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This paper sets out to encompass a comparative analysis of news reports and official police records of TASER deployments from 2002 to 2005.

The methodology involves a content analysis of all LexisNexis and New York Times articles involving police use of the TASER during the study period (n = 353). Regional (New York Times) and national (LexisNexis) news reports describing police use of the TASER are compared with police reports of all TASER deployments by the New York City Police Department (NYPD) during the same timeframe (n = 375).

Descriptive statistics and logistic regression are used to compare the data sources with respect to: the circumstances in which the weapon is deployed; the characteristics of the suspects involved in the TASER incidents; and the significant predictors of continued suspect resistance and repeated use of the TASER by an officer.

The paper examines official police records on TASER deployments from one police agency. This limits the ability to generalize the research findings to other police agencies that have adopted different practices and policies regulating the deployment of CEDs. Additionally, the content analysis includes only articles in the mainstream print media.

The paper concludes with a discussion about some myths associated with news reports on police use of the TASER, and their potential impact on both public perception and police practices.

To date, research has not systematically compared media representations of the TASER with official reports on police deployments of the weapon. That is the focus of this paper.

Describes the requirement for chief information officers, in particular among senior business management, to maintain a high level of credibility and rapport with business peers and constituents. Introduces the concept of executive coaches as a means of bolstering the skills and talents required of a CIO. Promotes coaching by a person external to the organization as a virtual necessity for success in the CIO role. Advises approaches to finding the right coach. Uses case examples to demonstrate the success of coaching.

Purpose: to explore the experiences of employees in a local bank merger in the United States and examine the concept of job exit queues. We introduce the concept of a job exit queue, which describes how workers position themselves or are positioned by employers to leave jobs and enter new jobs following the announcement of a corporate merger. Design/methodology/approach: Qualitative interviews with mid‐ level managers, technical specialists and low status workers during the sale and merger process were conducted and coded thematically. We explore: (1) how workers and managers describe the job search as an “opportunity” or as a recurring cycle of low‐wage, high‐turnover work and (2) how severance packages structure the job exit queue to meet corporate needs. Findings: The role of severance pay is pivotal in understanding women’s and men’s job relations to job exit queues. We conclude that employers create job exit queues, placing low status workers and mid‐level women managers with less formal education at a disadvantage in reemployment. Value: This paper contributes a new concept “job exit queue” to the research and theory on work place diversity, gender inequality, and queuing theories.

Stories told in organisations are being used increasingly as a way of gaining greater insight into organisational culture, leadership and health. These insights should be considered when organisational change is needed to improve effectiveness. This paper examines a method that combines data collection through a story elicitation process with intervention design that promotes change and learning within organisations. In this paper, we describe these processes in detail with a step‐by‐step account of how the authors implemented these processes in a research site. Our experience can act as a guide to other researchers undertaking similar projects. Evidence collected so far suggests that these processes can contribute to organisational change in an incremental way that engages people at various levels within an organisation.

The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection.

This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational.

The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning.

While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.

Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.

The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.

This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.

Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

This chapter discusses what the working practices and professionalism of sports lecturers can tell us about the challenges of professionalism in further education (FE). This chapter draws on Jake's doctoral research in which he interviewed five sports lecturers working in FE colleges in England, about their identities and practices. In this chapter, Jake talks about his own experiences as a sports lecturer in FE and how his increasing disillusionment with his role led him to undertake doctoral research in this field. We explore constructions of professionalism within FE, and we show that through a process Jake identified and labelled as ‘competitive mediation’, the sports lecturers he interviewed used their experiences as elite sports people to navigate the highly performative environments in which they were working. The positives and negatives of using this strategy for them, their learners and wider society are explored in this chapter. We suggest that although Jake's research focused specifically on sports lecturers in FE settings, his insights can be applied more widely, we reflect on the importance of considering the impact our own diverse lived experiences may have on our sense of professionalism as researchers and practitioners.