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In the Summer 1981 edition of The Journal of Educational Administration James D. Kaminsky published a philosophical analysis of the celebrated “Freedom and Authority Memorandum” delivered to South Australian public schools in the early 1970s by the then Director‐General of Education, A. W. Jones. In a later edition of the J.E.A. (Winter 1983) Smithson took issue with Kaminsky on several aspects of his analysis. A rejoinder from Kaminsky accompanied Smithson's paper. In this article (which closes off the debate) Smithson seeks to clarify some of the issues debated and, in particular, his own position.

The opportunity to return to some of my thoughts on the relationship of philosophy to the practice of education and the evolution of educational policy provided by Alan Smithson's paper is most appreciated. And, after careful consideration of Smithson's remarks about conceptual confusions and not unmindful of his remarks about factual errors, I believe things are not as bad‐off as he would fear. The Addendum is basically sound and so is its philosophy.

This paper has five objectives. First, to draw attention to serious weaknesses in Kaminsky's analysis of the South Australian “Freedom and Authority” memorandum. Second, to sketch out how Kaminsky could have presented a more realistic picture of A.W. Jones's position both with regard to the memo, and school governance in general. Third, to show that had Kaminsky pursued this suggested line of analysis he would have found that Jones confused ends‐type policy‐making with technico‐professional decision‐making, which led Jones into error concerning the respective roles of lay people and professionals in educational policy‐making. Fourth, to illustrate how Jones's radical indictment of the lack of “democracy” in Australian schools in the mid 1970s was conjoined with conservative and technocratic decisional proposals. Finally, to suggest that the issues raised in my criticism of Kaminsky and Jones are of crucial importance to all those interested in school governance.

This article is a philosophical investigation of the “Freedom and Authority Memorandum”, written by A.W. Jones then Director‐General of Education in South Australia. The article has several purposes. First, it is an example of the contribution that philosophy can make to the formulation of educational policy. Second, it compares and contrasts two institutional styles for the purpose of elucidating the kind of bureaucratic organization commended by the memorandum. Third, the article attempts to demonstrate that contractual consent theory, in and of itself, does not dissolve many of the most serious problems that revolve around ideas of freedom and authority. Last, the article illustrates why, given the assumptions of institutional collectivism, the commitment to institutional individualism implicit in the “freedom and Authority Memorandum” cannot necessarily lead to happiness.

Although the Sendai Framework for Disaster Risk Reduction 2015–2030 explicitly recognizes the need for psychosocial support and mental health services, the focus of this and many disaster risk reduction and management (DRRM) plans lies in the response, recovery, and rehabilitation phases. Less attention has been given to how mental health aspects affect the predisaster phase. This chapter explores the less understood concept of “resistance” in the perspectives model of disaster mental health, which is related to DRRM themes of “prevention and mitigation” and “preparedness” interventions. Four strategies are identified by which DRRM interventions can contribute to psychosocial support and mental health: increasing stress resistance, fostering cohesion and social support, fostering positive cognition, and building self-efficacy and hardiness. We review the cases of the Philippines, Indonesia, Myanmar, and Thailand and report existing socio-political DRRM initiatives for prevention, mitigation, and preparedness that can potentially enhance resistance as a predisaster intervention. Beyond medical services or clinical mental health interventions for select populations, DRRM interventions can benefit the general public. Despite natural intersections, there remains a need for deliberate and targeted initiatives that explore how vertical pyschosocial care programs can be created to straddle both DRRM and health sectors in practice.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

For the case of many content features, This paper aims to investigate which content features in video and text ads more contribute to accurately predicting the success of crowdfunding by comparing prediction models.

With 1,368 features extracted from 15,195 Kickstarter campaigns in the USA, the authors compare base models such as logistic regression (LR) with tree-based homogeneous ensembles such as eXtreme gradient boosting (XGBoost) and heterogeneous ensembles such as XGBoost + LR.

XGBoost shows higher prediction accuracy than LR (82% vs 69%), in contrast to the findings of a previous relevant study. Regarding important content features, humans (e.g. founders) are more important than visual objects (e.g. products). In both spoken and written language, words related to experience (e.g. eat) or perception (e.g. hear) are more important than cognitive (e.g. causation) words. In addition, a focus on the future is more important than a present or past time orientation. Speech aids (see and compare) to complement visual content are also effective and positive tone matters in speech.

This research makes theoretical contributions by finding more important visuals (human) and language features (experience, perception and future time). Also, in a multimodal context, complementary cues (e.g. speech aids) across different modalities help. Furthermore, the noncontent parts of speech such as positive “tone” or pace of speech are important.

Founders are encouraged to assess and revise the content of their video or text ads as well as their basic campaign features (e.g. goal, duration and reward) before they launch their campaigns. Next, overly complex ensembles may suffer from overfitting problems. In practice, model validation using unseen data is recommended.

Rather than reducing the number of content feature dimensions (Kaminski and Hopp, 2020), by enabling advanced prediction models to accommodate many contents features, prediction accuracy rises substantially.

The aim of this paper is to propose an action-interaction-process framework to extend research on institutional entrepreneurship. The framework examines an actor's characteristics, interactions in an institutional context, and the process by which entrepreneurial action is accomplished.

Via a sociohistorical archival method of narrative analysis, the action-interaction-process framework is applied to an exemplary case of institutional entrepreneurship – the case of James Meredith and the integrationist movement at the University of Mississippi in the 1960 s.

The findings show that institutional entrepreneurs who maintain little power and influence over the institutional field must form strategic alliances to mobilize constituents and capitalize on the convergence of resources in the social setting.

Through the process of collective action, institutional entrepreneurs can overcome resistance to change and displace inequitable institutional policies, while establishing new practices and norms.

This research provides a stronger approach to examining institutional entrepreneurship and institutional entrepreneurs, the interaction between the institutional entrepreneur and the social context in which the individual operates, and the process by which inequitable institutionalized norms are reformed through collective action. This approach is useful to researchers examining institutional entrepreneurship or any area in which power disparity plays an important role.

As two doctoral students and adult learners, the authors strongly believe that story telling can be a great tool for educators working with adult learners. The purpose of this paper is to increase awareness of how effective storytelling can be for adult learners.

The approach of this paper is one of gathering information from literature written on storytelling and adult learning. The paper is designed to introduce storytelling as an effective tool for adult educators while also pointing out the different types of storytelling and its implications on e‐learning.

The findings from the literature review completed confirmed the authors' view that storytelling is effective for adult learners.

Because of the chosen research approach, a more comprehensive qualitative study should be completed to enhance the research on the effectiveness of storytelling on adult learning.

The paper gives insight as to how some organizations are using storytelling, types of effective storytelling for educators and also the implications of storytelling on e‐learning.

This paper provides resources and information for adult educators and organizations to enhance or implement another way of instructing adult learners. The focus of the paper is to get adult educators and organizations to use storytelling as part of the learning process.

This article investigates the effectiveness of pepper spray as a means of aiding arrest. The authors aim to provide a more rigorous study than has previously been achieved. Data from the Baltimore County Police Department have been used in this analysis. The evaluation undertaken has taken into account the “effective‐ineffective” dichotomy of the incapacitating effects of pepper spray as well as whether those being arrested were drunk, under the influence of drugs or mentally disturbed. Five variables of age, weight, height, race and sex were also recorded, the latter three having little or no effect. The overall conclusion which is drawn is that using pepper spray eases arrest in the majority of instances. The conclusions drawn leave the way open for further detailed analysis of the use of the spray to ease arrest.