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People who have used mental health services in Scotland have the lowest employment rates of all working ages, despite a national programme for mental health and well‐being that provides significant investment in anti‐stigma initiatives and employment support services. This paper qualitatively identifies barriers to employment from the perspectives of people who have experienced mental health issues by conducting in‐depth focus groups with 20 people who have experienced mental health issues undertaken through collaborative research involving people who have experienced mental health issues alongside practitioners and academics. Researchers who have experienced mental health issues instigated and determined the direction, execution and dissemination of the study. The findings add to the growing evidence base outlining the complex and interlinked barriers to employment which include previous experience of workplace discrimination, financial uncertainty, disclosure concerns, quality of jobs available and the potential of work at times to worsen mental health conditions. Despite this, most participants expressed hopefulness and resilience. Many wanted paid work and outlined practical steps that employers can take in terms of recruitment and retention. However, participants also stressed the equal importance of voluntary work and not just as a step to paid employment. A multiple‐perspectives approach provides important insights into the complex and sensitive policy area of mental health and employment. Meaningful involvement of people who have used mental health services should be a central aspect of further research that aims to understand and address these barriers. This study has shaped the development of a national service user research consortium in Scotland.

This paper sets out to examine the experiences of female managers in order to enhance our understanding of why there is a relative scarcity of senior female managers in one of the newest sectors of the Irish economy, the high‐tech sector. Because this sector has effectively only emerged in Ireland in the last 15 years, it had been expected to provide a unique genderless environment in which female managers would emerge in equal numbers to their male counterparts.

This paper takes a qualitative approach. A series of interviews were carried out with 20 female junior and middle managers in this industry segment.

The results of the interviews illustrate that a combination of formal and informal organizational policies and procedures, together with a “self‐imposed” glass ceiling hamper women in junior and middle management positions from advancing to senior managerial roles in this important segment of the Irish economy.

One of the limitations of this study relates to the sample. Further research expanding on this initial sample into other industry sectors is required.

One issue that emerged from the interviews is the concept of a “self‐imposed glass ceiling”, where individual female managers are actively weighing up the costs and the benefits of moving to the next level of management. Based on their analysis of this information they are individually deciding whether or not to engage in the activities, which will assist their carrier progression. The role of individual choice may assist us in explaining the low numbers of women at senior management level.

There is a certain type of British trader who, with pharisaic unction, lifts up his voice and deplores the unhappy condition of “the heathen in his blindness,” including all persons of other nationalities and any of his own who may happen to differ in opinion from himself. On these collectively it is his habit to bestow his contemptuous regard when from his elevated position he condescends to thank Providence that as far as the methods and conduct of business are concerned he is “not as other men.” Of course, most people recognise that the attitude assumed by this type of person is one for which it is difficult altogether to blame him. Born as he was in an atmosphere reeking with traditions of insular supremacy, and nurtured from his youth up on notions of commercial arrogance, it is no miracle that he arrives at maturity with singularly inflated ideas of the greatness of his powers and person. If there is one thing more than another in which he feels particular pride it is the possession of a superabundant stock of what he is pleased to call “business acumen,” and to hear him, it might be imagined that no one could approach him in enterprise and general commercial ability.

This review aims to present a speciality to the general documentationalist. It will contain too little chemistry for the chemist, and too little documentation for the documentalist. A reviewer cannot win!

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

A narrative inquiry was conducted to explore the complexities of learning English and Korean as subject matter in cross-cultural contexts in contributing to teacher identity, with possible tensions of identity teachers experience as ethnic Koreans teaching at an international school in Korea that promotes non-Korean, international education in English as a “language of inclusion” and instruction. With expansions of international schools in South Korea, also growing are numbers of Korean teachers teaching at such schools as returnees, individuals with cross-cultural experience. Stories of one Korean language and literature teacher with international schooling experience were examined.

While identifying the practical benefits of acquiring English, she expresses her concern for the presumed loss of Korean as a product of the prioritized use of English on campus. Equally recognized are the diverse opportunities not commonly available at Korean public schools that the participant upholds from her own experience. She acknowledged that her opportunities for the development of English language skills to a high level of proficiency through international education is not commonly accessible to all students in the Korean public school system. She also considered possible impacts associated with prioritizing the use of English over Korean in her international education experience, including their influence on: her sense of identity as a teacher and as Korean; her cultural knowledge as Korean; and her teacher knowledge as she supports her students' learning of English as subject matter in ways that might, in turn, also impact their sense of identity as Korean.

The purpose of this paper (i.e. Mountain Chef: How One Man Lost His Groceries, Changed His Plans, and Helped Cook Up the National Park Service; Pimentel, 2016) is to detail a camping trip during which Tie Sing, a Chef, worked with Stephen Mather, a millionaire concerned about conserving national resources, to convince a group of influential Americans to create a National Park Service.

This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, encourages third grade students to investigate the geography of the camping area in what is now Sequoia National Park. Students also analyze and determine whether or not the National Park Service is a good idea. Students move through four stages of inquiry in the C3 Framework as guided by their teacher.

During Dimension 1, students determine the types of sources that will help them answer the inquiry questions. Next in Dimension 2, students are engaged in a read-aloud of Mountain Chef while learning how to gather information from the text and record evidence in an I-Chart through teacher modeling (Hoffman, 1992). Students use a text set in Dimension 3 to gather evidence in response to inquiry questions. The lesson concludes in Dimension 4 with students using research evidence to create a WPA-like poster of the camping area and students communicating ideas via social media.

Think-aloud – “Students who are exposed to think-aloud outperform their peers who do not receive the same instruction on measures of reading comprehension” (Ness, 2018). The teacher implements the think-aloud strategy within Dimension 2 of the lesson plan. Think-aloud is a metacognitive strategy that requires a teacher to verbalize thinking processes to scaffold students to perform a learning task on his or her own later. The portions of text that were selected for think-aloud were identified as “juicy stopping points,” points that may pose a challenge for students, or points where there were comprehension opportunities related to inquiry questions. Teachers may adjust this lesson to increase or decrease scaffolding through think-aloud at their professional discretion.

Mountain Chef was selected as the 2017 winner of the Carter Woodson Book Award in the Elementary category. This lesson plan was presented at the NCSS 2017 annual conference at the Carter Woodson and Notable Tradebooks: Engaging Early Grade Lesson Plans session.

For the corporate real estate (CRE) executive who has the opportunity to plan a campus, this paper presents guidelines to ensure that campus workplace solutions are aligned not only with corporate objectives but with the corporate culture as well. The paper draws on a variety of corporate campus solutions and emphasises the importance of understanding the role of CRE in supporting the company’s unique culture and in enabling change to that culture.

This study aims to apply confirmatory personal introspection (CPI) to illuminate the experiences of the authors as partial native-visitors to Western Australia. The native-visitor is the tourist who is able to see beyond Urry’s shallow conception of the Tourist Gaze through their lengthy immersion as “insiders” in the destination’s culture. In this paper, the experiences of two immigrants, the authors, to Western Australia illustrate the different perspectives of the Tourist Gaze 4.0.

The paper uses CPI, as this is a more reliable method of uncovering a traveler’s experiences than subjective personal introspection because CPI uses additional data sources such as written historical records and photographs for confirming the researcher’s accounts. In this study, accounts of both authors alongside photographs are used to both confirm and contrast their individual experiences.

The paper demonstrates the varied forms of the tourist gaze, with an emphasis on that of the native visitor. The findings illustrate how individuals’ both maintain aspects of their original cultural identity and adopt those of the new country after an extended time living in that country. This enables individuals to see attractions and destinations from an insider perspective.

This study shows how even after an extended period of time living in a new country, visitors may not have the cultural confidence to behave as local residents at tourist attractions and destinations, which could limit their engagement and enjoyment of these experiences. Marketers should take this into account in designing and promoting tourist experiences to visitors.

CPI provides a valuable means for illustrating the range of perspectives within the Tourist Gaze 4.0. The method enables individuals’ rich experiences to be uncovered but at the same time uses multiple data sources to provide additional rigour.