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This study examines how structured procedures and psychological safety can enhance six sigma processes’ effectiveness and foster individual creativity within an organization.

This study employs a novel methodological approach, combining structural equation modeling (SEM) and multi-value qualitative comparative analysis (mvQCA).This combination gave us a unique lens through which to view the complex connections between the constructs that were the subject of the investigation.

The results substantiate that a well-structured six sigma approach, paired with a psychologically safe environment, fosters knowledge exploration and exploitation as well as triggering conducive learning behaviors. These elements, in turn, augment individual creativity, which is found to be instrumental in boosting six sigma performance.

This study is one of the first to combine mvQCA and SEM to investigate the complex interplay between structured methods, psychological safety and individual creativity in enhancing six sigma performance. This research highlights the importance of fostering creativity in strategic management processes and the unrealized potential of combining these methods.

The concept of social inclusion features prominently in current policy and practice developments in mental health services. The Social Exclusion Unit (2006) highlighted the need for mental health day services to promote inclusion and participation, by integrating with the wider community, and by supporting and encouraging users to access opportunities in the local community. The Leeds i3 (inspire, improve, include) project aimed to modernise local mental health day services accordingly. The aim of our study was to develop and validate a measure of social inclusion to be used in mental health day services in Leeds. The underlying assumption was that recent changes in mental health day service provision would substantially improve social inclusion of the service users.The social inclusion questionnaire was developed through extensive iterative consultation with mental health service users and staff, and its reliability was proven using test‐retest statistics. It was shown to be a simple, inexpensive, user‐friendly and repeatable measure that could be used routinely by mental health day services. Factor analysis of the questionnaire showed that social inclusion had seven important components. We suggest that these components form a useful basis for discussion with service users, as well as for planning and evaluating services.

No one acquainted with the facts that gave rise to the packing‐house scandals of the year 1906 believed that the belated promises of reform then made by certain American meat packers were to be relied upon. Many of these people were threatened with a serious loss of trade, and it was evidently their best policy at the time not too strongly to oppose legislation that was apparently devised to permanently better the conditions in the slaughtering establishments and packing‐houses.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 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.

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). ¹ Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

The purpose is to bring together all bibliographic references of the published literature on electronic books (e‐books) and related technologies in one source so that it will save time for others in conducting literature searches and reviewing the developments.

The information included in this bibliography is collected systematically from all the published sources in the world such as journal articles, conference papers, conference proceedings, books, reports and PhD theses on e‐books until the last quarter of 2004. Mainly it covers e‐books, e‐books publishing, the impact of e‐books on different types of users, e‐book publishing techniques and trends, e‐book user interfaces and other technologies related to e‐publications.

As computer usage continues to grow exponentially, the desire of users to use electronic publications (e‐publications) has also increased tremendously. This has led to the publication of materials in electronic form as e‐publications on both CD‐ROMs and web. The e‐book is one of the several forms of e‐publications and its popularity has been growing steadily for the past decade.

This bibliography will be useful to all researchers conducting research in any areas related to e‐books and e‐book publishing.