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Background: The introduction of antiviral agents, most particularly ‘highly active antiretroviral therapy’ (HAART), has changed the very nature of the care for persons with HIV and/or AIDS, from preparing patients to die to assisting patients with living with a chronic illness. Despite this dramatic turnaround in prognosis, the limited literature available indicates that these individuals often do not have a high degree of hope for the future. Accordingly, this study seeks to explain how hope might be inspired and maintained in people living long‐term with HIV/AIDS (the so‐called ‘Lazarus Syndrome’). Design: The study used a modified Glaserian grounded theory method and was conducted in the United States of America. A total of 10 participants were selected by means of theoretical sampling. Methods: The study adhered to the principal features of Glaserian Grounded Theory, namely: (a) theory generation, not theory verification; (b) theoretical sampling; (c) the constant comparative method of data analysis; and (d) theoretical sensitivity (searching for/discovering the core variable, one which identifies the key psychosocial process and contains temporal dimensions or stages). Further, the authors ensured that the study was concerned with generating conceptual theory, not conceptual description. Findings/conclusion: The findings indicate that the key psychosocial problem (i.e. the maintenance of hope) is addressed through the core variable, ‘Turning from death to life: finding new meaning’. This parsimonious theory describes and explains a four‐stage process of hope maintenance consisting of the subcore variables: ‘Losing the Ontological Self’, ‘Turning from Death to Life’, ‘Finding Acceptance and Reconciliation’, and ‘Finding New Meaning’.

Most years, several AIB members are elected as AIB Fellows on account of their excellent international business scholarship, and/or past service as AIB President or Executive Secretary. The Fellows are in charge of electing Eminent Scholars as well as the International Executive and International Educator (formerly, Dean) of the Year, who often provide the focus for Plenary Sessions at AIB Conferences. Their history since 1975 covers over half of the span of the AIB and reflects many issues that dominated that period in terms of research themes, progresses and problems, the internationalization of business education and the role of international business in society and around the globe. Like other organizations, the Fellows Group had their ups and downs, successes and failures – and some fun too!

This paper aims to explore the transition from addiction to recovery. It is the third in a series of recovery stories that examine candid accounts of addiction and recovery. Shared components of recovery are considered, along with the change and growth needed to support the transition.

The connectedness, hope, identity, meaning in life and empowerment (CHIME) framework comprises five elements important to recovery (connectedness, hope, identity, meaning in life and empowerment). It provides a standard to qualitatively study mental health recovery, having also been applied to addiction recovery. In this paper, an element for growth is included in the model (G-CHIME), to consider both recovery and sustained recovery. A first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account. This is structured on the G-CHIME model.

This paper shows that addiction recovery is a remarkable process that can be effectually explained using the G-CHIME model. The significance of each element in the model is apparent from the biography and e-interview presented.

Each account of recovery in this series is unique, and as yet, untold.

John Paul II’s vision of the social economy provides moral guidance to those seeking it. At the same time, it provokes market oriented free enterprise economists by its apparent lack of market understanding. Section one attempts to demonstrate how his vision expressed in Laborem Exercens conflicts with conservative free market economists. Section two deals with the moral logic embedded in conservative economic thought and suggests how John Paul II’s vision outlined in his three encyclicals on the social question enhances this perspective.

John Bucknall was a heroin addict for over 10 years until he woke up one day and decided to check himself into a rehab clinic. Today he is the commissioning manager in a voluntary sector drug and alcohol service for children and young people. Here he describes how he clawed his way out of addiction, and why we need to invest in drug and alcohol prevention services so that more lives are not wasted.

Educators strive to develop and implement high impact educational experiences, which are critical to ensuring university courses and curricula serve as memorable and transferable learning experiences for students. It is not clear, however, which experiences are exceptional from a student perspective, or what kinds of illustrative examples exist in applied disciplines. In this chapter, we ground our discussion of high impact educational experiences in the field of program evaluation, contextualize it as organized at the University of Minnesota, describe three experiences that have been repeatedly described as impactful by students, and engage in a collective dialogue as teachers and learners.

In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a historical analysis of activist movements, popular literature, and case law that private law, specifically property and contract, were significant aspects of Jim Crow law and culture. The failure to understand the significance of private law has limited the breadth of juridical analyses of how to respond to racial divisions and injustices. Perry therefore contends that a paradigmatic shift is necessary in scholarly analyses of the Jim Crow era, to include private law, and moreover that this shift will enrich our understandings of both historic and current inequalities.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to report research into the social defence of splitting and projection in schools. In splitting and projection, organisational members separate their unbearable feelings from the more acceptable ones and project them, typically towards other individuals and groups.

The research was undertaken in three secondary (11‐18), co‐educational, maintained schools in Wales, UK, using a case study method and a psychoanalytic approach and interpretive perspective. Data were collected during interviews and meetings with key players.

The cross‐case analysis and interpretation showed how features in the whole system such as institutional stress can create a setting in which splitting and projection may flourish. The inadequate definition and management of institutional roles may also contribute. Individuals and groups may act as “lightning rods” receiving and taking in projected feelings and may play a part in establishing themselves in that role. Splitting and projection can develop into blame, demonisation, scapegoating and bullying. The ability of those involved to transform projected feelings, that is, to accept them, contain them, change them into benign and acceptable forms, and then return them in that different form, is crucial to minimising the impact of splitting and projection and to ensuring that it does not grow into more dangerous organisational phenomena. This transformation‐and‐return process is a key educational leadership task.

The paper provides a new perspective on a widespread behaviour in schools and colleges and describes how the behaviour can be managed. It has implications for all educational leaders.

The case is an example of the dilemma and constraints an entrepreneur faces as they go forward in implementing ideas while setting up an enterprise. Through the eyes of John, the case helps the participants to understand and analyse two distinct business models, the bricks and clicks model and an online aggregator model and evaluate them using a visual business tool like the business model canvas (BMC). Thus, the case helps the participants to:▪ Analyse the customer segments and demand.▪ Apply frameworks for analysing a new venture’s prospects.▪ Understand two distinct business models and learn how to sketch a business model using the BMC.▪ Compare various business model designs using the BMC template.

Set against the backdrop of high consumerism and haute couture, conventroad.com is an example of fashion aggregation and curation in the online platform. Once known as the fashion hub of Kerala with its crowded streets, cramped with boutiques on each corner, Convent Road lost its following as big and major stores left the miniscule space for better facilities in the name of development. This case follows Rijin John, founder and developer, through the course of his idea conceptualisation. In an attempt to regain its popularity through the internet, John set out to rope all the popular Convent Road boutiques into one platform. But, as more options became available, John was in a dilemma about whether he should continue to try to convince the indifferent boutique owners to be a part of his enterprise or explore an alternative model and create a platform for weavers while sacrificing the brand value of Convent Road.

The case is designed for use in an undergraduate or graduate-level course on entrepreneurship, marketing, business policy and managing growing ventures.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.