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This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.

To report on the 6th Virtual Reference Desk (VRD) 2004 Conference held in Cincinnati, Ohio, November 2004.

The VRD Conference is a two day meeting, organized annually by the Information Institute of Syracuse University, that focuses on the latest reference trends. The report is prepared by a library professional.

The conference was divided into the following tracks: Management, General, Evaluation/Standards, Technology, Resources, Research/Policy and Vendor Demonstrations. Generally there were six simultaneous sessions. The report includes sessions primarily from the Management and Evaluation/Standards tracks.

A brief conference report of interest to library and information management professionals.

We are living in an electronic age, where everything that we want to know or are curious about is increasingly facilitated by the internet and search engines. Now, much of the world’s knowledge is at our fingertips. Students have unlimited access to information in the form of e-books, journals and other open sources. The value of a physical repository of knowledge is diminishing and the printing of material is becoming less compelling. It has been noted that college students spend as much time on the internet as they do while studying (Jones, 2002). The most pertinent question is whether the library is still considered an important source of information to students? Can we imagine a university without a library with just computers and a server room? The information highway is posing new challenges that the librarians have to deal with (Dunn, 2002; Rockman & Smith, 2002). In the past, gatekeepers like the librarian decided what a student should read, depending on their level of study and their comprehension power. The picture has altered and now students decide what exactly they should read with the click of their computers. Leaders in higher education institutions are skeptical as to how much they should actually invest in buying books, how many shelves to create to stack them and whether the collection of books is going to be an indicator of the academic quality of that institution. This book talks about a vital subject as to how much and in what ways a library can engage a student to create information literacy. Various interventions have been discussed as case studies in colleges and universities from Canada to India. Student-centered workshops have been designed along with university partnerships with a writing center as well as the role of a library as a source of socio-economic transformation in Africa. The experiences shared by the authors in this book will be a valuable resource for librarians across the world as they increase their collaborative efforts to promote the value of information literacy for students.

The great difficulties which attach to the fixing of legal standards of composition for food products have now to be grappled with by the Departmental Committee appointed by the Board of Agriculture to consider and determine what regulations should be made by the Board, under Section 4 of the Sale of Food and Drugs Act, 1899, with respect to the composition of butter. As we predicted in regard to the labours of the Milk and Cream Standards Committee, so we predict now that the Butter Committee will be unable to do more than to recommend standards and limits, which, while they will make for the protection of the public against the sale of grossly adulterated articles, will certainly not in any way insure the sale of butter of really satisfactory, or even of fair, composition. Standards and limits established by law for the purposes of the administration of criminal Acts of Parliament must of necessity be such as to legalise the sale of products of a most inferior character, to which the term “genuine” may still by law be applied as well as to legalise the sale of adulterated and sophisticated products so prepared as to come within the four corners of the law. It is, of course, an obvious necessity that official standards and limits should be established, and the Board of Agriculture are to be congratulated upon the manner in which they are endeavouring to deal with these extremely knotty problems; but it is important that misconception on the part of the public and the trade with respect to the effect of the regulations to be made should be as far as possible prevented. All that can be hoped for is that the conclusions at which the Committee may find themselves compelled to arrive will not be such as to place too high and too obvious a premium upon the sale of those inferior and scientifically‐adulterated products which are placed in such enormous quantities on the food market.

This article presents an in‐depth profile of women headed families by exploring the problems of single mothers and their coping strategies and evaluate single motherhood as an opportunity for self‐development and building support systems. It offers suggestions for policy making by local, state, and federal government agencies and private sector, and stresses the need for systematic on‐going research.

The study aims to examine the nature of gaslighting and how it relates to interpersonal aggression.

It does so first through application of a Rapid Evidence Assessment (REA) to understand how gaslighting is understood academically. This RAE captured 50 articles, with 12 retained for thematic review. Results were then used to develop a gaslighting behaviour measure, which was then applied in an online study of adults (n = 386; 77.2% women).

Five themes were identified from the REA: components of gaslighting; gaslighting as a tool for abuse; perpetrators as damaged manipulators; experiences and characteristics of victims; and institutional and racial gaslighting. In the ensuing study, results demonstrated that emotional abuse was broadly related both to the perpetration and experiencing of gaslighting, indicating that it may represent an extension of emotional abuse. The relationship to trait aggression was limited and primarily isolated to victims presenting with higher levels of trait aggression capturing more emotional components (e.g. anger/hostility).

The importance of context in understanding the relationship between gaslighting, emotional abuse and aggression was indicated, with some complexity found. Suggestions for future research are made.

Accounting for context in understanding gaslighting is key. Developing and validating measures for gaslighting would assist with the evaluation of this behaviour. When working with those who have a history of emotional abuse, considering gaslighting as a further element is potentially important. It should not be assumed that gaslighting has an association with non-emotional aggression; the type of relationship where it is occurring is important.

This study is the first to consider the development of a gaslighting measure, which is informed by a methodological review of the literature.

President Bill Clinton has had many opponents and enemies, most of whom come from the political right wing. Clinton supporters contend that these opponents, throughout the Clinton presidency, systematically have sought to undermine this president with the goal of bringing down his presidency and running him out of office; and that they have sought non‐electoral means to remove him from office, including Travelgate, the death of Deputy White House Counsel Vincent Foster, the Filegate controversy, and the Monica Lewinsky matter. This bibliography identifies these and other means by presenting citations about these individuals and organizations that have opposed Clinton. The bibliography is divided into five sections: General; “The conspiracy stream of conspiracy commerce”, a White House‐produced “report” presenting its view of a right‐wing conspiracy against the Clinton presidency; Funding; Conservative organizations; and Publishing/media. Many of the annotations note the links among these key players.