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Mainstream sociology tends to consider mental processes and their underlying structures, including the perception of society, mainly to be a result of socialization, which is generally conceptualized in terms of the more or less intentional, interpersonal transmission of cultural elements. In contrast and rightly so, marxist theory has always insisted on praxis as an essential feature of consciousness formation. The concept of alienation, when it is not entirely subjectivized (as it is in the Seeman tradition), is usually derived directly from basic structural conditions of capitalism, especially from the coerced division of labor (Wallimann 1981). Conceived to be a constant of the entire system, it is of little use to explain within‐system variations of current images of society and of one's place within it.

The purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.

The study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.

Three registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.

Using lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.

This paper offers a new conceptual framework for studies of reading and readers in LIS.

Travel and tourism graduates are facing challenges in securing jobs within the travel and tourism industry, as their degrees have low recognition among travel and tourism employers. Yet there are growing numbers of tourism courses provided by universities, and these are increasingly popular among students. This paper attempts an informed discussion of the relevance of travel and tourism degrees, comparing students' career expectations and aspirations with industry needs and perceptions of travel and tourism degrees and graduates. Students' perceptions were investigated, using a questionnaire survey, while the employers' perceptions and needs were explored through semi‐structured interviews. The results indicate a desire and optimism amongst current travel and tourism undergraduate students towards securing a job in the tourism industry, while the industry is not convinced, or at best unaware, of the benefits of tourism degrees and employing tourism graduates.

THE news that our royal President has been promoted to the command of a frigate sugges an increase rather than a relieving of naval duties. Our pleasure in the announcement is qualified by the fear that the further demands may make his presence with the Library Association in September even more difficult than it seemed to be a month ago. This is pure speculation on our part, but we are aware of the eagerness with which librarians look forward to the central event of the Centenary Year. We are assured that the matter is in good hands and at the right levels.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Spotlights the body of work with regard to the sociology of AIDS showing how this has grown over the last two decades of the twentieth century. Indicates that sexually transmitted infections (STIs) are affected by patterns of sexual behaviour along with drug related practices. Cites the vulnerability of low socio‐economic groups to STIs, with the use of an explanatory figure with lots of detail within it. Summarizes that health research on inequality, particularly with regard to HIV and STIs would assist greatly in determining the relevant factors.

The concept of appeal has traditionally been considered a cornerstone of readers' advisory (RA). Critically revising the foundational works on appeal that have guided RA for more than two decades, this article aims to discuss the best ways to approach teaching RA as contextually grounded practice.

The paper uses a critical review of RA foundational works and of selected RA tools and publications; a comparative analysis of two empirically generated models of reading; and discourse on the possible application of research interviewing methods to the RA interview.

Given the disclosed unutilized potential of the existing theory of appeal and in light of recent empirical research, the concept of appeal should become less compartmentalized and should be broadened to include the reader and his or her reading context. Reading studies should be seen as directly relevant to understanding appeal. The SQUIN (single question aimed at inducing narrative) technique, borrowed from narrative research interviews, can be used in RA interviews to collect contextually grounded information about the appeal of reading.

This article will be of interest to LIS educators, practising readers' advisors, other public services librarians, reading scholars, and library and information science students. It takes a radically different approach to the concept of appeal, which has remained relatively stable since its conception in 1989, and uses it to propose not only a more holistic approach to RA but also some practical ways to teach it to future readers' advisors.

This study aims to develop immersive scenarios (immersive videos) to foster generalization of learning while addressing social cognition, a factor associated to violence in schizophrenia. The authors sought to develop immersive videos that generate a sense of presence; are socially realistic; and can be misinterpreted and, if so, lead to anger.

A multiphase mixed method was used to develop and validate the immersive scenarios. The development phase consisted of preliminary interviews and co-design workshops with patients (n = 7) and mental health practitioners (n = 7). The validation phase was conducted with patients (n = 7) and individuals without mental disorders (n = 7).

The development phase led to the creation of five scenarios (S1, S2, S3, S4, S5); they included social cues which could lead to self-referential and intentional biases. Results of the validation phase showed that all scenarios generated a sense of presence and were considered highly realistic. Three scenarios elicited biases and, consequently, moderate levels of anger (annoyance).

Immersive videos represent a relevant and accessible technological solution to address social-cognitive domains such as self-reference bias.

No intervention using immersive technologies had been developed or studied yet for individuals with schizophrenia at risk of violence in secure settings. This project demonstrated the feasibility of creating immersive videos which have relevant attributes to foster generalization of learning in the remediation of social-cognitive deficits.

The purpose of this paper is to investigate the diverse rendering of the idea of nation and the role of universities in nation-building in the 1950s Murray and Hughes Parry Reports in Australia and Aotearoa/New Zealand. This paper provides trans-Tasman comparisons that reflect the different national and international interests, positioning of science and the humanities and desired academic and student subject positions and power relations.

This paper adopts a Foucauldian genealogical approach that is informed by Wodak’s (2011) historical discourse analysis in order to analyse the reports’ discursive constructions of the national role of universities, the positioning of science and humanities and the development of desired academics and student subjectivities and power relations.

The analysis reveals the different positioning of Australia and Aotearoa/New Zealand in relation to the Empire and the Cold War. It also demonstrates how Australian national interests were represented in these reports as largely economic and defence related, while Aotearoa/New Zealand national interests were about economic, social and cultural nation-building. These differences were also matched by diverse weightings attached to university science and the humanities education. There is also a hailing of traditional, enlightenment-inspired discourses about desired academic and student subjectivities and power relations in Australia that contrasts with the emergence of early traces of more contemporary discourses about equity and diversity in universities in Aotearoa/New Zealand.

The paper demonstrates the value of transnational analysis in contributing to historiography about university education. The Foucauldian discourse analysis approach extends existing Australian historiography about universities during this period and represents a key contribution to Aotearoa/New Zealand historiography that has explored academic and student subjectivities to a lesser extent.