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The purpose of this paper is to identify common arguments and points of resistance to library development projects, and to outline effective political and communication strategies, which can be used by library administrators and supporters when pursuing funding campaigns.

This study analyzed media messages from local newspaper and radio stations, including open comments posted in online discussion threads, over a one-year period. Interviews were also conducted with the library's director and foundation development officer.

Analysis of media coverage drew out primary points of resistance, while the interviews provided strategies utilized to counteract anti-library rhetoric.

Further comparison with other library funding campaigns is needed. Particular areas to be studied include the relationship between the tone of online discussion forum posts and actual voting results; also, the impact of strongly opinionated posters on other participants.

Library administrators seeking public support should strongly consider the following points which contributed to the success of the campaign analyzed in this article: The need to understand common public responses and points of resistance to proposed library projects. The importance of a supportive city council. The need to reduce uncertainty about potential physical locations. Understanding the distinction between political vs marketing campaigns. Identifying potential supporters, regardless of whether they were library users.

This study is important because in seeking public support for major projects, administrators must be prepared to counter common anti-library messages. Strategies undertaken in this campaign may be generalized to libraries of other types.

While there are well-established personal benefits to being a mentor, such as increased life satisfaction and job performance (Ramaswami & Dreher, 2007), how mentors grow and develop requires exploration. We meet this need by presenting six key themes from two recent research studies related to the experiences that mentors perceived as contributing to their development. The growth of two leadership theories in particular were explored: generativity and Psychological Capital. Six themes emerged: (a) curricular training, (b) exposure to leadership outcomes, (c) being mentored by peers, (d) experiences with mentee, (e) reflection, and (f ) observing a ripple effect. These themes offer insights on how curricular and co-curricular experiences might maximize leadership development of students and ground leadership interventions, such as mentoring, in theory and research.

“Companies, particularly those which sell goods or services direct to the public, regard their trade marks (whether brand names or pictorial symbols) as being among their most valuable assets. It is important therefore for a trading nation such as the United Kingdom to have a legal framework for the protection of trade marks which fully serves the needs of industry and commerce. The law governing registered trade marks is however fifty years old and has to some extent lost touch with the marketplace. Moreover it causes some of the procedures associated with registration to be more complicated than they need be.” This introductory paragraph to the Government's recent White Paper on “Reform of Trade Marks Law” indicates that reform is in the air. The primary pressure for reform has emanated from Brussels with the need to harmonise national trade mark laws before the advent of the Single European market on 1st January 1993. To this end the Council of Ministers adopted a harmonisation directive in December 1988 which must be translated into the national laws of member states by 28th December 1991.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

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

Michael H. Abel is the manager for Domain Quality and Development at Western Governors University (WGU) in the United States and assists faculty in developing detailed descriptions of the domains of knowledge, skill, and ability that serve as the basis for academic program and assessment development. As a co-developer of the WGU Teachers College assessment programs, Michael designed specialized databases for standards alignment and domain development and created and administered training for test item writers and editors. He also served as senior assessment developer and editor when the WGU Teachers College assessment program went university wide. Michael received an MA in International Relations from the University of Southern California and a BA in German from Brigham Young University. He is co-author of a test item development guide, The Art of Item Development.

This chapter offers an historical overview and analysis of US broadcast regulation. It demonstrates how seemingly race-neutral policies – the interpretation of “public interest,” the preference for incumbents, the application of the First Amendment, and the embrace of colorblindness within US media policy – has functioned to entrench White interests in the broadcasting sector. Drawing on critical policy studies and critical race theory, this chapter illuminates how broadcast regulation has been a technology of White privilege, one that has had substantial consequences for the distribution of both material and symbolic resources as well as for the contours of the public sphere in the United States.

In this chapter, the author argues that only raising awareness about teaching techniques in short-term inservice teacher training programs is not sufficient. She calls for inclusion of practical guidance for systematic reflective practice that will help teachers become autonomous in the long term. As many developing countries are still deprived of formal teacher development faculty at educational institutions who can support teachers’ growth in-house, she suggests that inservice teacher training programs incorporate guidance for teacher reflection to assist practitioners’ ongoing learning when they return to their school settings.

Drawing on research in the worlds of advertising, magazines and fashion, this paper discusses how celebrities mediate between different fields of cultural production. By focusing on celebrity endorsements in advertising, it also outlines how film actors and actresses, athletes, models, pop singers, sportsmen and women mediate between producers and consumers via the products and services that they endorse. As economic mediators, celebrities’ actions have important strategic and financial implications for the corporations whose products they endorse. As cultural mediators, they give commodities personalities and perform across different media, linking different cultural fields into an integrated name economy.

The number of individuals with ASD is growing tremendously since autism was recognized as a category for special education services in IDEA. While the disorder was first described by Kanner in 1943 and again by Asperger in 1944, it did not receive substantial attention until 1981, when Dr. Lorna Wing wrote an influential article which revived the early work of Kanner and Asperger (Nash, 2002). Since then there has been an increase in research related to etiology, prevalence, educational and social-emotional intervention, and assessment and diagnosis. This research has highlighted that: ASD appears to run in families; their may be as many as 20 genes involved in autism; individuals with ASD think, socialize and emote differently; there appears to be some neurological misconnection present in the brains of individuals with ASD (Nash, 2002). Positively, there have been advances in educational, therapeutic and medication management that has allowed individuals with ASD to be more inclusively involved in our society.