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This paper reports on a taxonomy design project involving graduate students in information science (MLIS degree) working as intern-consultants under the guidance of an information science faculty member. The consulting team developed a taxonomy that would reflect current academic departmental structures and be used to optimise publisher tools for generating metrics and interpretive assessment.

In this case study, three students worked under the direction of a faculty member on a consulting team for a Silicon Valley company that provides business analytics to academic publishers. Tasked with designing a taxonomy of disciplinary knowledge to support the company’s analytical software tools, the students developed methods for environmental scans, vocabulary design, validation and taxonomy management for the project objectives.

The consulting experience proved to be highly beneficial for the students as an opportunity to take concepts learned in their coursework and apply them in practice. The project team delivered to the company the most detailed taxonomy of academic disciplines in the marketplace, along with recommendations for its maintenance and management for ongoing support of business objectives. The company was supportive throughout the internship programme, generating collaborative contributions from all stakeholders.

As more students earning an Master of Library and Information Science (MLIS) or similar degree move into a wide array of careers within business environments, internship experience through consulting can be an essential advantage to their preparation.

Against the backdrop of digital gaming, this chapter presents a cutting-edge, immersive, online video simulation of events that follow the calendar of a year in a chronically low-performing middle school in the United States. The traditional approach to preparing educational leaders has been harshly criticized by those who have, at times, shared in sustaining the traditional approach. The time is right for innovation. The intention of this simulation is to engage potential educational leaders in the professional development of their leadership skills. These skills are designated in a range of standards-based documents generated by the individual states in the United States, as well as at the national level by the Educational Leadership Policy Standards: 2008 document issued by the Council of Chief State School Officers. A highly sophisticated back-end to this simulation gathers evidence of both engagement and learning. The online format empowers anytime/anywhere learning in a mistake-tolerant educational setting at minimal incremental cost.

The conflict between Iran and Iraq is not new; it dates from long before September 1980. In fact, the origins of the current war can be traced to the battle of Qadisiyah in Southern Iraq in 637 A.D., a battle in which the Arab armies of General Sa'd ibn Abi Waqqas decisively defeated the Persian army. In victory, the Arab armies extended Islam east of the Zagros Mountains to Iran. In defeat, the Persian Empire began a steady decline that lasted until the sixteenth century. However, since the beginning of that century, Persia has occupied Iraq three times: 1508–1514, 1529–1543, and 1623–1638. Boundary disputes, specifically over the Shatt al‐Arab Waterway, and old enmities caused the wars. In 1735, belligerent Iranian naval forces entered the Shatt al‐Arab but subsequently withdrew. Twenty years later, Iranians occupied the city of Sulimaniah and threatened to occupy the neighboring countries of Bahrain and Kuwait. In 1847, Iran dominated the eastern bank of the Shatt al‐Arab and occupied Mohamarah in Iraq.

The current study identifies successes and limitations of sustaining Dale se Real (DsR) as a school-based educational intervention program related to drugs and violence for 7th and 8th grade students in Nicaragua, Central America. As evidence-based interventions are transported and imported across national borders, issues surrounding their adaptation and sustainability become important targets for investigation.

Interviews were conducted with nine key informants (e.g. school directors, implementers) from seven institutions, four of which sustained DsR and three of which did not. This study explores DsR's fit with the institutions' missions and routines, program adaptability, broader community support and sustainability planning.

Findings demonstrate two emerging views of sustainability within the Nicaraguan schools: a deficit approach and an empowerment approach. These two approaches imply different motivational structures for institutions and also led to the practical finding that developers and trainers need to provide structured or formal ways of empowering schools to continue implementing a program after staff no longer routinely contact them.

This study contributes a particular case on what facilitates and impedes sustainability of school-based interventions that can inform future intervention research in Latin American countries.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.