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A review of practice in a mental health day hospital led to a multidisciplinary quality group being established. Outlines changes implemented leading to service improvements and increases in patient and staff satisfaction.

Global cycles of leadership and hegemony have repeated since 1492, leaving to history Dutch, British, and now declining US hegemonies. Theoretical models (Chase‐Dunn and Rubinson 1977; Hopkins and Wallerstein 1979; Arrighi 1994), historical narratives (Wallerstein 1974, 1980, 1989; Kennedy 1989), and statistical analyses (Modelski and Thompson 1988; Boswell and Sweat 1991) portray the cycle of hegemony as a fixed dynamic inherent to the world‐system. Can we expect the future to be any different?

Describes the clinical audit forum of anaesthetists in North Tees NHS Trust with particular reference to patients’ peri‐operative experience. Shows that a designated waiting room in theatre has improved the effectiveness and efficiency of the service provided.

This analysis aims to examine the role of pre-release, HIV-related, peer-based rehabilitation program attendance on post-release linkage to community-based HIV care in South Africa.

During a post-release linkage-to-care prospective study, participants from six correctional facilities who had an HIV-positive diagnosis and were taking anti-retroviral medications at release (N = 351) self-reported rehabilitation program participation. Linkage-to-care status 90 days post-release was verified by medical chart review.

In a binomial regression model, HIV-related, peer-based rehabilitation program attendance was insignificant (relative risk [RR] 1.1, 95% confidence interval [CI] [0.8, 1.4], p-value = 0.7), but short-/long-term incarceration site (RR 1.5, 95% CI [1.0, 2.1], p-value = 0.04) and relationship status pre-incarceration (RR 1.9, 95% CI [1.0, 3.6], p-value = 0.05) were significantly associated with linkage to HIV care post-release.

Rehabilitation and peer-based HIV programs have had demonstrated benefit in other settings. Assessment of current programs may identify opportunities for improvement.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.

Utilising the job demands-resources (JD-R) model, the purpose of this paper is to examine how aspects of the psychosocial work environment (namely, job demands and resources) are associated with presenteeism, and in particular, whether they are indirectly related via burnout and work engagement.

A cross-sectional survey of 980 working Australians measured the relationships between job demands (i.e. workplace bullying, time pressure and work-family conflict), resources (i.e. leadership and social support), burnout, work engagement and presenteeism. Path analysis was used to test the proposed hypotheses whilst controlling for participant demographics (i.e. sex, age, work level, duration and education).

Higher job demands (workplace bullying, time pressure, and work-family conflict) and lower job resources (leadership only) were found to be indirectly related to presenteeism via increased burnout. While increased job resources (leadership and social support) were indirectly related to presenteeism via improved work engagement.

The findings are consistent with the JD-R model, and suggest that presenteeism may arise from the strain and burnout associated with overcoming excessive job demands as well as the reduced work engagement and higher burnout provoked by a lack of resources in the workplace. Intervention programmes could therefore focus on teaching employees how to better manage job demands as well as promoting the resources available at work as an innovative way to address the issue of rising presenteeism.

This study is important as it is one of the first to examine the theoretical underpinnings of the relationship between presenteeism and its antecedents.

The article seeks to provide an overview of 55 recent books (2009‐2011) on higher education, with special emphasis on the authoritative overview edited Altbach et al., American Higher Education in the Twenty‐First Century (Johns Hopkins, 3rd Edition, June 2011, 511 pp.).

Books are grouped in nine categories: Global trends, Losing autonomy, Faculty, Students, Finance, Digitization, Curriculum, Diversity, and Moving forward. A concluding Coda discusses an important new paradigm of four types of scholarship, proposed in the seminal 1990 report on Scholarship Reconsidered, and the two types of scholarship that continue to be badly lacking in the academy, to the detriment of the world, the nation, and higher education itself.

American higher education is undergoing many changes and stresses, and all of the books considered here point to a “bleak horizon” in various ways, in part caused by the outdated structure of higher education. Altbach issues a timely call for a new “sense of academic mission,” which is discussed in the Coda.

This uniquely broad and up‐to‐date “frontier frame” overview, enabled by the GlobalForesightBooks.org web site on current affairs books, emphases the many perspectives on higher education, provides a broad frame to appreciate current thinking, and encourages more synthesis that seriously addresses the “Knowledge for What?” question.