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The purpose of this paper is to present the results of a qualitative study of software engineers' playful behaviors at work.

The interviewed software engineers come from two European and three American companies. The research is based on ethnographical data, gathered in two longitudinal studies 2005‐2008. The methods used in the study include open‐ended unstructured interviews, participant observations, stories collection, and shadowings.

It is found that the currently dominant theory of normative control explaining software engineers workplace diminishes leisure and entertainment attributes of knowledge work. Fun at workplace is discovered to be an important, if not crucial, element of everyday programmers' job.

The study contributes to the literature by replying to the call for more research on high‐tech organizational practices, and on non‐job related behaviors at workplace. It reveals playful performance as a constituent for knowledge work and may contribute towards a better understanding of the role played by fun and playful behavior in creative problem‐solving and inventing.

The ACEI (Association for Childhood Education International) in its five year interval Bibliography of Books For Children includes a spearate section on reference books for children. One aspect of this section is a presentation of the “State of the Art” as far as reference materials for elementary school age children are concerned. Textbooks on literature for children also include a lesser narrative and bibliographic section on reference books for elementary‐age children. Recent publications such as Carolyn Sue Peterson's give book‐length multi‐page descriptions of optimum reference book collections for elementary grade schools, junior high schools and high schools. No one of these attempts to say categorically that the state of the art of reference materials for children and young adults is at this stage progressing historically from few reference books for children to a late twentieth century plethora of richness and complexity. Peterson gives dates of the initial editions of many works and states that there are many gaps in the areas covered by reference books printed for children and young people.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1980. Several items from 1979 were included because information about them had not been available in time for the 1980 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item.

This paper provides novel empirical evidence on the impact of bank internal organization structure characteristics on costs and productive efficiency. The specific internal organization characteristics examined include centralized versus decentralized 1) decision‐making, 2) service delivery systems, and 3) back‐office operations, e.g. accounting, computing, and advertising, among others. The analysis is conducted using average data drawn from a sample of 118 large US commercial banks for the years 1989 and 1990. The analysis reveals that centralized decision‐making tends to increase costs. Likewise, centralized service delivery systems either increase or have an insignificant impact on costs. In no case was it found that centralized service delivery systems reduce costs as is often envisioned by proponents of centralization. Centralized back‐office operations were found to reduce costs significantly and is consistent with the existence of scale economies in bank back‐office operations.

Although typologies of violence have become more common, relatively little attention has been given to Donald Black’s (1983) distinction between moralistic and predatory violence. Moralistic violence is rooted in conflict; predatory violence is rooted in exploitation. We elaborate Black’s typology and show how it is similar to, but distinct from, other typologies of violence. We also address the criteria by which typologies of any kind might be judged. Borrowing from the literatures on typologies and on standards of scientific theory, we argue that explanatory typologies should be evaluated according to four criteria: the degree to which they are powerful, theoretical, general, and parsimonious. Applying the criteria to Black’s typology, we argue that the distinction between moralistic and predatory violence is an important contribution to the arsenal of the student of violence.

This chapter addresses changes in the reauthorization of the 1965 Elementary and Secondary Education Act (ESEA) by the 2001 No Child Left Behind (NCLB) Act. NCLB Act increases both federal involvement in K-12 education and funding for this purpose. The Act targets poor students and academically weak schools by shifting funding formulas, requiring annual testing of students in grades three through eight; and makes school systems accountable by tracking test results, reporting to parents, and disaggregate tests results by sub-group factors. The goal is to eliminate the achievement gap between minority and white students. We discuss the process and the achievement of this goal.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

This study aims to integrate the theory of planned behavior (TPB) and the value-belief-norm (VBN) theory into a meta-analytic framework to synthesize green consumption literature.

By integrating the findings from 173 studies, a meta-analysis was performed adopting several analytical methods: bivariate analysis, moderation analysis and path analysis.

VBN- and TPB-based psychological factors (adverse consequences, ascribed responsibility, personal norms, subjective norms, attitude and perceived behavioral control) mediate the effects of altruistic, biospheric and egoistic values on green purchase intention. Further, inconsistencies in the proposed relationships are due to cultural factors (i.e. individualism-collectivism, power distance, uncertainty avoidance, masculinity–femininity, short- vs long-term orientation and indulgence-restraint) and countries’ human development status.

The authors selected papers published in English; hence, other relevant papers in this domain published in other languages might have been missed.

The findings are useful to marketers of green offerings in designing strategies, i.e. specific messages, targeting different customers based on countries’ cultural score and human development index, to harvest positive customer responses.

This study is the pioneering attempt to synthesize the TPB- and VBN-based quantitative literature on green consumer behavior to resolve the reported inconsistent findings.