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The potential of inter‐professional education and training in primary care is increasingly being recognised, especially in light of UK policy developments relating to clinical governance and primary care groups and trusts. Action to Support Practices Implementing Research Evidence (ASPIRE) was set up in North‐west England in 1997 to assist primary care teams in finding, appraising and applying evidence. Outlines some of the lessons learned and questions raised about the feasibility of such inter‐professional initiatives. It was necessary to gear the programme to meet the various expectations and needs of different professionals. Target setting by teams and the provision of protected time within a structured framework appeared to yield direct and indirect benefits to participants. However, there is a need for much more rigorous evaluation of multidisciplinary programmes with regard to their ability to overcome traditional hierarchies and barriers, their effectiveness in improving practice and their longer‐term costs and benefits.

Murder is overwhelmingly a male affair (UNODC Global Study on Homicide, 2019). So, when women kill, their crimes gain a lot of attention and even more hysteria in both courts and media. This chapter will analyse the cases of Sally Challen, Belinda van Krevel and Maxine Carr to show that portrayals of women who are involved in killing exist on a continuum, from abused victims to those simply ‘born evil’ to the incomprehension of those whose crimes render them outside society altogether; or in simple terms, from sad, to bad, to mad. In all cases, the agency of the women is presented as incomplete or impossible, indicating our inability in heteropatriarchy to acknowledge that women are as capable as men of exhibiting the full spectrum of human behaviour. Denying agency, particularly to violent women, allows Western societies to avoid having to face and thus, attempt to understand, the female capacity for aggression.

The spouses or partners of serving members of the UK Armed Forces are often subject to similar constraints to those of enlisted personnel. This paper aims to examine the experiences and wellbeing of a group of army wives. In particular, it focuses on their shared experiences of consumer vulnerability and related challenges, exploring the extent to which membership of military wives’ communities can help them to cope.

Using an interpretivist approach, data were collected through four focus group discussions involving 30 army wives, and seven individual in-depth interviews.

The paper highlights shared experiences of consumer vulnerability and demonstrates how army wives’ approaches to coping incorporate both individual and community-based approaches. It proposes that communities of coping develop within the army wives community, providing women with both practical and emotional support.

The paper acknowledges that there is a range of factors that will impact military spouses’ experiences of consumer vulnerability and strategies for coping. This heterogeneity was difficult to capture within a small exploratory study.

The UK Government should consider their duties towards military spouses and children. This would entail a significant cultural shift and recognition of military personnel’s caring responsibilities.

This research contributes to understandings regarding the potentially shared nature of both consumer vulnerability and coping strategies. The study introduces the relevance of communities of coping to consumer contexts, highlighting how members can benefit from both practical and emotional support.

A series of online searches of the Harvard University Library System – which includes the Baker Library, Houghton Library and the Radcliffe Institute’s Arthur and Elizabeth Schlesinger Library – on the History of Women in America revealed nearly 1,000 archive and manuscript holdings on advertising and related topics. This paper aims to investigate the extent of these holdings, to assess their value to advertising and marketing historians and to explore their potential for encouraging future research on under-investigated topics and questions.

Described are the extensive and valuable special collections and other holdings related to advertising, business and marketing of the Harvard Library System. Also described are the availability of the holdings and recommendations for accessing and studying the collections and artifacts.

The research reported here supports an overall conclusion that the Harvard Library System holds an important place among the world’s repositories of valuable historical advertisements and marketing ephemera. The research also supports four specific conclusions regarding the historical value of Harvard’s collections and archives. First, some of the collections offer access to artifacts and items from an under-investigated period – the first half of the 19th century. Second, many of the collections are international in scope. Third, the collections represent a wide array of 19th century non-periodical advertisements and ephemera, such as trade cards, posters and theatrical playbills. Fourth, and most important, the collections offer significant potential for addressing, among other under-investigated topics, the important role of women in the development of modern advertising theory and professional practices.

A prior search for the world’s largest and most historically significant archives and collections of advertisements and marketing ephemera (promotional objects or media executions created for a one-time, limited purpose) revealed a handful of library and museum collections of exceptional size or topical importance meriting further investigation. This paper adds to an extensive line of research published in the marketing and advertising historical literature exploring and describing the breadth, depth and historical value of the world’s important collections of historical advertisements and ephemera.

Our purpose in this chapter is to present a model of coaching used in a preservice elementary teacher preparation program that relies on video as a mentoring tool. We call this tool RCA, or Retrospective Coaching Analysis, and it is based on Goodman’s (1996) work on Retrospective Miscue Analysis. We also provide examples of how cooperating teachers used videos to identify important moments of practice to elicit reflection with their preservice teachers.

We collected video recordings of cooperating teacher/preservice teacher pairs engaging in mentoring conversations using videos of preservice teachers’ practice.

In this chapter, we focus on the cooperating teachers’ choices about when to stop the video to engage in reflection with their preservice teachers. In selecting a focus point for the RCA Event, the CTs chose moments that met some of these four criteria: appreciative, learner-focused, disruptive, and/or generative. We also found the challenges in selecting focus points and in staying with moments of video long enough to generate reflection, which made the model of mentoring challenging to implement.

The analysis of this reflective mentoring tool has led to revisions in our theoretical model of coaching, as described in this chapter. The research suggests the importance of closely examining reflective talk between cooperating teachers and preservice teachers. Our work also illustrates a shift in the use of video in preservice teaching from a video-case based perspectives to reflection embedded in practice.

Our study suggests the importance of selecting moments of practice as the basis for mentoring and coaching, but the research helped us to understand that RCA has affordances and constraints, and therefore, should be a tool for teachers to use flexibly within our theoretical model of Coaching with CARE.

Teacher educators will find the RCA model to be a new way of approaching collaborative work with teachers in the field within a practice-based teacher education program.

This chapter argues the importance of ritualised family occasions in the moral economy of intergenerational families. The chapter draws on 34 semi-biographical interviews with 13 men and 21 women aged 20–90, focussing on stories about troubled or failed rituals. The analysis shows that family members depend on the support and recognition of each other to maintain their moral identities. Ritualised occasions work as magnifying glasses, focussing and intensifying the ongoing relationship work, and forcing family members to take stock and signpost the state of their social bond, and as cultural reference points, providing a window into normative expectations of how parents and adult children should perform relatedness.

Gender differences in leadership and issues around differential progression of male and female leaders are receiving more attention in the fields of human resource and leadership development. However, little is known about how interventions designed to support female leaders are being experienced within real-world contexts of global organizations. There is limited research and discussion on how such interventions are experienced at a more systemic level. This study aims to contribute at this very level.

This study reports on a predominantly coaching-based development program that was designed to further the careers of female leaders within a complex multi-national organization. The study was conducted in a large, global health-care corporation employing 100,000 people based in over 120 countries. The qualitative research design for this study was exploratory, involving a reflexive process at each of the two stages.

The findings from this qualitative research take the debate on “the gendered organization” further by including the voices of female leaders. They demonstrate that whilst theoretically the concept of the “ideal worker” may inhibit progression, this is not necessarily a barrier to career advancement. Coaching, both individual and group, is shown to have a powerful effect on promoting reflection, self-confidence and focus.

There are two research limitations. While confidentiality was promised, the responses of some interviewees were nevertheless still guarded. Other limitations relate to the extent to which this study can be generalized to other contexts, as it was conducted inside a single global corporation.

The study addresses the complex and urgent topic of differential progression and makes a broader contribution by offering a systemic perspective on gender and development in global organizations.

This paper aims to describe both the development of a peer research consultant program – using student assistants to staff the reference desk with minimal supervision while providing high-quality research assistance to their undergraduate peers, and the steps taken to create buy-in for the program from campus and librarians.

The authors provide a description of peer reference services and describe how a remodel of the library building facilitated a redesign of services. The paper covers the process of developing program guidelines, securing funding, expectations of peer research consultants, the training process and lessons learned from a medium-sized academic library.

The findings after the first year demonstrate that undergraduates are highly skilled at providing high-quality reference services when provided with quality training and support. In addition, undergraduate students are now seeking out peer researchers for assistance with research items such as topic formation, keyword development in databases and proper citations.

No formal research or assessment of the program has been completed as of this time.

Well-trained Peer Research Consultants (PRCs) provide valued assistance to librarians in freshman composition classes, at the Ask Us reference desk, and to their peers. The program has allowed librarians to provide more outreach to their subject areas.

Students prefer going to their peers for research assistance rather than a professional librarian when given the choice. The training the PRCs are provided by librarians provides credibility and trust, which encourages undergraduate students to approach PRCs for assistance.

This paper draws on multiple iterations of peer reference models to create an original program, involving training student employees to provide reference services at a paraprofessional level, as well as providing the methodology for other academic libraries to develop and launch a similar program.

Purpose: In this chapter we examine the emotional experience and identity of sustainability change agents and advance understanding of their emotion management strategies. We explore how sustainability change agents experience, manage, and respond to the negative emotions that arise in the course of their jobs. Study Design: We took a mixed-method and multimodal approach to answer our research questions. Using a narrative approach, we collected data using in-depth narrative interviews and supplemented this with quantitative measurement of participants' heart rate and sweat response during the interviews. Findings: Our results confirm that sustainability change agency is an emotionally laden profession. Furthermore, we found that sustainability change agents use three different coping mechanisms including emotion-focused coping (EFC) (“rational avoiders”), problem-focused coping (PFC) (“committed go-getters”), and meaning-focused coping (MFC) (“green philosophers”). Originality: Our research shows that sustainability change agents experienced strong negative emotions in relation to their jobs and they employed one of the three coping styles: EFC, PFC, or MFC. We found that MFC was an isolated cognitive appraisal style, rather than a form of EFC. These findings provide a starting point for further work to help sustainability change agents avoid potential burnout and continue to contribute to the future health of the planet while at the same time maintain their personal well-being.