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This paper aims to illustrate the complexity of understanding and managing violent behaviour in health care. The authors will show how different perceptions of the reasons for violent behaviour, and linkages between violent behaviour and illness have contributed to the creation of a wicked problem and added significant complexity to the management of violence towards staff within health-care settings. This paper will conclude with a call for strong multi-disciplinary action to address this ongoing issue.

A narrative review was undertaken to explore the ways that violence has been perceived in health care and the ways in which the concept of violence has moved from being seen as a criminal issue to being within the realms of disease. This paper will show the importance of understanding who is perpetrating violence in health care, why and in what settings. It will expound on the idea that considering violence as a consequence of disease necessarily adds a layer of complexity to both individual and organisational responses to violence towards health-care staff.

Understanding the complexity in preventing and managing violence against health-care staff can assist policymakers and managers to develop multi-faceted approaches to violence prevention, including better recognition and understanding of perpetrators of violence.

This paper provides a unique perspective on thinking about violence in health care and the implications of its complexity.

This paper examines home-to-career interference (HCI), i.e., the extent to which employees perceive that their private life has constrained their career decisions to date, from a couple perspective. Building on scarcity theory, the authors expect higher levels of HCI among couples that need more and have less resources and, within couples, among the partner who is most likely to take care of home demands. Therefore, the authors explore the role of children and social support as between-couple differences and gender, relative resources and work centrality as within-couple differences. Moreover, the authors examine how one partner's HCI is related to both partners' life satisfaction.

Hypotheses are tested using hierarchical linear modeling and APIM-analysis with a sample of 197 heterosexual dual-earner couples (N = 394).

As hypothesized, employees in couples with more children and less social support reported more HCI. No support was found for within-couple differences in gender, educational level or work centrality. Next, HCI was negatively related to employees' own life satisfaction but not to their partner's life satisfaction.

The authors enrich the understanding of HCI by examining this phenomenon from a couple perspective and shed light on couple influences on career experiences.

One major aspect of T.D. Wilson’s research has been his insistence on situating the investigation of information behaviour within the context of its occurrence Ö within the everyday world of work. The significance of this approach is reviewed in light of the notion of embodied cognition that characterises the evolving theoretical episteme in cognitive science research. Embodied cognition employs complex external props such as stigmergic structures and cognitive scaffoldings to reduce the cognitive burden on the individual and to augment human problem‐solving activities. The cognitive function of the classification scheme is described as exemplifying both stigmergic structures and cognitive scaffoldings. Two different but complementary approaches to the investigation of situated cognition are presented: cognition‐as‐scaffolding and cognition‐as‐infrastructure. Classification‐as‐scaffolding views the classification scheme as a knowledge storage device supporting and promoting cognitive economy. Classification‐as‐infrastructure views the classification system as a social convention that, when integrated with technological structures and organisational practices, supports knowledge management work. Both approaches are shown to build upon and extend Wilson’s contention that research is most productive when it attends to the social and organisational contexts of cognitive activity by focusing on the everyday world of work.

Terrorism is not a new phenomenon in human life. It existed during Biblical times when Joseph, the seventeen‐year‐old son of Jacob, was kidnapped and sold into slavery by his jealous brothers. Although terrorists have been active throughout history, it is only recently that we have seen an increase in scholarly interest in the phenomenon of terrorism. One reason for this is the fact that terrorist activities have increased dramatically since the 1960s. Everyday we read in the newspapers and hear on radio and television details of the latest terrorist outrage. Many American colleges and universities now offer a course or two on terrorism as a part of their curriculum.

The difficulties of basing healthcare on literary warrant have been explained in different ways: busy practitioners have no time to read extensively, physical access is difficult, and adequate surrogates for texts like indexes, abstracts, systematic reviews are partial in their coverage. The author suggests that a deeper problem of domain conflict must be addressed. This paper reviews problems identified in previous research on evidence‐based nursing practice, which indicates that there are conflicts between medical and nursing domains. EBM (evidence‐based medicine, or “text”) poses challenges for nurses (proponents of “caritas”). An additional surrogate for the medical corpus, the clinical guideline, is discussed. When based on inclusive consultation, this may prove to be a hospitable epistemological bridge for groups whose domains are in conflict. Drawing on “social studies of science” literature, the author explores the provenance and status of the clinical guideline as a “translation artefact” or bridging mechanism, and presents a “snapshot” case study of the Scottish Intercollegiate Guidelines Network in 1998. She suggests that the clinical guideline is a powerful documentary genre, which links several strands of information science: information retrieval, literary warrant and the politics of classification.

The importance of developing and implementing sustainable business practices has never been greater. Business schools are increasingly tasked with preparing students to contribute to this imperative and although progress is being made, the impact of integrating sustainability into business school curriculum has remained uncertain as studies exploring the impact have been lacking. The purpose of this multi-case study was to examine the impact of integration efforts in two distinct undergraduate business programs at Royal Roads University. The research focused on how students' understanding of sustainability and their associated attitudes and behaviors changed as they progressed throughout their programs. In addition to considering the impact of a sustainability-infused curriculum, other factors affecting sustainability orientations were also explored. The study was unique in both its comparative nature and in its investigation of the various contextual factors shaping sustainability orientations. Data were collected through semi-structured interviews and through document analysis. Findings suggest a combination of approaches to integration is most effective in impacting sustainability perspectives. While sustainability was generally understood in a multidimensional manner, there was a noticeable environmental bias and a tendency to view it within the business framework. A need for stronger and more comprehensive conceptualizations was identified. Recommendations include: (a) embed sustainability in a comprehensive manner across the curriculum, (b) move beyond a disciplinary conceptualization of sustainability and introduce stronger sustainability discourse, (c) utilize powerful experiential and place-based pedagogies, (d) pay attention to context and ensure both the formal and the informal curriculum mutually reinforce a pro-sustainability agenda.

In their authoritative literature review, Breen and Jonsson (2005) claim that ‘one of the most significant trends in the study of inequalities in educational attainment in the past decade has been the resurgence of rational-choice models focusing on educational decision making’. The starting point of the present contribution is that these models have largely ignored the explanatory relevance of social interactions. To remedy this shortcoming, this paper introduces a micro-founded formal model of the macro-level structure of educational inequality, which frames educational choices as the result of both subjective ability/benefit evaluations and peer-group pressures. As acknowledged by Durlauf (2002, 2006) and Akerlof (1997), however, while the social psychology and ethnographic literature provides abundant empirical evidence of the explanatory relevance of social interactions, statistical evidence on their causal effect is still flawed by identification and selection bias problems. To assess the relative explanatory contribution of the micro-level and network-based mechanisms hypothesised, the paper opts for agent-based computational simulations. In particular, the technique is used to deduce the macro-level consequences of each mechanism (sequentially introduced) and to test these consequences against French aggregate individual-level survey data. The paper's main result is that ability and subjective perceptions of education benefits, no matter how intensely differentiated across agent groups, are not sufficient on their own to generate the actual stratification of educational choices across educational backgrounds existing in France at the beginning of the twenty-first century. By computational counterfactual manipulations, the paper proves that network-based interdependencies among educational choices are instead necessary, and that they contribute, over and above the differentiation of ability and of benefit perceptions, to the genesis of educational stratification by amplifying the segregation of the educational choices that agents make on the basis of purely private ability/benefit calculations.

Social mobility research starts conventionally from the children's generation and looks at group-specific individual life chances. However, an immediate interpretation of these results as measures of social reproduction is often misleading. This paper demonstrates the usefulness of a related but alternative approach which looks at intergenerational links from the perspective of the parents’ generation. It asks about the consequences of social inequality in this generation for the following generation(s). This includes questions of how the parental origin context is formed, whether there are any children at all and when they were born as well as the aspect of these children's relative chances of attaining particular social positions. As an empirical example, the paper describes patterns of educational reproduction in (West) Germany during the mid- and late 20th century. Simulations allow assessing the relative importance of various partial processes of social reproduction. A large proportion of the observed levels of educational reproduction can be attributed to family-related processes such as union formation. Drawing together analyses from various areas, the paper combines questions of social mobility research with a demographic perspective and broadens the analytical basis of inequality research for systematic comparative research.

The archives of François Perroux deposited at IMEC bear witness to the fact that he has devoted, beyond his scientific production, great energy to the most material aspects of research: setting up and maintaining networks to publicize his work and that of other economists, either directly or through the institutes and the journals he headed; organize seminars and symposiums; take care of relations with colleagues and the press; create collections and journals; and so on.

In this chapter, we concentrate our attention on the archives relating to the management of the institutes, those attesting to the lines and themes of the producer’s research, and those concerning his important correspondence.

Thanks to the archives deposited at IMEC, it is possible to follow the development of the theoretical work of François Perroux by contextualizing it. They also show the itinerary of a Christian intellectual, whose attachment to social Catholicism constitutes a guiding thread and is reflected in all his activities. Finally, the archives illuminate his substantial role in the institutionalization of research in economics in the France of the twentieth century.