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Pharmaceutical sales representatives (PSRs) have been shown to influence the prescribing patterns of physicians. Some of the blame has been shifted from physicians to PSRs due to perceived inadequacies in PSRs' education and certification. The purpose of this paper is to review the literature regarding the current certification requirements for PSRs, motivation for nationally standardized certification and the controversy surrounding pharmaceutical detailing impact on physicians' prescribing behavior.

Articles related to certification for PSRs were identified via searches of PubMed and IPA from inception to March 2011. Search terms included PSRs, PSRs certification, PSRs registration, PSRs education, and PSRs requirements. Articles describing the roles and responsibilities of PSRs, physician and public perception of PSRs, certification processes, and the future of PSRs' roles were included. An internet search was also performed to identify articles in the lay press related to this topic.

This paper shows that the certification for PSRs may become necessary, or even required, to help ensure that the prescribing patterns of physicians are not negatively affected due to false information coming from the PSRs. Therefore, ensuring that PSRs are well certified can lead to better health outcomes for patients. Although pharmaceutical companies do not require certification to gain employment as a sales representative, the certification provides a good knowledge base and insight into the industry.

The paper shows that appropriate training and certification of PSRs may be on the rise for this career path.

The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study.

The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes.

The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional.

While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

Older adults who are or have been incarcerated constitute a growing population in the USA. The complex health needs of this group are often inadequately addressed during incarceration and equally so when transitioning back to the community. The purpose of this paper is to discuss the literature on challenges older adults (age 50 and over) face in maintaining health and accessing social services to support health after an incarceration and to outline recommendations to address the most urgent of these needs.

This study conducted a narrative literature review to identify the complex health conditions and health services needs of incarcerated older adults in the USA and outline three primary barriers they face in accessing health care and social services during reentry.

Challenges to healthy reentry of older adults include continuity of health care; housing availability; and access to health insurance, disability and other support. The authors recommend policy changes to improve uniformity of care, development of support networks and increased funding to ensure that older adults reentering communities have access to resources necessary to safeguard their health and safety.

This review presents a broad perspective of the current literature on barriers to healthy reentry for older adults in the USA and offers valuable system, program and policy recommendations to address those barriers.

The purpose of this paper is to propose that sales managers use mobile technologies in the working environment to communicate and supportively monitor sales person performance.

A model of supervisor monitoring using mobile technologies is conceptualized that specifies the types of behaviours that promote high‐quality working relationships, how mobile technologies increase the likelihood of work‐to‐nonwork role spill‐over that may damage the relationship and why perceptions of supervisor fairness are critical. The paper concludes by presenting strategies for testing hypotheses and for researching mobile technology use by sales managers using qualitative and quantitative methods.

Mobile technology use, supervisory monitoring, and relationship development co‐exist in the current workplace. This research heightens awareness of how work‐to‐nonwork spillover may influence important outcomes of mobile technology usage. Perceptions of quality supervisor‐employee relationships are important to retaining and motivating employees. As the workforce ages and skilled workers become more scarce, it is expected that this theoretical examination and ensuing future research will be interesting and important to the twenty‐first century manager.

This paper aligns research in the areas of leadership, monitoring and ubiquitous or mobile technologies. Previous leadership researches have questioned whether or not the use of different electronic monitoring tools affects the leader's ability to influence others. However, few researchers have examined performance‐based monitoring using mobile technologies, although mobile technologies make it easier for sales managers to monitor non‐traditional work arrangements (i.e. off‐site or contracted work). Furthermore, past research has been inconsistent in explaining how employees view information‐gathering or monitoring by their managers.

The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999).

The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994).

This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts.

The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience.

The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

The purpose of this paper is to describe how an academic library at one of the most diverse universities in the country responded to the 2016 election through the newly formed Inclusion and Equity Committee and through student outreach.

This paper details the context of the 2016 election and the role of social justice in librarianship. It offers ideas for how library diversity committees can address professional development, recruitment and retention efforts and cultural humility. It highlights student outreach efforts to support marginalized students, educate communities and promote student activism. Finally, it offers considerations and suggestions for librarians who want to engage in this work.

This paper shows that incorporating social justice, diversity, equity and inclusion requires individuals taking action. If institutions want to focus on any of these issues, they need to formally include them in their mission, vision and values as well as in department goals and individual job descriptions. The University of Nevada, Las Vegas University Libraries fully supports this work, but most of the labor is done by a small number of people. Unsustainable practices can cause employee burnout and turnover resulting in less internal and external efforts to support diversity.

Most of the previous literature focuses either on internal activities, such as professional development and committees, or on student-focused activities, such as outreach events, displays and instruction. This paper is one comprehensive review of both kinds of activities.

The purpose of this paper is to identify motives that lead students and teachers of sports science to participate voluntarily in the organization of sport events at a community level.

A questionnaire composed of five dimensions, expression of values, concern for the community, interpersonal contacts, vocational guidance and personal growth/development, was given to a sample of students and teachers. Then a confirmatory factorial analysis was applied to the five dimensions and descriptive statistics was used to identify the ranking in terms of the reasons why teachers and students decide to engage in extracurricular activities. The Mann-Whitney U-Test was used to identify significant differences between the two groups.

Teachers and students consider that the main reasons for their involvement are related to expression of values, concern for the community and vocational guidance. Significant differences were found indicating that for students, gaining experience for future jobs is one of their priorities but for the teachers they consider that helping others and contributing to the good of society are the main reasons.

The implications for organizers of community sport events are that different rationale for contributing need to be taken into account.

This study contributes to the pedagogical strategies that can be used to improve the training of the sports science students. It is important to note that the involvement of students and teachers in extracurricular activities can benefit from their integration into the labor market.

Many scholars and practitioners consider development to be as much an institutional and organizational phenomenon as it is an economic one. Among other elements, civil society is a key determinant of a country’s level of social capital. Important links appear to exist between a robust associational milieu and the effective operation of democracy. However, the role of civil society organizations in human development has only recently gained attention.

Northern Ireland arguably has a better educational system than any other part of the UK. 21 per cent of secondary school students go on to higher education (compared to 13 per cent on the mainland), 12 per cent get three or more ‘A’‐levels (9 per cent), whilst the teacher/pupil ratio in secondary schools is typically 15 to 1. 25–30 per cent of children pass the 11‐plus exam still retained in a traditional educational system. There are two universities and a number of other institutions, catering for 19,000 full and part‐time students. There is a genuine emphasis on technical education, with 650 computing and engineering students graduating each year, and a real commitment to industry is endemic in the system. Queen's University, Belfast runs its own limited company to market its skills to industry, and operates an Automation Centre devoted entirely to working with industry in manufacturing technologies. It administers a £600,000 budget and, with the help of the Industrial Development Board for Northern Ireland, operates an advisory service to industry which handles 60 enquiries a year. Queen's also runs the Wolfson Unit which conducts research in electronics, while the University of Ulster — which has campuses in Belfast and in Coleraine near the north coast — maintains an Industrial Unit which operates in fields including computing, microbiology, chemistry, food technology, and management skills.