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The purpose of this paper is to examine formal and informal types of power, and identify the characteristics of corporate communications managers who are in the dominant coalition.

The paper reports on results of a survey sent to a representative sample of S&P 500 corporate communications managers and CEOs in the USA Data about industry sector, company size, annual revenue and profitability were collected for the responding companies and a random sample of 100 non‐responding companies. The responding companies (n=161) did not significantly differ from the non‐responding companies

The paper finds that four attributes of informal power differentiate communications managers who are in the dominant coalition from those who are not: reciprocal trust, strategic business decision‐making, social inclusion and communication expertise.

Future research should explore whether any of the 37 percent of communications managers in the dominant coalition at these top companies come from backgrounds significantly different from those of the executive elite.

The paper supports the organizational theory of the importance of informal power as a prerequisite to be in the dominant coalition – particularly friendship and “being included.” Communications managers who are in the dominant coalition are in a better position to institute ethical and excellent (symmetrical) communication practices. The findings of this study have implications for the likely success (or lack thereof) of managers with diverse backgrounds of being included in the dominant coalition.

The paper provides quantitative, generalizable results based on a representative sample where many previous studies have relied on qualitative data alone.

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the nineteenth to be published in Reference Services Review, includes items in English published in 1992. A few are not annotated because the compiler could not obtain copies of them for this review.

We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.

This scoping review aims to explore how “food media”, “food messages” and “food content” are referred to in scholarly writing to enhance a shared understanding and comparability.

Following the PRISMA, ScR-guidelines, four scientific databases were screened on published manuscripts in academic journals, books and doctoral theses mentioning food media, content and messages within the prevalent meaning as in human communication.

Of the 376 included manuscripts, only a small minority (n = 7) provided a conclusive definition of at least one of the three earlier-mentioned concepts; 40 others elucidated some aspects of food media, messages or content; however, they emphasized different and, sometimes even, contrasting aspects. In addition, the review explores in which disciplines the manuscripts mentioning food media, messages or content occur, which methodologies are used and what target groups and media are most common.

Based on this aggregated information, a definition of food media, messages and content is proposed, aiming to enhance the comparability of diverse academic sources. This contribution invites scholars to critically reflect on the included media and content types when comparing studies on food media, messages or content.

Teacher educators in rural settings where few English learners (ELs) may be enrolled in PK-12 schools are responsible for creating learning experiences that support preservice teachers in building a foundation for teaching culturally and linguistically diverse learners. The goal of the self-study described in this chapter was to investigate a teacher educator’s practice in a largely White, English-speaking rural area in the northeastern US. Learning experiences embedded in the one required course for preparing to teach ELs were grounded in extant research. This chapter highlights one unique experience in which the preservice teachers interacted with international ESL peers on campus to negotiate meaning of a complex text. The preservice teachers reported that this interaction led to analogous understandings for planning and implementing literacy instruction with ELs. These results may be useful to other teacher educators in rural areas who seek principled ways to strengthen preservice teachers’ preparedness for teaching ELs.

At Shepparton in the Murray electorate of Victoria in 2007, the Federal Liberal Member, Sharman Stone, announced that under a returned Coalition Government, Shepparton ‘would get a stand‐alone technical college’. One year earlier, the Victorian Minister for Education, Lynn Kosky claimed that ‘We lost something when technical schools [the ‘techs’] were closed previously. Yes, the facilities were not great but we lost something that was important to young people’. This article explores the development and demise of ‘South Tech’, Shepparton South Technical School, 1966‐86 to identify the ‘something’ that Kosky claimed was lost, and to argue that technical education is essential in a reconstituted system.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

In the late 1970s, the much beloved tradition of Asilomar began. But then, of course, it was not even located at Asilomar. Rather it was a much smaller event that was held at Pajaro Dunes. Nonetheless, it featured what ultimately became the traditional blend of informal sessions that mixed students and faculty from around the University. The most memorable conference of that time featured working papers by Jeff Pfeffer and Jerry Salancik, John Meyer and Brian Rowan, and Mike Hannan and John Freeman. Each of these pairs of authors presented fledgling work that would go on to become keystone statements for three highly influential theories: resource dependence (Pfeffer & Salancik, 1978), “new” institutional theory (Meyer & Rowan, 1977), and population ecology (Hannan & Freeman, 1977).

Demographic data indicate that the Millennial generation (those born between 1982 and the early 2000s) are entering the workforce and will become an increasingly significant component of the workforce in the near future. The Millennial generation appears to have significant differences in values, attitudes and expectations regarding work than prior generations.

The authors reviewed the literature on the “Millennial” generation (those born between 1982 and the early 2000s) and the research on giving negative feedback to identify issues that are significant with respect to the manner in which managers give negative information to this new generation of workers.

To be effective, negative feedback to Millennials needs to be consistent and ongoing. The feedback must be perceived by Millennials as benefitting them now or in the future. Managers must be assertive enough to make sure the employee understands the concerns, but sensitive to the fact that many Millennials have difficulty accepting such feedback.

These findings offer suggestions for future research that needs to explicitly examine the differences in the new generation of workers and how these persons respond to current managerial practices.

Millennials are now entering the workforce in significant numbers. Managers will find increasing opportunities to address the organizational and individual needs of these workers. Managers must learn how to effectively direct and motivate this generation of workers, including how to provide constructive negative feedback.

Demographic data indicate that the so-called “Baby Boom” generation will be leaving the workforce in large numbers over the next few years, and will be replaced by the Millennial generation.

To date, there has been little attempt by management researchers to address the organizational implications of the generational shift that is occurring. We seek to draw attention to one specific area of management practice – delivering negative feedback – and explore how the knowledge may be changing as a new generation of workers enter the workplace.