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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.

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.

In a recent RQ column, Sharon L. Baker reviewed the profession's literature in the area of readers' advisory services. She found that very little research existed in the area of readers' advisory services. The research that does exist is focused on “passive” readers' advisory strategies. Baker is a leader in this area and her articles on overload and browsing, the use of displays, and genre classification are essential to understanding the adult fiction reader and ways in which libraries can assist these individuals in locating new authors and titles of interest.

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 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.

Although support exists for the effectiveness of treatment for personality disordered offenders there is limited knowledge about the processes underlying the therapeutic change. The purpose of this paper is to explore the treatment experiences of six male psychopathic offenders who attended a social skills treatment component implemented within a high-secure personality disorder treatment service.

Interview transcripts were analysed by the lead researcher (first author) using interpretative phenomenological analysis (IPA) who compared and contrasted findings to develop superordinate themes across the group. External auditing analysis was conducted by the second author.

Several themes were identified that may indicate the unique ways this client group experienced treatment. These related to the importance of “group cohesion” with treatment progression and shared learning experiences, the significance of “therapeutic alliance” with treatment providers and perceived effectiveness of treatment, and the conflict participants experienced when acquiring and applying skills from their engagement in treatment. Participants identified aspects of the treatment component that facilitated the effectiveness of treatment and were effective in meeting their needs and some that would benefit from improvement.

Positive group dynamics are important. Operational staff inclusion within the facilitation team is beneficial. Attentiveness to participants’ specific responsivity needs is required. Supporting skill application post-treatment is important.

These findings add to the evidence base in relation to factors that support personality disordered offenders’ engagement within treatment. Areas that validate treatment delivery are highlighted, as are suggestions for change to maximise treatment gain for psychopathic and personality disordered offenders.

The purpose of this paper is to identify the psychosocial approaches that have been studied and for which positive outcomes have been reported for individuals with schizophrenia in correctional and forensic psychiatric settings.

A rapid review of the literature was undertaken. A search was conducted on MEDLINE and PsycNET electronic databases. Each identified approach was analyzed to define their types and components.

In total, 24 studies pertaining to 18 different psychosocial approaches were identified. Half of the studies used a quasi-experimental design with control group. Most frequent outcomes reported were improvements in knowledge about illness and problem solving. Seven studies reported positive outcomes related to issues more specific to this population (violence, aggression, and recidivism). Approaches associated with these studies used mainly traditional cognitive behavior therapy and cognitive remediation. The focus was on neurocognition, social cognition, social skills, emotion management and problem solving.

This rapid review may enlighten clinical settings on psychosocial approaches for which positive outcomes have been reported with individuals with schizophrenia in correctional and forensic psychiatric settings. The picture obtained supports the idea of using integrated rehabilitation approaches that cover the aforementioned intervention focuses with this population.

A significant contribution of the rapid review is based on the analysis of the psychosocial approaches identified. This process offers a closer look at the nature and content of the approaches used according to the outcomes reported.

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.