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Although awareness is growing of the importance of employee mental health and the value of inclusive work practices, less is known about how to support employees with mental illness (MI). We aimed to explore organizational strategies and work practices that promote retention and support of employees living with MI in relation to past theory-driven research by building and extending current theory.

We adopted a qualitative case-study approach focussed on organizations that have taken steps towards promoting workplace inclusion for employees with MI. Five diverse Canadian organizations were recruited based on their efforts to build psychologically safe and healthy workplaces, and actively support employees with MI. Data collection in each organization consisted of onsite observation and interviews with workplace stakeholders, including employees with MI, their co-workers, supervisors/managers and human resource professionals. Thirty interviews were conducted from across the five organizations. Data analysis was informed by interpretive description to identify challenges and opportunities.

Two key themes were noted in depictions of supportive workplaces: (1) relationship-focussed workplaces and (2) flexible, inclusive work practices.

These practices highlight how organizations support employees with MI. Despite our focus on organizations working towards inclusion, the stigma associated with MI and the rigidity of some workplace processes continue to limit support and retention. Our findings suggest that organizations should focus on communication processes, support mechanisms, how they reinforce flexibility, inclusion and oversight of employees with MI.

Oxo was originally promoted on health grounds and it was one of the home comforts supplied to troops in two world wars. Oxo is now being presented as an ingredient for modern cooking.

The purpose of this paper was to identify safeguarding concerns for vulnerable adults, including exploring the implementation of safeguarding policy and procedures into practice. This was achieved by reviewing the content of reflective assignments written by pre-registration student nurses, identifying areas of concerns and proposing action plans.

A qualitative approach was initially utilised to scrutinise a random 10 per cent sample of work, which was thematically analysed. From this, an audit tool was devised and then applied to evaluate a 35 per cent sample of work from the following cohort of students. Approval and consent was gained.

From the initial 10 per cent sample, themes emerged around: practice issues; areas for student's development and marking or assessment issues. The standardised audit tool was devised and applied to a 35 per cent random sample of work. This determined that students identified local safeguarding policies and procedures were being followed in the majority of placement areas, although application of the Mental Capacity Act remained inconsistent.

The assessor feedback from the reflective assignments was not available to the reviewers, limiting the reviewers ability to identify if assessors had recognised and corrected any policy or practice issues that the student raised. Only assignments from the adult field of nursing were considered within the scope of this study. The authors recommend further empirical investigation into this area.

This paper offers knowledge that can be applied in practice within both academic and health care provider services that deliver and facilitate nursing education. It has generated an audit tool that can be utilised to evaluate the knowledge of pre-registration students and has resulted in the implementation of safeguarding adults policies within an academic institution.

Safeguarding adults concerns may be identified through studying pre-registration student assignments and promptly acting upon any concerns raised. Aspects of good practice can be acknowledged within health care provider services.

This purpose of this study is to examine the fluidity of family life which continues to attract attention. This is increasingly significant for the intergenerational relationship between adult children and their elderly parents. Using practice theory, the aims are to understand the role of food in elderly families and explore how family practices are maintained when elderly transition into care.

A phenomenological research approach was used as the authors sought to build an understanding of the social interactions between family and their lifeworld.

This study extends theory on the relationship between the elderly parent and their family and explores through practice theory how families performed their love, how altered routines and long standing rituals provided structure to the elderly relatives and how care practices were negotiated as the elderly relatives transitioned from independence to dependence and towards care. A theoretical framework is introduced that provides guidance for the transition stages and the areas for negotiation.

This research has implications for food manufacturers and marketers, as the demand for healthy food for the elderly is made more widely available, healthy and easy to prepare. The limitations of the research are due to the sample located in East Yorkshire only.

This research has implications for brand managers of food manufacturers and supermarkets that need to create product lines that target this segment by producing healthy, convenience food.

It is also important for health and social care policy as the authors seek to understand the role of food, family and community and how policy can be devised to provide stability in this transitional and uncertain lifestage.

This research extends the body of literature on food and the family by focussing on the elderly cared for and their family. The authors show how food can be construed as loving care, and using practice theory, a theoretical framework is developed that can explain the transitions and how the family negotiates the stages from independence to dependence.

By stepping outside of the consumer socialization model (Ward, 1974) which for many years has resembled a ‘body of verified truths’ when it comes to understanding the complex intimacy between young consumers’ identities and the marketplace, this research aims to offer a theoretical and empirical reconsideration of the tangible light and shade, indeterminacy and yet ambition in which these young adolescents’ consumption practices and social contexts are inextricably intertwined.

Five different data collection methods were employed; namely personal diaries, in-depth interviews (which were conducted at two separate intervals), accompanied shopping trips, e-collages and researcher diaries. Each method was chosen so as to fulfil a specific purpose and reflect a specific angle of repose on the lived experience and consumption practices of a liminar – those at the heart of marketing’s newest strategic boundary.

This chapter describes some of the constituent elements of metaconsumption; the proposed theorization of the liminars’ consumption practices and a suggested diversion from ‘the effects’ perspective on young consumers’ socialization.

This chapter adds to those which problematize the tendency to view young consumers’ interactions with consumption as measurable by having to pass through pre-defined stages if they are to become recognized as complete consumers. Instead this research aligns with the perspective that young consumers, like adults, must mediate the shifting milieus of their social lives through engagement with a myriad consumption practices.

This perspective responds to an acknowledged empirical dearth (e.g. Martens, Southerton, & Scott, 2004). However, secondly in line with Arnould & Thompson’s (2005) original motivation that CCT encapsulate those who see our discipline as ripe with the potential for new theory generation and widespread applicability, this research aligns micro understandings and theorizations of children’s social worlds and consumer culture practices with existing meso- and macro-levels of consumption theory.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

The purpose of this paper is to describe and compare the health behaviors of Karen youth with that of the other subpopulation seen at a Minnesota clinic.

Demographic information and data on health status, recommended health behaviors and goal-setting patterns were collected via a review of the medical records of patients seen at a family medicine residency clinic in St Paul, Minnesota during a one-year period (July 2015–June 2016). Data were summarized using descriptive statistics. Data on Karen patients were compared with data on other populations.

The study included 765 youths aged 3–17 years. The Karen youth in the study engaged in recommended health behaviors more frequently than their peers on almost every measure. There were statistically significant differences in the amount of sleep, intake of fruits and vegetables, screen time, number of active days per week and consumption of sugar-sweetened drinks between the Karen and their peers overall. Karen youth also reported consuming fewer sweets and fried or processed food than their peers, and they had lower BMI percentiles than other youth.

The study relied on participant self-report, which is subject to potential inaccuracies in recall and reporting.

To the authors’ knowledge, this is the first study detailing health behaviors of Karen youth in the USA. The findings suggest a window of opportunity to support and empower Karen families to maintain healthy habits in order to prevent the development of chronic disease in this community.

The purpose of this paper is to examine an experimental neo-Herbartian and Frobelian curriculum Work in the kindergarten: An Australian programme based on the life and customs of the Australian Black published by Martha Simpson in 1909.

The paper uses both primary and secondary sources to understand the context of production and reception of the settler narratives advocated for use in the curriculum. Simpson's curriculum and other primary literary texts provide case study examples.

The research found that colonial and imperial literary texts provided a departure point for learning activities, enabling the positive construction of white Australian identity and the supplantation of Aboriginal people in a post-federation kindergarten setting.

By considering the role of imperial and colonial narratives in post-federation experimental curriculum, this paper offers insight into the role such narratives played in the formation of Australian national identity.