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The paper aims to rediscover the subtle heart and discuss its importance in relation to conversations regarding sustainability.

Based on the imaginal approach of the author’s doctoral research, this paper is informed by the discourse of transpersonal psychology, attempting to open a space through which it becomes possible to perceive the heart differently.

This paper discusses the idea that knowledge as generated through the heart has been rendered subservient to knowledge generated through the mind/brain through a dominant/medical narrative (Bound Alberti, 2012). This means that the heart’s wisdom and the heart’s benevolent qualities cannot gain traction at the level at which decisions are made in society.

While the heart is not unproblematic, and can carry notions of moral superiority, this paper is written as an appeal to create safe enough spaces to bring the heart back into conversation at the level of political discourse.

This paper suggests that it is the approach of the heart, the qualities and characteristics that the heart embodies, and the different way of being in the world that the heart makes possible, which could play an important role in guiding us towards a more sustainable world. When taken seriously, the heart offers a way of engaging with, and thinking about, ideas of relationship, wholeness and interconnection – all of which have been identified as important by numerous scholars in relation to engaging with global challenges (de Witt, 2016).

This paper suggests that it is the approach of the heart and the different way of being in the world that the heart makes possible, which could play an important role in guiding humanity towards a more sustainable world.

Since the late 1900s, scholars have been calling for creative thinking in relation to engaging with the myriad of issues facing our planet, and this paper is written as a response to that call – creating a platform for the heart to speak and making a case for its importance in conversations relating to sustainability.

The purpose of this paper is to explore the characteristics of office cake (OC) consumption and the associated attitudes and behaviours among UK office workers to gain insight into the implications for workplace health.

A cross-sectional online questionnaire was completed by 940 respondents. Data were analysed using descriptive statistics and cross-tabulation with χ² tests for between-group difference.

Respondents reported both positive social and negative health-related consequences of OC. OC influenced eating behaviour through increased salience and availability, and the effects of social influencing. Almost all (94.8 per cent) reported ideal OC frequency to be once/week or less. Gender and age significantly affected attitudes and behaviour.

The questionnaire was not validated so data accuracy could have been diminished or biased. Portion size was not examined and consumption data were self-reported which could have resulted in under-reporting. Only office workers were investigated therefore results may not be applicable to other workplaces.

OC appears to influence both the workplace eating environment and employee eating behaviour. It could therefore affect employee health and workplace health promotion programme efficacy. However the findings suggest that nudge-based initiatives could reduce OC consumption to make workplaces healthier while retaining social benefits.

The present study provides the first data on OC culture and insights on how to address it sensitively. It also highlights that sweet treats used for celebration and employee recognition should be considered a relevant part of workplace food provision alongside canteens and vending.

Two studies commissioned by the Housing Corporation consider the role and effectiveness of foyers, and the progression made by foyer residents as they move into independent living.

Based on the work of Parent (2008) on mega sports events, this paper explores the relationships among events stakeholders in Olympic Games host/bid city marketing. It outlines research questions, identifies a theoretical framework to better understand Olympic city marketing, presents four essays related to issues within this framework, and provides conclusions and suggestions for future research.

This paper investigates the experiences of school teachers of supporting pupils and their apprehensions of how pupils search and assess information when search engines have become a technology of literacy in schools. By situating technologies of literacy as sociomaterial the purpose of this paper is to analyse and discuss these experiences and understandings in order to challenge dominant views of search in information literacy research.

Six focus group interviews with in total 39 teachers working at four different elementary and secondary schools were conducted in the autumn of 2014. Analysis was done using a sociomaterial perspective, which provides tools for understanding how pupils and teachers interact with and are demanded to translate their interest to technologies of literacy, in this case search engines, such as Google.

The teachers expressed difficulties of conceptualizing search as something they could teach. When they did, search was most often identified as a practical skill. A critical perspective on search, recognizing the role of Google as a dominant part of the information infrastructure and a co-constructor of what there is to know was largely lacking. As a consequence of this neglected responsibility of teaching search, critical assessment of online information was conflated with Google’s relevance ranking.

The study develops a critical understanding of the role of searching and search engines as technologies of literacy in relation to critical assessment in schools. This is of value for information literacy training.

One afternoon, about twelve years ago, the telephone rang, and a strange voice said: ‘Hold on! I'm going to put on a gramophone record near the 'phone and I want you to listen and tell me what the tunes are: it's a potpourri of Johann Strauss waltzes.’ I fear I wasn't able to identify many of the tunes, and I only mention the episode as having been one of my earliest and certainly my most vividly remembered introduction to a practical aspect of the subject of this paper. Thirty years ago, these services as we know them today hardly existed. In any library, information services must depend very largely on catalogues and the way in which they have been compiled: so I propose to base most of my remarks on an outline of the growth of the British Museum's catalogues that bear on music, and to link this with an account of the kind of information we are asked for, and to show how we have tried to build up our knowledge in general and the catalogues in particular to meet this demand. I shall not say anything about the kind of information that can be provided simply by consulting Grove and other standard works of musical reference. I also want to try to show how ‘information’, widely interpreted in a well‐balanced national collection of music, could bring it to life in a novel way with immense possibilities. Finally, by way of introduction, I must emphasize that I am concerned solely with the Music Room, which forms a division of the Department of Printed Books. Information regarding the large collection of manuscript music which is in the Department of Manuscripts is the concern solely of that Department. But I may mention here that the Music Room does contain a good deal of manuscript material which forms an inseparable part of special collections such as the Queen's Music Library, the Hirsch Library, and the Library of the Madrigal Society. For information about these manuscripts the Music Room staff are responsible.

The purpose of this paper is to examine the discourses that shape nurses’ understanding of self-harm and explore strategies for working with people who self-harm in a relational and a recovery-oriented manner.

Self-harm is a relatively common experience for a cohort of people who present to the mental health services and is, therefore, a phenomenon that mental health nurses will be familiar with. Traditionally, however, mental health nurses’ responses to people who self-harm have been largely framed by a risk adverse and biomedical discourse which positions self-harm as a “symptom” of a diagnosed mental illness, most often borderline personality disorder.

This has led to the development of largely unhelpful strategies to eliminate self-harm, often in the absence of real therapeutic engagement, which can have negative outcomes for the person. Attitudes towards those who self-harm amongst mental health nurses can also be problematic, particularly when those who hurt themselves are perceived to be attention seeking and beyond help. This, in turn, has a negative impact on treatment outcomes and future help-seeking intentions.

Despite some deficiencies in how mental health nurses respond to people who self-harm, it is widely recognised that they have an important role to play in self-harm prevention reduction and harm minimisation.

By moving the focus of practice away from the traditional concept of “risk” towards co-constructed collaborative safety planning, mental health nurses can respond in a more embodied individualised and sensitive manner to those who self-harm.

This paper adds further knowledge and understanding to assist nurses’ understanding and working with people who self-harm in a relational and a recovery-oriented manner.

This register of current research in social economics has been compiled by the International Institute of Social Economics. The register does not claim to be comprehensive but is merely an aid for research workers and institutions interested in social economics. The register will be updated and made more comprehensive in the future but this is largely dependent on the inflow of information from researchers in social economics. In order to facilitate this process a standardised form is to be found on the last page of this register. Completed forms, with attached sheets as necessary, should be returned to the compiler: Dr Barrie O. Pettman, Director, International Institute of Social Economics, Enholmes Hall, Patrington, Hull, N. Humberside, England, HU12 OPR. Any other comments on the register will also be welcome.

This study aims to uncover in-depth examples of how emergent media affects parents’ views and socialization efforts. The study examines these views and efforts in the context of violent commercials.

The authors collected data for this paper using two studies. In Study 1, they collected data from the internet. Comments related to “violent ads” or “violent commercials” were collated and analyzed. For Study 2, they conducted in-depth interviews with mothers on their views on parental mediation and impact of media on their children.

The internet data helped develop a parental definition of violent ads and identify that parents lie on a continuum regarding their concerns about violent commercials. Further in-depth questioning of parents on the above finding led to the identification of four clusters of parents. “Media managers” attempt to control and restrict their child’s media environment while educating their child about the effects of violent commercials. “Enablers” spend abundant time co-viewing primetime TV while engaging their child in conversations on violence, but not on violent ads. To maintain harmony in the household, “Harmonizers” merely restrict viewing of violent commercials without educating their child about its effects. Finally, “Agent evaluators” are likely to co-view violent commercials, without discussing them with their child.

First, several of the parental segments (media managers, enablers and harmonizers) tend to note some concerns with violence in advertising. Importantly, this concern for violence appears to be limited to gore and use of physical weapon. Second, while parents do not have homogenous views on violent ads, those who are concerned also have differing roots of concern. This influences their mediation efforts. Third, socialization is bi-directional at times.

Many parents do not approve are the use of physical violence, use of weapons and depiction of blood/gore even in ads for movies or videogames. Advertisers might be wise to avoid such content in ads directed to children. Second, if media and marketing managers could plan to sponsor TV shows (vs placing violent ads) that offer ad-free program time, parents might respond positively. Third, as socialization is bi-directional, advertisers could consider using ad scenarios where parents and children engage with the pros and cons of a certain product or content, thus enabling parent-child conversations to make an informed decision.

Many parents notice violence in ads; policymakers could consider developing ratings for ads that consider the amount and type of violence while rating an ad. Second, a focus on increasing parental awareness on the harms of constantly exposing children to violent commercials might change the views of some parents who currently believe that a few or no violent commercials are being aired during children’s programs. Finally, parents envisage a greater role for media in their lives, and policymakers will have to suggest ways to effectively integrate media content in one’s lives rather than just suggest bans or restrictions.

The contributions of this paper include viewers’ (vs researchers’) definition of violent commercials, showcasing that parents are likely to manage media using new media options such as Netflix, and some parents are likely to co-create rules with their children.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.