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This paper seeks to describe a decade's worth of ISO‐ILL implementation in Australia and New Zealand. It aims to background key historical decisions and the drivers for respective implementations. The paper also aims to consider a number of key issues with interoperable systems and propose some avenues of development for the future.

The methodology adopted in this paper is one of description and interpretation.

Findings highlighted in this discussion emphasise the interconnectedness of operations, the need for synchronisation of data and the influence this has over transactions. While it is important to get the basics right, the ISO‐ILL protocol does take time to master. What we have seen develop is a user community understanding a common language and a growth in customer satisfaction.

This paper discusses a number of issues pertinent to the interoperability of systems and describes the solutions arrived at. They could act as a blueprint for others considering similar implementations.

The originality of this paper lies in the adoption of local solutions to resolve local problems. Underlying this are the concepts of best operating principles and better operating practices.

Children's responses to peer victimisation are thought to influence the duration of victimisation, yet research has not clearly indicated the best ways for young people to respond. In the current study, students (n = 403, mean age of nine years, 11 months, 55% female, 53% Caucasian) reported on their peer victimisation experiences and responses at the beginning and end of a school year. Teachers also reported on students' victimisation experiences. Cross‐lagged path analysis indicated a reciprocal association between externalising responses and victimisation. Victimisation early in the school year also resulted in increased internalising responses. Findings also suggest that coping responses are more reliably linked to subsequent victimisation rates in young people who are not yet experiencing high levels of victimisation.

In this chapter I address: (a) current perspectives on the teacher–student relationship; (b) assessment issues; and (c) the implications of early student-teacher relationships for school adjustment. While substantial progress has been made on the conceptualization and measurement of the teacher–child relationship construct, it is important to empirically establish the multidimensionality of the construct across the school years. Research that examines the perspectives of both teachers and children is also critically needed in light of growing evidence that the teacher–child relationship is crucial in the early school years. The evidence on the role of the teacher–student relationship on school adjustment indicates that low relational negativity seems to particularly benefit children who present with troubling behaviors early in school. However, the nature of the association between early school adjustment and the teacher–child relationship is far from conclusive. Attention to constructs that represent warmth, closeness, caring, and nurturance is needed for research to explore what aspects of these constructs might serve as buffers against adversity.

Accounting practitioners and educators agree that effective oral and written communication skills are essential to success in the accounting profession. Despite numerous initiatives to improve accounting majors’ communication skills, many students remain deficient in this area. Communication literature suggests that one factor rendering these initiatives ineffective is communication apprehension (CA). There is general agreement that accounting students around the globe have higher levels of CA than other majors. Therefore, accounting educators interested in improving students’ communication skills need to be aware of the dimensions and implications of CA. This chapter provides a review of the relevant literature on CA, with a focus on CA in accounting majors. It also presents intervention techniques for use in the classroom and makes suggestions for future research.

The ranking of business schools has been a controversial subject for a number of years. It is only recently, however, that they have become popular and generally accepted. The Carter Report, the Ladd & Lipset Survey, and the survey of now defunct MBA Magazine all appeared in 1977. Carter used a measurement of the frequency with which the faculty published in academic journals as his basis to rank the schools, Ladd & Lipset questioned business school faculty about which schools they thought were best, and MBA Magazine had the deans of the business schools vote on the best programmes. Although those who were knowledgeable about business schools at the time were skeptical of the procedure, the results were not generally available to the public and, therefore, made little difference to the schools. In recent years, however, ranking of all colleges has become popular with the press, and has been highly publicised. As a matter of fact, one of the principal reasons for the rankings has been the ability of the articles to boost the circulation of the magazines.

This paper aims to outline the transition of two libraries from one automated interlending system (OCLC VDX) to another (Relais ILL).

The paper provides historical background and context for the change, the transition planning, processes undertaken to ensure success, and the challenges and lessons learned along the way.

The authors report that, although the transition process went fairly smoothly, libraries planning for a similar transition should build some flexibility into their overall planning process and be prepared to pay close attention to their communication processes.

Libraries planning a transition from one interlending system to another will find this paper quite useful. Any library using either the VDX or Relais interlibrary systems will find the appendix of comparable ISO ILL terminology helpful as well.

While there has been increasing interest in the impact of courtmandated education finance reform on school district efficiency, research on the subject is scant. Taking advantage of New Jersey Supreme Court cases that have altered the way in which state school aid is distributed, this paper examines the effect of changes in the education finance system on school district efficiency. Building on existing literature on public sector efficiency, a longitudinal data analysis based on two-stage DEA models reveals that courtmandated increases in state aid to a limited number of poor school districts decreased the districts' efficiency. Though these results should be interpreted with some caution, in particular, the limitation of DEA as an efficiency measure, they imply that, as with any policy, policy makers and courts should be aware of how policy changes affect local government behavior and that it is necessary to evaluate policy outcome taking into account both resources and performance.

Extant literature on entrepreneurial cognition declares that entrepreneurs who are confident in their ability to design a new business perform better than entrepreneurs who lack such a self-perception of efficacy. This is swagger. A different set of literature, including Discovery-Driven Planning, Design Thinking, and Lean Startup Method, recommends that entrepreneurs create, confirm, or reject hypotheses to design and refine the specific elements of their business model. This is the scientific method.

This article used survey data from 353 participants in an international business pitch competition to connect these two literatures. We found that the number of hypotheses that the entrepreneur elucidated and confirmed were linked to business model performance. Counter-intuitively, the number of hypotheses rejected by the entrepreneur showed the strongest relationship to success. We found no significant relationship between the number of interviews that an entrepreneur conducted and the business model’s performance: more effort was not always helpful.

Although we found no direct connection between an entrepreneur’s self-efficacy in searching for a new idea and the business model’s eventual success, entrepreneurs with high levels of this narrow form of self-­confidence were more likely to perform the constructive actions of elucidating, confirming, and rejecting hypotheses. In summary, swagger leads to science, and science leads to success.

The focus on local-level policy initiatives in US anti-fracking movements presents unique opportunities to explore interactions between professional advocacy organizations with regional/national constituencies and grassroots organizations with constituencies who will directly experience changes in local landscapes resulting from unconventional oil and gas development (UOGD). However, research on anti-fracking movements in the US has considered dynamics of interorganizational cooperation only peripherally. This chapter examines factors that motivate coalition building, sources of coalition fragmentation, and the progressive polarization of grassroots anti-fracking and countermovement activists using qualitative research on an anti-fracking movement in Illinois. While grassroots groups may experience some strategic advantages by collaborating with extra-local, professionalized advocacy organizations, these relationships involve navigating considerable inequalities. In the case presented here, I find that coalition building was important for putting UOGD on the policy agenda. However, when anti-fracking activists began experiencing success, institutionalization rapidly produced fragmentation in the coalition, and a countermovement of UOGD supporters was formed. I highlight how ordinary movement dynamics are particularly susceptible to polarization in the context of local land use disputes that “scale-up” to involve broader movement constituencies as perceptions of distributive injustice collide with perceptions of procedural injustice.