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Terrorism is not a new phenomenon in human life. It existed during Biblical times when Joseph, the seventeen‐year‐old son of Jacob, was kidnapped and sold into slavery by his jealous brothers. Although terrorists have been active throughout history, it is only recently that we have seen an increase in scholarly interest in the phenomenon of terrorism. One reason for this is the fact that terrorist activities have increased dramatically since the 1960s. Everyday we read in the newspapers and hear on radio and television details of the latest terrorist outrage. Many American colleges and universities now offer a course or two on terrorism as a part of their curriculum.

Police performance measurement systems based on traditional indicators, such as arrest rates and response times, prevent police organizations from moving towards a strategy of community problem solving as there is no way to hold police departments externally accountable for addressing community concerns and no way to hold particular officers internally accountable for engaging community problem‐solving activities. In the absence of relevant measurement systems, police executives experience difficulty motivating their managers and line‐level officers to change their approach towards policing. A number of departments have made considerable progress in developing performance measurement systems that both address community concerns and drive their organizations towards a community problem‐solving strategy. This paper argues why police executives would want to measure performance, describes how measurement is important in driving organizational change, discusses what police departments should be measuring, and presents an exploratory qualitative analysis of the mechanisms at work in the New York Police Department’s Compstat and its application in six other police departments.

The purpose of this study is to investigate the impact of an internship on its participants in an educational administration program.

The study analyzed the interns' reports or reflections on their internship experience to decipher what was learned by the participants based on Nonoka and Takeuchi's knowledge creation model (tacit to explicit knowledge).

The study found that tacit knowledge was both contextual and released spontaneously to capture the nuances of the task/issue/problem at hand. It was contextual because the situation provided meaning and connectedness. The tacit knowledge was externalized in the process of solving a particular problem or in response to a particular issue. It was spontaneous because the actions or conversations were not predetermined, or structured; they were provoked or emerged through deductions and inductions as interns and principals worked together to find solutions.

The findings of this research should be interpreted with the understanding that not all tacit knowledge is useful. This study focused on the positives. Certainly, some interns had experiences in which the tacit knowledge was not worth emulating. Hopefully, the interns have the capacity to decipher and choose what is best for their own leadership skills.

This study suggested that interns should expand their own awareness of learning opportunities posed by life experiences and gain insight into leadership.

This study concluded that opportunities provided for interaction and sharing during internship are the points where knowledge is created to prepare interns for leadership positions.

To examine the strategies of the intelligent design (ID) movement and their impact on the selection policies for high school libraries and the science curriculum.

Examines the process four public high school libraries in the US took to determine whether to accept a gift offer by a parent of two books, dealing with ID. This article deals with the importance of applying selection criteria to all materials, whether gifts or recommendations.

School libraries are not immune to the tactics used by the ID movement to influence curriculum and collection development decisions.

While this article is a case history of the ID movement's strategy to influence school curriculum, its implications and possible impact on other schools and their libraries.

Provides advice to practicing school librarians on what criteria to use when selecting materials and poses the question of who should be involved in selecting materials for the school library.

This article explores the critical aspects and the differences between selection and censorship. Emphasizes the importance of having and following board‐approved policies that deal with gifts and the selection of library and instructional materials.

With so many academic librarians now employed in split or multi‐task job assignments, those who teach may question how they can develop the skills they need to be challenging and innovative in the classroom. Instruction librarians may turn to their colleagues to help them cultivate their teaching skills, particularly during times when bibliographic instruction (B.I.) workshops or training sessions are not imminent. Noticing the informal coaching that exists among trusted colleagues, some libraries have given structure to this exchange through peer coaching programs.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

This issue is a selected bibliography covering the subject of leadership.

German legal historians of nineteenth and twentieth centuries defined the main characteristics of the corporations and believed that one renaissance institution, the Casa di San Giorgio at Genoa (1407–1805), was similar to the corporations of later centuries. This paper proposes to reverse this perspective: did the founders of early modern corporations know the financial model of the fifteenth century Casa di San Giorgio? The research shows the connection between the model of the Casa di San Giorgio and the Mississippi Company of John Law (1720), the famous financial scheme and bubble. The history of the Casa di San Giorgio was mainly transmitted through a passage of Machiavelli’s History of Florence (VIII, 29). The paper offers new biographical evidence that Law had been to Genoa and introduces sources connecting the genesis of Law’s scheme for the Mississippi Company in France with the model of the Casa di San Giorgio.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).