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The purpose of this paper is to advance understanding about the facilitation process used in complex implementation projects, by describing the function of novice clinician facilitators, and the barriers and enablers they experience, while implementing a new model of care for managing hospital malnutrition.

Semi-structured interviews were undertaken with local facilitators (n=7) involved in implementing The SIMPLE Approach (Systematised Interdisciplinary Malnutrition Pathway Implementation and Evaluation) in six hospitals in Queensland, Australia. Facilitator networks and training supported the clinicians acting as novice facilitators.

Key functions of the facilitator role were building relationships and trust; understanding the problem and stimulating change through data; negotiating and implementing the change; and measuring, sharing and reflecting on success. “Dedicated role, time and support” was identified as a theme encompassing the key barriers and enablers to successful facilitation.

When implementing complex interventions within short project timelines, it is critical that novice clinician facilitators are given adequate and protected time within their role, and have access to regular support from peers and experienced facilitators. With these structures in place, facilitators can support iterative improvements through building trust and relationships, co-designing strategies with champions and teams and developing internal capacity for change.

This case study extends the knowledge about how facilitation works in action, the barriers faced by clinicians new to working in facilitator roles, and highlights the need for an adapt-to-fit approach for the facilitation process, as well as the innovation itself.

The purpose of this paper is to test the feasibility of implementing a healthy lifestyles intervention to maintain or achieve healthy weight for low-income young adults in vocational education.

Non-randomized, quasi-experimental feasibility test of a ten-week intervention with follow-up assessment designed using PRECEDE-PROCEED. A convenience sample included low-income young adults (n=165), 18-24 years recruited from two vocational training facilities. The intervention had weekly: online educational modules, targeting the non-dieting approach through healthful eating, and physical activity; and messages to promote fruit and vegetable intake, increased physical activity and stress management. Anthropometrics were measured, and an online survey on physical activity and eating behavior (e.g. self-regulation, self-instruction, emotional eating) was administered at baseline, post-, and follow-up.

At baseline, males were overweight and females were obese based on average BMI; no significant change in BMI, food intake, physical activity, or stress management were noted following the intervention. Eating behavior changed in treatment vs control group; food self-regulation was higher (p=0.025) for high use treatment group compared to the control group.

Lifestyle interventions are critical for low-income young adults who are overweight or obese by 18-24 years of age. Young adults who engage in such interventions can make food behavior changes that can have a mediating effect on healthy weight management. Models like PRECEDE-PROCEED are vital to success when working toward sustainable programs within communities.

Few healthy lifestyle programs have been reported for low-income, non-college young adults, specifically with a largely male population, and none with PRECEDE-PROCEED.

This article describes the evaluation of the ACE club, a service for younger people with dementia in North Wales. The evaluation was conducted by the ACE club members and conducted through a relationship‐centred approach expressed through the Senses Framework (achievement, belonging, continuity, purpose, security, significance) (Nolan et al, 2006). Members of the ACE club found the sense of significance to be the most important and meaningful ‘sense’ in helping to structure their evaluation and use of the ACE club. The clinical interventions outline is shared within the text to help provide a grounded and inductively generated practice structure. The funding of ‘normalising’ activities for younger people with dementia is an area of dementia care that needs urgent attention.

The purpose of this study was to explore low-income women’s perspectives of the shared meaning of work and employment values in their intergenerational family context from a critical and systemic lens. Participants were rural and urban women from low-income contexts (N = 14). Semi-structured interviews were designed to elicit thick description of lived experiences of work and family. Analyses were conducted using Van Manen’s hermeneutic phenomenology coding process (1990).

Four emergent categories (Purpose to Work, What Work Is, Motherhood and Work, and Loss, Resilience and Work) with 16 themes described work–family integration. These narratives evoked a deep interconnectedness of work, family, and life. Because participants were recruited in locations where they were either already employed or seeking employment, these findings may not represent other women.

Effectiveness of programs and policies could be expanded by incorporating women’s values and motivations for employment and targeting family-level interventions. Programs could better empower women to seek employment and skills training for lasting financial sustainability, rather than just getting any job. Because participants distinguished between careers and jobs based on college education, many felt they could never obtain a career. Additionally, participants described work–family integration, not the prevalent idea of “work–life balance.” Participants described fighting to provide a better life for their children.

This study highlights under-represented perspectives of low-income women about work. Understanding the experiences of low-income women is essential for designing programs and services that will be practical and useful.

“I quit.” Those two little words were dropped like an atomic bomb and seemed to explode across the dinner table at the Davis residence. The meal had not yet been served though everyone was at the table engaged in a lively discussion, which of course included their business, DHR Patio Homes, LLC. Immediately, a hush descended upon the Davis family and their guest, close friend, and business associate, Stephen Hodgetts, as an imaginary mushroom cloud filled the room. No one could move or say a word although numerous glances of varying nature were being exchanged in rapid succession. The somberness of the situation was quickly broken, however, by another barrage of discontent. “I've had it, I quit. Find someone else to act as the contractor for the company.” With those words, RJ Davis quickly vacated the dining room and zoomed upstairs into the Davisesʼ spare garage apartment.

Purpose: The purpose of this study is to examine how leading a childhood characterized by transnational mobility affects youths’ understanding of and relationship to their ethnic identity.

Study approach: This study examines the effects of transnational mobility on ethnic identity by focusing on the specific case of Indian Americans who grew up in the USA and Bangalore, a city in southwest India, before relocating to the USA for college. The analysis for this chapter comes from semi-structured, in-depth interviews with 20 transnational Indian American youth.

Findings: The data analysis reveals that by spending part of their childhood in India, transnational Indian American youth were able to learn more about their Indian ethnic identity, which helped them resolve issues related to their status as an ethnic minority in the USA, reframe how they define their ethnic identity, and reevaluate the status of their ethnic identity relative to their counterparts in the USA.

Originality: This study focuses on the unique case of Indian American youth who had a childhood characterized by transnational mobility. As such, this work contributes to the literature on children and youths’ transnational mobility through its focus on the migration patterns of relatively elite and socially privileged children and youth. Additionally, it adds to our understanding of the effects of migration between the USA and India by addressing how these processes affect children and youth. Last, it adds to the literature on Indian Americans by focusing on an understudied subpopulation within this group. The study motivates future research on the diversity that exists among transnationally mobile Indian American children and youth.

Stephen Hodgetts read the e-mail over and over again and still could hardly believe what he had read. He had just come back from his vacation, well rested and refreshed, and this e-mail had dampened his high enthusiasm. It took time to absorb such bad news and for Hodgetts to get over his incredulity.Yet in the end Hodgetts accepted the truth‐a deep, dark terrible truth that would not go away. Robert Davis, his business partner’s son, had confirmed in an e-mail his worst fears about their newest business partner, David Russ.Many thoughts were running through his mind simultaneously yet each screamed to be heard.“How could he and his partner Richard Davis have been so blind, so trusting?” “How could Russ not have heeded the advice of his business partner, Richard Davis, Russ’s former English professor?” And most important, “What was now going to happen to their new business?” Yet the one thought that continued to echo among them all was surprisingly a quote from Sir Arthur Conan Doyle’s beloved character, Sherlock Holmes: “But there are always some lunatics about. It would be a dull world without them.”

Shortly before the Second World War, a woman who had never accepted her orphan status, Gabrielle Bonheur Chanel, nicknamed ‘Little Coco’ by her father and known as ‘Coco’ to her relatives, became the first women in history to build a world-class industrial empire. By 1935, Coco, a fashion designer and industry captain, was employing more than 4,000 workers and had sold more than 28,000 dresses, tailored jackets and women's suits. Born into a poor family and raised in an orphanage, she enjoyed an intense social life in Paris in the 1920s, rubbing shoulders with artists, creators and the rising stars of her time.

Thanks to her entrepreneurial skills, she was able to innovate in her methods and in her trendsetting approach to fashion design and promotion. Coco Chanel was committed and creative, had the soul of an entrepreneur and went on to become a world leader in a brand new sector combining fashion, accessories and perfumes that she would help shape. By the end of her life, she had redefined French elegance and revolutionized the way people dressed.

Derived from field and telephone interviews, e-mail communications, and secondary sources, this two part case describes how Gerald Mahoney, a shoes salesman in a Foley's Department store, is faced with a problem - Macy's has bought out the Foley's chain and, in doing so, has upscale the product line of shoes and altered his commission-based compensation system. These changes have resulted in less sales for Mr. Mahoney and therein lower commission - a difficult situation since he, his wife, and his daughter were barely getting by on his currently salary. Part A of the case describes an opportunity that presents itself to Mr. Mahoney; to leave his current job with a guaranteed low salary with possible additional income from commissions for a job selling residential homes which becomes purely commission-based to start with after three months of a salary plus commission pay that includes job training. In Part B Mr. Mahoney has decided to take the sales job with ABC Home Builders and receives his assignment. He finds that the working conditions of the sales office are not conducive to selling. His office is located in the rear of a trailer that is extremely run down and is paired with a competitive, noncommunicative saleswoman. The case ends with Mr. Mahoney feeling hopeless and alienated.

This two part case has been written primarily for an undergraduate junior level course in career planning or sales management and deals with the issues of recruitment, placement, training, and compensation. The case may also be employed in a course dealing with human resource management (from an individual's perspective), salesmanship, and organizational behavior.

According to national statistics, small numbers of black American women earn science, technology, engineering, and math (STEM) degrees. Instead of focusing on this disturbing, well-documented trend, this chapter explores STEM career success among black female graduate students who enroll in and complete PhD programs. In other words, we are engaged in an effort to address how black women in STEM fields succeed in graduate school. This chapter presents a qualitative look at successful PhD pathways. It will provide data on the pipeline of black women at the high school, undergraduate, and graduate levels; describe programs that the state of Maryland has employed among its public research universities to recruit and retain black women in doctoral programs; present testimonials from black women who have participated in these programs; and offer an extensive case study of 15 black women alumni of these programs who now have PhDs and are establishing their STEM careers. Programs that will be documented as successful for recruiting, mentoring, and retaining black women in STEM include the National Science Foundation's (NSF) University System of Maryland Louis Stokes Alliance for Minority Participation Bridge to the Doctorate program; the NSF's PROMISE: Maryland's Alliance for Graduate Education and the Professoriate (AGEP) program for UMBC, the University of Maryland, Baltimore (UMB), and the University of Maryland, College Park (UMCP); the National Institutes of Health's (NIH) Meyerhoff Graduate Fellows Program in the Biomedical Sciences (Minority Biomedical Research Support – Initiative for Maximizing Student Development (MBRS-IMSD)) at UMBC and UMB; and subprograms such as the Dissertation House (DH), the Community Building Retreat, and the PROF-it: Professors-in-Training program. The case study will include the following questions: What were some of the obstacles that occurred during graduate school, and what helped you to overcome them? Were there any issues that occurred that made you want to quit? If you stopped for a while, or thought about stopping, what were your motivations for returning? Where did you receive mentoring during your graduate school process? What advice would you give to young women who are just starting? The chapter focuses on a variety of methods and practices that successfully shepherd black women from undergraduate ranks to PhD-level careers in STEM fields.