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The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.

The purpose of this paper is to briefly summarise a successfully completed doctoral thesis which longitudinally and intimately explored the social dynamics of learning activity within a project team.

This research was pursued through participative action research applied to a case study project team.

The key findings of this study included the identification and analysis of five sociological elements which moderate the situated learning behaviour of participants while they are on‐the‐job. Combined, these elements form a model of project situated learning behaviour.

The findings generated focus attention on the complex social and practical issues involved in learning within projects and provide a framework that aids practitioners' systematic reflection and action on their learning activities.

This study provides deep and original insights into the learning phenomenon within the practice of project management. There has already been numerous journal publications generated from it, and in late 2007, the author of this thesis published a book largely based on this doctoral work entitled Cultivating Learning within Projects, by Andrew Sense, Palgrave Macmillan. ISBN: 0230006914 ISBN‐13: 9780230006911. This book can be sourced directly from Palgrave Macmillan at: www.palgrave.com/products/title.aspx?PID = 276502

This paper presents the viewpoint of a parent of two children with Fragile X syndrome.

The paper presents the author's views of her and her family's experience of Fragile X syndrome.

The paper provides the author's perspective on the impact that the condition has had on family life.

The paper provides a unique insight into the day-to-day experiences of a parent of two children with Fragile X syndrome.

“Community” and autonomy are both considered to be positive values; the problem is that they conflict. A communitarian theory of alienation and dealienation seeks to make societal adjustments that are suggested by a particular theory of human nature, namely one according to which humans are innately social and require social identities in order to flourish. The remedies are likely to be socially (although not necessarily politically) conservative, with some analogies to the social conservatism of traditional (tribal) societies. On this theory the causes of alienation are what causes a lack of any sense of what one is, or a sense of social exclusion, or the absence of a sense of possession toward one's community or work place.

They waited until lunch was being served before they told him. Like that, they thought he would not make so much of a fuss. It left a mark that may well be permanent, for the run from King's Cross to Harrogate is one he does fairly often, and now he finds piercing memories coming back as the familiar landscape rushes past the carriage window.

The purpose of this paper is to examine how people can conceive learning and knowledge management processes within project teams and provides conceptual guidance on the most effective way to managerially approach these important and often neglected project issues.

This is a conceptual paper which draws on and dissects a very broad and relevant literature on learning and knowledge management.

Based on the analysis conducted, and with an eye to improving project learning, project outcomes and participant learning skills, the key argument of this paper is that participants in project teams must acknowledge and pursue a more socially oriented trajectory in their learning and knowledge management activities. Therein, the participants, their project practices and the organization of the project environment become the focal points of attention and action.

This paper puts forward a conceptually grounded argument for a greater practical emphasis to be placed on the social systems in learning and knowledge management processes in projects. The opportunity exists to test this argument in further empirical project studies.

This paper provides a foundation for project practitioners to critically reflect on their current learning and knowledge management attitudes and practices, while encouraging their attention towards the management of their project social systems.

This paper confronts conventional and limited perspectives about learning and managing the flow of knowledge within projects, and serves to stimulate participant and researcher reflection on more socially oriented approaches towards these project activities.