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This chapter explores the ethical complexities of researching location-aware social discovery Smartphone applications (apps) and how they mediate contemporary experiences of travel. We highlight the context-specific approach required to carrying out research on Tinder, a location-aware app that enables people to connect with others in close proximity to them. By journeying through the early stages of our research project, we demonstrate how ethical considerations and dilemmas began long before our project became a project. We discuss the pulls toward data extraction/mining of user-generated content (i.e., Tinder user profiles) within digital social research and the ethical challenges of using this data for research purposes. We focus particularly on issues of informed consent, privacy, and copyright, and the differences between manual and automated data mining/extraction techniques. Excerpts from our university ethics application are included to demonstrate how our research sits uneasily within standardized ethical protocols. Our moves away from a ‘big data’ approach to more ‘traditional’ and participatory methodologies are located within questions of epistemology and ontology including our commitment to practicing a feminist research ethic. Our chapter concludes with the lessons learned in the aim to push forward with research in challenging online spaces and with new data sources.

A few years ago, in an effort to promote co‐operation between the two professional associations of librarians in Ireland, a Liaison Committee, consisting of members nominated by the Council of the Library Association of Ireland and members nominated by the Committee of the Northern Ireland Branch of the Library Association was formed. The first fruit of its endeavours was found in the establishment of an Annual Joint‐Conference of the two bodies, the first one being held at Portrush, in Northern Ireland in 1963.

A FEW years ago, in an effort to promote co‐operation between the two professional associations of librarians in Ireland, a Liaison Committee, consisting of members nominated by the Council of the Library Association of Ireland and members nominated by the Committee of the Northern Ireland Branch of the Library Association was formed. The first fruit of its endeavours was found in the establishment of an Annual Joint‐Conference of the two bodies, the first one being held at Portrush, in Northern Ireland in 1963.

In this paper, we analyse how the national variety in professional organisation is affected by the current period of globalisation by reference to key features of the business law firm in the US, the UK and Germany. Our argument is that changes in law firms from these different countries are indeed intertwined with each other through a gradual process of legal globalisation but that they are not necessarily converging on a dominant US model. Rather we find evidence that new hybrid types of firms are arising in Europe out of a re-combination of elements of different national models.

Little attention has been given to the mental and physical health impacts of COVID-19 on the academic public health workforce. Academic public health is an important support mechanism for public health practice, providing expertise and workforce training, conducting research, disseminating evidence-based scientific information to both public health and lay audiences, and serving as a supplementary workforce when additional resources are needed. These roles become more important during a public health emergency, particularly during a prolonged public health crisis like the COVID-19 pandemic. As a result of the COVID-19 response, the roles of academic public health have expanded to include developing and implementing contact tracing, surveillance, testing, and vaccination programs for universities and their surrounding communities, all while continuing to prepare students and support the public health practice workforce in their ongoing efforts. As in other responder groups, this has resulted in significant mental health effects and burnout among public health academicians. The authors suggest important steps that can be taken to improve the resilience of the academic public health workforce and to support their contributions during prolonged public health emergencies.

Since its emergence as a field of study, law and society scholarship has grown to encompass an array of disciplines, perspectives, methods, and political orientations. A consequence of this disciplinary hypostatization has been to produce a scholarly goulash which, while at times nourishing, now faces the dual dangers of institutional fracture and intellectual incoherence. The aim of this essay is to map a way to embrace the eclecticism that characterizes the field and yet avoid the dangers of dilettantism and to cultivate the interdisciplinarity its founders envisioned without sacrificing a sense of shared purpose or abandoning the possibility of collectively producing a better understanding of law.

We understand that at the Annual Meeting of the Iron and Steel Institute it was decided to expel all the alien‐enemy members of that body. In commenting upon this action The Engineer observes that it is some time since the name of the German Emperor was removed from the list of honorary members of the Institution of Civil Engineers, but that up to the present time ordinary alien‐enemy members of this Institution have not been expelled. The same observation applies to the Institution of Mechanical Engineers.

The purpose of this paper is to discuss the value and learning potential of work‐based projects to both worker‐researchers and their organisations.

Within the School of Health, Community and Education Studies at Northumbria University, work‐based learning (WBL) programmes are becoming increasingly important as a vehicle to enable individuals to gain academic credit and qualifications through developing their personal and professional repertoire of skills and knowledge, and also as a mechanism to improve organisational practice/change. To this end the School has used work‐based projects (WBPs) to work innovatively in partnership with employers. Three short case studies are used to explore how WBPs have been used effectively to meet the particular needs of both the workplace and the learner and to discuss the challenges that these initiatives pose in higher education (HE).

The paper finds that a number of identified issues currently challenging the authors' approaches to WBL have a wider resonance across the WBL community: issues concerning individuals undertaking work‐based‐learning who are unfamiliar with academic learning and how they can be supported to use the skills of enquiry as a tool to implement change in practice; the complexities of using WBL approaches within multi‐ professional groups at differing stages in the continuum from novice to expert and who present individual diverse entry behaviour and learning needs; and the challenges facing the WBL academic working, to recognise and assess the diverse learning acquired throughout the WBL journey so that it can be formally recognised within an HE setting.

The interrelation between action learning, action research and WBPs is introduced and discussed and the impact of the WBL process on the learner, the HE academic and the organisation scrutinised.