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Given rising incidence rates of mental health concerns in the general population it is important for all primary health care practitioners, including chiropractors, to have knowledge of such presentations. Practitioners frequently need to refer clients to appropriate mental health services, manage the biopsychosocial aspects of all conditions they treat, and work in interdisciplinary teams to ensure optimal patient outcomes. The mental health literacy (MHL) of these practitioners may, however, be influenced by both learnt knowledge and common misconceptions. The purpose of this paper is to investigate the MHL of a final year Master of Chiropractic student cohort.

In total, 89 students completed an online questionnaire assessing mental health knowledge, misconceptions, perceived value of such knowledge for practicing chiropractors and demographic information.

Student knowledge of the primary symptoms for depression and schizophrenia was competent, similar to community samples. However a high false positive response suggested students were poor at mental health differential diagnosis. A high number of common misconceptions about mental health were also endorsed, particularly in relation to depression, anxiety and suicide. Age and value of such knowledge seemed to predict greater MHL.

The present study offers direction for chiropractic education. In addition to content-based education, MHL may improve through targeting the students’ perceived value of the information for chiropractors and combating common misconceptions. Future research could evaluate the incremental value of these approaches, and assess subsequent behavioural responses such as the students’ confidence in managing patients with mental health concerns, and knowing when to refer on.

Taken together, the current results suggest chiropractic students are able to identify symptoms causing distress; however tend to over-pathologise and endorse false symptoms as indicative of specific mental illnesses. In other words, students are poor at mental health differential diagnosis. Students also seemed to simultaneously hold a large number of misconceptions about mental health in general. It is of great importance to better understand gaps in student knowledge about mental health to prepare them for working with patients in a health setting.

German legal historians of nineteenth and twentieth centuries defined the main characteristics of the corporations and believed that one renaissance institution, the Casa di San Giorgio at Genoa (1407–1805), was similar to the corporations of later centuries. This paper proposes to reverse this perspective: did the founders of early modern corporations know the financial model of the fifteenth century Casa di San Giorgio? The research shows the connection between the model of the Casa di San Giorgio and the Mississippi Company of John Law (1720), the famous financial scheme and bubble. The history of the Casa di San Giorgio was mainly transmitted through a passage of Machiavelli’s History of Florence (VIII, 29). The paper offers new biographical evidence that Law had been to Genoa and introduces sources connecting the genesis of Law’s scheme for the Mississippi Company in France with the model of the Casa di San Giorgio.

In the knowledge economy, greater togetherness is the prerequisite for innovating and having more: selflessness extends scope while selfishness increases limitations. But human beings are not automatically attracted to innovation: between the two lies culture and cultural values vary widely, with the egoistic accent or the altruistic intonation setting the scene. In the representations of open innovation we submit to the reader’s attention, selfishness and selflessness are active in the cultural space.

Popularized in the early 2000s, open innovation is a systematic process by which ideas pass among organizations and travel along different exploitation vectors. With the arrival of multiple digital transformative technologies and the rapid evolution of the discipline of innovation, there was a need for a new approach to change, incorporating technological, societal and policy dimensions. Open Innovation 2.0 (OI2) – the result of advances in digital technologies and the cognitive sciences – marks a shift from incremental gains to disruptions that effect a great step forward in economic and social development. OI2 seeks the unexpected and provides support for the rapid scale-up of successes.

‘Nothing is more powerful than an idea whose time has come’ – this thought, attributed to Victor Hugo, tells us how a great deal is at stake with open innovation. Amidon and other scholars have argued that the twenty-first century is not about ‘having more’ but about ‘being more’. The promise of digital technologies and artificial intelligence is that they enable us to extend and amplify human intellect and experience. In the so-called experience economy, users buy ‘experiences’ rather than ‘services’. OI2 is a paradigm about ‘being more’ and seeking innovations that bring us all collectively on a trajectory towards sustainable intelligent living.

The purpose of this paper is to reflect on the meaning of fake news in the digital age and on the debate on disinformation in scholarly literature, in the light of the ethics of library and information profession.

Revision of a keynote address at the BOCATSSS2020 conference, this paper offers an overview of current literature comparing it with a moment in the past that was crucial for information: post-Second World War time, when Wiener (1948) founded cybernetics and C.P. Snow advocated for “The two cultures” (1959).

The complex issue demands a multi-disciplinary approach: there is not one solution, and some approaches risk limiting the freedom of expression, yet countering the phenomenon is a moral obligation for library and information science professionals.

Comparing the present digital revolution with the past, this paper opens questions on the ethical commitment of information professionals.

The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students.

Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified.

The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others.

Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic.

Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.