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The purpose of this paper is to consider the role of the Mental Health Act (MHA) 1983 in safeguarding adults at risk of abuse and neglect. The author has undertaken a thematic review of Safeguarding Adults Reviews (SARs) commissioned in England and Adult Practice Reviews (APRs) commissioned in Wales where the MHA 1983 was a central aspect to the review.

Reviews were included based on specific determinants, following analysis of SARs, APRs and executive summaries. This should not affect the credibility of the research, as themes were identified in conjunction with analysis of literature regarding use of the MHA in the context of adult safeguarding. Consequently, this review has been underpinned by evidence-based research in the area of study.

The interaction between statutes, such as the MHA 1983 and Care Act 2014, signify challenges to professionals, with variable application of mental health legislation in practice.

Lack of a complete national repository for review reports means that it is likely that the data set analysis is incomplete. It was noted that limitations to this research include the fact that Safeguarding Adults Boards in England may not publish SAR reports or may choose to publish an executive summary or practice brief instead of the full SAR report, therefore limiting the scope of disseminating learning from SARs, as this is difficult to achieve where the full report has not been published. The author aimed to mitigate this by undertaking comprehensive searches of Local Authority and SAB websites, in addition to submitting Information requests to ensure that this research encompassed as many relevant review reports as possible.

This is an important and timely topic for debate, given that the UK Government is proposing reform of the MHA 1983. In addition, existing thematic reviews of SARS tend to be generalised, rather than specifically focused on the MHA.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

This paper aims to investigate how family winegrowing businesses can be sustained across generations.

The authors engaged a multi-level case study approach. In total, 27 semi-structured interviews were conducted with three winegrowing firms in New Zealand. All family members (both senior and next generation) employed in each business were interviewed alongside non-family employees.

Three key dimensions – knowledge sharing, entrepreneurial characteristics and leadership attributes – were identified that can support successful successions in family winegrowing businesses.

The authors have generated a theory that enables academicians and practitioners to understand how family winegrowing businesses can be successfully sustained across generations. The authors argue that knowledge is a central feature in family firms where previous research combines knowledge with entrepreneurial orientation or the resources and capabilities of a firm.

The purpose of this paper is to employ a case study of the Omeka content management system to demonstrate how the adoption and implementation of a metadata standard (in this case, Dublin Core) can result in contrasting rhetorical arguments regarding metadata utility, quality, and reliability. In the Omeka example, the author illustrate a conceptual disconnect in how two metadata stakeholders – standards creators and standards users – operationalize metadata quality. For standards creators such as the Dublin Core community, metadata quality involves implementing a standard properly, according to established usage principles; in contrast, for standards users like Omeka, metadata quality involves mere adoption of the standard, with little consideration of proper usage and accompanying principles.

The paper uses an approach based on rhetorical criticism. The paper aims to establish whether Omeka’s given ends (the position that Omeka claims to take regarding Dublin Core) align with Omeka’s guiding ends (Omeka’s actual argument regarding Dublin Core). To make this assessment, the paper examines both textual evidence (what Omeka says) and material-discursive evidence (what Omeka does).

The evidence shows that, while Omeka appears to argue that adopting the Dublin Core is an integral part of Omeka’s mission, the platform’s lack of support for Dublin Core implementation makes an opposing argument. Ultimately, Omeka argues that the appearance of adopting a standard is more important than its careful implementation.

This study contributes to our understanding of how metadata standards are understood and used in practice. The misalignment between Omeka’s position and the goals of the Dublin Core community suggests that Omeka, and some portion of its users, do not value metadata interoperability and aggregation in the same way that the Dublin Core community does. This indicates that, although certain values regarding standards adoption may be pervasive in the metadata community, these values are not equally shared amongst all stakeholders in a digital library ecosystem. The way that standards creators (Dublin Core) understand what it means to “adopt a standard” is different from the way that standards users (Omeka) understand what it means to “adopt a standard.”

To investigate how HRM in an established organization can support employee voice and engage employees to be innovative in their everyday lived experience.

The research is based on a case study of an innovation event in an organization, where 27 employees were interviewed about the emotional, cognitive and behavioral aspects of their engagement in innovation.

Findings highlight the importance of continuing HRM's involvement during an entire event process to connect innovation events with everyday work. HRM has a central role in initiatives that intend to support voice and stimulate the engagement of diverse employees in innovation in established firms.

This was a qualitative and cross-sectional case study of one organization and one event offered two years in a row.

In order to promote innovation, HR and senior management should foster an environment that motivates employees and promotes voice behavior (Morrison, 2014). HRM can create multiple methods of engagement, acknowledging the diversity of the workforce profile and its specific needs. HRM has an important role within an innovation strategy; as it can, together with other areas, create, develop and maintain actions that support and recognize innovative ideas and encourage employees to become actively engaged with the inclusion of innovation in their daily work life. Specifically, innovation exercises are an activity with much potential to foster voice and promote engagement towards innovation.

We develop a model proposing relationships between HRM, employee voice, employee engagement, cross-department collaboration and innovation. The study also considers the engagement of a diverse group of employees in an established company context.

The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles.

The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy.

Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations.

This research is limited in that it only analyzes observational drawing from two research lessons.

Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing.

This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school.

This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.

In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic from 1970 through part of 1981, the time period immediately following Kotler and Levy's significant and frequently cited article in the January 1969 issue of the Journal of Marketing, which was first to suggest the idea of marketing nonprofit organizations. The article published here is intended to update the earlier work in RSR and will cover the literature of marketing public, academic, special, and school libraries from 1982 to the present.

Previous research suggests that teams pace their change either internally to coincide with the midpoint, deadline, or task phases, or externally by entraining to exogenous pacers. Other research suggests that teams adapt to random environmental shocks. This paper investigates if, how, and when endogenous, exogenous, and random pacers affect the patterns of change in groups. We studied five software development teams during a turbulent two-year period. Our case studies and supporting analyses suggest that teams perform a “dance of entrainment”—simultaneously creating multiple rhythms and choreographing their activities to mesh with different pacers at different times.