Scott T. Allison, James K. Beggan and Carolyn Clements
One reason for the severe short age of nurses is the un will ing ness of males to pursue the profession in great numbers. This article explores people’s negative stereotypic…
Abstract
One reason for the severe short age of nurses is the un will ing ness of males to pursue the profession in great numbers. This article explores people’s negative stereotypic beliefs about males in the nursing profession. Participants were asked to provide evaluations and trait descriptions of both male and female nurses. The results revealed that both male and female participants harbored favorable impressions of female nurses but unfavorable impressions of male nurses. Male participants were especially likely to form negative evaluations of men who pursue the nursing profession. Exploratory multivariate analyses of trait descriptions revealed that male nurses are viewed as feminine, non traditional, intelligent, and caring. Additional results suggest that unfavorable stereo types of male nurses can be moderated by highlighting the masculine qualities of nurses’ job duties. Implications for the recruitment of males into nursing are discussed.
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Encountering a toxic workplace is almost inevitable. Here, the author shares an experience by describing some of the behaviors of toxic leaders and followers as an example of…
Abstract
Encountering a toxic workplace is almost inevitable. Here, the author shares an experience by describing some of the behaviors of toxic leaders and followers as an example of leadership failure. The story takes place in an organization with a self-serving leader who is contributing to retention issues, exerting power dominance, and operating in a divisive manner. Influencing followers through the use of deceptive practices and manipulation that leads to problems with trust are revealed. This chapter concludes with a discussion of the lessons learned and a reference list.
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Natalie Le Clue and Janelle Vermaak-Griessel
A motif, as defined by Jean-Charles Seigneuret (1988, p. 17), is an ‘essential part of a contemporary academic discipline known as thematology or thematics’ and that ‘two factors…
Abstract
A motif, as defined by Jean-Charles Seigneuret (1988, p. 17), is an ‘essential part of a contemporary academic discipline known as thematology or thematics’ and that ‘two factors may explain the rise of the thematological method: its interpretive potentialities and its intrinsic congruency with the history of ideas’.
Jacob and Wilhelm Grimm first introduced the story of Snow White and her evil stepmother the Queen in 1812. Decades later, the character of the Queen, who later becomes the Evil Queen, is depicted in copious narratives and several different mediums. A central parallel in most of the representations of this character is that she is presented as evil. As such, how the Evil Queen character is represented in media sees a congruence of specific aesthetical characteristics, which combines to symbolize a rhetorical motif for evil.
Carolyn Caffrey, Hannah Lee, Tessa Withorn, Elizabeth Galoozis, Maggie Clarke, Thomas Philo, Jillian Eslami, Dana Ospina, Aric Haas, Katie Paris Kohn, Kendra Macomber, Hallie Clawson and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing, study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 340 English-language periodical articles, dissertations, theses and reports on library instruction and information literacy published in 2022. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2022 and included the terms “information literacy,” “library instruction,” or “information fluency” in the title, subject terms, or author supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography efficiently.
Findings
The paper provides a brief description of 340 sources from 144 unique publications, and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided.
Originality/value
The information is primarily of use to academic librarians, researchers, and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy published within 2022.
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The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from…
Abstract
The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.
Kath Woodward and Sophie Woodward
This article aims to develop the methodological and intellectual approach taken in the authors' co‐authored book to explore the synergies and disconnections in the experience of…
Abstract
Purpose
This article aims to develop the methodological and intellectual approach taken in the authors' co‐authored book to explore the synergies and disconnections in the experience of being in the academy at different historical moments using the inter‐relationship between different feminisms in the context of the authors' lived experiences as a mother and daughter whose experience of the academy has crossed second‐wave feminism into third wave. There have been significant demographic, cultural and legislative shifts, but the authors' conversations demonstrate the endurance of imbalances of power and the continuing need for a feminist politics of difference which can engage with contemporary life in the academy.
Design/methodology/approach
This is primarily a theoretical paper that adopts feminist approaches to reflection and dialogue. The article is designed to bring together lived experience across generations, feminist theories and methodologies and the implications for activism. The paper uses the device of “I‐Kath I‐Sophie” as part of an autoethnographic approach to the cross‐generational conversation.
Findings
Far from being redundant, the authors argue that feminist critiques of inequalities that are often manifest in women's invisibility and silence even in the academy in the twenty‐first century – there is still the need to support a politics of difference and to explore ways of giving women a voice. The persistence of inequalities means that feminist battles have not been entirely won. The authors argue for dialogue between the feminisms of mothers and daughters.
Research limitations/implications
Feminist concepts and arguments from what has been called the “second wave” are still useful, especially in relation to maintaining the category woman as a speaking subject who can engage in collective action.
Practical implications
The authors' arguments support the continuation of spaces for women to share experience within the academy, for example in feminist reading groups and through women's networks.
Social implications
Feminist theories and activism remain important political forces for women in the academy today and post feminism is a questionable conceptualisation and phenomenon. In times when feminist battles may seem to have been won there remain issues to explore in relation to a new problem with no name.
Originality/value
The article is original in its authorship, methodological approach to a conversation that crosses experience and theoretical frameworks across generations and in its support for a twenty‐first century politics of difference.
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Interlending activities in various countries, particularly inacademic libraries, are examined. The growth of networking and theimportance of a strong infrastructure are discussed…
Abstract
Interlending activities in various countries, particularly in academic libraries, are examined. The growth of networking and the importance of a strong infrastructure are discussed. A system of cost recovery for large net‐lenders is outlined. Developments in copyright are reviewed.
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Robert E. Rinehart and Kerry Earl
– The purpose of this paper is to make a case for the strength of qualitative work, but more specifically for various kinds of ethnographies.
Abstract
Purpose
The purpose of this paper is to make a case for the strength of qualitative work, but more specifically for various kinds of ethnographies.
Design/methodology/approach
The authors argue that global neoliberal and audit culture policies have crept into academic research, tertiary education practice, and research culture.
Findings
The authors then discuss major tenets of and make the case for the use of auto-, duo-, and collaborative-ethnographies as caring practices and research method(ologies) that may in fact push back against such hegemonic neoliberal practices in the academy. Finally, the authors link these caring types of ethnographies to the papers within this special issue.
Originality/value
This is an original look at the concepts of auto-, duo-, and collaborative-ethnographies with relation to caring practices.