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The paper describes the development of an electronic document delivery service for the professional association of doctors, the BMA. Workflow, including integration with searching services is described. Scanning hardware choices are reviewed; as are staff development needs. Copyright issues were also a major issue. Today, 60 per cent of document delivery is electronic.

Metaphors are revelatory of the perceptions, values and behaviors of school administrators. Through transfer of meaning, metaphors attempt to broaden perspectives, enhance understanding and provide insight into the organization, operation and administration of school. What effect do metaphors, whether verbalized openly, expressed symbolically, or camouflaged in organizational structures and behaviors, have on schools and their operations? What influences, if any, are there if school administrators liken the activities and administration of their schools to an assembly line operation? A ticking clock? A garden? A mirror of society? A museum? Or, candy machine? The purpose of the paper is to address these two questions by: presenting a variety of images, similes, metaphors, and analogies used to describe the purposes of and the organization, operation and administration of public schools; examining what six particular metaphors contribute to an understanding of various characteristics and dimensions of schools; and finally, analyzing what these metaphors mean in terms of how educational administrators conceptualize schooling, interpret their administrative role, and put their knowledge, skills, attitudes and values into practice. The paper includes a discussion of the potential of metaphor in terms of its implications for the practice of administration in schools, for the training of educational leaders, for the construction of theory, and for the development of a philosophy of educational administration.

This chapter revolves around a Zoom conversation between Tim Martindell and Cheryl Craig to which Chestin T. Auzenne-Curl added field-based evidence and reflective comments. The exchange between Martindell and Craig had to do with how Tim facilitated the Writers in the Schools (WITS) writers in conjunction with Tina and Maryann who led the WITS Collaborative. The embedded snapshots and excerpts stemmed from the field notes we accumulated during the life of the project. The conversation discusses some of the fine points of facilitation as well as the boundary areas where what unfolds fringes on the unknown. Near the end, hope for the future is discussed.

Companies work hard to reduce queue lengths due to the common belief that queues in general are undesirable. Extant literature mainly has focused on the negative consequences of queues and overlooked the potential positive effects. The purpose of this paper is to address the benefits of queues by examining how consumers of different segments may read into the lines (queues) as well as why and when positive effects occur.

Applying and integrating psychology and marketing theories, the study develops a model with several propositions to identify and explain the mechanism and conditions under which queues have positive effects.

Contrary to conventional belief, queues may serve as positive signs. In certain segments, consumers can perceive a queue as a reflection of superior service/product quality, an opportunity to fulfill the need(s) for self-uniqueness or social inclusion or an avenue to avoid social exclusion. In addition, the benefits of long queues may come from consumers’ joining a line to seek desirable outcomes/gains based on their attribution of the queue, and consumers’ prefactual thinking that regards “not joining” the queue as potential losses. Furthermore, the magnitude of such effects depends on queue distinctiveness, choice heterogeneity, consumption hedonism and performance uncertainty.

This paper explains how, why and when a long queue can be read as positive cues and benefits both the firms and target/potential consumers. The authors demonstrate the psychological mechanisms of joining a queue based on attribution and prefactual thinking, and identify conditions under which positive queue effects are most likely to occur.

The Namaste case is a story of how Kellogg alumni couple Gary and Denise Gardner grow their Namaste branded hair care line from production at the family's kitchen table into a formidable $80 million empire within a 14-year period. The Gardners come from a longtime hair-care business lineage, the Soft Sheen dynasty, started by Gary's father decades earlier. Soft Sheen was ultimately sold to hair care giant L'Oreal for over $100 million. The Gardners claim Namaste's growth occurred through listening to the needs and desires of customers for healing hair care products that reminded them of nourishing household remedies. The hair care line became a leader in its industry but faced the dilemma of how to expand sales in new markets, especially international markets such as South Africa and Nigeria.

Students learn to develop new business opportunities including international expansion and tools of the internet to exploit the tools of vision, innovation and change resulting in new customer services and solutions. Students will focus on the basic fundamentals of sales and review the relationship of customer need identification and the reasons that make people buy. Students will assess the entrepreneurial strategies applied to fuel future growth based on an idea or product. Students will focus on the sales fundamentals that can be applied to entrepreneurial environments.

This research examines the influence of parents on students studying the science, technology, engineering, and mathematics (STEM) disciplines and entering STEM careers. Participating youths were awarded scholarships from large funded US grant programmes. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education program; the third is enrolled in computer science. National reports emphasizing the importance of parents on their children's education are presented, along with diverse international literature. The use of narrative in STEM curriculum and narrative inquiry in STEM research are also documented. Experience, story, and identity form the study's conceptual frame. The narrative inquiry research method employs broadening, burrowing, and storying and restorying to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data were serially interpreted. Other noteworthy themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. These small stories, while not generalizable, map how students, shaped by their parents' nurturing, enter the STEM disciplines and STEM-related careers through multiple pathways in addition to the identified pipeline.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.