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This review paper seeks to conceptualise childhood obesity through clinical, operational, and financial procedures. It informs multiple disciplines about: the trajectory of paediatric obesity and current recommendations; the trends in the clinical, administrative/policy and financial worlds of paediatric obesity; and discusses commonly misunderstood collaborative terms.

The paper is based on analysis of national and international policy documents and research papers in the field.

Paediatric obesity treatment teams, programmes, and providers could all benefit from a document that bridges the disciplines of medicine, other professions, and financial management. A family centred, multidisciplinary approach is necessary at all stages of obesity treatment care and the three‐world model discussed is helpful in achieving this. The clinical, operational, and financial aspects of the service need to be integrated in a way that reduces the barriers to accessing services.

The paper combines perspectives from different service sectors: clinical, operational, and financial. To facilitate interdisciplinary cooperation, it offers common definitions of terms that often have different meanings for those involved.

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended as well as in the appropriate format and according to the most useful schedule. These latter elements are referred to as treatment integrity and treatment intensity, respectively. The purpose of this chapter is to define and describe how treatment integrity and intensity can be incorporated in the evaluation of outcomes associated with individualized intervention delivery.

Capacity building in fragile and post‐conflict situations is specially challenging for policy makers in that it represents a situation that needs to be carefully managed. Understanding the dynamic link between capacity building and conflict requires understanding the nature and determinants of conflicts, their duration, intensity and the modalities for their cessation and post‐conflict reconstruction. This study attempted to do that from systemic or theoretical perspective. A major common theme that runs across the literature is that post‐conflict recovery and sustainable development and the associated capacity building exercise in Africa need to have the following four feature: (1) first a broad development planning framework with a fairly long‐time horizon and an overarching objective of poverty reduction; (2) second, social policy‐making in such countries is expected to be distinct from non‐conflict countries. This signals the need to articulate country specific policies and (3) third, intervention in such states requires a high volume of aid flows and (4) forth it need to be preceded by deeper understanding of African societies by donors. This study by outlining such basic issues from theoretical perspective resorted to an outline of three core areas of capacity building that are needed in post‐conflict and fragile states: capacity building to address immediate needs of post‐conflict states, capacity building to address the core economic and political causes of conflict, as well as, capacity building to address issues of finance and financial sector reconstruction. Each of these aspects is discussed in detail in the study. The study underscores the need to view and understand capacity building exercise as part and parcel of a broad developmental problem which requires broader developmental solutions.

This study examined the incoming leadership-oriented differences between students (N=166) enrolled in either an elective leadership studies course (n=50) or an elective team-based engineering projects course (n=116) to determine significant predictors of transformational leadership behavior. Participants completed measures of leadership-oriented behaviors, self-efficacy, and motivation. Students enrolled in the leadership studies course scored higher on measures of both transformational and transactional leadership behaviors, as well as motivation to lead based on affective identity and social-normative motivation. For students in the leadership course, the only significant predictor of transformational leadership was leadership-self-efficacy score. For students interested in team-based projects, the significant predictors included affective-identity and social-normative motivation to lead, as well as leadership self-efficacy. While women displayed higher motivation to lead across all motivation categories, neither race nor gender emerged as a significant predictor of leadership behaviors. These findings suggest the importance of self-efficacy in predicting behavior and the need to attend to students’ internal and external motivations in creating pathways to leadership practices.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Following Philip Selznick’s lead in using pragmatist social science to understand issues of public concern we conducted a study of failed innovation in the commercial construction industry (CCI). We find that social heuristics – collectively constructed and maintained interpretive decision-making frames – significantly shape economic and non-economic decision-making practices. Social heuristics are the outcome of industry-based “institutionalization processes” and are widely held and commonly relied on in CCI to reduce uncertainty endemic to decision-making; they provide actors with both a priori and ex post facto justifications for economic decisions that appear socially rational to industry co-participants. In the CCI – a project-centered production network – social heuristics as shared institutions sustain network-based social order but in so doing discourage novel technologies and impede innovation. Social heuristics are actor-level constructs that reflect macro-level institutional arrangements and networked production relations. The concept of social heuristics offers the promise of developing a genuinely social theory of individual economic choice and action that is historically informed, contextually situated, and neither psychologically nor structurally reductionist.

A sample (N=81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower than students scored themselves; that males deflated the transactional leadership scores of the female peers they assessed; and that the strongest individual predictor of teammate- assigned scores was a student’s affective-identity motivation to lead (i.e. the degree to which they considered themselves a natural leader). Leadership self-efficacy failed to significantly predict teammate scores.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.