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According to the social justice model of disability, inclusion is about securing civil and human rights for individuals with disabilities. To that end, supported decision-making is a person-centred process that allows individuals to take control of their own choices and increases their ability to live self-determined lives. Utilizing a case-study approach, this chapter examines the differences between guardianship and supported decision-making and explores how one individual who had been placed within a guardianship format, embraced a more supported decision-making framework through self-selecting a group of family, friends and professionals to serve in an advisory capacity. Through this approach, he regained control of decision-making, assumed the ‘dignity of risk’ associated with decision-making and restored his right to self-determination.

This chapter takes a closer look at how social networks can affect the early development of new ventures. The dynamic role of social networks is discussed and exemplified by two longitudinal cases that illustrate the radically different ways in which social networks can influence venture development. These differences relate to social or individual ownership of the innovation process, to risks or opportunities as the focus of attention, and to the creative relationship between networking and financial bootstrapping techniques.

This chapter describes how higher education professionals and college students can use social networking sites and technology to manage their careers. Individuals can expect to change careers several times in a lifetime making the importance and role of social networks past and present central to the career management process. The way individuals communicate and interact through the use of social networking sites for the purpose of career development is discussed. The role of social networking sites in exploring career options, learning, making connections, searching for jobs, developing professionally, making decisions, and maintaining a professional image online is examined. A model is presented on using social networking sites to gather information and feedback during the career management process. Scenarios and examples are provided from higher educational professionals, hiring managers, college students, job seekers, and career changers. The chapter envisions the future of career management specific to higher education and addresses how higher education career advisors can respond to social networking sites and technology.

Shelley:I suppose we should explain the title.Douglas:“From Lingua Franca to Scriptio Animi”: Sounds so scholarly, eh? So learned.S:In an uptight, un-Carolyn kind of way.D:We first heard about her in that profile in Lingua Franca.S:I was teaching a qualitative research class. The idea of reflexive ethnography jumped off the page. She sounded so fascinating and courageous.D:And so close by! Living just across the swamp from us in Tampa. Was it then that you went out and bought Final Negotiations?S:Yes, and found myself drawn into her life and her writing in an intense way.D:How did reading her work change your approach to the research class?S:I became more and more interested in personal experience methods, and ultimately created a class devoted almost exclusively to autoethnography. I guess you could say Carolyn was a ghost member of our curriculum committee.D:Oh, I love the image of her hovering around us.S:She actually sort of entered my blood stream, and I’d never even met her yet, though I certainly wanted to.D:And during that same time, I happened to email this guy named Art Bochner to thank him for his amazing “Forming Warm Ideas” chapter in Rigor and Imagination (Bochner, 1981). He and I started corresponding back and forth, developing an online friendship, and all the while I didn’t have a clue that he and Carolyn were together.S:One day you came home and said, “You know Art, the guy I told you I’ve been chatting with via email? You’re never going to believe who his partner is!”D:The coincidence was wonderful! I was clueless!S:The Latin formality of the title is doubly ironic then. “Scriptio Animi.” Brother!D:How so?S:Well, for one thing, Latin is not the first language that jumps to mind for capturing the intimate, speaking-in-vernacular nature of Carolyn's scholarship.D:Right. Despite the fact that the term lingua franca has to do with speaking a common language and scriptio animi translates as “writing of the heart-and-mind-and-soul.”S:That's the first irony – using a dead language of disembodied scholarship to refer to Carolyn's lively and embodied first-person voice.D:And the second irony?S:The use of Latin makes us sound like we’re these all-knowing academics. But neither of us knows anything about Latin. In you’re words, we’re clueless.D:Absolutely. I was trying (and failing) to cobble together a meaningful phrase by working backwards in the O.E.D. Our friend John brought his expertise in classical languages to bear on my first few attempts and very sensitively suggested I torch them. Without him, we’d never have come up with “Scriptio Animi” (John Leeds, personal communication, March 9, 2003). A Liberal Arts colleague at the university, however, kindly normalized my ignorance: “Native Latin speakers,” he assured me, “are either dead for over a thousand years (in Rome) or in prison for child molestation” (Mark Cavanaugh, personal communication, March 7, 2003).S:Irony and our cluelessness aside, the title does a pretty good job of capturing the spirit of Carolyn's work. After all, she values “narrative soul” (Ellis, 2000, p. 274) – pretty close to the “writing of the soul” of “scriptio animi.”D:But irony and cluelessness shouldn’t be put to the side – they belong at the center. Carolyn's whole enterprise is grounded in the irony of knowing and the importance of maintaining a not-knowing stance.S:Okay, so the Latin stays. Besides, I like the reflexive paradox of the title, and Carolyn is nothing if not reflexive.D:Little did Lacan know that social science would go through its own “mirror stage,” using an ethnographic looking glass to encounter and transform the self-in-context.S:Right. Carolyn says reflexive stories should have “therapeutic value” – that they should change the reader in some significant way. Her stories, and her students’ stories, transformed me as a researcher and as a teacher. I invited personal experience into class discussions in a way I wouldn’t have thought possible. After hearing her perform her story of her brother's death, I found that her voice was often with me in the classroom; it was very powerful.D:Therapeutic not only for the reader, but also for the writer. Last fall when I was traveling back and forth to Calgary while my mom was dying, I started writing an autoethnographic account of what I was going through. Carolyn and Art were in my head and my heart a lot as I storied my experience.S:Yes, I remember. And Carolyn's stories about her mother's illness and her many trips to West Virginia to be with her became entwined with your stories.D:Yeah. And something odd happened – something that unsettled me at the time and that cries out for a Carolyn consultation. It was like I couldn’t put down my pen. At some of the most tender, most difficult, most intimate times, I was composing sentences in my head, wondering how I could best grab the color and texture of what I was living. But in doing so, I felt removed from it. There I was, in the moment, crafting sentences rather than breathing life, forming descriptions rather than facing death.S:Carolyn talks about how writing autoethnographic texts has intensified her living (Ellis, 1996, p. 243).D:Maybe she isn’t plagued like me. Maybe she can have the experience without being interrupted by the anticipation of setting it down.S:She certainly recognizes that “written reality is a second-order reality that reshapes the events it depicts” (Bochner & Ellis, 1996, p. 26).D:Sure, but I’m troubled by the reshaping that was going on in the moment. It wasn’t a forced thing; it happened automatically. I was (and am) still struck by, and stuck on, the irony of it all.S:Still more irony? What do you mean?D:Let's say when I complete my narrative, I give it to Carolyn, and it manages to engage, evoke and provoke (Ellis, 2000, p. 274) her. Her reading will allow her to immerse in an experience that I, because I couldn’t turn off my goddamn autoethnographic eye-and-ear, felt distant from. So what's with that? She – or any reader – ends up being able to drink in my experience more than me? That's a hell of a price to pay. Rather than being with the fear in my mother's eyes, rather than being with the words and short phrases coming out of her mouth, expressions I hadn’t heard in forty years and so were transporting me back to my childhood, rather than being with the dry thin skin on her hands, rather than being with her sitting bolt upright in the middle of the night, scared to death, rather than being with her, I was a step ahead of both of us, getting it all down in my head so I could later transpose it to paper so some reader I don’t even know could get a handle on what it was like. But how the hell could I write what it was like if I was so damn busy writing what it was like, I wasn’t quite there? A curse! I wouldn’t wish it on anyone.S:The curse of rendering experience.D:Exactly! Rendering in both senses of the word. When you render something personal [writes in the air], you render it [rips the air apart].S:Carolyn points out that “the world as we ‘know’ it cannot be separated from the language we use to explain, understand, or describe it” (Bochner & Ellis, 1996, p. 20).D:Maybe the “known” world can’t, but how about the felt world, the sensed world?S:Which is where “not knowing” comes in.D:Another link to our way of approaching therapy. It's about engaging in discovery, not about imposing what you think you already understand.S:We’ve brought autoethnography to our therapy students as a way of enhancing their ability to understand their own and their clients’ experiences – a mirror inversion of Carolyn's bringing “therapeutic sensitivity” to her autoethnography students.D:Right. She tells her students that one of the goals of writing about their lives “is that they should become their own therapist…. Writing can help them have insights about themselves, help them work through problems themselves” (Flemons & Green, 2002, p. 116).S:Carolyn is right about stories having “therapeutic value,” but I think Carolyn herself – the in-person-Carolyn – does, too. Her way of being embodies her work. Because she is so intrigued by personal experience, she brings a unique intensity to her relationships. Her curiosity and genuine not-knowing stance allow her to know others deeply.D:And care about them. For someone who has done so much self-reflection, she's the least self-absorbed person I know.S:Autoethnography as a method has been criticized as a form of narcissistic self-indulgence (Sparkes, 2002), but that is the antithesis of what Carolyn does as a person and a scholar.D:She reaches in, but also out.S:Both personally and professionally, she touches us.

Antonioni, Berger, Magritte and Sontag, with their respective challenges to our perceptions of what is real and unreal, set the scene for a discussion of the tension between current policies and norms in higher education systems and the increasingly important need to introduce true interdisciplinarity in university programmes – specifically, here, with regard to the role of the humanities in business-related courses. It is argued that uncertainty and imperfection are key signposts to creativity and innovation. Uncertainty demands the constant search for possibility; imperfection provides the constant opportunity to improve and is therefore the inspiration for innovation. In an exploration focussing principally on the various potentialities of the study of literature, it is suggested that many initiatives to introduce the arts into non-humanities programmes have a common and significant limitation in that they are defined by a specific purpose – by an understandable and, in our current higher education environments, an inevitable need to specify what ‘impact’ the intervention will have on the skills and employability of the student. However, something much more radical is needed if what George Eliot called the ‘vital connections of knowledge’ are to be truly made, and the radical adjustment required runs directly counter to a culture that is dominated by the compulsion to demonstrate impact, set measurable targets and prioritize practical application.

From well before the mid-19th up to the mid-20th century those scholars who read and commented on The Essential Principles of the Wealth of Nations, including Marx and Seligman, seem to have been unaware of the very name of its author. Since then it has become accepted knowledge (again) that the work was written by one John Gray. Beyond the name, however, biographical details about Gray have remained extremely sparse until the present day. If one were to use a measure of obscurity, something which perhaps is appropriate in a work devoted to ‘neglected economists’, then one may use the fact that neither the Oxford Dictionary of National Biography (old or new editions), nor the Palgrave Dictionary of Economics (any edition), nor any other biographical dictionaries devote an entry to Gray. The modern authors who discuss his economic writings contend themselves with the statement that ‘little biographical information is available about Gray’ (Delmas & Demals, 1995, p. 119, n. 5).¹ This is unfortunate because at least some knowledge about the personal background and career of an author is often useful in arriving at a better understanding of his or her ideas. This, as will become clear shortly, is the case too for John Gray.