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Parental illness can affect child and adolescent psychosocial well‐being. Mental health effects of parental bereavement generally and HIV‐related bereavement specifically have been poorly explored in children. HIV‐related illness has a number of specific features that may directly affect mental health considerations. Infection is clustered in families. Bereavement is often multiple. Death is often preceded by severe illness and multiple opportunistic infections. AIDS is stigmatised, which may impede disclosure, social support and adjustment. In low‐income countries where HIV infection is concentrated, access to palliative care as well as medical care may be limited. This review systematically identifies studies on HIV and bereavement in children. Searches of electronic databases for relevant articles revealed 14 studies examining bereavement with sufficient measurement and controlled methodology providing standardised behavioural and emotional outcome measures. Scrutiny of the results revealed the majority (12: 86%) recorded an adverse behavioural or emotional impact on the child. A detailed analysis of the studies provides insights to risks as well as protective factors that may inform future interventions. Only one systematic intervention was identified whereby a coping skills intervention had positive and long‐lasting effects. This paper examines urgent future needs and the requirement for evidence‐based policy and provision.

Stigma around mental health problems is known to emerge in middle childhood and persist into adulthood, yet almost nothing is known about the role of parents in this process. This paper aims to develop a model of parental communication to primary school-aged children around mental health and ill-health, to increase understanding about how stigma develops.

Semi-structured interviews were performed with ten UK-based parents of children aged 7-11 years. Analysis followed an exploratory grounded theory approach, incorporating quality assurance checks.

Parents’ communications are governed by the extent to which they view a particular issue as related to “Them” (mental ill-health) or to “Us” (mental health). In contrast to communication about “Us”, parental communication about mental “illness” is characterized by avoidance and contradiction, and driven by largely unconscious processes of taboo and stigma.

This study was the first to explore parents’ communications to their 7-11 year old children about mental health and mental illness, and proposes a preliminary theoretical model that may offer insight into the development of stigma in childhood and the intergenerational transmission of stigmatized attitudes.

The purpose of this extended editorial is to elaborate on the possible future trajectories of critical perspectives on international business. In addition, the content of the current issue is introduced.

This editorial reviews recent reflections on the field of international business to identify the concerns of mainstream scholars and to contrast these with those of central concern to critical scholars of international business. In the light of this, consideration is given to how critical perspectives on international business seeks to facilitate the development of academic debates that continue to question orthodox approaches to international business whilst also offering relevance for all stakeholders in international business activities from managers, shareholders and policy makers to workers, consumers and citizens, including future generations.

Taking stock of recent reflections on the future of the field of international business is useful in determining possible topics for future contributions to critical perspectives on international business.

This is the first attempt to review reflections on the future of international business since the Global Financial crisis of 2008. As such it offers an assessment of the current thinking in the field and offers directions for the development of critical perspectives on international business.

The purpose of this paper is to present findings from a mixed methods study investigating leadership development of allied health practitioners within a large public healthcare organization in Australia.

The South Eastern Sydney Local Health District Allied Health Leadership Development Program was undertaken with an allied health cohort (n=16) between May 2014 and March 2015 and comprised all-day workshops, action learning sets and individual coaching. Using experiential learning, the program tested whether practice development methods and action learning approaches developed the leadership skills of participants compared with a control group (n=17). Descriptive statistics were collected to evaluate participant and program outcomes. Leadership, workplace culture and engagement measures were analyzed as part of the study.

The Allied Health Leadership Development Program received high ratings by participants. They reported enhanced skills in leading self and others through mechanisms such as critical reflection and facilitation, and greater confidence managing change and with engaging staff, colleagues and patients in decision making, affecting the quality and safety of healthcare. Statistically significant differences were found with transformational leadership elements, leadership outcomes, and measures of workplace culture and engagement after program completion for intervention group participants, compared with the control group.

Results provide new empirical evidence about the effectiveness of using practice development for allied health leadership development.

This low-cost leadership program can be replicated by other organizations.

Outcomes from an Allied Health Leadership Development Program have not been previously reported in the literature.

The breasts are mainly fatty and connective tissues with no muscles that directly support them, so wearing sports bras is one of the most effective means of alleviating the discomfort of breast movement and potential injury during vigorous physical exercise. However, the design and development processes of traditional sports bras are time-consuming and costly. Hence, a novel method of simulating the static contact pressure between a sports bra and women’s body based on the finite element (FE) and artificial neural network (ANN) models is developed in this study to contribute to the design considerations of sports bras.

Three-dimensional FE models of a female subject and sports bras with different fabric properties are developed to determine the amount of contact pressure exerted onto the body. The FE results are then verified by measuring the amount of pressure exerted by the sports bra on the skin with pressure sensors. The Taguchi technique is used to effectively reduce the number of trials from 625 to only 25 cases. These 25 results obtained through FE modelling are then used to provide the training set for the ANNs. Finally, a comparison between the FE and ANN results is carried out.

A novel model of the static contact pressure between a sports bra and human subject based on the FE and ANN methods is presented in this paper. The root mean square error values show that there is only a small difference between the FE and ANN results.

The ANN function established in this study can be used to predict the mechanical behaviours of breasts and has a fundamental impact on the computer-aided design of functional garments in general.

The purpose of this study offers a theoretical model, hypotheses and empirical analyses of how formal and informal institutions influence the ease of market entry of startups in the context of India.

A theoretical model based upon institutional and market entry theories is presented with hypotheses. Structural equation modeling is used to test the hypotheses.

Results of the study suggest that college preparations and a culture of creativity and innovation are positively related to ease of market entry by Indian startups. A culture of personal success is negatively related to ease of market entry. Government assistance related to ease of market entry is not significant.

This paper offers a new perspective, linking formal and informal institutional influences to startup ease of market entry. In addition, informal institutions are viewed from the cultures of personal success and creativity/innovation within the entrepreneurial domain, which is also new to the literature. This paper offers specific insights in the context of India startups and offers some interesting findings that can contribution to the literature, policy and practice.

Although cultural beliefs about gender differences in emotional experience and expression are pervasive, empirical evidence does not always bear out those beliefs. This disjuncture has led scholars to argue for the examination of specific emotions in specific contexts in order to understand more clearly the conditions under which gender differences emerge. Heeding this call, we focus on the justice context, reviewing and investigating men's and women's feelings about and emotional displays regarding distributive justice. Using a vignette study, we specifically examine how gender and the contextual factors of procedural justice, legitimacy of the decision-maker, and gender of the decision-maker affect emotional responses of injustice victims. We argue that a focus on the gender combination of actors in a situation moves the study of gender and emotions beyond the assumption that gender-specific cultural beliefs dictate individual's feelings across situations. Our findings show few gender differences in the experience and expression of anger, resentment, and satisfaction. Rather, contextual factors, including the gender of the decision-maker, had stronger effects on emotional responses than gender of the victim. In our justice situation, then, context matters more than gender in understanding emotional responses.

This article seeks to explore the micro‐dimensions of knowledge transfer partnerships (KTPs) with the aim of developing an appreciation of the personal interactions that facilitate the success of these university‐industry collaborations.

Empirical evidence concerning the operation of three KTPs, collected through interviews with the key partners and the review of relevant documentary material, is analysed through the lens of the communities of practice approach to situated learning.

The analysis of three case studies provides evidence to support the value of conceptualising the process of knowledge transfer between universities and industry as one of learning taking place within communities in which the development of mutual engagement, joint enterprise and shared repertoires play important roles facilitating successful collaborations. Moreover, the analysis highlights the significance of the boundary spanning roles of the KTP partners in facilitating the knowledge transfer process through engagement in both the university and industry communities.

By illuminating the dimensions of the inter‐personal interactions involved in the knowledge transfer process the CoPs analysis provides the foundations for recommendations to improve university‐industry KTPs, in particular, and, inter‐organisational knowledge transfer initiatives in general. A limitation of this research is its focus on the UK context. Moreover, given the exploratory nature of this study further research is required to verify the findings reported here.

The article makes an original empirical and conceptual contribution to understandings of university‐industry knowledge transfer collaborations.

Families of students with learning disabilities (LD) have much to offer school professionals. When effective collaboration between schools and parents occur, cultural considerations are made to ensure that a relationship of mutual respect and trust is developed. Families can assist teachers and service providers by implementing supplemental instruction for their children to strengthen and generalize the academic and social skills they were taught in school. This chapter illustrates how training parents is a critical component for any parental involvement model. Additionally, simple evidence-based practices that parents can conduct daily with their children are provided. Finally, as a result of their collaboration with school professionals, families and students with LD should feel empowered and confident in their abilities as advocates.