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Purpose – Cory Booker will likely step down as mayor of Newark in 2014 or 2018. When he does, the possibility of a strong Latino candidate emerging is quite likely. There are a number of black politicians who would like to succeed Booker as well. This chapter identifies eight potential successors to Booker and assesses their ability to create a multiracial electoral coalition using prior vote performance in citywide elections.Design/methodology/approach – This study regresses district (or precinct) level vote preferences for the aforementioned potential successors in previous elections on the racial and ethnic composition of the district, using voter district demographic data from 2000 and 201011The 2010 data is still incomplete at the time of publication. As such, this data will be used sparingly. compiled by the US Census Bureau and the Minnesota Population Center.Findings − There is a decade’s worth of evidence suggesting racially polarized voting among blacks and Latinos in Newark. The racialized black and Latino candidates examined in this chapter had much stronger support in districts with large coethnic populations. In contrast, the more deracialized candidates often had softer support in districts with high concentrations of coethnic voters, but often performed better in districts with higher concentrations of non-coethnics.Originality/value − While the author cautions against reading too much into the findings, the results do portend a future of racially polarized voting in Newark, especially as the city’s population diversifies and as different factions vie for power.

Our focus is on the use of narrative in ethics education in organisations. The effectiveness of stories as a basis for executive education and organisational development has been described in other chapters in this book and elsewhere. Many writers provide examples linking stories and ethics, but the examples are drawn most often from overtly ethical stories. We offer a more expansive and inclusive view, suggesting that all stories are valuable for teaching ethics. We use Booker’s (2004) finding that all stories belong to one of seven basic plots – overcoming the monster; rags to riches; the quest; voyage and return; comedy; tragedy; and rebirth – to show that no major category of narrative need be omitted from those which can provide examples or links to the development of virtue in organisations. We provide examples of how stories can be used to encourage the development of specific virtues including courage, integrity, hope, inquisitiveness, humour and prudence. Six further aspects are considered – whether only moral stories are useful, the value of complexity, the benefit of familiarity, stories of failure, the selection of appropriate stories and whether non-fiction can be included.

This essay uses the sociology of race in the United States (as it pertains to the study of African Americans) as point of entry into the larger problem of what implications and impact the body of theory known as “postcolonialism” has for American sociology. It assesses how American sociology has historically dealt with what the discipline (in its less enlightened moments) called the “Negro Problem” and in its more “enlightened moments” called “the sociology of race relations.” The first half of the essay provides a sociological analysis of a hegemonic colonial institution – education – as a means of providing a partial history of how, why, and when American sociology shifted from a more “global” stance which placed the “Negro Problem” within the lager rubric of global difference and empire to a parochial sociology of “race relations” which expunged the history of colonialism from the discipline. The second half of the essay applies postcolonial literary theory to a series of texts written by the founder of the Chicago school of race relations, Robert Ezra Park, in order to document Park's shift from analyzing Black Americans within a colonial framework which saw the “Negro Problem” in America as an “aspect or phase” of the “Native Problem” in Africa to an immigration/assimilation paradigm that tenaciously avoided engaging with the fact that Black resistance to conflict in America might be articulated in global terms.

This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and where information literacy outcomes are increasingly being recognized as critical to graduates’ success in the workplace. We report a study examining ILI practices and program components against the background of student demographics and factors in the learning environment. The outcomes of those instructional experiences for students are analyzed, including psychological, behavioral and benefit outcomes. Data were collected via student skills testing; interviews with students, teaching faculty, librarians, and school administrators; and a web survey of students. Taken together, the results convincingly demonstrate that ILI is a complex undertaking with diverse perceived outcomes. Some success is evident, and verifiable outcomes include increased student self-efficacy; positive perceptions of libraries, librarians, and online library resources; improved and increased use of librarians and online library resources; and increased efficiency and effectiveness of conducting information research. The results demonstrate the value of pedagogical approaches such as active learning, just-in-time instruction, and integration of information literacy instruction with course curricula, as well as the importance of marketing efforts to manage students’ expectations of instructional benefits. Although instruction remains uneven and complex due to divergent expectations and assumptions by different stakeholders (students, librarians, and administrators), successful learning outcomes are possible.

This opinion piece by Brye Marshall, an Aboriginal archaeologist, and Julie Nichols, an academic in architecture and digital humanities, explores the agency and authority of intangible cultural heritage [ICH], particularly from a First Nations’ perspective.

They consider how ICH is defined, valued, and supported within contemporary cultural institutions like galleries, libraries, archives, and museums [GLAM], which are custodians of Australian cultural heritage. The piece discusses the challenges of recording Indigenous arts and knowledge outside of Indigenous communities, without recognition or benefits to Indigenous people. The discussion extends to the Western-centric definition of cultural heritage and its limitation in recognising Indigenous world views. The authors acknowledge ongoing debates around best practice in acknowledging Indigenous knowledge and narratives in historical records.

This chapter concludes that redefining ICH from Indigenous perspectives could empower communities, redefine heritage definitions, and contribute to global conversations about heritage, climate change, urban development, and connection to land.