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Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi‐detached) of the mental health workforce may help us move beyond a ‘tick‐box’ approach ‐ exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians.

The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources.

The forums provide useful bibliographic information regarding e‐resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs.

Findings are limited to academic historians and are also skewed toward US historians, since more articles on e‐resources appeared in the forum dedicated to US‐historical pedagogy than in the forum encompassing historians of all areas.

Similar research could be done on pedagogical forums in other academic fields.

This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field.

Queens Public Library expanded its library service in two local correctional facilities: the Queensboro Correctional Facility prison and the Rikers Island jail complex. Our expanded programming included creatively oriented programming, which was broadly concentrated on three themes: our Creative Outlet series, hip hop and other musical programming, and literacy, meditation, and mindfulness programming. These types of programs can create goodwill toward the library by: offering effective programming; generating trust between the library and the facility; and providing opportunities for presenters. After discussing the specifics of this programming, this chapter provides tips for a library to create their own expanded services in a correctional facility and then presents the participant, staff, and presenter responses to Queens Public Library’s expanded programming.

Provides an introductory guide to basic print and Web resources about pop‐up books. Includes information on paper engineers, producers of pop‐up books, exhibits of pop‐up books, collecting pop‐up books, and “how‐to” guidance for making pop‐up books.

Although the literature addressing entrepreneurial networking is reaching a fairly high degree of sophistication and scope, there are certain critical areas where important questions remain unanswered. Specifically, research into the processes of entrepreneurial networking has been hindered by a paucity of longitudinal studies. Thus, the consideration of change over time is de facto limited. Moreover, accounts of how individuals actually use networks to learn about entrepreneurship, its practices and processes remain sparse. Yet, we know that learning is a social process, so the research gap lies in relating networks, as social contexts to the entrepreneurial learning process. Furthermore, since social relations are fundamental to everyone's life, and emerge, develop and change throughout their life course, people are embedded in social situations that put them in touch with others (Kim & Aldrich, 2005). Consequently, learning is often “located in the relations among actors” (Uzzi & Lancaster, 2003, p. 398). As well as direct learning through network contacts, network transitivity also facilitates learning by one embedded network member, through the knowledge held by a second member, about a third, as shown in Uzzi and Gillespie's (2002) study. Accordingly, in many ways how entrepreneurs go about using their networks and with whom they network may be critical for entrepreneurship and thus warrants investigation. It is to this end that we now consider the shape, content and process of entrepreneurial networking.

People are responsible for their wellbeing, yet whether they take ownership of their own or even others' wellbeing might vary from actor to actor. Such psychological ownership (PO) influences the dynamics of how wellbeing is co-created, particularly amongst actors, and ultimately determines actors' subjective wellbeing. The paper's research objective pertains to explicating the concept of the co-creation of wellbeing and conceptualizing the dynamics inherent to the co-creation of wellbeing with consideration of the influences of all involved actors from a PO perspective.

To provide a new conceptualization and framework for the dynamics of wellbeing co-creation, this research synthesizes wellbeing, PO and value co-creation literature. Four healthcare cases serve to illustrate the effects of engaged actors' PO on the co-creation of wellbeing.

The derived conceptual framework of dynamic co-creation of wellbeing suggests four main propositions: (1) the focal actor's wellbeing state is the intangible target of the focal actor's and other engaged actors' PO, transformed throughout the process of wellbeing co-creation, (2) PO over the focal actor's wellbeing state is subject to the three interrelated routes of exercising control, investing in the target, and intimately knowing the target, which determine the instigation of wellbeing co-creation, (3) the level of PO over the focal actor's wellbeing state can vary, influence and be influenced by the extent of wellbeing co-creation, (4) the co-creation of wellbeing, evoked by PO, is founded on resource integration, which influences the resources–challenges equilibrium of focal actor and of all other engaged actors, affecting individual subjective wellbeing.

This article provides a novel conceptual framework that can shed new light on the co-creation of wellbeing in service research. Through the introduction of PO the transformation of lives and wellbeing can be better understood.

Developing technological innovations in healthcare is made complex and difficult due to effects upon the practices of professional, managerial and other stakeholders. Drawing upon the concept of boundary object, this paper explores the challenges of achieving effective collaboration in the development and use of a novel healthcare innovation in the English healthcare system.

A case study is presented of the development and implementation of a smart phone application (app) for use by rheumatoid arthritis patients. Over a two-year period (2015–2017), qualitative data from recorded clinical consultations (n = 17), semi-structured interviews (n = 63) and two focus groups (n = 13) were obtained from participants involved in the app's development and use (clinicians, patients, researchers, practitioners, IT specialists and managers).

The case focuses on the use of the app and its outputs as a system of inter-connected boundary objects. The analysis highlights the challenges overcome in the innovation's development and how knowledge sharing between patients and clinicians was enhanced, altering the nature of the clinical consultation. It also shows how conditions surrounding the innovation both enabled its development and inhibited its wider scale-up.

By recognizing that technological artefacts can simultaneously enable and inhibit collaboration, this paper highlights the need to overcome tensions between the transformative capability of such healthcare innovations and the inhibiting effects simultaneously created on change at a wider system level.

Up until the turn of the millennium, there had been very little positive representation of women and women in action characters in the action film genre. Two notable exceptions were Ellen Ripley in the Alien movies and Sarah Connor in the Terminator franchise. Whilst this has certainly changed over the last 20 years, one action/horror/science fiction heroine remains neglected: Project Alice in the six Resident Evil films. Portrayed by Milla Jovovich, and loosely based on the platform game character, Project Alice is strong, driven, motivated and tough. This chapter will, through detailed analysis of character, her physical presence through the clothing she wears, psychogeographical aspects, her use of weapons and narrative arc, clearly demonstrate the importance of Project Alice to the horror genre.

The social relations model (SRM; Kenny, 1994) explicitly proposes that leadership simultaneously operates at three levels of analysis: group, dyad, and individual (perceiver and target). With this model, researchers can empirically determine the amount of variance at each level as well as those factors that explain variance at these different levels. This chapter shows how the SRM can be used to address many theoretically important questions in the study of leadership and can be used to advance both the theory of and research in leadership. First, based on analysis of leadership ratings from seven studies, we find that there is substantial agreement (i.e., target variance) about who in the group is the leader and little or no reciprocity in the perceptions of leadership. We then consider correlations of leadership perceptions. In one analysis, we examine the correlations between task-oriented and socioemotional leadership. In another analysis, we examine the effect of gender and gender composition on the perception of leadership. We also explore how self-ratings of leadership differ from member perceptions of leadership. Finally, we discuss how the model can be estimated using conventional software.