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This chapter examines the effects of mental health services and stigma on changes in self-concept and well-being for individuals with SPMI.

Data for this chapter come from structured interviews and service data for 140 individuals with severe and persistent mental illnesses. We use structural equation modeling to examine the relationship between perceived and internalized stigma, as well as the relationships among stigma, self-concept (self-esteem and mastery), and well-being (quality of life and functioning).

We find that case management is negatively related to quality of life and psychiatric services are positively related to functioning. Crisis services and assessment are associated with mastery in opposite directions. Internalized stigma is positively associated with self-esteem and mastery, and negatively associated with functioning. We do not find a relationship between services and stigma.

A limitation to this chapter is the sample size, which prohibits us from examining a full range of services and outcomes. Nonetheless, our findings provide information about how services and stigma impact well-being, and may be used as a starting point for considering strategies for improving services and reducing stigma. Future work should consider pairing outcomes with services to determine their effectiveness.

This chapter builds on previous research that examines the relative effects of services and stigma among individuals in community health care by extending measures of both services and stigma, and by examining the relationship between them, in order to better determine their implications for self-concept and well-being.

This chapter discusses the various ways in which audiovisual (AV) media industries have cooperated with the tourism industry and explores the emergent areas for cross-innovation. It demonstrates the gradual mediatisation of tourism, but also how the added value from location tourism has started to affect, for instance, the operation of the film industry. It then discusses the emergence of tourism gamification that came about with the arrival of smartphones equipped with an ever-increasing variety of sensors relevant to location and mobility awareness. The chapter finishes by discussing the affordances and forms of augmented reality being used in the service of the cultural heritage sector and the broader tourism sector.

Suppliers do not only maintain relationships with customers for the customers’ benefits but also for their own sake. Various important value‐creating functions of business relationships with customers have been identified in the past. However, the preconditions of this inter‐organizational value‐creation have not been addressed in depth. Drawing upon a database of over 200 customer‐supplier relationships, adaptations, trust and commitment are identified as key drivers for value creation. The results of this study have considerable consequences for the management of inter‐organizational relationships and networks regarding the process of how value could be created in business markets.

In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on incorporating mindfulness in teacher education. Mindfulness is currently incorporated in teacher learning and education mostly toward stress-reduction and well-being, yet its ancestries stress its role as a path toward self-knowledge. Working in teacher education departments set in Israel, on the one hand, and Canada, on the other, we describe the place of the practice in our personal lives and articulate how we view its contribution to teacher education. Specifically, we focus on how “self” features in our endeavors, by examining “who it is” in the teacher that we seek to evoke/invoke by the application of mindfulness? We engaged in dialogue and reflective writing, in which each of us served as the other's critical friend in an attempt to clarify our different views. Oren emerges with a view of mindfulness as invoking “self as moment-to-moment experience” and the “teleological self,” both crucial for teachers. These senses of self mobilize us away from sociopolitical identities toward human-to-human relationships and reground teachers in the values they view as core to their call to teach. Conversely, Karen stresses the practice as a primer for situating the self in the sociopolitical. It enables deeper engagement in critical pedagogy, invoking teachers' “fluid self” situated in open-mindedness. Here mindfulness becomes a practice of social justice that allows us to acknowledge marginalized voices. Highlighting these different approaches, we contribute to the understanding of the role of mindfulness in teacher education. In particular, we extend the practice's main positioning within teacher well-being to its role within the discourse of teacher identity.

In this chapter, the authors explore the “hidden curriculum” that is enacted when the teaching-self transmits to the learning-self, the being aspects of the teacher. It is proposed that these aspects are communicated through discursive and nondiscursive materials. The latter includes energetic, emotional, and gestural “languages.” An argument is made that the current, modernist conceptions and practices of education that predominantly focus on covering and downloading curriculum materials do not create openings for exploring the being aspects of teachers and learners. Moreover, acknowledging Avraham Cohen's thesis, “We teach who we are, and that's the problem,” the authors explore the hurtful and damaging influence of the teachers' “Shadow materials.” An argument is made for the moral imperative of teachers' (or anyone who is in a position of influencing others) self-study to minimize or prevent hurtful and damaging influences that could have a long-lasting impact on the students' or learners' self-formation. The authors propose the method of inner work, integrated with contemplative inquiry and practices, as a way for educators to work with the materials of consciousness. Inner work largely involves working through psychological projections, introjections, and entanglements that permeate one's inner world. Some details of inner work are offered, including how to facilitate a dialogue between the parts or subselves in one's inner world that are in tension and conflict. It has been further proposed that this kind of inner work would lay the necessary foundation for becoming kinder, caring, and more compassionate human beings.

The paper seeks to analyse and discuss the impact of information technology competence and relationship management on relationship value and relationship profitability.

The paper draws on an empirical study of 123 relationships. The data are analysed using regression analysis. Interaction effects and curvilinear effects are tested.

The empirical results reveal that information technology competence and relationship management have positive effects on relationship function fulfilment and profitability. Furthermore, an interaction effect between information technology competence and relationship management is identified, i.e. the compensatory relation between high‐tech (ITC) and high‐touch (relationship management) is demonstrated.

The limitations of the paper are the lack of dyadic data and the use of key informants. Further research could address these issues. Implications include the interplay between information technology competence and relationship management. The two concepts can replace each other to a certain degree but not fully as the main effects remain positive and significant.

The results of this study may lead to conscious decisions of how to apply the different means to create value and profits from relationships. The important message is that information technology competence can replace parts of relationship management but cannot do so totally. Also, “overcontacting” in relationships may produce dysfunctional effects. Thus, firms need to develop customer‐handling concepts which combine the two possible means in a synergetic way.

The paper combines two areas previously discussed separately, i.e. the influence of information technology competence on relationship functions and profitability and the influence of relationship management on relationships functions and profitability. This combination offers insights for researchers and practitioners.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.