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Since 1995, the Library of Virginia’s Digital Library Program (DLP) has created digital images of more than 700,000 original document pages, 1,100 maps, 36,000 photographs, and 1.6 million catalog card images, and has created 32 bibliographic databases with more than 330,000 MARC records, 50 electronic card indexes, and numerous electronic finding aids. The bulk of the DLP’s funding comes from the Library Services and Technology Act (LSTA) federal program, but in 1997 the Library received a grant from the Andrew W. Mellon Foundation to catalog and digitize the Virginia Historical Inventory Project (VHI). After an introduction to the DLP and VHI, this article will discuss the costs and benefits of creating the online version and will compare the one‐time development cost and subsequent delivery of the digital resource to the long‐term costs and benefits of providing access to these materials via traditional means.

Explains the development of a project by the Library of Virginia to provide universal Internet access to the state‘s vast treasury of historical documents, records, finding aids and photographs through the process of digitization. Considers selection criteria, the HTML gateway, catalogues and databases, the family bible project, electronic card indexes, microfilm digitization, colonial records and newspaper‐based history. Outlines ongoing and future projects.

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact with each other in different combinations and hierarchies (see Howes, 2003). Such efforts may require a deeper and more comprehensive analysis of the senses in understanding self with a focus on increasing consciousness, meaning-making, and embodied experiences (Boske, 2011b; Burns, 1978; Eisner, 1994; Noddings, 1984). All human experiences are essential to interpretation of the senses. Attending to the sensorium, which embeds the senses throughout learning, may encourage connectedness among self and others; and ultimately, provide spaces to promote equity in schools. Teachers and learners, in developing this socioecological perspective by designing curricula to include readings and activities centered on deepening personal knowings, can work to collectively engage in making connections among self, social justice and equity, and addressing larger societal issues (Furman, 2012; Jean-Marie et al., 2009).

Traces seven generations of Henri Fayol′s family through family records and public documents found in France. These previously unpublished records document the financial situation of the Fayol family, further details of Fayol′s career, and other information concerning his descendants. For many years the Fayol family members and their in‐laws had close ties with Commentry‐Fourchambault and Decazeville. Suggests the circumstances which led to the estrangement of Henri Fayol from his only son, as well as the role the Fayols played in the international management movement.

This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.

The aim is to identify Henri Fayol's motivations as an accomplished business manager to publish his management theory at the age of 75.

The authors retrace Henri Fayol's private life using primary sources from various French public archives including civil registry records, military and diplomatic archives, schooling records, publications from learned associations and inheritance declarations. They then use a psychological theory, namely equity theory, to interpret this new information about Fayol's private life and construct an explanation of his efforts to theorise his management experience.

Henri Fayol's schooling and his father's military career respectively influenced his perception of mathematics teaching in management training and the functioning of the army. His motivation to found a science of management was not financial but instead most probably a response to the obstacles his father encountered during his career.

It is rarely known what motivates a manager to collaborate with specialists in management science. This research into Henri Fayol's motivations can be replicated for other managers.

The paper dentifies one major practical implication for managers who wish to contribute to management theory as Fayol did. Before they begin such an undertaking, it is important for them to reflect upon their motivations. Their motivations as managers, based on financial and business success are insufficient. Deeper motivations are needed, that are anchored in their own personal history to drive the considerable intellectual investment that is necessary for them to be successful contributors.

The results encourage managers to contribute to building and improving management science. They can theorize their experiences in dealing with the management of contemporary issues such as sustainable development and social responsibility. They must do so as Fayol did: using scientific method and strongly motivated by personal beliefs.

The research question is original: “What motivated Fayol to build his management doctrine?”. Scholars rarely ask why individuals decide to build and organize knowledge. This question is relevant for managers today as they too can bring original contributions to management thought. The paper reports previously unpublished details about Fayol's life to answer the research question, and in doing so completes and corrects the works of Sasaki Tsuneo and Henri Verney.

The consumption of music performed in different languages represents a significant aspect of the contemporary cultural experience. This phenomenon questions how different languages mediate music consumption in specific national contexts. In this paper, the authors investigate the case of live music consumption in France.

The authors surveyed 428 persons who saw 159 artists either performing in French or in English in 46 locations around Paris, France. The authors tested the effect of the language of the concert on three dimensions of music consumption: singing in unison, appraisal of the lyrics and dancing.

Multilevel analysis revealed that English was positively associated with dancing, whereas French was positively associated with the appraisal of the lyrics. The authors found no evidence that the language of the concert was associated with differences in singing in unison.

Results are discussed with respect to language diversity in the context of globalised popular music consumption.

Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes understood as interchangeable. The school administrator is considered a leadership position, as is department chair in an institution of higher education. Yet, most are engaged daily in management tasks with little to no time spent on leadership (Bush, 2008). In higher education, the complex role of department chair necessitates a multi-task oriented individual (Hecht, Higgerson, Gmelch, & Tucker, 1999) who can both serve and coordinate multiple constituencies and ultimately balance the role of chair with the continuing roles of teacher and scholar. Although they are pulled in many directions there may be no more important leadership position in the institution for those interested in affecting the future of young people as well as their colleagues. In this chapter we discuss the commonalities and differences between leadership and management across the PreK-16 continuum; present the general roles and responsibilities of school-based administrators and university-level department chairs, and; compare leadership readiness and transition processes of school-based and university-level department chairs. Implications for theory and practice are presented.