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This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture.

I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools.

Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged.

This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States.

These findings suggest that schools might be better served by focusing less on labels like “bully” and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals.

Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used.

Finding reference sources on women in mathematics can be challenging. With the increasing interest in encouraging women to go into science, technology, engineering and mathematics (STEM)-related careers, there is a need for a list of recommended resources in the literature.

An exhaustive literature review was performed on books addressing women in math that were published in the last 15 years.

An exhaustive literature review was performed on books and online reference material addressing women in math that were published in the last 15 years.

These resources are mainly useful as places to begin research on women and mathematics. This list is not designed to be comprehensive.

This annotated bibliography will be helpful to librarians interested in helping others understand the challenges women face in STEM careers, specifically mathematics.

Within the board diversity literature, the issue of gender diversity has been extensively studied, however, limited research has examined whether gender diversity at board level has any influence on corporate social responsibility (CSR) decisions. This paper aims to fill this knowledge gap and shed light on whether, and how, gender diversity influences CSR related decisions.

In total, 13 in-depth semi-structured interviews were conducted with board members of Australian companies to examine their perceptions of the effect of gender diversity.

Although the findings show evidence that there is a general perception that gender diversity has the potential to influence board level decisions, this does not appear to translate to CSR decisions specifically. The results from the interviews identified that several issues and moderating factors interact with the gender-CSR relationship.

The paper contributes significantly to the body of knowledge by going beyond the plethora of quantitative analyses. The results suggest that there is much work to be done to improve governance policy and mechanisms if boards are to see the potential for gender to have a positive impact on CSR decision-making.

The study responds to calls for more research adopting qualitative studies, including interviews and case studies, to understand the complex interactions that take place during board decision-making. The findings provide useful insights for future research, practise and policymakers.

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:

Within tertiary education, service-learning can offer deeply engaging and transformational experiences for students, broadening their consideration of a host of social justice issues of our time, including diversity and inclusion. This chapter describes how service-learning interfaces with two areas in particular, both of which have wide-ranging public health implications and are generally misrepresented in public media: poverty and mental health. Representative studies are highlighted and case examples are presented in each domain, concluding with recommendations for future research. The authors argue that service-learning courses addressing social justice issues such as poverty and mental health can lead to deep learning in students if they are sequenced to include both direct service-learning that concretizes the issue and community-based research that highlights the public policy challenges and implications of addressing that issue systemically.

This chapter introduces an emerging innovative technology known as MAT (Media Annotation Tool). MAT is an online tool that allows students to annotate video, thus improving student engagement and reflection. This chapter outlines the history of the development of this tool and provides analysis of data provided from a range of course integrations. From idea inception the goal was to render video active and collaborative for learning rather than traditional passive learning. In the multiple-case study it was found that students reported higher engagement/satisfaction with MAT in cases where there was learner-to-learner collaboration, teacher feedback and assessment linkage. This chapter focuses on the undergraduate cases of the study, from the disciplines of teacher education, medical radiation and chiropractic, and also references a postgraduate case from the discipline of law. The data from these cases points to the success of MAT as dependent on two key factors: learning design and the technical effectiveness of the MAT technology.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

This paper aims to investigate the socio-psychological systems in organizations that structurally support workplace aggression.

Using both a structural and contextual model of intimate partner violence (IPV), the factors supporting workplace aggression were analyzed. The narratives were provided from the participants’ lived experiences of workplace aggression, producing clear indications of where formal and informal power reside.

The methods of power and control used by workplace perpetrators parallel those illustrated in IPV. The inaction of management and the lack of social support enabled informal power asymmetries and the organizational norm of silence. The findings have implications for how workplaces view and intervene in relationship-based violence.

Workplace aggression has been studied from a conflict management perspective, without exploring the components that enable and support organizational abuse. As a result, organizational responses to workplace aggression have failed to address the complex relationship-based components and consequences. The primary contribution of this study is the disruption of the conflict-based perspective of workplace aggression into a more appropriate framework of violence, power and control.

Research on mentorship has been dominated by the West and little is known about the cultural variations of the mentoring phenomenon in Asian countries. A richer understanding of the cultural context that is more attuned to mentoring experience in Asia can help to improve workplace experience, in general, for those working in and for those who intend to work in the region. This chapter captures the important theoretical lenses in the mentoring literature, and also provides a clear demarcation between negative mentoring and dysfunctional mentoring. This is followed by contextualizing mentoring as per four of Hofstede's six cultural dimensions by dwelling on mentoring experience in countries such as China, India, Pakistan, Japan, South Korea and Taiwan. It is hoped that this chapter will pave the way for further research, which may be a precursor for theory development.