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The purpose of this paper is to highlight gaps in the literature regarding transnational ties, the experience of raising and caring for children in a new (high-income) country and well-being, and to propose a program of research to address these gaps.

A general review of the literature on international migration, transnationalism and parenthood was conducted. A program of research and its objectives are then described.

To address research gaps, the proposed program of research aims to: develop approaches and tools to examine and measure the transnational experiences of migrant families; better understand migrants’ transnational obligations, resources and movements and their impact on parenthood and the health and well-being of families; assess whether existing health and social care and services for migrant families with children consider the transnational contexts and experiences of families; and determine how health and social care and services for migrant families with children may be adapted or developed to address transnational challenges and enhance transnational resources for families.

The proposed program of research offers a new approach, transnationalism, for producing knowledge toward better understanding the health and optimizing the care of migrant families in the context of raising and caring for children in a new country. It also contributes to the agenda setting regarding the approach and priority areas for research in migrant health.

The purpose of this chapter is to suggest ways for early childhood teachers to teach science content knowledge, vocabulary, respect, and an appreciation for nature while children engage in meaningful outdoor nature activities. Science concepts such as nature, life cycle, observation, and experimentation can be woven into outdoor activities as children pretend to be nature scientists. Intentional planning provides teachers with the opportunity to integrate science content knowledge and vocabulary learning during the nature study. The careful selection of content vocabulary related to the scientific process and science content knowledge helps children learn new words in meaningful and developmentally appropriate ways. This chapter provides several examples of outdoor nature activities with science content knowledge and vocabulary embedded into each activity.

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

David M. Gordon advanced labour economics with his theory of labour market segmentation, in which jobs rather than the marginal productivity of individual workers were the unit of analysis. He advanced economic historiography and macroeconomics by conceptualising social structures of accumulation – a framework built on the foundation of his institutionalist training and enriched by his study of Marxist economics. By appropriating methods from other social science disciplines into econometrics, he augmented empirical analysis in economics. He was a founding member of the Union of Radical Political Economics and its journal, the Review of Radical Political Economics – that advanced and promoted heterodox, radical, and Marxist economists in the United States. His contributions to economics, to organised labour, and to the New School for Social Research, where I studied with him, were stunning.

Part 1 lays out some context about the New School Graduate Faculty where Gordon taught. Part 2 explores what historical forces, including his family, led to his expansive creativity. Part 3 summarises how he expanded labour economics to include the relations as well as the technology of production, linked his understanding of the production process to a historical materialist view of labour in the United States, then extended that to econometric analyses of the US macroeconomy. Part 4 presents a bibliometric analysis to provide some idea of the impact of his work. I end with some concluding remarks.

The purpose of this paper is to report on ethnographic research that investigated how self-employed nurses perceive the contemporary healthcare field, what attributes they possess that facilitate their roles as change agents, what strategies they use to influence change, and what consequences they face for their actions, thus contributing to what is known about organizational change in institutionalized settings such as healthcare.

Focussed ethnography was used to explore self-employed nurses’ work experiences and elucidate the cultural elements of their social contexts, including customs, ideologies, beliefs, and knowledge and the ways that these impact upon the possibilities for change in the system.

These self-employed nurses reflected on the shortcomings in the healthcare system and took entrepreneurial risks that would allow them to practice nursing according to their professional values. They used a number of strategies to influence change such as capitalizing on opportunities, preparing themselves for innovative work, managing and expanding the scope of nursing practice, and building new ideas on foundational nursing knowledge and experience. They had high job satisfaction and a strong sense of contribution but they faced significant resistance because of their non-traditional approach to nursing practice.

Despite dramatic restructuring in the Canadian healthcare system, the system remains physician-centered and hospital-based. Nursing ' s professional potential has been largely untapped in any change efforts. Self-employed nurses have positioned themselves to deliver care based on nursing values and to promote alternative conceptions of health and healthcare. This study offers a rare exploration of this unique form of nursing practice and its potential to influence health system reform.

The growing interest in developing and applying “integral” approaches to organisations has been accompanied by a corresponding increase in different ways of interpreting this term. This article aims to present a set of criteria to help in defining the varieties of integral approaches to the study of organisations.

These criteria are derived from Ken Wilber's integral framework. The constitutive elements of Wilber's multi‐paradigm framework are used to develop a typology that honours the many forms that integral approaches can take.

It is proposed that the key criteria for assessing integral approaches to organisational life are: the structural focus, the engagement with process, and the emphasis on spirituality or essential purpose. Four type categories result from applying the structural criteria. These range from a general type that utilises broadly holistic concepts through to type which employs the detailed application of developmental quadrant and level concepts that formally define the integral approach as conceived by Ken Wilber. The engagement and spirituality criteria are additional enriching criteria that establish the integrity of the methods and purposes used in truly integral approaches.

The proposed typology will help in understanding how different authors, researchers and practitioners represent and apply the term “integral” within organisational contexts.