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The article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.

The article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.

Building on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.

The Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.

The article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.

Stuebs et al. (2021, p. 38) note that soft skills “are essential for accountants to carry out their moral agency role in society.” Indeed, calls for aspiring accounting professionals to have well-developed soft skills have been ongoing for decades (American Accounting Association [Bedford] Committee on Future Structure, Content, and Scope of Accounting Education, 1986; Accounting Education Change Commission, 1990; Albrecht & Sack, 2000; Big 8 White Paper, 1989; Lawson et al., 2014; Pathways Commission, 2012). Despite these calls, the development of accounting students’ soft skills remains elusive (Fogarty, 2019; Rebele & St. Pierre, 2019). Perhaps this is not surprising as a commonly accepted, profession-specific definition of the term is lacking, as is consensus about the corresponding capabilities comprising accounting professionals’ soft skills. Instead, those in the accounting profession have treated the term soft skills much the way Justice Potter Stewart famously described hard-core pornography: “I know it when I see it” (Jacobellis v. Ohio 1964, p. 197). The problem, of course, is that such a description is individualistic and can lead to conflicts and inconsistencies not only in identifying the phenomenon (Baskin, 2018; Goldberg, 2010) but, more importantly, particularly in the case of soft skills, in taking steps to foster its development and measuring changes in it. Thus, understanding the term soft skills and its fundamental capabilities is a necessary prerequisite to the development of the soft skills deemed critical for future accounting professionals. In this chapter, the authors advance that understanding by developing an accounting-specific definition for soft skills and identifying a set of capabilities that comprise soft skills applicable to accounting professionals. The authors also discuss the implications of the work and conclude by recommending soft skills in accounting be referred to as professional competencies.

The purpose of this paper is to explore the issue of how best to develop teacher capacity in Cambodia. Since the 1990s the Ministry of Education, Youth and Sport (MoEYS), with its development partners, has undertaken the tremendous task of rebuilding Cambodia’s shattered education system. Many of the policies and programmes that have been developed hinge on building teacher capacity. This paper investigates the extent to which the capacity of teachers in the schools in this study was developed under the current cascade model favoured by the MoEYS.

Using a case study methodology data were collected, primarily, through semi-structured interviews with teachers in three government primary schools located in different geographical areas, and ministry officials and advisors based in these locations.

The findings identified that the current cascade model of capacity development, apart from watering down what is taught as it filters along the system, is not developing the requisite capacity of teachers. The findings suggest that the current model limits what constitutes capacity and for whom.

An expanded model of capacity development is forwarded that includes: school-based training for all teachers on an ongoing basis; incremental training; and regular training for trainers and principals.

This paper offers valuable insights that contribute to the ongoing discussion of how best to develop teacher capacity in Cambodia. It may also offer insights on developing teacher capacity to those working in similar situations.

This paper explores how the Government of the Hong Kong Special Administrative Region (HKSARG) securitizes internal security, cultural identity and welfare system through refugee policy instruments. It also aims to explore the roles of members of the Legislative Council (Legco) and Chinese newspapers in the securitization process.

The author analyzed 6 landmark verdicts, 342 related documents of the Legco, 2,386 news coverages and 408 editorials/ column articles from 6 selected Chinese newspapers from 2005 to mid-2019. While documents of the Legco were collected from the Legco archives, news reports, editorials and column articles were gathered on Wisenews with the keywords, namely, refugees, asylum seekers, torture claims and non-refoulement claims.

The author argues that the advanced comprehensive security approach helps to comprehend the securitization process in Hong Kong. The HKSARG, Legco members of the pro-government camp and pro-government Chinese newspapers perform as securitizing actors who regard refugees as an existential threat to the referent objects, i.e. internal security, cultural identity and welfare system.

There are two significant limitations, namely, the coverage of newspapers and the absence of poll data. This paper merely selected six Chinese newspapers, which do not cover English newspapers and some other Chinese newspapers in Hong Kong. It may neglect some important data. Additionally, owing to the absence of longitudinal poll data, the author chose not to examine the related materials.

This paper intends to be the first study to provide a longitudinal examination of the transformations of current refugee policies in Hong Kong.

In some ways the year that ends with this month—the year covered by the eighteenth volume of The Library World—has been a definitely bibliographical and indexing one. Librarians were never before furnished with so many aids to book‐selection, for example. Hitherto they have depended for exhaustive statements of the literary output of England upon The Publisher's Circular and The Times Literary Supplement, which invaluable aids they will continue to use, and for selective guides they have had recourse to the lists of best books in The Librarian and in The Library Association Record, with auxiliary service from the A.L.A Book List for American books. Now a formidable competitor to all these has arisen in the fully annotated, classified, and comprehensive monthly lists in The Athenæum, which are being published with the co‐operation of The Library Association. These lists, which are classified by Dewey, are in a sound library cataloguing form—and thus are superior to those in The Times Literary Supplement—and have been made selective by the starring of the best books. This work of starring has been undertaken by librarians, and in consequence of the appearance of the lists the Library Association has decided, wisely as we think, to cease publishing its own lists of best books in the L. A. Record. In guides to periodical literature we have the famous Readers' Guide, the excellent monthly issued by the H. W. Wilson Company, which is almost exclusively American—it indexes only eight British periodicals out of a total of ninety‐four—and for special and current use the excellent International Military Digest, issued monthly from New York, which reviews the current literature on military matters. British librarians, however, are most interested in The Athenæum Index to Periodicals, which is appearing under the regis of the Library Association in the form of class lists, which are eventually to be cumulated. It is a most valuable work, but it depends so largely on voluntary effort, and in spite of its merits its value is so little understood by all but advanced librarians, that we are apprehensive as to its continued existence. Bibliographers of the Great War, notably Lange and Berry, have proved of considerable service. For all these bibliographical tools, which mean much help, but also much ill‐paid labour on the part of compilers and publishers, librarians cannot be too grateful. And they cannot show that gratitude better than by supporting and using them systematically.

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.

The South African designation of Chartered Accountant is comparable to similar designations in most developed countries. However, the research outputs of Accountancy academics in South Africa seem to lag far behind those of their counterparts abroad. This article discusses the results of several inquiries into the status of South African Accounting research in a global context, and identifies several reasons and possible remedies for low research output.

Provides a bibliography of nursing and nursing‐related reference sources available in The Henry Birnbaum Library at Pace University. Lists bibliographies, biographical sources, dictionaries, directories, encyclopedias and guide and handbooks as well as statistical sources and various online reference sources. Aims to be of use to nursing students.