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Older adults with atrial fibrillation (AF) have put growing demands on a poorly integrated healthcare system. This is of particular concern in rural communities with rapid population aging and few healthcare resources elevating risk of stroke and mortality. The purpose of this paper is to explore healthcare delivery risks for rural older adults with AF.

This qualitative study collected data from AF patients, healthcare providers and decision makers. Ten patients participated in six-month care journeys involving interviews, logs, photos, and chart reviews. In total, 13 different patients and ten healthcare providers participated in focus groups and two decision makers participated in interviews.

Three key health service risks emerged: lack of patient-focussed access and self-management; unplanned care coordination and follow-up across the continuum of care; and ineffective teamwork with variable perspectives among patients, providers, and decision makers.

This study extends the understanding of risks to the health system level. Results provide important information for further research aimed at interventions to improve health service delivery and policy change to mitigate risks for this population.

Using a life story approach, I explore Kathy Charmaz's research journey marked by her profound motivation to utilize the humanizing potential of human sciences research as she developed the constructivist version of grounded theory (CGT). The experiential and social divides that she observed since her own childhood between the ill person and medical professionals or other stakeholders remained etched in her consciousness. They generated a silently but firmly held moral responsibility toward creating humanizing spaces for the voices of ill persons as well as for people marginalized by social injustice or inequity. The ontological shift Charmaz introduced in CGT enabled recovering the heretofore silenced voices of participants from the clutches of a claimed “objective truth” in the research findings of positivist research.

In her subsequent works, Charmaz also advocated and illustrated the need to use critical reflexivity to more meaningfully understand the hierarchies within and between social worlds as well as how researcher-participant relationships often shape participants' experiences. In doing so, she also demystified the colonialist nature of qualitative research methodologies, including grounded theory (GT) approaches. In such practices, implicitly individualist ideology is used to legitimate neoliberal globalization to help sustain the geopolitical economic power of a few countries over the rest of the world.

Provides a bibliography of CD‐ROM for librarians, covering case studies, costs, product evaluation guidelines, databases, CDI, downloading/copyright and CD vs. online, for use when making decisions about the adoption of CD‐ROM.

This chapter presents an exploration of the phenomenon of speaking with, or perhaps better stated “through,” a device. Autobiographical works and other published accounts of perceptions of Speech-Generating Devices (SGDs) by persons who have used them are reviewed. The bulk of the chapter focuses on insights gathered from research into the lived experiences of young people who use SGDs. Emerging themes focus on what is “said” by a person who cannot speak, how SGDs announce one’s being in the word, the challenge of one’s words not being one’s own, and the constant sense of being out of time. Reflections on these themes provide insights for practice in the fields of speech language pathology, education, and rehabilitation engineering. The importance of further qualitative inquiry as a method to gather and listen to the voices and experiences of these often unheard individuals is stressed.

The most significant event for the School has been the announcement of the creation of the National Centre for Management Research and Development. The Centre is due to open in 1986 and will provide research facilities for up to 20 major projects designed to improve the competitiveness of Canadian business practices.

Corporate involvement in the acquisition and display of fine art has expanded from a relatively unknown practice undertaken by a few businesses, to a common activity involving hundreds of firms. This study presents the results of a survey of 450 corporations (with 130 respondents) aimed at measuring the motivations behind the creation of corporate collections. Such collections may be held to improve employee morale and retention, to enhance the public image of the corporation, or to bolster the bottom‐line. In addition, a number of non‐monetary reasons are frequently cited. Corporations may be hesitant to reveal their true motives for holding art, since such a revelation may undo the very reasons for acquiring such a collection (enlightenment becomes simple self‐interest). Unlike previous studies of this kind, the questions are designed to determine the motivating factors behind these collections, without relying solely on the firms to reveal those motives. The results indicate that although a variety of motives, both pecuniary and non‐pecuniary, underlie these acquisitions, the former tend to dominate.

Describes current workflow at the Virginia Commonwealth University (VCU) and issues in workflow optimisation and discusses how VCU has weighed the various costs/benefits involved on this method. Details costs issues associated with OCLC use and software usage, in particular PASSPORT and CAT ME.

Challenging students to create digital documentary films in history courses engages students in both mastery of content knowledge and higher order thinking experiences. Teachers considering this type of work must contend with the focus on standards-based testing, a wide breadth of content to be covered, the challenge of finding relevant primary source materials, and restrictions related to copyright and Fair Use. This paper explores a resource site for teachers, Digital Docs in a Box, that attempts to mediate some of these concerns and support their students in the creation of digital documentaries. First, we explore the rationale for student creation of digital media, the challenges inherent in these endeavors, and the creation of the resource site. We then overview the structure and use of the site, with an illustration of how a practicing teacher would use one of the documentary kits in the classroom.

This register of current research in social economics has been compiled by the International Institute of Social Economics. The register does not claim to be comprehensive but is merely an aid for research workers and institutions interested in social economics. The register will be updated and made more comprehensive in the future but this is largely dependent on the inflow of information from researchers in social economics. In order to facilitate this process a standardised form is to be found on the last page of this register. Completed forms, with attached sheets as necessary, should be returned to the compiler: Dr Barrie O. Pettman, Director, International Institute of Social Economics, Enholmes Hall, Patrington, Hull, N. Humberside, England, HU12 OPR. Any other comments on the register will also be welcome.