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South Bay Water Recycling (SBWR) is a regional recycled water distribution system serving industrial and commercial customers in the area of northern California (USA) known as "Silicon Valley." In early 2008 the City of San José, as administering agency of the San José/Santa Clara Water Pollution Control Plant, implemented a Cooling Tower Initiative to encourage recycled water use by commercial and industrial facilities. In 2009, Sustainable Silicon Valley, a non-profit organization dedicated to a sustainable future, convened a meeting of utilities, high-tech and academics to discuss how local stakeholders might collaborate to improve the sustainable use of water in Silicon Valley. Out of these discussions emerged the concept of the EcoCloud™, a coalition of private companies, public utilities, environmental organizations and academic researchers who encourage each other to adopt sustainable practices, supported by the latest social networking and data analysis tools. While the initial focus of the EcoCloud™ is to help industrial facilities use water sustainably—especially by using recycled water for cooling—its long-term goal is to support all aspects of sustainability, including energy reduction, materials management and land use. The EcoCloud™ allowed the City of San José to move from a serial marketing to a group marketing model, reaching more potential customers and connecting more facilities to the recycled water system.

Inspired by the concept of industrial ecology, the EcoCloud™ is designed to be a "virtual" industrial ecosystem where industry, government and educational institutions can work together to share information about all aspects of sustainability. Although industries in the EcoCloud™ are not located next to each other, they share a common interest in reducing energy usage, conserving resources, eliminating waste, and cutting costs to improve their bottom line. Just as "cloud computing" uses the distributed power of the internet for more efficient data processing, the EcoCloud™ harnesses the power of web-based social networking tools so local business leaders and facility managers can work with industry experts, technology innovators, university researchers and government agencies to make their enterprises more sustainable and more profitable.

The following is an annotated bibliography of materials published in 1978 on orienting users to the library and on instructing them in the use of reference and other resources. A few entries have a 1977 publication date and are included because information about them was not available in time for the 1977 review. Also some entries are not annotated because the compiler was unable to secure a copy of the information.

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

In this chapter, we provide a brief historical framework of the events and policy changes that impacted the prosecution of terrorism over the past 50 years with emphasis placed on the changes that resulted from the 9/11 attacks.

We provide a review of relevant literature and complete the chapter by providing new data (2015) on case outcomes derived from the American Terrorism Study, a database housed in the Terrorism Research Center in Fulbright College, at the University of Arkansas.

Investigative and prosecutorial authority in U.S. terrorism cases has experienced ebbs and flows that correspond with terrorism attacks as well as missteps by the FBI, and each has impacted the success of prosecution efforts. Despite dramatic changes, the number of cases prosecuted after 9/11 is unprecedented, and conviction rates continue to climb.

This chapter provides the reader with a synopsis of the policy changes that have occurred in federal terrorism investigations and trials from the late 1960s upto the present. Based on that context, we provide an explanation of how those policy changes have impacted terrorism prosecutions.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Written in dialogue form, the benefits and equality of Universal Design vs. Differentiated Design taking into account individual student needs will be explored while integrating literature, research, and both K-12 and higher education experiences. The danger of a singular lens is highlighted as well as the need for educators to be lifelong learners. Both Universal Design and differentiation theories will be tested against and/or aligned with disability studies, multicultural education, critical pedagogy, democratic education, LGBTQ voices, and educational leadership.

This issue is a selected bibliography covering the subject of leadership.

This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for responsible leaders who respect democratic norms and pursue policies to benefit people and protect the vulnerable don’t help much. The issue goes well beyond library contexts, but it is important that those in libraries think through our role in democracy as well. Micro-targeting library-centric problems won’t be effective and don’t address the key issue of this volume. The author can only address the future if we recover an understanding of the present by building up an understanding of actually-existing democracy: (1) the scope must be narrowed to accomplish the task; (2) the characteristics of the retreat from democracy should be established; (3) core working assumptions and values – what libraries are about in this context – must be established; (4) actually-existing democracy should then be characterized; (5) the role of libraries in actually-existing democracy is then explored; (6) the source and character of the threat that is driving the retreat from democracy and cutting away at the core of library assumptions and values is analyzed; (7) the chapter concludes by forming a basis of supporting libraries by unpacking their contribution to building and rebuilding democratic culture: libraries are simultaneously less and more important than is understood.

Organizations facing issues related to growth, innovation, and strategy are embracing design thinking, a problem-solving process. This study explores 40 design thinking initiatives and identifies operational practices emerge and empirical categories across various contexts. Quantitative analyses of the initiatives and qualitative interview data are used to distinguish four configurations of action analogous to races: training, emphasizing learning-by-doing; marathons, capturing personal reflection over a long project; relays, highlighting team collaboration; and sprints, reflecting fast-paced product innovation. The initiatives are differentiated as designer-led versus team-driven and, low-urgency versus high-urgency. Implications of practicing design thinking in Organization Development and Change are discussed.

The shift to a knowledge‐based paradigm of management demands new conceptual tools for decision‐makers. Unfortunately, as writings on organizational learning and “learning organizations” have grown their clarity and focus have reduced, creating difficulties for managers who seek to apply these ideas. We propose a conceptual “Learning Square” with four mutually reinforcing domains – Multi‐dimensional goals, Using tacit knowledge, Continual learning, and Shared vision – that simplifies the issues. We illustrate the idea by analysing four critical episodes in the development of IS (information systems) within one firm that followed the trends of the last decade, towards corporate downsizing and radical business reengineering. We show how these policies often failed to engage with issues of learning and the use of people’s tacit knowledge. Managers can evaluate their decisions against the criteria of the Learning Square to improve the effectiveness of competitive strategies.