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The purpose of this paper is to describe processes of learning from personal experiences of mental distress when mental health service users participate in occupational therapy education with tutors and students who have also had experiences of mental distress.

A post-structural theoretical perspective was applied to stories which emerged from the research process. Semi-structured group and individual interviews were used with three service users, three students and three tutors (including the author) who had all had, at some time in their lives, experiences of mental distress.

Stories based on previously hidden personal experiences of mental distress began to shift dominant understandings. Further, as educators, service users challenged whose authority it is to speak about mental distress and permitted different narrative positions for students and tutors. However, technologies of power and technologies of self of powerful discourses in professional education continued to disqualify and exclude personal knowledges. Learning from stories requires a critical approach to storytelling to expose how hidden power relations maintain some knowledges as dominant. Further, learning requires narrative work, which was often hidden and unaccounted for, to navigate complex and contradictory positions in learning.

Although storytelling based on personal experience can help develop a skilled and healthy mental health workforce, its impact will be limited without changes in classrooms, courses and higher education which support learning at the margins of personal/professional and personal/political learning.

Learning from stories of mental distress requires conditions which take account of the hidden practices which operate in mental health professional education.

Networking practices are considered to be an important career advancement strategy. However, little empirical research exists which provides understanding of this phenomenon as it relates to the differences in practices and experiences between genders. The purpose of this paper is to explore how the role and nature of networking and career relationships in nonprofit sport organizations is perceived to impact career development.

In total, 34 semi-structured interviews were conducted with male and female executives in a range of nonprofit organizations to elicit views, attitudes, and information regarding formal and informal networking strategies and practices employed in this context.

Findings highlight differences in perceptions of how networking is defined, the central role of mentors, the nature of networking relationships, and networking strategies. The authors found that there are various perceived barriers with regard to gender and organizational culture in sport national governing bodies (NGBs).

Networking practice and policy implications are discussed for sport NGBs and other organizations. The authors offer recommendations for future research.

The project adds value to the understanding of the career advancement of women as it directly compares perceptions of men and women.

This study contributes to the literature on sexual harassment by explicitly modeling race as a significant predictor of sexual harassment in combination with gender and occupation, rather than regarding each demographic characteristic (i.e. age, gender, race, marital status) as though experienced separately from all others. As represented in the larger literature on sexual harassment in the workplace, the female respondents in this study report more sexual harassment than men, though men do report sexual harassment. Moreover, the gender context (i.e., whether respondent’s occupation is predominantly female or male) of occupation makes a difference for both men and women. These results reveal that women are more likely to be reporting sexual harassment based upon demographic factors in the labor market and appear to be unaffected by labor force characteristics. The men, on the other hand, report more sexual harassment based upon occupational characteristics than demographic factors.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Singapore devotes less than 4% of its GDP to healthcare in part because its average citizen is young. As the country has become developed, the birth rate has fallen, life‐expectancy has lengthened and the cost of care has shown signs of escalation. This has occurred despite the extensive cost‐control measures built into the mandatory system of medical savings and the opt‐in supplement of medical insurance. The threat of care inflation is that much greater because of Singapore’s attempt to position itself as a regional treatment hub, because of rising incomes and expectations, and because of a shortage of doctors and nurses which is driving wages up. Old age is contributing to the problem but, the article shows, is not the only cause.

This paper describes the concept of mutual knowledge and its potential impact on virtual team performance. Based on an analysis of extant literature, we argue that there is a gap in our understanding of what is known about mutual knowledge as it impacts team dynamics and virtual team performance. Supporting literature, anecdotes, and case studies are used to discuss the importance of mutual knowledge for virtual team performance and the research issues that need to be addressed in the future.

Means, medians and SD for available socio‐economic status (SES) black‐white differences are here substituted for those of IQ in a between‐groups model published by the author over a decade ago. The goodness of fit of the SES variables used is compared with that for the earlier IQ data. Even when SES variables are relatively successful this can be viewed as additional evidence of the importance of IQ differences to black‐white differences in delinquency.

BY way of introduction perhaps a word may be appropriate to explain how I got involved in this study. When I was writing a text book on lubrication I made a resolution never to quote any reference that I had not actually seen and read. When it came to the basic law of journal bearing friction, known as Petroff's law, I had the formidable task of going through his very lengthy works to fulfil my resolution. His classic 1883 paper is 209 pages long and the next one of 1886 has 438 pages plus 119 pages of tables, while the 1887 one contains a mere 121, all of them in Russian.

This paper aims to map information literacy literature in social sciences and humanities published during the period of 2001-2012.

The data for the study are obtained from Scopus, accessible at www.scopus.com. Study used the Transformative Activity Index (TAI) and relative citation impact (RCI) to know the impact of most productive countries and prolific institutions. The SCImago Journal and Country Rank accessible at www.scimagojr.com/ was used to determine the SCImago Journal Rank and source normalized impact per paper.

The study found that 1990 documents originating from 79 countries were published in this study area. These papers are published in 160 journals with an average ∼12.51 papers per journal. These papers have been cited 10,025 times with ∼5.0. average citations per publication. Study also found that information literacy literature is published in 16 languages and the majority of the papers are in English, 1,879 (94.4 per cent). The highest growth of publications (106.7 per cent) was found in 2005. The USA contributed the highest number, 1,035 (52 per cent) papers. Moreover, of the 15 most productive countries, three recorded TAIs >100, and 12 countries recorded TAIs <100. In all, 160 institutions worldwide have contributed in information literacy research. Study also found that maximum literature published on the subject by a single author is 828 (41.6 per cent). Universidad de Granada, Granada, Spain has produced the highest number of papers (24, or 1.2 per cent) and received 61 (0.6 per cent) citations, while University of Strathclyde has the highest RCI (∼2.7) for its publications. Pintos, María from Universidad de Granada has published the maximum number of papers (18) that have been cited 78 times.

The study endeavors to showcase information literacy research outcomes in social sciences and humanities. It involves quantitative analysis of the literature in this domain using bibliographic elements such as keywords, authors, affiliation, publication and citations.

No study has been conducted so far to map the information literacy literature in social sciences and humanities. Study will be useful in understanding the progress on information literacy in the area of social sciences and humanities. The study is significant for social scientists to foster further research in this emerging area.