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This case documents an innovative human resource management (HRM) practice adopted by an Australian organization in the energy sector, purposefully introducing lived experience informed “mental health advocate” (MHA) roles into the organization, to address pressing mental health workforce issues. MHA roles provide experiential, first-hand knowledge of experiencing mental health issues, offering a novel, common-sense and impactful perspective on supporting employees with mental health challenges.

Data that informed this case came from desktop research using publicly available resources, as well as a series of conversations with four key stakeholders in the organization. This approach allowed insights into Energy Queensland’s journey towards establishing novel MHA roles to delineate the day-to-day work practice of these roles.

This is a novel HRM practice that has only recently emerged outside of the mental health sector. We discuss key considerations that enabled the success of the roles, including taking an evolutionary perspective, obtaining support from senior executives and relevant stakeholders, making a long-term financial commitment, and providing autonomy and flexibility in role design. This is the first article that documents this innovative practice to offer new insights to HRM scholars, as well as practical guidelines to other organizations in addressing workforce mental health issues.

This paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.

This paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.

This paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.

This paper is designed for teachers to utilize and replicate in their own social studies classrooms.

This paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.

A sizable cohort of youth with autism spectrum disorder (ASD) will transition into adulthood over the next 10 years. Employment participation is an important part of individual economic independence but also of one's ability to contribute to broader civil society in meaningful ways. Yet, to date, the majority of young adults with autism are not successfully entering the workforce. Of particular importance for this “Generation A” will be to establish a sound foundation as they exit their teenage years that includes postsecondary educational pursuits and labor force involvement. Exploring corresponding outcomes of individuals with ASD who recently progressed through these life stages will help inform Generation A and families and educators who support them how to better prepare for the workplace of the future. For this purpose, robust representative data containing refined disability detail, employment and training information, and well-being and support content are necessary. Currently available public survey and administrative microdata that can be used by researchers and practitioners as they delve into these issues are discussed. Additionally, appropriate restricted-access datasets and the process involved in obtaining them are highlighted. After summarizing key resources and noting their advantages, their drawbacks, limitations, and areas for improvement are addressed. Implications of the data available to date to assist educators, family members, and young adults with autism themselves to better navigate the transition from school to work, to successfully secure work, and ultimately economic independence, which is critical to adulthood, are presented.

The purpose of this paper is to suggest that student-led case studies are an important way to learn about mental health problems and to highlight this by presenting a case study of the comedic genius Spike Milligan.

Celebrities live their lives in the public eye. In recent years, many have talked about their struggles with mental health. This paper is based on a student-led case study of the celebrity Spike Milligan.

This case study suggests one previously under-emphasised issue and argues that Spike Milligan’s wartime experiences may have led to post-traumatic stress disorder. Second, that he may have developed neuro-inflammation, through contracting sandfly fever during the war. This could have been an additional trigger for bipolar disorder.

While this is a single case study, it draws on a wide variety of research sources to back up the arguments advanced.

Student-led case studies provide a way of engaging students more actively with mental health problems.

Mental illness is complex, if not more complex, than physical health problems. Case studies of celebrities like Spike Milligan can help develop a public understanding of mental illness, as they already have a working knowledge about the person.

The case study illustrates how Bipolar 1 disorder is a complex and unique condition and that every individual’s illness has different predisposing characteristics. It suggests that student-led case studies are a helpful learning tool.

The Partnership for a New Generation of Vehicles (PNGV) is a joint project of the “big three” US automakers and seven US government agencies. The goal of the partnership is to develop a mid‐sized car with a fuel economy of 3 liter/100km. The US Department of Energy is supporting the development of two computer codes for modeling future automobiles. PNGV and similar government/industry partnerships elsewhere in the world, some of them formed in response to PNGV, are bringing major changes – perhaps a revolution – in automobiles. The 30 years of experience by the electromagnetics modeling community may be able to contribute to this process of change.

Whether or not women have children has profound consequences for their employment experiences. Employers may see women with no children as conforming more closely than women with children (and yet not as closely as male employees) to the pervasive ‘ideal worker’ stereotype of a full-time, committed worker with no external responsibilities. However, managers and co-workers may also perceive women with no children as deviating from prevailing pronatalist norms in Australian and other comparable societies, which construct and value women as mothers and stigmatise and devalue women with no children. Accordingly, women with no children may be rewarded or penalised in different employment contexts at different times according to the degree to which they conform to or deviate from the most salient characteristics associated with the ideal worker and mothering femininity. This chapter explores patriarchal and capitalist configurations of femininities, masculinities and workers as drivers of employment experiences among women with no children. It then discusses empirical research from Australia and comparable countries, in order to elucidate the diversity of employment experiences among women with no children.