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This is the first part of a two‐part paper examining the problem of nursing shortages in the health profession in Canada. It draws on the problem from a historical and sociological perspective, with personal interviews, and historical data, to demonstrate the author’s theory that nursing shortages are nothing new. They are systemic in nature resulting from fundamental problems in the profession itself. Traditional solutions such as bringing in cheaper labour have exacerbated the problems, serving to perpetuate the commonly held view of nursing as an extension of women’s work in the home. Poor working conditions, ongoing power struggles with administrators and the medical establishment, and a handmaiden image have all served to create an ongoing cultural environment of powerlessness which the nursing profession has been unable to transcend, and serves as a deterrent to successful professional leadership and ongoing recruitment.

In this paper I analyze Sex and the City as performances of contemporary post-modern culture of femininity and engage in a multi-modal, semiotic reading of their socio-cultural significance. In particular, I argue that the same discursive formation underlies the ideology of the show: a discourse largely coinciding with the Standard North American Family Code (Smith, 1999) and therefore a discourse that stigmatizes single women and reinforces the value of marriage as both symbolic and material capital. Drawing in part from Goffman, I argue that an oppositional reading of the show also yields another interesting connotation: the show offers its viewers techniques and scripts of stigma resistance.

People experiencing homelessness are uniquely vulnerable to the impacts of a pandemic, such as COVID-19. Therefore, governments across Canada have been implementing a patchwork of responses to address the needs of those who are homeless at this time. The purpose of this study is to both compile and assess the varying responses by exploring the breadth of actions presented in print and social media.

Rapid review methodology is a means of compiling a breadth of information to compare and contrast policy implementations. Herein, the authors provide a comprehensive rapid review of responses to homelessness considered through a health equity lens.

Based on policy implementations to date, the authors offer eight recommendations of potentially promising practices among these responses. Situated within a capabilities approach, the authors call upon governments to provide a full breadth of responses to ensure that both health and housing are better protected and obtained during the COVID-19 pandemic.

This paper presents the first comprehensive review of local government responses to homelessness in the context of COVID-19.

Sensemaking is the difficult art which lies at the heart of academia. Academics bring their own ways of examining and explaining things they see. A key challenge for Carrie is how to make sense of complex and challenging situations, recognize available solutions, choose the best path moving forward, and convey all of the above to the different stakeholders, in a clear and compelling manner. According to Bolman and Gallos (2011), sensemaking involves three steps: (1) noticing something, (2) deciding what to make of it and (3) deciding what to do about it. Humans are known to be good at all three of these steps. In fact, we do it so automatically, all the time, that we often tend to overlook some important aspects of this process.

Academics in colleges and universities attain levels of autonomy and collective power beyond employees in most other industries, which not only create challenges for administrators but also for colleagues who find themselves in conflict with one another. This chapter chronicles a composite scenario describing a conflict between two scholars, Carrie and Paul. Weick's sensemaking framework and Argyris and Schön's organizational learning framework illustrate how Carrie made sense of and learned from a situation which remains all too common in higher education. Bolman and Gallos's four learning routines provide some resolutions to Carrie's dilemma. The most important lesson to take from Carrie's conversation with Paul is not whether the conversation went well or not. In many ways, we are always moving toward what is real, or what Popper calls “closer to the truth” when we are unable to see our destination clearly.

The authors, Bolman and Gallos (2011), recommend that we use a two-sided case with the same format that Carrie used, when dealing with difficult situation. One side reflects what was said (or anticipated conversation) and the responses (or anticipated responses; or how you think they will respond) on the left column and, on the right column, your unspoken thoughts (what you were thinking but did not say). According to the authors, if one subscribes to this practice, one would gain greater clarity with respect to one's strengths, comfort zones and flat spots. The two-sided model is low-risk and it enables one to visualize one's intended strategies, how one speaks to one's colleague and the possible consequences. The model can also let one know how optimistic or pessimistic one is about the situation. Knowing our position in advance may help us to develop and practice new strategies, which may also assist in building confidence and communication skills.

To conclude, interpersonal skills are central to good communication but, in higher education, interpersonal skills are insufficient. Often, when relationships among colleagues go awry, it is because they know what they intend but they do not know what they did to have contributed to unsatisfactory outcomes. As a result, it is easier to point fingers at others than to reflect and learn from one's mistakes. The ones who succeed are those who are persistent and proactive in reflecting on their behaviour and in learning from those around them. Furthermore, they seek feedback from their colleagues, put their assumptions to the test, work on balancing advocacy and inquiry, and learn about the pattern of their daily practice.

This chapter/paper chronicles a composite scenario describing a conflict between two scholars, Carrie and Paul. The most important lesson to take from Carrie's conversation with Paul is not whether the conversation went well or not. In many ways, we are always moving toward what is real, or what Popper calls “closer to the truth” when we are unable to see our destination clearly.

This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

During recent years integration has been the key issue for many manufacturing organisations. The authors review recent developments and ongoing research work and propose a methodology based on existing tools and techniques which would allow integration of the material flow system with the supporting information system.

Outlines, via a fictional dialogue, the preparations for a job interview strategy, focusing on the issue of technological change.

The purpose of this paper is to inquire into the reasons why Construction Operation Building Information Exchange (COBie) has not become mainstream across the construction industry despite the significant attempts to promote it.

This paper framed and compared the normative model of COBie to a descriptive model of COBie. The normative model was based on the assumptions and planned procedures outlined in the COBie documentation. The descriptive model was developed through a case study of COBie implementation, with ethnographic observations, interviews and artifact analysis as the data collection methods and thematic analysis as the data analysis method.

The comparative analysis of the normative and descriptive models showed that the underlying normative assumptions of COBie can be challenged in its implementation. In the case study, implementing COBie disrupted the conventional practice of few participating firms as the data requirements and the expected sequences and timelines of tasks were not aligned with the industry norms for exchanging data. Furthermore, the normative model of COBie could not account for the unanticipated variability in the internal routines of firms for submittal production.

COBie, as an instruction-based model, may not provide enough flexibility for some firms to adapt to its requirements such that COBie tasks become integrated with their existing workflows. COBie tasks may become additional efforts, and at times, conflict with the industry norms and firms’ routines, and therefore, disrupt the efficiency goals.

This paper provides empirical evidence to clarify why implementing COBie has not been as efficient for all industry players as expected.

An exploratory, qualitative multiple case study approach was used to investigate perceptions of leadership through the voice of young (ages 18-24) citizens of St. Lucia, West Indies.Specifically, investigators were interested in better understanding the young peoples’ leadership beliefs, experiences, and people of influence. Participants perceived leadership to be about helping other people, communication, teamwork, and morality.The most valuable leader development experiences were experiences that the young people perceived were connected to leadership.Participants viewed familiar adults, rather than famous foreigners or youth peers asthemostimportantpeopletoaidinyouthleaderdevelopment.