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ADMINISTRATIVE AGENCIES — UNITED STATES — DIRECTORIES Federal Yellow Book; A Loose‐Leaf Directory of Federal Departments and Agencies. 1976‐ . Updates are issued every two months, comprising at least two complete issues every twelve months. $130.00. Washington Monitor, Inc. 499 National Press Building, Washington, DC 20045. Ed.: Teri Calabrese. Circ.: unknown. Indexed: self‐indexed. LC 78‐642223. ISSN 0145‐6202. OCLC 266012. The Washington Monitor publishes two yellow books: the Congressional Yellow Book, a directory of members of Congress, committee assignments and staff; and the Federal Yellow Book, a loose‐leaf directory of the personnel in federal departments and agencies, including the White House and the Executive Office of the President. The loose‐leaf format enables the publisher to keep the information up to date by replacement pages issued every other month.

I am concerned with the training of instruction librarians. By drawing attention to some of the differences between work at the reference desk and work in the classroom, I hope to show that the traditional on‐the‐job training for classroom instruction is both inappropriate and inadvisable. Alternative methods of training for library instruction will then be briefly assessed.

Metacognition is linked to academic achievement and personal development, especially as it relates to leadership education. The current study investigated the impact of a course in metacognition. Two hundred and fifty one undergraduates were surveyed for metacognitive ability using the Metacognitive Awareness Inventory (MAI) and Metacognitive Rubric (MR) before and after participating in a course either involving metacognitive training or alternative coursework. While minimal demographic differences were found, results showed significant improvement among students who trained in the metacognition class. Curricular development in the area of metacognition is recommended as it relates to leadership education.

This chapter compares four dimensions of ethnic identity construction among youth in two ethnically diverse schools, one in the inland city of Lillehammer and one in Oslo, Norway. In Lillehammer children of immigrant origin are in the minority, while at the place Furuset in Oslo they are in the majority. The first dimension deals with how children of immigrant origin experience having “one foot in two cultures.” The second dimension concerns the importance of appearance regarding skin color, while the third concerns the importance of appearance through clothing. The last dimension concerns proficiency in the Norwegian language. The chapter suggests that the answer to the question “Always a foreigner?” is not a clear “yes” or “no,” it depends on the social context. Most children of immigrant origin, at both schools, try to act out Norwegian identities in some contexts and foreign ethnic identities in others. However, it appears that belonging and social inclusion in Norwegian contexts are best achieved by children of immigrant origin who are in the minority and who apply assimilation strategies – that is, who try to act and pass as Norwegian. If assimilation strategies are needed for experiencing belonging and inclusion, more knowledge and education is needed in Norwegian schools on values of tolerance and creative potentiality of ethnic and cultural diversity in both local and national contexts.

This paper aims to examine the contribution of forests resource systems to the different aspects of community well-being, the implications of climate variability on the different sources of well-being and further identifies direct and indirect social and policy opportunities relevant for communities to enhance their capabilities in the face of climate variability and change in the Tri-National de la Sangha landscape of Cameroon.

It illustrates on data collected from focus group discussions and from 151 households randomly selected in three villages to operationalize the conceptual links between community well-being and vulnerability.

The study shows that vulnerability to climate change interferes with community strategies to achieve well-being, in addition to non-climatic processes which are both internal and external to communities. The study further indicates that healthy forest ecosystems provide opportunities for the local folks to build assets, improve food security, improve health and reduce risks. However, this requires capacity building and the channeling of resources to the local level, in addition to win–win sectoral policy amendments.

Biophysical methods required to complement community perceptions on the suitability of forest resource systems to climate variability.

This paper argues that appropriate strategies which aim at improving well-being needs to capture the role of forest ecosystems, climate change risks and uncertainty and macroeconomic and social processes.

This study contributes to the literature on the relationship between climate risk and the well-being of forest communities. This is relevant for practitioners and policy makers to reflect on the risk of climate change and the rationale for conserving forest resources for community well-being in the post-2015 Millennium Development Goals conclusions.

In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students’ education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn’t necessarily related to the number of students in question. More telling was the school’s history, the principal’s leadership and the school’s experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the ‘other’ among educators, attitudes that conflict with the school’s democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.

The influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some gender-focussed research exists on the interplay of context and entrepreneurial learning, these issues have yet to be intensively studied, and the research aims to address this gap.

The research draws upon empirical evidence from the entrepreneurial learning of nine women opportunity entrepreneurs in the high-technology sector in Norway. It employs a qualitative phenomenological approach, with retrospective and in-depth interviews to capture and analyse the entrepreneurs' lived experiences and learning histories.

The entrepreneurs in this study highlight gendered learning experiences, leading them to make conscious and strategic decisions of both alignment and resistance to negotiate their enterprise in a highly masculine sector. Their prior learning histories of not belonging seem to underpin their preparedness for entrepreneurship in the sector. Counter to prevailing theorizing, not belonging is an enabling condition, allowing women entrepreneurs to subvert and challenge a highly masculinized context. This condition empowers them to mobilize their “otherness” to create change within their own ventures and make the rules on their own terms.

This interdisciplinary research deepens the understanding of the interplay between gender, entrepreneurial learning and context through the concept of belonging and extends theorization of the gendered dynamics in entrepreneurial learning histories. The paper proposes a framework of gendered entrepreneurial learning in a masculinized industry context, which highlights important implications for future gender and entrepreneurial learning research.

To empirically test for an impact on profit performance when activity-based costing (ABC) is used in companies with customer service and low-price strategies. We also investigate whether the profit impact of ABC usage is affected by higher-quality information systems.

Survey.

We find a positive impact on profit performance when ABC is used by companies with customer service as a strategic priority but not when ABC is used by companies with lower emphasis on customer service. For companies emphasizing low-price strategies, we find a positive impact on profit performance, especially when ABC is used together with high-quality information systems.

This study develops a method of measuring strategic priorities of a firm. It divides firms into strategy groups based on their degree of emphasis on three strategic priorities: low price, flexibility, and customer service.

Identifies certain contexts when ABC is especially beneficial.

If the use of ABC information leads to better strategic and operational decisions, firm performance should improve. However, prior research on the impact of ABC on firm performance has found little to no connection and usually only when it is used with other practices. This is the first study to find an impact on profit performance for firms with customer service and low-price strategies and high-quality information systems.