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The paper posits that the enforced work from home (WFH) arrangement due to Covid-19 provides a unique setting for the study of trust in changing contexts. The purpose of this study, therefore, is to examine to what extent Covid-19 WFH changed trust relationships among remote employees, their managers and organisations and how this has taken place.

The study used semi-structured interviews with employees and managers from different organisations across different sectors. Interviews were supported with image prompts as suggested by the storyboarding method, and took place between November 2020 and February 2021. Thematic analysis was used to analyse the data.

The findings identified factors that contribute to trust disruption and factors that led to trust preservation within the changing workspace landscape enforced by WFH environment. Employees reported trust in their organisations, feeling as though their organisations proven resilient at the time of the crisis caused by the pandemic. Interestingly, managers reported trust in employees to remain productive but also anxieties due to the possible presence of others in the household.

The study identified factors that affect intra-organisational trust that have not been previously recognised, exposing tensions and challenges that may disrupt trust relations between managers and employees whilst also identifying evidence of trust preservation in the Covid-19 WFH context. The study has implications for workplace learning within the remote, WFH context, which are discussed.

The purpose of this paper is to shed light onto the policy context of mainstreaming community-based adaptation (CBA) in Nepal. Scaling up CBA needs strong policy support.

The content and processes of Nepal’s development policies and climate change policies and programmes were examined. The policy analysis was supported by a literature review, review of policy documents and interviews and discussions undertaken with policy-makers, practitioners and communities.

Findings show that despite a lack of clear focus on climate change, the decentralization provisions and bottom-up practices within Nepal’s development policies and plans could be the entry points for mainstreaming CBA. However, experience shows that decentralization alone is insufficient because it benefits only a few institutions and individuals, while marginalizing the real beneficiaries. One of the policy conditions to mainstreaming CBA in development is to ensure that there are specific provisions for decentralization and inclusive devolution that can provide power and authority to local institutions and communities to make independent decisions and benefit the needy. There should also be mandatory legal provisions, endorsed by a country’s government, for an inclusive, citizen-centric, participatory and bottom-up policy-making process that involves the most vulnerable households and communities.

This paper is of relevance to policy-makers and practitioners in Nepal seeking to make informed policy decisions on effectively mainstreaming CBA into development. The analysis provided of the synergy and trade-offs within existing policy provisions and processes can be used to guide the government and stakeholders in Nepal and other least developed countries (LDCs) in creating favorable national- and local-level policies and action plans.

This study aims to unlock a ritual chain mechanism that promotes socio-mental (or socio-psychological) resilience. This study draws on interaction ritual chains theory and the concept of transformative service to answer the question of how people could be inspired toward an elevated level of group solidarity, emotional energy, morality and, thus, socio-mental resilience.

This study took a qualitative approach resting upon online reviews and observations from an augmented food festival about hot pot delicacies dedicated to medical workers fighting hard amid the early coronavirus outbreak.

The results of this study point to four primary ritual outcomes (e.g. emotional energy, group solidarity, symbols of relationships and standards of morality) along with a two-tier micro–macro socio-mental resilience sustainability paradigm.

Empirical findings from this study could help operators to justify their transformative initiatives as means for customers to replenish their depleted physical and mental resources.

This inquiry presents new nuances to interaction ritual chains. This study also extends the transformative role of hospitality services to accentuate a linkage among individuals, communities and the society.

Describes Poetry in the Branches, a multi‐layered, replicable program model, devised by Poets House, New York, to foster the link between librarians, the public and the living tradition of poetry. Provides a comprehensive list of titles of contemporary poetry collections by single authors and anthologies.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

The purpose of this paper seeks to provide an in-depth overview of a series of fake news information literacy library workshops, which were offered 19 times over the course of 2 years. It examines the results of a fake news game, which was played with a wide variety of audiences.

This case study examines workshops offered by two librarians at [name of institution], a major research institution in [city], [country]. It describes the workshops in detail and demonstrates how others may adopt this model.

The authors found that while high school students proved to be the most adept at recognizing fake news, the literature suggests that mere exposure to digital media is not sufficient in preparing Generation Z in their digital literacy critical assessment skills.

Library and information professionals are provided with the tools to adapt this workshop to suit the needs of their respective users.

This paper examines how a workshop can be adapted to seven unique audiences, spanning from high school students to university alumni. It incorporates the Association of College and Research Libraries framework and the latest literature into informing its practice.