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The purpose of this paper is to examine the management innovations developed and implemented by the Harvey House restaurants with specific attention to those human resource policies and procedures that were created to use what many believe to be the first large-scale use of single women working away from home, the famous Harvey Girls. A second purpose of this paper is to use bricolage theory to frame the innovations that Harvey pioneered to illustrate how the theory pertains to this entrepreneur who civilized dining in the “Wild West.”

This paper relies on secondary and archival sources to inform its points and rationale.

Fred Harvey applied his experience-gained knowledge to invent a system that would provide meals to railroad travelers along the Atchison, Topeka and Santa Fe railroad that were not only consistently excellent and reasonably priced but also could be served within the tight time limits of train stops for fuel and water. The precision of his service standards was innovative and required trained and disciplined servers. To deliver the quality of service for which his company became known across the “Wild West.” Harvey invented his famous Harvey Girls.

Fred Harvey’s invention of the Harvey Girls represents the first large-scale employment of women and required the invention of human resource management policies, procedures and processes. This is the story of how this management innovator successfully applied entrepreneurial bricolage to bring civilized dining to the “Wild West.”

This paper aims to examine the entrepreneurial Fred Harvey Company's early public relations and publicity efforts to determine what they add to our knowledge of the development of public relations in the USA.

This historical analysis uses mainly data gleaned from an in‐depth examination of the two archival sources available: the Fred Harvey Company photographs and papers at the Heard Museum in Phoenix, AZ (at about ten linear feet, the most complete collection of Harvey materials), and the Fred Harvey Collection at the University of Arizona (photographs, correspondence, and miscellaneous records).

Although the dominant historical perspective has labeled this era the “Seedbed Years” and characterized them as “a day of business arrogance toward employee and citizen alike”, this case suggests that other models of practice were in use that developed out of differing cultural milieux. To the dominant view of public relations developing in the USA as a result of business pressures, then, should be added the perspective of organizational culture and the role it played in the development and professionalism of the field.

This one case study cannot be generalized to the whole field; however, the findings support those of a growing number of other scholars (Sullivan, Piasecki), suggesting that the dominant evolutionary paradigm of US public relations history artificially constricts our understanding of the field.

The insider's perspective gained through this study has implications for professionalism, integrated communications, and ethical practice.

This paper examines a previously unknown case in US public relations history and sheds light on early public relations and publicity methods that challenge the dominant paradigm in US scholarship. The notion of press agentry as the dominant practice is explored and challenged.

This paper critically examines the development and direction of the Fabricating Future Bodies (FFB) Workshop. Troubling notions of co-production as enacting equality or empowering participants, it draws on feminist posthuman and new materialist concepts to understand it as an eventful process that occurs in unpredictable and shifting affect-laden assemblages.

The FFB Workshop formed part of the final phase of my Economic and Social Research Council (ESRC) funded doctoral study, titled “Exploring young people's digital sexual cultures through creative, visual and arts-based methods”. With additional support from Wales' Doctoral Training Partnership, the workshop provided sixteen young people (aged 11–13 years) from one fieldwork school with the opportunity to work with two professional artists in order to creatively re-animate research findings on the digitally networked body. In a three-hour workshop, participants produced cut-up texts and life-size body fabrics that re-imagined what bodies might do, be and become in the future.

This paper finds that co-productive practices cannot flatten out the institutional and societal power dynamics operating within schools, highlighting how adult intervention was necessary to hold space for young people to participate. It also observes the agency of the art materials employed in the workshop in enabling young people to articulate what mattered to them about the digitally networked body. While the workshop was limited in its ability to renegotiate institutional and peer power dynamics, it produced rich data that indicated how carefully choreographed arts-based practices offer generative possibilities for digital sexualities research and education.

By employing speculative fiction, cut-up poetry and textiles to explore the digitally networked body, this paper outlines an innovative methodological-pedagogical approach to engaging with young people's digitally networked lives.

AT the close of the year we look back upon twelve very chequered months in the story of librarianship. In the field of libraries as a whole, it may be said that they held their own and indeed that some progress has been made. A few libraries have been opened, mostly branch libraries, but there have been extensions and re‐organisations of central libraries, which point to a universally developing regard for the library service. Even if this has not been dramatic in some places, it has nevertheless been real. Men who were middle‐aged before the war must, however, pass away before we get the right perspective for the conditions of to‐day; that is to say, with few exceptions. We are not speaking of librarians here, but of those who control libraries, but even librarians of the older school have sometimes found it difficult to envisage library service on the scale common in America, which, with adjustments to British circumstances, should be the scale for us throughout the Empire.

Rooted in adult fear, adult authority aims to protect and control youth (Gannon, 2008; Valentine, 1997). Continuously negotiating for freedom, youth search for adult-free public spaces and are therefore extremely attracted to social networking sites (boyd, 2007, 2014). However, a significant portion of youth now includes adult authorities within their Facebook networks (Madden et al., 2013). Thus, this study explores how youth navigate familial- and educational-adult authorities across social networking sites in relation to their local peer culture.

Through semi-structured interviews, including youth-centered and participant-driven social media tours, 82 youth from the Northeast region of the United States of America (9–17 years of age; 43 females and 39 males) shared their lived experiences and perspectives about social media during the summer of 2013.

In their everyday lives, youth are subjected to the normative expectations emerging from peer culture, school, and family life. Within these different and at times conflicting normative schemas, youth’s social media use is subject to adult authority. In response, youth develop intricate ways to navigate adult authority across social networking sites.

Adult fear is powerful, but fragile to youth’s interpretation; networked publics are now regulated and youth’s ability to navigate then is based on their social location; and youth’s social media use must be contextualized to be holistically understood.

A recent President’s Council of Advisors on Science and Technology report predicts a shortfall of 1 million college graduates in STEM (science, technology, engineering, and mathematics) fields in the United States over the next several years (2012). Recommendations to address this include diversifying the STEM workforce, which is plagued by a lack of gender diversity (Hill, Corbett, & St. Rose, 2010). University–School partnerships are crucial in developing a pipeline that moves interested primary and secondary students (aged 5-18) into majoring and eventually working in STEM fields. The lower involvement of women in STEM fields is multi-factorial and affects all communities, including Abilene, Texas. Abilene Independent School District’s STEM high school, the Academy for Technology, Engineering, and Science (ATEMS) consistently has a female student population at or below 35%. A local university, Abilene Christian University (ACU), has struggled to increase female undergraduate students in STEM fields. Creating a University–School partnership between ACU and ATEMS aided in building a STEM pipeline for girls in the Abilene community. In this chapter, we describe this collaboration between ACU and ATEMS and highlight the key features that led to success of the collaboration.

This chapter utilizes a feminist lens to review the academic literature within the new and growing “Sport for Development and Peace” (SDP) movement. It explores the ways in which issues pertaining to gender and social change are taken up by SDP programmes and initiatives to argue that the movement seemingly understands gender in one of two ways. The literature reveals that SDP programming seeks to either allow for girls' sporting access in mixed-gender settings or aspires to “empower” females in girls-only contexts. I suggest that the SDP movement's understanding of gender reflects the current historical moment with respect to contrasting third-wave and post-feminist sensibilities. In both instances, girls are positioned to have gendered identities/experiences that need to be assisted, altered, or enhanced, and thus the SDP movement obscures an understanding of gender as a relational identity. I contend that increased research and attention to the possibilities of re-imagining gender relationships within the sporting context will enhance the SDP movement.

Few studies assess how child abuse and neglect (CAN) affects adolescents’ mental health. Further, the majority of studies conducted to date discount the individual CAN items and report overall prevalence rates for different types of abuse and neglect. The purpose of this study was to examine the levels of and gender differences in CAN subtypes, lifetime prevalence of individual CAN items and the contribution of different CAN subtypes for explaining depression, anxiety and irritability.

The sample included Jamaican (n = 7,182, 60.8% female) and Ugandan (n = 11,518, 52.4% female) youths. The authors used a population-based cross-sectional study design. Youths completed an anonymous survey in school settings.

The authors found gender differences in the levels of CAN subtypes. Maltreatment behaviors of lesser severity were more commonly endorsed by the youths than those of greater severity. Neglect and emotional abuse were the strongest correlates of depression (e.g. neglect: ß = 0.23, among Jamaican youths; emotional abuse outside-the-home: ß = 0.23, among Ugandan girls), anxiety (e.g. neglect: ß = 0.17, among Ugandan girls; emotional abuse outside-the-home: ß = 0.27, among Ugandan girls) and irritability (e.g. emotional abuse in-the-home: ß = 0.17, among Jamaican boys; emotional abuse outside-the-home: ß = 0.17, among Ugandan girls) in most samples.

These findings will inform policymakers and professionals working with youths in Jamaica and Uganda, providing comprehensive contemporary insights beyond existing research in these regions.

This chapter argues that Black women, despite their marginalization, should consider the radical possibilities inherent in their rise to become leaders. Here, we use an intersectional lens to explore leadership and address how identity, bias, invisibility, and disinvestment confront Black female leaders as they progress through childhood, adolescence, early career, and executive ranks. Ultimately, we offer recommendations relative to practice, for educational and work settings, research, and policy.