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The purpose of this case study is to discuss the development of a Video-Based Instruction (VBI) intervention in supporting a learner with Autism Spectrum Disorder (ASD) to independently complete a coffee preparation task in a community work setting.

The participant was a student with ASD enrolled in a public high school transition program with work experiences. The VBI was fully developed using an iPad’s built in camera and photos app to develop a sequence of video prompts (VP) demonstrating each step of the coffee preparation task. Baseline and intervention performance data were collected with the use of a 19-step task analysis.

The VBI intervention improved the student’s independent task completion, eliminating the need for external prompts. The student used the iPad to navigate the VP clips and completed all 19 task steps without errors, demonstrating increased independence and task proficiency.

The findings suggest that VBI with the iPad photos app can be an effective instructional strategy for career development individuals with ASD. Future research should explore using VBI with readily accessible technology applications for tasks essential to paid employment for learners with ASD. Additionally, it should examine the involvement of relevant stakeholders in the development and implementation of VBI.

This study uniquely utilized the existing iPad camera and photos app to develop and deliver VBI, highlighting its potential as an accessible tool for developing individualized VBI. The use of widely available technology simplifies the implementation process and may be easily adopted in various career development contexts for learners with ASD.

William Amasa Scott was in his time well-known as a monetary economist as well as a popularizer of economic ideas, whose opinions were widely regarded by the public. A proponent of Austrian economics and defender of classical economic theory, he soon found a home at the School of Economics, Political Science and History (later the School of Economics) at the University of Wisconsin which, while initially a mainstream department, would evolve into the citadel of Institutional Economics. Notwithstanding his status as an authority on monetary economics and his place as a public intellectual, he remained at the University something of an outsider throughout his career and today is largely forgotten.

As founders of First Interstate BancSystem, which held $8.6 billion in assets and had recently become a public company, and Padlock Ranch, which had over 11,000 head of cattle, the Scott family had to think carefully about business and family governance. Now entering its fifth generation, the family had over 80 shareholders across the US. In early 2016, the nine-member Scott Family Council (FC) and other family and business leaders considered the effectiveness of the Family Governance Leadership Development Initiative launched two years earlier. The initiative's aim was to ensure a pipeline of capable family leaders for the business boards, two foundation boards, and FC.

Seven family members had self-nominated for governance roles in mid-2015. As part of the development initiative, each was undergoing a leadership development process that included rigorous assessment and creation of a comprehensive development plan. As the nominees made their way through the process and other family members considered nominating themselves for future development, questions remained around several interrelated areas, including how to foster family engagement with governance roles while guarding against damaging competition among members; how to manage possible conflicts of interest around dual employee and governance roles; and how to extend the development process to governance for the foundations and FC. The FC considered how best to answer these and other questions, and whether the answers indicated the need to modify the fledgling initiative.

This case illustrates the challenges multigenerational family-owned enterprises face in developing governance leaders within the family. It serves as a good example of governance for a large group of cousins within a multienterprise portfolio. Students can learn and apply insights from this valuable illustration of family values, vision, and mission statement.

The decision of the Wolverhampton Stipendiary in the case of “Skim‐milk Cheese” is, at any rate, clearly put. It is a trial case, and, like most trial cases, the reasons for the judgment have to be based upon first principles of common‐sense, occasionally aided, but more often complicated, by already existing laws, which apply more or less to the case under discussion. The weak point in this particular case is the law which has just come into force, in which cheese is defined as the substance “usually known as cheese” by the public and any others interested in cheese. This reliance upon the popular fancy reads almost like our Government's war policy and “the man in the street,” and is a shining example of a trustful belief in the average common‐sense. Unfortunately, the general public have no direct voice in a police court, and so the “usually known as cheese” phrase is translated according to the fancy and taste of the officials and defending solicitors who may happen to be concerned with any particular case. Not having the general public to consult, the officials in this case had a war of dictionaries which would have gladdened the heart of Dr. JOHNSON; and the outcome of much travail was the following definition: cheese is “ coagulated milk or curd pressed into a solid mass.” So far so good, but immediately a second definition question cropped up—namely, What is “milk?”—and it is at this point that the mistake occurred. There is no legal definition of new milk, but it has been decided, and is accepted without dispute, that the single word “milk” means an article of well‐recognised general properties, and which has a lower limit of composition below which it ceases to be correctly described by the one word “milk,” and has to be called “skim‐milk,” “separated milk,” “ milk and water,” or other distinguishing names. The lower limits of fat and solids‐not‐fat are recognised universally by reputable public analysts, but there has been no upper limit of fat fixed. Therefore, by the very definition quoted by the stipendiary, an article made from “skim‐milk” is not cheese, for “skim‐milk” is not “milk.” The argument that Stilton cheese is not cheese because there is too much fat would not hold, for there is no legal upper limit for fat; but if it did hold, it does not matter, for it can be, and is, sold as “Stilton” cheese, without any hardship to anyone. The last suggestion made by the stipendiary would, if carried out, afford some protection to the general public against their being cheated when they buy cheese. This suggestion is that the Board of Agriculture, who by the Act of 1899 have the legal power, should determine a lower limit of fat which can be present in cheese made from milk; but, as we have repeatedly pointed out, it is by the adoption of the Control system that such questions can alone be settled to the advantage of the producer of genuine articles and to that of the public.

Talking of newspapers Charles Prestwick Scott said “At the peril of its soul it must see that the supply is not tainted. Neither in what it gives, nor in what it does not give, nor in the mode of presentation, must the unclouded face of truth suffer wrong. Comment is free but facts are sacred.” The aim of this monograph is to adhere as closely as is possible to Mr Scott's opinion. As far as the facts of the proposed legislation are concerned, these will of course be untainted; the commentary which follows from these facts however, being free, proposes to examine and analyse the untainted factual supply.

In this chapter, the authors explore the “hidden curriculum” that is enacted when the teaching-self transmits to the learning-self, the being aspects of the teacher. It is proposed that these aspects are communicated through discursive and nondiscursive materials. The latter includes energetic, emotional, and gestural “languages.” An argument is made that the current, modernist conceptions and practices of education that predominantly focus on covering and downloading curriculum materials do not create openings for exploring the being aspects of teachers and learners. Moreover, acknowledging Avraham Cohen's thesis, “We teach who we are, and that's the problem,” the authors explore the hurtful and damaging influence of the teachers' “Shadow materials.” An argument is made for the moral imperative of teachers' (or anyone who is in a position of influencing others) self-study to minimize or prevent hurtful and damaging influences that could have a long-lasting impact on the students' or learners' self-formation. The authors propose the method of inner work, integrated with contemplative inquiry and practices, as a way for educators to work with the materials of consciousness. Inner work largely involves working through psychological projections, introjections, and entanglements that permeate one's inner world. Some details of inner work are offered, including how to facilitate a dialogue between the parts or subselves in one's inner world that are in tension and conflict. It has been further proposed that this kind of inner work would lay the necessary foundation for becoming kinder, caring, and more compassionate human beings.

IT is evident from the numerous press cuttings which are reaching us, that we are once more afflicted with one of those periodical visitations of antagonism to Public Libraries, which occasionally assume epidemic form as the result of a succession of library opening ceremonies, or a rush of Carnegie gifts. Let a new library building be opened, or an old one celebrate its jubilee, or let Lord Avebury regale us with his statistics of crime‐diminution and Public Libraries, and immediately we have the same old, never‐ending flood of articles, papers and speeches to prove that Public Libraries are not what their original promoters intended, and that they simply exist for the purpose of circulating American “Penny Bloods.” We have had this same chorus, with variations, at regular intervals during the past twenty years, and it is amazing to find old‐established newspapers, and gentlemen of wide reading and knowledge, treating the theme as a novelty. One of the latest gladiators to enter the arena against Public Libraries, is Mr. J. Churton Collins, who contributes a forcible and able article, on “Free Libraries, their Functions and Opportunities,” to the Nineteenth Century for June, 1903. Were we not assured by its benevolent tone that Mr. Collins seeks only the betterment of Public Libraries, we should be very much disposed to resent some of the conclusions at which he has arrived, by accepting erroneous and misleading information. As a matter of fact, we heartily endorse most of Mr. Collins' ideas, though on very different grounds, and feel delighted to find in him an able exponent of what we have striven for five years to establish, namely, that Public Libraries will never be improved till they are better financed and better staffed.

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.

Growth in female tertiary enrollment has been accompanied by persistent gender differentiation within systems of higher education worldwide. We identify three dimensions of female “status” in higher education – overall female enrollments, sex segregation across tertiary levels, and sex segregation across fields of study – and we offer a conceptual framework for understanding cross-national similarity and variability on these dimensions. Commonalities across countries reflect the interaction of global pressures for expansion and democratization of education with persistent cultural representations of “gender difference.” Variability can be attributed, in part, to the different ways in which global cultural and structural pressures have been manifested within particular socio-historical settings.