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New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees.

This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents.

This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries.

This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research.

The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians.

Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

This paper aims to examine the impact that monetary policy uncertainty (MPU) has on stock market returns by taking into account limits to arbitrage and the economic cycle.

Using four news-based MPU measures, regression models have been applied in this study over a sample period from January 1985 to March 2020. The limits to arbitrage have been considered by taking Russell 1000 Value, Russell 1000 Growth, Russell 2000 Value and Russell 2000 Growth indices, and business cycles were established following the National Bureau of Economic Research.

A negative MPU impact on stock returns has been found. In particular, the most subjective and difficult to arbitrate stocks have been more sensitive to MPU. However, it could not be concluded that MPU has a greater or lesser impact on stock returns depending on the economic cycle.

The findings obtained are particularly useful for monetary policymakers showing the importance and need for greater control over the transparency of their decisions to maintain the stability of financial markets. The findings obtained are also useful for investors when selecting their investment assets at times of the highest MPU.

To the best of the authors’ knowledge, this is one of the few studies investigating the effect of MPU on stock market returns, and the first to analyse this relationship taking into account the economic cycle and limits to arbitrage.

The goal of this work is to determine whether Bitcoin behaves as a safe-haven asset. In order to do so, the influence of Economic Policy Uncertainty (EPU) on Bitcoin returns and volatility was studied.

It is evaluated whether, when compared with the evolution of EPU, Bitcoin's returns and volatility show behaviours typical of safe havens or rather, those of conventional speculative assets. When faced with an increase in EPU, safe havens – such as gold – can be expected to increase their returns and volatility, while conventional speculative assets will increase their volatility and reduce their returns. This study uses simple linear regression and quantile regression models on a daily data sample from 19 July 2010 to 11 April 2019, to analyse the influence of EPU on the returns and volatility of Bitcoin and gold.

Bitcoin's returns and volatility increase during more uncertain times, just like gold, showing that Bitcoin acts not only as a means of exchange but also shows characteristics of investment assets, specifically of safe havens. These findings provide useful information to investors by allowing Bitcoin to be considered as a tool to protect savings in times of economic uncertainty and to diversify portfolios.

This study complements and expands current research by aiming to answer the question of whether Bitcoin is a simple speculative asset or a safe haven. The most significant contribution is to show that Bitcoin is not a mere speculative asset but behaves like a safe haven.

本研究旨在確定比特幣是不是避難所資產。為達這目的，研究人員探討了經濟政策不確定性對比特幣的回報及波動性的影響。

研究評估比特幣的回報和波動性，若與經濟政策不確定的進化作比較，會顯示資金避難所的典型行為，抑或顯示傳統投機資產的行為。當面對經濟政策不確定的增加時，資金避難所 - 如黃金－會被預期有回報及波動性的上升。但傳統投機資產則其波動性會增加及其回報會減少。本研究使用簡單線性迴歸及分位數迴歸模型，根據從2010年7月19曰至2019年4月11日期間每天的數據樣本，來分析經濟政策不確定對比特幣和黃金的回報及波動性所產生的影響。

像黃金一樣，在較不明朗的時期，比特幣的回報和波動會增加，這顯示比特幣不單是一個交易工具，它也表現投資資產的特性，特別是資金避難所的特性。這研究結果為投資者提供有用的資訊，讓他們在經濟不明朗時考慮以比特幣作為保障存款的工具，及以比特幣作為使其投資組合更多元化的工具。

本研究旨在探索比特幣是一簡單的投機資產、抑或是一資金避難所，這補足及擴展了目前的研究。本研究最重要的貢獻、在於顯示了比特幣不單純是一種投機資產，它的行為實像資金避難所一樣。

This paper aims to illustrate the importance of a cultural shift to fully embrace and serve persons with cognitive, intellectual or physical disabilities into the library community.

Through a combination of staff training, age- and ability-appropriate programming, accommodating service models, management-led expectations and partnerships, Anythink Libraries in Thornton, Colorado, implemented AnyAbility – a program designed especially for adults with disabilities – in April 2014.

AnyAbility’s success has led to a number of positive impacts, including increased services and collaboration, shifts in user patterns and independent visits and a more inclusive library environment in which staff have increased awareness and a stronger interaction with this population.

The program has transformed the lives of the staff who work at Anythink Wright Farms and the community of Anythinkers who use transformations, the AnyAbility programming has been offered at multiple Anythink locations and libraries from across the country have contacted Anythink for inspiration and advice on programs and training on this topic. Most importantly, this approach has transformed the library experience for customers, specifically adults with cognitive disabilities.

Adolescent mental health issues are on the increase, in particular depression, which is now a major public health concern globally. Mental health education is important and young people’s awareness of mental health is potentially limited. This is one factor that creates barriers to seeking support. School nurses and educational professionals recognise that they do not necessarily have the required skill base to support emotional health concerns with young people. The purpose of this paper is to synthesise qualitative evidence related to the nurse’s role in supporting adolescents.

A literature review using a systematic approach was undertaken, predominantly through collection of primary qualitative research studies. In total, 22 published studies are included in this review, extracted from four databases – CINAHL, Embase, Medline and Scopus.

This review shows that awareness of mental health is needed early in adolescence, while at school, to encourage young people to access support and have knowledge of their own emotional health. The need for further mental health education and provision is asserted.

Young people benefit from someone who is accessible and familiar to them in schools so that they can access emotional support as and when needed. Careful involvement of families (including extended families) is noted. It is proposed that this role should be a mental health nurse role, who should be accessible within the school environment.

This paper is original and adds to existing knowledge that mental health challenges are increasing, and more needs to be done in schools to promote mental health and reduce the stigma associated with seeking support.

While bilinguals frequently mix languages in everyday conversation, these hybrid language practices have often been viewed from a deficit perspective, particularly in classroom contexts. However, an emerging literature documents the complexity of hybrid language practices and their usefulness as an academic and social resource for bilingual students. This chapter examines hybrid language practices among English- and Spanish-speaking high school students in an astronomy/oceanography classroom in southern Arizona. Microethnography, or fine-grained analysis of video recordings from long-term ethnographic observation, is used to reveal what bilingual students accomplished with hybrid language practices in the classroom and to outline implications for teachers who want to engage their students’ hybrid repertoires. Specifically, the analyses reveal that careful attention to hybrid language practices can provide teachers with insights into students’ academic learning across linguistic codes, their use of language mixing for particular functions, and their beliefs about language and identity. The research is necessarily limited in scope because such in-depth analysis can only be done with a very small amount of data. Nevertheless, the findings affirm that hybrid language practices can enrich classroom discourse, academic learning, and social interaction for emergent bilinguals. The chapter highlights a teacher’s story in order to offer practical guidance to other teachers who seek to capitalize on the promise of hybrid language practices in their own classrooms.

This paper aims to explore the factors that drive and inhibit national stakeholder organisations’ engagement with an established an umbrella place brand identity (PBI) in the context of country branding, during the PBI implementation stage.

This study adopted a case study approach to examine Australia’s current country brand identity initiative: Australia Unlimited, as an example of PBI. Data were collected through in-depth interviews with senior executives (n = 39) representing 30 Australian national organisation stakeholders across a range of sectors (i.e. government agencies, public and private organisations and industry associations).

The tension between the PBI and the brand identity of the stakeholders’ own organisation was an emergent finding at the heart of potential disengagement. Moreover, stakeholders’ perception of the leadership of the organisation managing the place brand plays a key role in influencing their engagement with PBI.

The findings contribute to place marketing theory by identifying drivers and inhibitors of stakeholders’ engagement that originated from the PBI itself (PBI-centred factors) and from the stakeholder organisations (stakeholder-centred factors).

The findings provide a practical framework for place brand managing organisations to foster stakeholders’ engagement during the implementation stage of a PBI initiative.

Place branding research to date has focussed primarily on resident stakeholders’ engagement in the development of PBI initiatives. This paper contributes to knowledge by proposing a framework that encompasses the drivers and inhibitors of national stakeholder organisations’ engagement with PBI during its implementation phase.

Prior research has examined the sociopolitical force as simply a part of all types of environmental pressures, yet we argue that this force calls for a unique examination of marketing's role in firm responses to sociopolitical pressures. Understanding the degree to which firms attempt to manage forces and pressures in the external business environment is key to understanding marketing's role in impeding vs aiding public policy initiatives, and is the problem this research investigates.

Using structural equation modeling, data from 71 firms demonstrate that managing the sociopolitical force is, in fact, distinct from managing the other four market-based forces – consumer demand, supplier power, competition and technological shifts. Managing the sociopolitical force is shown to require fundamentally different skills and resources.

Results suggest that firm sociopolitical receptivity drives attempts to influence this unique external business environmental force, in turn limiting marketplace sociopolitical receptivity. Furthermore, attempts to influence such a unique force relies on resource-light marketing resources, which limits resource-heavy marketing.

Managing a political force with marketplace ramifications involves strategy that utilizes marketing, but is driven by relationships with social and political agents. This is truly an environmental management concept distinct from the management of the other four market-based forces. The analysis in this study demonstrates that managing another environmental force (i.e. competition force) involves different receptivity influences and marketing tactic outcomes.

The purpose of this paper is to explore what affects attendance at Recovery College, what students who have missed classes perceive to be the barriers to attendance and suggestions for improvement.

Survey of 16 students who have missed Recovery College classes.

The most common reasons for non-attendance were personal factors associated with physical illness; competing commitments or life events; and worries about other students and anxiety. Recovery College factors included inconvenient location, time or date of the course and poor communication from the college. Students found individual learning plans (ILPs) helpful and that they improved attendance. Recommendations are made to improve attendance through clearer information and communication; ILPs, text reminders before classes and phone calls from tutors if students miss classes.

Many services are looking at how to become more cost effective – improving attendance is one such way. This paper offers an analysis of barriers to attendance and makes recommendations about how attendance can be improved.

The purpose of this study is to determine the differences and similarities between the terms entrepreneurship and innovation when they are implemented in teaching–learning processes involved in the education field and the main characteristics of entrepreneurial and innovative individuals.

A qualitative methodology was used. A total of 21 Spanish experts in entrepreneurship and/or innovation in education at different levels participated in in-depth structured interviews.

There seems to be some connection between entrepreneurship and innovation, as there are cases in which one involves the other. Although innovation is more related to the improvement of processes, products and services, entrepreneurship is linked to the creation and setting up of businesses. Educational entrepreneurship and innovation could be defined in the same way. Entrepreneurship education, in contrast to innovation education, encompasses innovation but goes beyond it. It includes curricula and long-lasting educational changes that are part of a more comprehensive organisational approach and educational plan, oriented to the accomplishment of teaching–learning outcomes. More characteristics were mentioned for entrepreneurs than for innovators.

This study is an initial attempt to explore ideas from experts in education that could facilitate the work of teachers and educational stakeholders in a crucial area, entrepreneurial and/or innovative education. Having an entrepreneurial attitude is essential for individuals in a globalised society to successfully meet the challenges of the 21st century.