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The International Code of Marketing of Breastmilk Substitutes, written by the World Health Organization and joined in by the United Nations International Children's Emergency Fund (UNICEF), was passed by the World Health Assembly in mid‐1981. Intended as a model statute for member nations to adopt, it is now at the centre of a controversy that is both complex and dynamic. This controversy is simultaneously one of humanitarianism, community health, business, and — most of all — law. No doubt most readers are familiar with the heated campaigns of the past few years against infant formula distribution in the Third World. Today the weight of public opinion in most developed countries is with the Code, but that does not necessarily imply ultimate adoption and implementation in other countries. This article attempts, while taking no position on the Code's merits, to examine its possible future. Specifically, (1) Will the Code be adopted and implemented? (2) What is the context in which such decisions will be made?

The purpose of this paper is to understand the experience of three formerly abrasive leaders who improved their conduct and management strategies following a workplace intervention.

Narrative inquiry, a personal and collaborative research method, revealed the experience of three leaders in their shift from destructive behaviors. Concepts from adult development, specifically Kegan's constructive-development theory (CDT) and Mezirow's transformative learning theory (TL), provided a lens to better understand the leaders' personal development.

This study culminated with three co-composed narrative accounts and an analysis of narrative threads. The focus of this paper is the interpretive narrative thread analysis. The developmental experience of these three leaders included disruption, awakening and equipping.

This study included three leaders. The experience of these leaders may not be representative of other formerly abrasive leaders.

This initial exploratory study contributes to CDT and TL by suggesting leader interpersonal development is an intensely emotional experience that transcends the mechanics of developmental stages. In practice, this study indicates abrasive leaders may improve their conduct and management strategies with organizational support, including supervisor intervention and specialized professionals.

This paper offers insight for scholars and human resource (HR) professionals on the emotionally intense experiential journey of leaders who improved their interpersonal conduct. This study introduces concepts from CDT and TL into the study of workplace psychological aggression (WPA), and it expands the limited knowledge of how HR can support positive perpetrator change.

The resources needed to develop assessments of the twenty-first century skills, such as problem solving and collaboration, are huge, and require the introduction of cost-effective methods (Griffin and Care, 2015). The intention of the design template is to identify whether the presented approach to game development is viable for measuring collaborative problem solving (CPS) and if so, by using the template the same measures can be captured regardless of the specific task context. The paper aims to discuss these issues.

This paper demonstrates a design template which utilises learning analytics and applies a measurement model to transform games into the twenty-first century assessments. The design template provides parameters for game design that provide sufficient data capture in which a measurement model can be applied. The learning analytics approach allows for capture of student behaviours in game play. By applying the measurement model, inferences can be made about demonstrated behaviours that are indicative of student ability.

Following the task design template, it is evident that games can be designed taking into consideration the requirement for generalizability and measurement principles. In turn, tasks developed using a defined set of common characteristics and structure allow consistent measurement processes to be applied in an efficient and sufficient manner. In summary, this paper identifies a viable task design template in regards to design principles and scoring protocols for games generating measures of CPS.

This approach combines various fields of research to present an approach that is a feasible, effective and efficient method for capturing data that are useful for understanding complex social and cognitive skills. The design template presents a method by which games can be designed in a way that assesses cognitive and social skills and provides a platform on which additional games can be readily created.

A social movement is sweeping the globe in the form of Internet delivered and open access sharing spaces. People are connecting in new ways while personalizing their daily experiences with shared websites called Web 2.0 technologies. This chapter looks into the implications of taking these technologies beyond social interactions into the learning experiences of students. With a literature review and case study analysis, the goal of this chapter is to gain a better understanding of what is needed to appropriate quality instructional strategies to the online university course room including social sites such as Facebook, Twitter, Second Life®, and wikis. Following a brief history and descriptions of the Web 2.0 sites and functions, the reader is introduced to the design expectations typical of instructional designers (IDs) with definitions and standards from the field's literature. Support is offered from the business and educational literature for incorporating leadership into design practice through vision, strategy, and theory-based decisions. Definitions, benchmarks, and examples of instructional strategies and activities for learner engagement complete the theoretical framework for the chapter. Given the added complexities of advanced technologies, this chapter suggests evaluating social learning through an ID leadership perspective for a more informed recommendation of Web 2.0 online affordances. Following a case analysis of Second Life®, a 3-D virtual world used for learning activities, implications for ID practice are discussed, along with the various benefits and barriers of adopting Web 2.0 technologies. In the conclusion, suggestions are given for future research on the potential for integration of Web 2.0 affordances into online learning designs for rich, engaging learning experiences.

Close interaction between universities, industries, and governments has given rise to hybrid organizations incorporating economic development alongside scientific research and higher education. We will approach this phenomenon and the related organization-theoretical problems by looking at two cases of discipline making to discuss the potential of the concept of organizational field introduced by the neoinstitutionalist school of organization theory. As this concept presumes the Bourdieusian theory of social fields, we will consider possibilities of reflective contesting of the states of doxa in discipline making in regard to organizational aspects of disciplinary boundaries in the university-centered system of higher education, its demarcation to business and schooling, as well as to the related ideology of professionalism and science policy. We will also comment on the Bourdieusian conceptuality inscribed in the neoinstitutionalist metaphor of organizational field from the perspective of systems theory inspired by Luhmann. This is because we believe that further development of the semantic focus in the problem of disciplinary boundaries would benefit from Luhmannian tools designed to grasp organizations as social systems that facilitate interrelations of differentiated function systems relevant for discipline making in current technoscience.

The purpose of this paper is to assess the prevalence and socio-economic determinants of common mental disorders among youth in India.

The study utilizes data from “Youth in India: Situation and Needs 2006-2007”. One-way analysis of variance is used to compare different groups. Poisson regression models are used to test the relationship of household, parental, and individual factors with mental health problems.

An estimated 11-31 million youth suffer from reported mental health problems in India. Results suggest that the household and individual factors like place of residence, wealth quintile, age, education, and occupation are the most important determinants of mental health problems among Indian youth. Parental factors lose their statistical significance once individual factors are controlled.

Little is known about correlates of mental health among youth. Strengthening on-going programmes and creating awareness about mental health issues through various programmes may help improve scenario. The two limitations of the study are: first, data covering all the states would have given a broader and clear picture of the issue; and second, due to cross-sectional nature of the data the study is not able to look into the cause-effect relationship.

There are few studies which have explored mental health problems covering smaller areas in India. This is the first and the largest study conducted on a representative population of Indian youth to determine the correlates of reported mental health problems using General Health Questionnaire-12.

Collaborative writing is pervasive in the contemporary corporate workplace. North American research reports that nine out of ten business professionals produce some of their documents as part of a team. As workplace writers seek to meet the business goals of their employers, and further their own careers, they require sophisticated skills in joining with other writers to collaboratively produce documents. Taking advantage of the benefits, and meeting the challenges of this demand, requires corporate and academic communities to collaborate: to address gaps in the knowledge about collaborative writing and to train and develop competent collaborative writers.

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

The university is an institution with a long history and, over the course of the centuries, it has gone through several stages in its development. While initially conceived as an institution with a teaching “mission,” the university later adopted a knowledge generation function (research). In recent years, the idea has emerged that the university is assuming a “third mission”: contributing to society and economic development more directly; turning the university into an Entrepreneurial University. What, however, constitutes this Entrepreneurial University? Are all Entrepreneurial Universities composed of the same factors? The purpose of this paper is to answer these significant questions, through an empirical analysis performed on a sample of 59 Northern and Southern European universities.

Empirical analysis performed on a sample of 59 Northern and Southern European universities.

The findings show that students’ spin-off firm formation is the only different result for an Entrepreneurial University between Northern and Southern European universities and that the core internal entrepreneurship support factors are different for both geographical locations.

Besides, regarding external entrepreneurship support factors, results show that a supportive institutional context is a core element for promoting internal entrepreneurship support factors and in turn for increasing students’ spin-off firm formation in both Northern and Southern universities.