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Dual‐concern models suggest that “concern about self” and “concern about other” motivate individuals to choose conflict‐handling strategies. We test those assumptions with a study of the cognitions associated with the choice of conflict strategies. Consistent with dual‐concern model conceptualizations, regression analyses that account for up to 41% of variance indicate that concern about self and concern about other are significantly associated with dominating and obliging strategies. However, predicted interactions between concern about self and concern about other and avoiding, compromising, and integrating strategies are not consistent with conceptualizations in dual‐concern models. Results from this study suggest the need for a conflict‐handling model with dimensions that account for more of the variance in the choices to avoid, compromise, and integrate.

The gap between the high failure rate and the tremendous growth difference of new ventures has attracted scholars' widespread attention and resulted in the rich research outcomes of entrepreneurial orientation (EO). The purpose of this paper is to present a new construct and build up the conception model “entrepreneurial orientation‐new venture capability‐new venture's performance”.

This paper, on the basis of evolution economics as well as strategic and organizational theory, adopts the layered multi‐regression method and structure equation model to validate the theory hypothesis about the conception model.

Through 150 valid samples, this paper validates the dimensions of new venture's EO and new venture capability of China's context, moderating effect of environmental hostility and environmental, and mediating effect of new venture capability. The findings indicate that EO does significantly positively affect new venture performance, but the indirect impact of new venture capability is stronger.

This paper has a few limitations which need to be improved in future study, including developing the time sequence study, expanding the research sample from Tianjin to other Chinese regions, and so on.

The paper's theoretical contributions are as follows: first of all, it points out the construct dimension of EO in the Chinese context; second, it introduces environment factor into Chinese new ventures' EO study; and finally, it constructs an integrated analysis concept based on the capability perspective – the new venture capability, abstracting its dimension and testing its mediator between EO and performance.

Even if you didn't go to business school, sooner or later you'd pick up the lesson of the railroad tycoons. They figured they had it made, what with their rails criss‐crossing the country. That's why they didn't pay much attention to all the new roads and to all of the trucks that were starting to roll along on them. They just didn't get this new shipping business. They were in the railroad business, after all. That was the thinking that did them in.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1980. Several items from 1979 were included because information about them had not been available in time for the 1980 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item.

Integrative curriculum is sometimes understood in terms of utilizing two or more disciplines to explore and inquire into ideas to achieve certain tasks and learning outcomes. “Integrative” as an educational and curricular term, concept, and set of processes is more concerned with integrating students’ experiences across the teaching and learning activities of their academic program, constructing their knowledge and a range of competencies and capabilities in a meaningful and student-centered manner. This chapter approaches integrative curriculum in higher education through peer teaching and learning. The chapter presents and analyzes the case study of Phoenicia University, Lebanon, where one of the approaches to emphasizing integrative curriculum is through the “Peer Support Program” (PSP). In the PSP, excelling students (mentors) across various courses (e.g., calculus, English, etc.) mentor and tutor their marginal peers (mentees) who are underperforming in their studies. This study analyzed the attitudes, perceptions, and confidence levels of both the mentors and mentees in the PSP across freshman calculus courses. The chapter found that the PSP revealed reciprocity and mutual benefit for both the mentors and mentees in terms of academic gain, self-satisfaction, and personal growth. Some of the identified concerns about the program were that mentees seemed to be too dependent on the mentors and majorly driven by studying for the mark. The program was a win-win combination for the mentors, mentees, and the institution itself, serving as an effective integrative curriculum avenue, where students’ experiences, commitment, and ownership in the teaching and learning process are actively integrated into a meaningful, connected, and student-centered university environment.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

The purpose of this paper is to compare health and information literacy with a focus on how the development of these concepts within two disciplines (nursing and library/information science) impacts librarian/nurse educator shared understanding.

This paper uses a modified concept comparison method. The comparison, grounded in two seminal concept analysis articles, identifies common and unique antecedents, attributes and consequences of each concept.

Health and information literacy share common antecedents and attributes: literacy, health or information need, comprehension, decision-making and degree of technological competency. Unique to health literacy is an emphasis on interactive communication and unique to information literacy is a focus on discovery and search skills.

This concept comparison uses a snapshot approach rather than a full literature review. This work suggests further research into health literacy and information literacy as related concepts in the literature and how multidisciplinary concept comparison can be effectively framed.

Librarians and nurse educators collaborating on complex concepts such as these should use available definitions, and evidence, to reach shared understanding. Librarians are encouraged to communicate with database developers to address questions and inconsistencies in subject headings.

This paper presents the first concept comparison of health and information literacy using the concept comparison method – an adaptation of concept analysis methods frequently used in nursing literature, developed by Walker and Avant, Rodgers and Knafl and others.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The purpose of this chapter is to outline the rationale for and approach to enhancing community participation in traffic safety initiatives. It describes a process that practitioners can use to engage members of the public in the development of community-based solutions to traffic safety problems. The approach used draws on contemporary social theory, historical antecedents, and demonstrated best practices for effective engagement efforts.

The implications of the ideas developed in this chapter include the need for traffic safety and related agencies to develop and deploy new or expanded capacities as they implement community-level traffic safety initiatives. One such capacity is the development of greater interdisciplinary understanding of sociopolitical dynamics that support and/or inhibit the effectiveness of behavior change efforts. Another is the ability to employ practical participatory processes that engage community members so as to draw out the tacit but critical knowledge about barriers to and avenues for supporting behavior change strategies. These increase the likelihood of developing traffic safety strategies that are effective within the specific and unique culture of each community.

The American public greatly esteems their First Amendment right to freedom of speech, but generally understands poorly its true ambit. Unfortunately, this defect in understanding permeates American educational institutions, from the lowest grades to higher education and even professional schools. Students’ pervasive ability to engage in technological speech and expression further complicates the issue, especially when inappropriate or offensive speech originating outside school crosses the geographic boundary and enters school. School administrators at all levels, challenged with maintaining atmospheres of safety and security conducive to learning, are being asked to respond to such student speech, but they fear to exceed the limits of their authority. Cyberbullying and harassing communications continue to distract victims and educators and detract from the quality of education at all institutions. The legal system and judiciary provide little guidance, and what guidance there is suffers from lack of consistent definitions and conflicting analyses. This chapter will review the jurisprudence pertaining to the First Amendment as applied to the school setting. The emphasis will be on legislative, judicial, and societal responses to cyberbullying and cyber harassment in the school setting, from the elementary level to higher education. Finally, recommendations for policies and procedures for dealing with cyberbullying and cyber harassment in schools will be presented.