Search results

Storytelling can be the difference between your data making a true contribution or remaining unheard. Because in order to move your stakeholders to act, they need to thoroughly understand why your data matters, and often on an emotional as well as a rational level. And for that, there is no more powerful tool than storytelling.

In this chapter, we'll apply the techniques of the most powerful story form of all, movies, to data slides, and in the process, make them easy to understand and believe in.

You'll read and see techniques and examples that will help you:

• Focus your data so it's quick and clear.

• Frame it in ways that feel tangible and relatable to your stakeholders.

• Make the reason why it matters more powerful so your stakeholders will be moved to act.

• How storytelling will become even more interesting in the age of machines.

Focus your data so it's quick and clear.

Frame it in ways that feel tangible and relatable to your stakeholders.

Make the reason why it matters more powerful so your stakeholders will be moved to act.

How storytelling will become even more interesting in the age of machines.

The purpose of the study was to further our understanding of in-restaurant family behaviors using an ethnographic study of families with children (at least one child from 2 to 12 years old) dining in fast food restaurants.

This study includes an unobtrusive, direct observational study of family fast food restaurant behaviour, including use of mobile technology, toys and indoor play area. Ordering and dining behaviours include field notes and enumeration of activity times for 300 families (450 children).

The food ordering process was rapid (<6 min), during which personal technology use was minimal, and adult/child interactions were perfunctory. Visits averaged 53 min, and only 18 min on average was spent eating. Families were observed using the fast food restaurant as a “third place” (home away from home) for many activities other than eating food. In-restaurant family behaviours included frequent use of technology (40 per cent of children/ 70 per cent of adults), use of the indoor play area (65 per cent of children/ 33 min of play) and child engagement with a toy (53 per cent of children/10 min of play).

Studying how time is spent in fast food restaurants expands the knowledge of current family eating behaviours and how young consumers behave in restaurants (i.e. with restaurant-provided activities, toys and indoor play spaces). Shifts in dining practices, from the intrusion of technology during the meal (technoference) to a decline in the use of restaurant-provided toys were noted. Dining visits now include many non-food activities, and the dining time in the restaurant was not a time for extensive family conversations or interactions, but rather a public home away from home.

In October 1982 I was invited to teach Japanese to the managing director of a high‐tech company based in the North West of England. It meant in fact devising a specific 40‐hour course for him from scratch at the Manchester Business School. There were a number of reasons for this necessity. First, there was not (nor is there still) a satisfactory short introductory course on Japanese which caters for businessmen, secondly, Japanese was, in my opinion, not a language that readily lends itself to the so‐called direct method of tuition: hence I had to invent a way of teaching it so that the managing director — I will call him Ted — gained insights into the nature of Japanese as a decidedly non‐European human communication system|2|; further, I had to take account of Ted's own relationships with his agent and his customers in Japan. A final consideration was this: I could scarcely speak a word of Japanese myself!

In prior articles in both volume 8 (number 4) and volume 10 (numbers 3/4) of Collection Building, bibliographies of U.S. government publications on AIDS were covered. The first bibliography covered both executive branch and legislative branch materials from 1981 to September 1986. The second bibliography covered only legis‐lative materials from 1986 to 1989. This article complements the second bibliography in its coverage of executive branch materials from 1986 to 1989 and also updates the first work. While 1986 to 1989 is the framework, some items inadvertently omitted from the earlier work are included here.

This study aims to examine peer perceptions of a parent dining in a fast-food restaurant with their child.

A vignette approach was used to explore consumer assumptions and normative data using a four-country online survey of parents, with 1,200 respondents (300 from each of Australia, Canada, the UK and the USA). The study included qualitative and quantitative thematic analyses of the responses.

Family dining in fast-food restaurants was most often associated with an opportunity for family time together (25%), a treat (25%) and an unhealthy food decision (19%). For some, this is a normal meal that should not be judged (11%), for others, this is merely a meal of easy convenience (9%). Fathers, when depicted as the parent in the vignette, were more likely to be praised for spending time with their children, while mothers were more likely to be critiqued for making poor nutritional choices. Respondents from the USA viewed fast-food family dining more favourably than respondents from Australia, Canada or the UK.

Despite rising obesity in these four countries, only 19% of respondents focused on the unhealthy element of the food choice, suggesting that perhaps this element is not on the forefront of consumer decision considerations.

This paper confirms parental peer perception differences, based on gender and country, regarding opinions on a child dining with a parent in a fast-food restaurant.

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers’ opportunities to learn to teach? How do these opportunities influence teachers’ pedagogical content knowledge? In this chapter we use data from the IEA’s first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers’ mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential – framing how quality is to be defined and operationalized – when learning to teach.

The findings of the Steering Group on Food Freshness in relation to the compulsory date marking of food contained in their Report, reviewed elsewhere in this issue, has brought within measurable distance the Regulations which were, in any case, promised for1975. The Group consider that the extension of voluntary open date marking systems will not be sufficiently rapid (or sufficiently comprehensive) to avoid the need or justify the delay in introducing legislation.

To analyze the differences between the SEC’s newly adopted final business conduct rules for security-based swap dealers and major security-based swap participants under Section 15F(h) of the Securities Exchange Act of 1934 and the parallel rules promulgated under the Commodity Exchange Act by the CFTC with respect to swap dealers and major swap participants.

This article discusses select rules under each regulatory regime and highlights the major differences and potential effects of each.

This article concludes that while the SEC’s intent was to harmonize its final rules with the parallel CFTC rules, there are substantive differences between the two sets of rules that firms should consider when deciding how to structure their security-based swap dealer activities.

This article contains insightful analysis of the newly adopted SEC Business Conduct Rules and highlights some of the ways firms will likely be affected moving forward.