunamis was unreasonable. On 26 December 2004, as much action was taken as feasible. Prior to the catastrophe, the Indian Ocean tsunami risks were acknowledged but no warning systems were implemented because other priorities were deemed to be higher.Research limitations/implicationsThis paper presents a snapshot of the complex issue of warning system development and implementation. Each national and regional case study deserves detailed attention. Further work would add to a more complete understanding of conditions before 26 December 2004.Practical implicationsThis case study provides a reminder that planning for warnings must be done before extreme events, not following them. Successful warning systems require investment in a long‐term, ongoing process involving pre‐event planning, education, and awareness.Originality/valueThis paper provides an initial attempt at evaluating Indian Ocean tsunami warnings on 26 December 2004.
The drinking water response to the Indian Ocean tsunami, including the role of household water treatment
Authors: Clasen Thomas , Smith Lucy , Albert Jeff , Bastable Andrew , Fesselet Jean‐Francois 
Published: July 2006

PurposeTo document the drinking water component of the humanitarian response to the Great Sumatra‐Andaman earthquake of December 26, 2004, including a focus on the promotion of household water treatment (HHWT)/safe storage to minimize the spread of diarrhoeal disease.Design/methodology/approachFirsthand accounts of the response effort, interviews, and literature review.FindingsThe combined efforts to mobilize a drinking water response were timely, comprehensive and effective. HHWT/safe storage efforts (other than the continued promotion of boiling) appeared to play only a secondary role in the initial response to the disaster for a variety of reasons.Practical implicationsThe enormity of this disaster and the unprecedented scale of the relief effort limit the broad lessons that can be learned at this time.Originality/valueShows that there is a clear need to continue to take steps to minimize the risks of waterborne diseases following natural disasters, develop and disseminate practical solutions for the special circumstances associated with tsunamis, including saline water intrusion, clarify the conditions under which proven approaches to HHWT may be useful in emergencies and assess their role in the medium‐ and long‐term response, improve water quality and surveillance without compromising emphasis on water quantity, take advantage of the enormous resources committed to the tsunami response to make effective and sustainable improvements in water, sanitation and hygiene in the affected areas, and document experiences from the tsunami response, distil the lessons learned, disseminate the results and develop guidelines to inform future actions.
Understanding the social context of school health promotion program implementation
Authors: Cargo Margaret , Salsberg Jon , Delormier Treena , Desrosiers Serge , Macaulay Ann C. 
Published: July 2006

PurposeAlthough implementation fidelity is an important component in the evaluation of school health promotion programs, it assumes that teaching is the most relevant teacher role. To understand the social context of program implementation, a qualitative study was undertaken with the aim of identifying the schoolteacher's role in implementing the objectives of the Kahnawake Schools Diabetes Prevention Project (KSDPP), a locally governed Kanienke:háka (Mohawk) community‐based diabetes prevention program.Design/methodology/approachProspective semi‐structured interviews were conducted cross‐sectionally with 30 teachers, two administrators and one physical education teacher across four intervention years. Interviews were analysed retrospectively using qualitative thematic analysis.FindingsIn implementing KSDPP objectives teachers adopted, to varying degrees, the roles of teaching the health education curriculum, enforcing the school nutrition policy, role modelling healthy lifestyles, and encouraging healthy lifestyles. Taken together, these roles point to a high‐order role of teachers taking responsibility for enabling healthy lifestyles in their children, which is congruent with a wholistic approach to health. Study findings suggest that children in different classrooms were exposed to a different intervention dose based on the extent to which teachers applied each role.Research limitations/implicationsThe findings suggest that the current conceptualisation of implementation fidelity should be expanded to account for the influence of the social context (i.e. teachers' roles) on the implementation of health promotion program objectives.Originality/valueConsistent with an ecological approach to intervention, teachers would benefit from interventions that predispose, enable, and reinforce their capacity to adopt and apply health promotion roles.
Adolescents' nutrition health issues: opinions of Finnish seventh‐graders
Authors: Räihä Teija , Tossavainen Kerttu , Turunen Hannele , Enkenberg Jorma , Halonen Pirjo 
Published: July 2006

PurposeThe purpose of this study was to examine Finnish seventh‐graders' (13 to 14 years old) nutrition health attitudes, perceptions of skills, reported behaviour and perceptions of families' and friends' nutrition health‐related behaviour.Design/methodology/approachThe research data were collected in a baseline situation through a structured questionnaire presented to seventh‐graders (n=188) in four secondary schools, both rural and urban, in Eastern Finland. Two of the schools were experimental and two were control schools. All schools implemented nutrition health education according to the objectives of the national curriculum for basic education. Additionally, the experimental schools were developing their nutrition health education by using an ICT‐based learning environment.FindingsThe results show that seventh‐grade girls had a greater probability to follow healthy eating habits compared to seventh‐grade boys. Parental support had an important role in seventh‐grade adolescents' healthy eating habits and food choices. Additionally, adolescents' own healthy food preparation and choice skills were associated with healthy and versatile eating among seventh‐graders. As expected, no significant differences between the experimental and control schools were found at this baseline situation.Originality/valueIn Finland, strategies and curricula have been developed in schools to encourage children and adolescents to choose a healthy diet and to prepare healthy meals. Having high‐quality school lunches available to all and practical home economics as a school subject are good examples of well‐implemented nutrition health education, which could serve as model for nutrition health promotion worldwide.
Educational development centres: from educational to organisational development?
Authors: Havnes Anton , Stensaker Bjørn 
Published: July 2006

PurposeThe paper aims to investigate the role of educational development centres, and their potential for playing a broader and more central role in quality and organisational development.Design/methodology/approachThe paper is based on the results of three external evaluations of educational development centres in Denmark and Norway, combined with a literature review of studies of educational development centres.FindingsEducational development centres are in a period of transformation due to external forces (Bologna, the demand for institutional quality systems, etc.), and this creates new dilemmas and challenges for educational development.Originality/valueThe paper points to the need to broaden the focus of educational development, and link it closer to other processes related to quality and organisational development.
A systems approach to program evaluation model for quality in higher education
Authors: Mizikaci Fatma 
Published: July 2006

PurposeTo propose an evaluation model for the quality implementations in higher education through an analysis of quality systems and program evaluation using a systems approach.Design/methodology/approachTheoretical background, research and practice of the quality systems in higher education and program evaluation are analysed in conjunction with the concepts of systems approach. The analysis leads to a systems approach‐based program‐evaluation model for quality implementation in higher education.FindingsThe three concepts, quality systems in higher education, program evaluation and systems approach, are found to be consistent and compatible with one another with regard to the goals and organizational structure of the higher education institutions. The proposed evaluation model provides a new perspective for higher education management for the effective and efficient implementation of the quality systems and program improvement.Research limitations/implicationsThe implementation of the model in a real university setting is necessary for the clarification of the processes.Practical implicationsThe study provides a constructive analysis of higher‐education‐related concepts, and a new dimension of quality systems and program evaluation is developed in the model. The approach comprises three subsystems; “social system”, “technical systems”, and “managerial system”. The evaluation of quality in higher education requires inquiry of the components of the systems.Originality/valueThis paper proposes an innovative evaluation model integrating the systems approach into quality tools. The model is claimed to be the first in integrating the three approaches.
Assessing quality experience and learning outcomes
Authors: Tam Maureen 
Published: July 2006

PurposeThis paper is the first part of a comprehensive report about a research study that aims to assess the relationship between the university experience and student outcomes as a means of determining a university's success in meeting its educational goals.Design/methodology/approachIt focuses on the research methodology deployed. Underlying the methodology are four research questions that determine the empirical design, the process, the selection, and the adaptation of an appropriate measurement instrument.FindingsWhile this paper, the first part of a research report, focuses primarily on the research methodology, the second part (to be published as a separate paper) will report on the findings, discussions and implications for assessing universities based on student experiences and learning outcomes.Research limitations/implicationsThis paper will interrogate the various methods of analysis and identify the limitations that are inherent in the overall design.Practical implicationsAn alternative approach to quality assessment in higher education is suggested to encourage institutions to be more oriented towards student learning and the development of comprehensive databases for better institutional planning and decision making.Originality/valueIt sheds light on an instrument that aims to understand the students' experience in all aspects during their undergraduate years; and to identify how much of the growth and development can be attributed to the quality university experience that the institution provides for its students.
A novel watermarking algorithm for resistant geometric attacks using feature points matching
Authors: Cong Jin 
Published: July 2006

PurposeAims to report a novel method of estimating the geometric manipulation to which present day data hiding is subjected.Design/methodology/approachComputes the feature points matching measure for the geometric manipulation using shape‐specific points. The feature points matching is realized by simulated annealing algorithm.FindingsFinds that the purposed scheme does not require the original image because reference point information on the original image has been contained in the secret key.Originality/valueExperiments herein have proved the method's robustness in face of geometric attacks and a new way of designing a better blind secret message decodes has been revealed.
Organisational learning and organisational design
Authors: Curado Carla 
Published: July 2006

PurposeThe purpose of this paper is to explore a new idea presenting the possible relationship between organisational learning and organisational design.Design/methodology/approachThe establishment of this relation is based upon extensive literature review.FindingsOrganisational learning theory has been used to understand several organisational phenomena, like resources and competencies, tacit knowledge or the role of memory in the organisation; however, it is difficult to identify fits and consequent misfits between organisational learning and the organisational design.Research limitations/implicationsThis is a theoretical paper, so there is a possible limitation, regarding the lack of empirical support.Practical implicationsAt the end of the paper a number of recommendations regarding the organisational design are suggested, in order to promote organisational learning in the firms.Originality/valueThis paper identifies some links between organisational learning and organisational design, providing the grounds for a subsequent development and empirically testing of those relations.
Organizational learning, tacit information, and e‐learning: a review
Authors: Falconer Liz 
Published: July 2006

PurposeThe purpose of this paper is to introduce and develop the argument that e‐learning technologies and techniques can play a pivotal role in encouraging and facilitating organizational learning, by transforming tacit knowledge into explicit knowledge and diffusing it throughout the organization.Design/methodology/approachBy synthesising the evidence in organizational learning, information technology (IT) and e‐learning research domains, this paper challenges the assertion that tacit information cannot be effectively transformed or diffused by technological means. The notion of organizational learning is examined, particularly in relation to the applicability or otherwise of anthropomorphic models. The cyclic nature of individual and organizational learning models is then discussed and a synthesized construct is offered. The importance of tacit knowledge expression and transfer in this cyclic model is examined, and the role of IT and e‐learning techniques is considered as a means of encouraging tacit knowledge transformation and flow.FindingsTopics of reflection, independence, creation of “safe” learning spaces and the importance of collaboration in learning are demonstrated as being some of the most synergistic issues. These are under‐researched topics, though. There is significant potential for effective collaborative research amongst the organizational learning, IT and e‐learning pedagogy research communities, addressing issues such as the effective extraction and communication of tacit knowledge.Originality/valueThis originality and value of this paper lies in the synthesis of evidence from research and practice domains that have traditionally been disparate, demonstrating that the information technology and e‐learning pedagogy fields can offer effective means of enhancing organizational learning.
Designing and implementing collaborative improvement in the extended manufacturing enterprise
Authors: Coghlan David , Coughlan Paul 
Published: July 2006

PurposeThe purpose of this article is to provide a design and implementation framework for ALAR (action learning action research) programme which aims to address collaborative improvement in the extended manufacturing enterprise.Design/methodology/approachThis article demonstrates the design of a programme in which action learning and action research were used in combination (ALAR). The participants in the EME engaged in action learning on their work on collaborative improvement in the supply chain. The action learning was studied through action research cycles of action and reflection.FindingsThis implementation of the ALAR programme consolidated the design of ten meetings across three stages and adds to other design models within ALAR approach.Research limitations/implicationsThis is one particular research programme, from which learning may be extrapolated.Practical implicationsThis article provides a practical design framework for ALAR programmes on collaborative improvement in the EME.Originality/valueThe article extends the application of an ALAR programme design into the inter‐organisational setting.
Facilitators of organizational learning in design
Authors: Thuy Pham Ngoc , Swierczek Fredric William 
Published: July 2006

PurposeThe purpose of this paper is to determine the influence of organizational factors such as leadership commitment, incentives and interaction on learning outcomes defined as performance improvement and organizational climate.Design/methodology/approachDifferent aspects of knowledge acquisition, sharing and utilization were examined, related to outcomes. Design professionals in Vietnam construction firms were surveyed. The sample was 339 designers.FindingsThe impact of leadership commitment was significantly related to both performance and organizational climate. Incentives were only positively correlated with performance and staff interaction was only positive with organizational climate. The paper is supportive of many conceptual studies in the literature. The results show that each of these factors has a different role and impact on the organizational learning process and outcome.Research limitations/implicationsThe limitations of this study are that the sample comes from only one industry in a developing country, and it uses an attitudinal survey. Replications of this analysis in other research contexts, industries, countries and organizational characteristics would enhance the generalizability of the findings.Practical implicationsFrom the practical perspective managers who would like to facilitate learning in the organization, improve performance and promote a better organizational climate should demonstrate their commitment to learning, provide incentives to use that learning and use a more collaborative approach.Originality/valueThis study provides empirical evidence for the importance of leadership commitment, incentives and staff interaction on the process and outcome of organizational learning.
Extension to alliance: Aaker and Keller's model revisited
Authors: Owen James David 
Published: July 2006

PurposeSince publication, Aaker and Keller's seminal paper on brand extensions has received acclaimed support and criticism. This paper aims to return to the original work and extend the frameworks presented to brand alliances. The study seeks to examine the dimensions used in the original model and attempt to identify whether the brand extension dimensions can be applied to brand alliances.Design/methodology/approachUsing quantitative research techniques through a structured study using 11 real brands in eight hypothetical alliances over 260 respondents, the study examines the reapplication of the brand extension framework to brand alliances.FindingsThe study has found that, though some extension elements apply to alliances, the role of fit takes on particular importance, whereas difficulty of making assumes a minor role, and that the basic extension framework can be applied to brand alliances.Research limitations/limitationsThe study used real consumer brands in hypothetical extensions and alliances with student samples from the UK. Different results may be found using alternative samples and with real brands.Originality/valueThe paper adds value to the literature and to practitioners' understanding of brand leverage by identifying that, though Aaker and Keller's study framework is applicable to brand alliances, the role of fit between partners takes on a central role to the detriment of difficulty of making.
The regulation of practices that promote brand interest: a “3Cs” guide for consumer brand managers
Authors: Petty Ross D. , Lindsey‐Mullikin Joan 
Published: July 2006

PurposeThis research seeks to examine the regulation of practices that promote brand interest. Its goal is to develop a comprehensive conceptual framework of such practices.Design/methodology/approachA comprehensive search of US marketing laws and regulations was conducted to find cases and regulations pertaining to practices that promote consumer interest in a particular brand. These practices were then arranged into categories by their method of influencing consumer behavior.FindingsThe 3Cs approach appears to provide a useful conceptual model for consumer brand managers. This model allows managers to consider the applicable case law and regulations for each type of practice.Originality/valueThe conceptual model developed here is the first of its kind. It provides a useful tool for consumer brand managers who are considering various practices to promote brand interest. It helps brand managers evaluate the legal risks of the various practices they are considering.