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This paper aims to focus on two areas of digital badge design that impact learner experience: the value and meaning of badges outside of their original context and badge function and platform functionality that impact learner experience.

This research uses a design-based research approach. For this paper, components of badge systems were analyzed to identify the characteristics of learning experiences in each program.

Findings in this paper are from a National Science Foundation-funded project where digital badge systems were co-designed to connect informal science learning with college credit. The badge design principles presented to address the value of badges and badge function and platform functionality, as well as making program design more systematic and using badge design as a conceptual, organizing design framework for improved educational programs.

Though this research is limited in the number of programs examined, the findings provide a framework for the language and standards to discuss and implement digitals badges.

This paper will be of use to programing developers seeking to integrate badges into their educational programs or simply reexamine their educational goals and opportunities for learners.

This paper challenges the conventional use of badges for simply increasing learner engagement by illustrating that the badge design and development process can improve program design and subsequent learner experience rather than serving purely as a learner motivational tool.

By extending their campaign beyond its NIMBY and health risk frames, GSE were able to open up a third frame, which was established from the political opportunity of democratic deficit surrounding the state's response to their campaign. This democratic deficit frame had its inception in the state's initial omission of the health risks of incineration in the CWP. By exploiting this opportunity, GSE were able to establish their own credentials through their provision of interest-led science about the health risks. Another area of democratic deficit exploited by GSE was seen in the state's attempt to rush the CWP through without undergoing the proper public consultation process that was written in to regional waste plans. Furthermore, the state's removal of the councillor's powers to decide the waste issue contributed significantly to a local sense of democratic deficit.

Important demographic changes are causing organizations and teams to become increasingly age-diverse. Because knowledge sharing is critical to organizations’ long-term sustainability and success, both researchers and practitioners face a strategic dilemma: namely, finding ways to cultivate greater knowledge sharing among different age cohorts.

In this chapter, we claim that age diversity adds relevant opportunities and distinct challenges. On one hand, it increases demands for effective knowledge sharing: Employees of different ages are likely to hold diverse knowledge and capabilities that may be lost and/or poorly exploited if they are not effectively shared. On the other hand, age differences can activate age-related stereotypes and foster the formation of age subgroups, which can hamper social integration, communication, and ultimately, knowledge sharing.

Building on these insights, this chapter looks at the role of the human resource management (HRM) system as a key facilitator of effective knowledge sharing in age-diverse organizations. To this end, the chapter focuses on HR planning, training and development, performance appraisal, and reward systems, each of which can be used to develop the motivations, norms, and accountability structures that encourage employees of different ages to bridge their differences and integrate their unique perspectives and knowledge. This chapter suggests ways of tailoring HRM practices to unlock the benefits of age diversity, which may help organizations exploit and capitalize on the knowledge-based resources held by their younger and older employees.

The purpose of this paper is to examine how servant leadership and political skill combine to impact workplace spirituality and employee creativity.

Participants were working adults recruited by graduate and undergraduate students from a US public regional comprehensive university. Data were collected across three time periods, with a final sample size of 280 participants.

The authors’ findings suggest that servant leaders impact employee creativity by fostering an environment that promotes workplace spirituality. Furthermore, this relationship is strengthened to the extent that the servant leader possesses high levels of political skill.

This study provides a foundation for the interplay between servant leadership and political skill. Therefore, the data collection procedures undertaken in this study (i.e. from sources in multiple organizations) are beneficial. A limitation to this study is the use of a single informant to measure all of the constructs, which may cause a bias in the results.

This study provides a foundation for the interplay between servant leadership and political skill. Therefore, the data collection procedures undertaken in this study (i.e. from sources in multiple organizations) are beneficial.

Although servant leadership research continues to receive increased attention in the extant literature, researchers have tended to focus on the relational aspects of servant leadership. Curiously, the “leader” side of servant leadership has been largely neglected. As a result, some have questioned the construct as a viable leadership model. Greenleaf (1977), however, noted that servant leaders also possess conceptual skills; yet, these skills are rarely included in servant leadership measurements or empirical studies. The authors argue that political skill captures the essence of these abilities, and that including it strengthens the servant leader’s impact on workplace spirituality, ultimately influencing employee creativity.

The sequelae of acquired brain injury can lead to a complex array of risks. This research explores professionals' perspectives on those risks, focussing on how psycho‐social risks are assessed and managed.

A self completion questionnaire was designed, and distributed to a range of professionals working in brain injury services.

A total of 177 participants completed an anonymous questionnaire. Principal components analysis produced three factors, which were given the labels “User‐friendliness”, “Person‐centeredness” and “Coherence”. Inconsistencies were identified in approaches to risk assessment and management. Participants also reported particular beneficial approaches, such as multi‐disciplinary discussions, and using assessments to guide rehabilitation.

The convenience sampling approach limits the generalisablity of the findings. However, the study was adequately powered, reliable, and valid.

The findings of this research, existing literature, and clinical experience are drawn together in a proposed model for managing risk. This model, which incorporates the three factors identified through statistical analysis could guide effective risk management, documentation and associated procedures. The model presents a framework for service design and provision, as well as providing a focus for future research.

It is likely that more active engagement in risk assessment on the part of professionals, services, and those who access services, will be engendered if the process is able to become more user‐friendly, person‐centred, and coherent, across and within service provision.

Despite legislative calls for regular training and effective communication in relation to risk, this is not the routine experience of professionals working in brain injury services. The findings of the present research offer a new, structured process, for overcoming the challenge for embedding legislation and research findings into practice.

Pro‐eating disorder websites are online communities of individuals who do not consider eating disorders to be serious mental illnesses requiring treatment. People visit these websites to meet other like‐minded individuals, to share tips and tricks on how to lose weight and how to otherwise maintain the symptomatology of the disorder. This paper aims to review what is actually known about the risks associated with visiting these websites and provides recommendations for dealing with pro‐eating disorder material.

Relevant peer‐reviewed papers were located by means of searching three online journal databases (SCOPUS, PubMed, Web of Knowledge), and through carrying out reference checking. Key words for the search were: pro‐anorexia, pro‐ana, pro‐bulimia, pro‐mia and pro‐eating disorders.

Pro eating disorder websites are common and visited by a significant proportion of patients with eating disorders and non‐patients. The sites may be perceived beneficial, as they provide support and a sense of community. Although there is evidence for the harmfulness of pro‐eating disorder content on the internet, there is no clear indication that such sites promote the development or maintenance of eating disorders. Therefore, banning pro eating disorder websites seems inappropriate and unpractical, but measures for web‐hosting companies should be in place allowing them to remove such content. Instead, bodies creating alternative websites for young people should be supported. Clinicians and parents should be made aware of the existence of pro eating disorder websites and how to deal with them.

This paper provides an overview of the research in this field and discusses possible ways in which health professionals and the general public may respond to the existence of these web sites.

AFTER some unsuccessful negotiations during the period when the first full‐time schools of librarianship were being established, the Birmingham School was founded in the autumn of 1950. Circumstances were not entirely favourable—the immediate post‐war generation of enthusiastic ex‐service students had already passed through other schools; the accommodation available was indifferent; the administrative support was bad; resources were weak, both in books and in equipment. There was, more importantly, a strong local tradition of part‐time classes in librarianship and little or no conviction that full‐time study was necessary or desirable.