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A recent study considered the extent of workplace bullying in four-year colleges and universities (Hollis, 2015a). However, as 60% of all community college employees (faculty and staff) are represented by collective bargaining (Berry, Savarese, & Boris, 2012), no studies consider the impact of labor unions on the extent of workplace bullying at community colleges and the impact on people of color in labor unions.

Guided by a theory on social responsibility espoused by Dawkins (2010), this study considered a sample of 142 community colleges through a correlation analysis to reveal that 67% of those who belong to unions are subject to workplace bullying, 3% higher than the general population reporting their experiences in relationship to workplace bullying at community colleges. Further, 76% of people of color in unions also are affected by workplace bullying in community colleges. In contrast, 68% of people of color not in unions are affected by bullying.

To understand how people using community public mental health services conceptualize community and their place within it within the post-deinstitutionalization era.

Two hundred ninety-four service users completed structured interviews in two urban, outpatient, public, and community mental health facilities in the Northeast. Quantitative and qualitative responses to the MacArthur Scale of Subjective Social Status, Community Ladder version, were analyzed to understand perspectives on community.

Mean subjective community status ladder score among participants was five (SD = 2.56). Participants identified four broad categories of definitions of community: geographic community; community related to social definitions; contributing to society; and mental health service-user communities. Explanations for the location of their placement on the ladder (subjective community status) include comparisons to self and others, contributions to community, and social relationships. There was also a set of explanations that spoke to the intersection of multiple marginalizations and structural constraints. Finally, we explore relationships among understandings of community and perceptions of place within community.

Community integration is a critical concept for community public mental health services, but little research has explored how mental health service users conceptualize their communities and their roles within them. Understandings of community are crucial to appropriately support peoples’ needs within their communities. Furthermore, participants identify mechanisms that facilitate their personal community standing, and these are areas for potential intervention.

This paper aims to look at the three areas of corporate governance, intellectual capital and strategic business valuation from the perspective of a long‐term value investor.

The paper begins by briefly laying out the investment tenets of a long‐term value investor and then proceeds to align long‐term value investing with long‐term stewardship of economic resources. The paper is a transcript of a keynote presentation delivered at the 1st McMaster World Congress on Strategic Business Valuation.

In the area of intellectual capital the paper points out that the concept of intellectual capital falls far short of the fuller and more necessary view on intellectual knowledge which should be replaced or at least augmented with the notion of wisdom.

Any notion of strategic valuation or pricing of assets based on their economic value will be significantly impacted by one's investment principles and time horizon. The paper mentions two examples of inefficiencies in the market due to divergent time horizons. The two examples discussed are income trusts and principal protected notes.

One's investment philosophy or principles which largely determine time horizon will have a significant impact on how one approaches the important areas of corporate governance, intellectual capital and strategic business valuation. The concern of the paper is to the extent that we have become more short‐term in our investment principles; this will have serious long‐term negative impacts on the capital markets.

Laurel Richardson's academic autobiography from preschool to Professor Emerita.

In the spring of 2021, the author embarked on a soulful exercise of teaching without bounds. The author’s vision was to create a communal classroom environment exploring Black feminist and critical race dimensions of the information stratophere. The course deceptively titled Information Justice & Community Engagement, surveyed contemporary texts that confront and critique the mechanizations of information studies that sustain White hegemonic norms. Each session was an exercise in reflection and creative expression. The author encourged students to name instruments of oppression, crtique information systems, and devise ways to dismantle racism though informed praxis. To accomplish this, the author prioritized intimacy, trust, and community building in the classroom space. The shared desire for the collective learning experience became love and liberation. Through this experience, the author learned that the teacher, as illuminated by bell hooks (1994) is more than instructor, but is truly engrossed in the work of freedom. This proposition, inspired by Paulo Friere’s (1970) Pedagogy of the Oppressed, offers clarity in the sacred, spiritual, and soulful exercise of learning with a reciprocal benefit to teacher and student. Using personal narrative and learning products this chapter will present the journey to developing an anti-racist consciouness in teaching and learning in a library and information studies (LIS/IS) course.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

In the Introduction to this Festschrift honoring Norman K. Denzin, the author chronicles Denzin's contributions to the academy over the last 55 years. In so doing, he provides personal reflections on numerous interactions with Denzin, particularly as it relates to mentorship and the forging of community within qualitative inquiry. Also included are brief overviews of all of the articles that comprise the Festschrift.

In this story, I provide a personal history of Norman Denzin's profound influence on the development of interpretive qualitative inquiry, and on me, over the past 30 years. Norman saw the need to move qualitative inquiry from the field to the text to the reader in order to meet the needs of a new and broadening global generation of qualitative researchers, writers, and performance artists who did not want merely to describe the world but rather to interpret, critique, and change it. Through new journals, handbooks, and international/cross-disciplinary conferences, Norman provided the leadership and kindness that inspired the development of a new global community of qualitative researchers committed to social justice and to showing how to feel the sufferings of others.