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“Bureaucratic and patriarchal structures are antagonistic in many ways, yet they have in common a most important peculiarity: permanence. In this respect they are both institutions of daily routine. (…) The patriarch is the ‘natural leader’ of the daily routine. And in this respect, the bureaucratic structure is only the counter‐image of patriarchalism transposed into rationality”. (Weber in Gerth and Mills For Max Weber, 1948, p. 245).

This article looks at how people with learning disabilities, including people with learning disabilities who develop dementia, make the transition to old age. It identifies key issues in understanding the transition to old age for people with learning disabilities, including how the ageing process may be different for this group, lack of agreement as to what constitutes old age for people with learning disabilities, the heterogeneity of this population and the inadequacy of service responses to their changing needs. It advocates a number of clinical and service responses that might help make the transition easier for people.

This paper seeks to determine common and unique activities, promotional methods, time management strategies, and best practices of academic librarians embedded in online courses at six institutions.

This is a mixed methods study using both interviews and quantitative data to study the activities and experiences of embedded librarians at six institutions.

The librarians and faculty involved in the embedded services reported unexpected benefits to the service. However, experiences with managing the time required for embedding along with regular reference duties varied, and scaling up the service from a few courses to a regular library service caused staffing issues for a few institutions.

This study was exploratory by nature and thus its scope was limited. Because only six institutions were studied, it is difficult to determine the true state of embedded librarianship in the USA. Future research should build on the foundation to determine outcomes for which embedded service is best suited and perform cost‐benefit analyses.

Because embedded services can become popular quickly, individual librarians should work with library administrators to determine whether staffing a full‐scale service will be possible and plan accordingly. If a full‐scale service is not feasible, the service scope may need to be limited (for instance, to core courses or to specific academic departments).

Past research on embedded librarianship has been limited to single institutions or to purposes and outcomes of the service. This paper provides a comparative study of embedded librarians at six institutions, and concentrates on the librarian's experience at each.

This paper seeks to explore the impact of different negotiation strategies on the negotiation setting in different buyer‐supplier relationships. So far, the extant supply chain management (SCM) literature has only briefly touched this subject, though such a study has been advocated on previous notes in the SCM literature.

A qualitative research methodology was chosen in order to investigate a focal firm's negotiations with five of its suppliers. A total of 25 hours of interviews and 15 hours of observations were carried out at the focal firm and with a number of the firms' tier one suppliers in order to investigate the subject at hand.

Explanation is given of when the use of different negotiation strategies can be considered expedient in different relational settings, pairing a distributive negotiation strategy with arm's length relationships, while integrative negotiation strategies remain a more ambiguous exercise. Valuable insight concerning the impact of different negotiation strategies on the negotiation setting are advanced, which, in turn, leads to a questioning of previous research conclusions regarding the application of distributive negotiation strategies in strategic partnerships. The reason for such questioning is due to a limited focal perspective applied in previous research on negotiations in SCM.

Future research should statistically and analytically validate the research in order to reject or confirm the reached conclusions.

The paper is the first to specifically investigate the role of negotiation strategies in the academic discipline of SCM from a qualitative angle using participant observations and interviews.

The purpose of this study is to systematically review the practice of reverse mentoring and draw a timeline of the research over the past two decades. Considering the novelty of this intervention, this paper proposed an agenda for future research on this burgeoning topic.

By adopting narrative literature review and Gregory and Denniss’ (2018) four-step process, this paper reviewed 54 studies grounded in conceptual, literature review and empirical research published between 1998 and 2020.

The articles included in the literature review on reverse mentoring research were summarized according to journal publications, research methodologies, contextual settings, theoretical framework, purpose and outcomes. Reverse mentoring studies are dominantly published in educational journals using primarily qualitative and conceptual approaches to explore both academic and business contexts within the USA and Europe. Theories frequently used to frame and examine the need of reverse mentoring included social exchange theory and leader-member exchange theory. The fundamental purpose of reverse mentoring research is to transfer knowledge and to bridge the technology divide between intergenerational groups. Reverse mentoring has been used to promote inclusivity between multiple generations in relation to gender, ethnicity and culture.

As per the knowledge, this is the first-ever comprehensive English summary of reverse mentoring research done in the past two decades. Findings from this research can be used to better understand reverse mentoring research trends and directions.

The focus of interest in dementia in people with learning disabilities has been largely on epidemiology, prevalence, assessment and diagnosis. There has been less focus on care issues and interventions, with a paucity of research papers but a growing number of books and resource packs addressing these issues. Psychological and non‐pharmacological approaches are useful in services for people with learning disabilities and dementia, but must be delivered in line with a clear conceptual framework of dementia that aids staff in understanding what is happening to the person with dementia and the effect of their care and responses. This paper describes the most commonly used approaches, including developing an understanding of dementia, anxiety and stress reduction, life story work, reminiscence, reality orientation and validation techniques, helping peers to understand dementia, other therapeutic approaches, and understanding behaviour and dementia care mapping and their impact on the well‐being of people with learning disabilities and dementia and the people who support them.

Presents a summary of information taken from the second conference on gender equality in higher education at the University of Zurich, Switzerland, September 2000. Outlines the proceeding papers stating that they give an overview of gender equality across five continents. Gives a brief overview of each paper and summarizes the findings of the conference as “women in higher education all over the world – highly socially and cultural differentiated but equally positioned”.

The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.