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Presents suggested titles for libraries to obtain, selected from the 2001 Poets House Showcase at which 1,300 books of poetry from various publishers were displayed. Suggests a further source of information in this field.

Describes Poetry in the Branches, a multi‐layered, replicable program model, devised by Poets House, New York, to foster the link between librarians, the public and the living tradition of poetry. Provides a comprehensive list of titles of contemporary poetry collections by single authors and anthologies.

Man has been seeking an ideal existence for a very long time. In this existence, justice, love, and peace are no longer words, but actual experiences. How ever, with the American preemptive invasion and occupation of Afghanistan and Iraq and the subsequent prisoner abuse, such an existence seems to be farther and farther away from reality. The purpose of this work is to stop this dangerous trend by promoting justice, love, and peace through a change of the paradigm that is inconsistent with justice, love, and peace. The strong paradigm that created the strong nation like the U.S. and the strong man like George W. Bush have been the culprit, rather than the contributor, of the above three universal ideals. Thus, rather than justice, love, and peace, the strong paradigm resulted in in justice, hatred, and violence. In order to remove these three and related evils, what the world needs in the beginning of the third millenium is the weak paradigm. Through the acceptance of the latter paradigm, the golden mean or middle paradigm can be formulated, which is a synergy of the weak and the strong paradigm. In order to understand properly the meaning of these paradigms, however, some digression appears necessary.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

There is no agreement in the network literature about how participating in networks is of value. This article aims to explore the underlying dynamics that form and support the process of value co-creation in networks.

The article draws together symbolic interactionism and organizational ethnography to outline a research approach illustrating how participation in networks becomes valuable. The empirical data were collected through fieldwork over two in two local business networks in Denmark.

The case study illustrates how participants in local business networks struggle to make participation valuable. The article shows how networks can be considered joint spheres for value co-creation. Three main arguments supporting value in networks stands out from the research: (1) Leadership as a collective achievement supports processes of value co-creation; (2) Develop a shared but dynamic focus and (3) Participation is valuable when supporting participants' daily worklife.

The article builds up a creative analytical framework based on symbolic interactionism making an important contribution about how participants experience value in networks.

Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) What Remains of Edith Finch into an English Language Arts curriculum.

This case study examined the experiences of a classroom teacher and students in a Year 10 English class in Australia. Thematic analysis included a wide range of data, including interviews, surveys, observations and artefacts.

First, students demonstrated a strong understanding of the game as a narrative text, including essential components of narrative such as plot, characterisation, themes, settings and literary techniques. Second, students experienced a consistently high level of engagement and embodiment throughout the study as a consequence of the interactive, collaborative and multimodal nature of YA games. Third, the teacher discovered that he was able to achieve key curriculum outcomes with the videogame through re-imagining pedagogy.

A playful approach allows teachers and students to be curious about the diverse narrative pathways possible within YA games and offers new opportunities to experience embodiment within and through digital texts.

The causes and variations of social and material welfare form a widespread theme. Classical sociology attended primarily to social class, whereas modern sociology looks at variables such as gender, ethnicity, sexuality and physical and mental ability. Generation or age is proposed as an additional variable to social and material inequalities. Statistical offices have divided income by age brackets and accounted for ‘age-related’ public spending for decades, but it is only relatively recently that generational variations have been theorized. Structure-oriented scholars within social studies of childhood have suggested comparing and confronting the condition of children vis-à-vis the condition of adults and the elderly.

The COVID-19 pandemic and its related economic meltdown and social unrest severely challenged most countries, their societies, economies, organizations, and individual citizens. Focusing on both more and less successful country-specific initiatives to fight the pandemic and its multitude of related consequences, this chapter explores implications for leadership and effective action at the individual, organizational, and societal levels. As international management scholars and consultants, the authors document actions taken and their wide-ranging consequences in a diverse set of countries, including countries that have been more or less successful in fighting the pandemic, are geographically larger and smaller, are located in each region of the world, are economically advanced and economically developing, and that chose unique strategies versus strategies more similar to those of their neighbors. Cultural influences on leadership, strategy, and outcomes are described for 19 countries. Informed by a cross-cultural lens, the authors explore such urgent questions as: What is most important for leaders, scholars, and organizations to learn from critical, life-threatening, society-encompassing crises and grand challenges? How do leaders build and maintain trust? What types of communication are most effective at various stages of a crisis? How can we accelerate learning processes globally? How does cultural resilience emerge within rapidly changing environments of fear, shifting cultural norms, and profound challenges to core identity and meaning? This chapter invites readers and authors alike to learn from each other and to begin to discover novel and more successful approaches to tackling grand challenges. It is not definitive; we are all still learning.

In Brazil, bacalhau dishes represent strong cultural, religious and traditional values. The purpose of this paper is to propose a theoretical perspective integrating theories on social identity, role‐based identity, and cultural capital to explore multi‐phase bacalhau prosumption. The aim is to understand how consumers maintain their social identity and role‐based identity in this process.

Data gathering is based on focus‐group discussions. A total of 13 focus‐group discussions were developed with 104 consumers from five different cities in Brazil. Discussions of all five phases of bacalhau prosumption reveal how people maintain and reinforce their social identity and role‐based identity.

It was found that consumers achieve their social identity through comparison with both in‐group and out‐group members in what they prosume and how they prosume. Consumers also try to maintain their role‐based identity through continuously comparing their actual behaviour with the behaviour standards associated with the role of being a good host/hostess. While economic capital is expressed by the prosumption objects, cultural capital is reflected in consumer prosumption practices.

This study has developed a new theoretical perspective, integrating theories on social identity, role‐based identity, and cultural capital. This novel perspective is applied to a complex food prosumption context including strong cultural, religious and social elements, and allows us to capture both the “being” and “doing” aspects of bacalhau prosumption.

The purpose of this paper is to review current trends in reforms of the supervisory architecture in European Union (EU) countries.

Against the background of the debate on the advisability of further centralizing prudential supervision in the EU this paper develops a study of applied institutional economics, analyzing the financial supervisory architecture of each of the 27 EU countries and assesses their degree of institutional convergence. The paper investigate whether the recent wave of reforms are leading to a convergence of the national architectures.

While the degree of supervisory convergence is low, there is no single superior model of bank supervision.

The paper contributes to the debate on convergence of supervisory architectures in EU member countries.