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To meet the needs of under-resourced, rural schools where teacher attrition is high, this case study examined how a school–university partnership strengthened teacher and leader abilities to support deeper learning for students.

This research focused on a 17-year collaborative partnership between one rural school district and a university research and outreach organization to develop deeper learning experiences for students through shared and supportive leadership and learning of teachers and leaders. The researchers utilized documents, field notes and interviews with administrators to validate the data.

The study’s findings suggest that participation in authentic, researched-based professional development through the partnership improved the skills of leaders and teachers to support deeper learning for students. This partnership heightened teacher and leader capacity to promote and support continued change and sustainability.

This case study explored how one university center collaboratively engaged with a district by sharing research and strategies to support the development of leaders and teachers to create deeper learning for students. Through these experiences, the district evolved its deeper learning system and improved its organizational effectiveness, leadership development and learning for all.

The purpose of this commentary is to draw upon available literature and practices related to COVID-19 and management of older incarcerated adults in Australia to highlight key matters for better risk management and care of this population during this and future infectious disease pan/epidemics.

The present commentary draws on current policies, practices and literature regarding the health, needs and management of older incarcerated adults in Australia to discuss risk, care and early release for this population during the COVID-19 pandemic.

Incarcerated persons experience poorer health and accelerated age-related decline compared to those in the general community. The present situation offers the opportunity to fill knowledge and practice gaps, including policies for staff training, identification of dementia and cognitive decline, assessment of mobility issues, addressing barriers to health-seeking, possibilities of medical or compassionate release, risk assessment and release protocols and post-release needs.

While Australian prisons have acknowledged the vulnerability of older persons, more focused adaptation of COVID-19-related policies to consider adults as young as 45 years are needed. Appropriate ethical identification and management of cases in this population is needed, as is discussion on issues of decarceration and medical release. Re-conceptualisation of incarcerated adults as “citizens in need of care”, rather than as “offenders to be secured”, will be beneficial. Robust, local evidence is needed to assist decision-making.

This is a comprehensive, focused review of relevant evidence, policies and practices for a growing subpopulation of prisoners worldwide with complex needs and particular vulnerability to the COVID-19.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).

The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability's theory of action intuitively seemed plausible, at the point of No Child Left Behind's national implementation, little empirical research was available to either support or critique accountability claims or to predict the long‐term impact of accountability systems on the success of at‐risk students and the schools that served them. The purpose of this paper is to analyze the work and perceptions of school teachers and leaders as they seek to meet the requirements of educational accountability.

Interviews with 89 administrators, staff and teachers revealed a variety of methods utilized to manage risks associated with low test scores and accountability ratings.

The findings reported in this paper challenge the proposition that accountability improves the educational outcomes of at‐risk students and indicates that low‐performing Texas high schools, when faced with the press of accountability, tend to mirror corporate risk management processes, with unintended consequences for at‐risk students. Low‐scoring at‐risk students were often viewed as liabilities by school personnel who, in their scramble to meet testing thresholds and accountability goals, were at‐risk student averse – implementing practices designed to “force kids out of school.”

In this paper, the authors use theory and research on risk management to analyze the work and perceptions of school teachers and leaders as they seek to meet the requirements of educational accountability. This paper is among the first to use this particular perspective to conceptualize and understand the practices of educational organizations with regards to the treatment of at‐risk students attending low‐performing high schools in the midst of accountability.

Definitions of entrepreneurial marketing (EM) abound. Unfortunately, a consensus definition and a unified description of the construct still eludes scholars in the field, as multiple frameworks of EM have been proposed without agreement on which is the most valid and what variables are critical to an EM framework. The purpose of this paper is to provide a more comprehensive definition and framework of EM.

Following a review of the extant literature pertaining to EM, as well as a brief review of the relevant literature regarding entrepreneurship in general, the authors identified a set of variables common and critical to this marketing approach. The authors then examined the historical case of Lillian McMurry, the founder of Trumpet Records, to provide a historical example of EM. Utilizing an abductive approach, the authors repeatedly analyzed the case alongside the salient literature.

Through a methodology of systematic combining, the authors were able to advance a more comprehensive framework and definition of EM.

The primary limitation of most single case studies is the issue of generalizability. However, the authors accept the trade-off between limited generalizability and the conceptual understanding that this historical case provided.

The proposal of a comprehensive definition and process framework of the relatively nascent construct of EM, supported by a historical case example, provides a solid base upon which future research can investigate the nuances of the variables critical to this emerging marketing approach.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The following are the Definitions and Standards for Jams, Jellies, and the like, as laid down by the United States Department of Agriculture, that is to say the Federal Department, and in force at the present time in matters relating to inter‐state commerce. The Definitions and Standards have been closely followed by the various States in Union:—