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While bilinguals frequently mix languages in everyday conversation, these hybrid language practices have often been viewed from a deficit perspective, particularly in classroom contexts. However, an emerging literature documents the complexity of hybrid language practices and their usefulness as an academic and social resource for bilingual students. This chapter examines hybrid language practices among English- and Spanish-speaking high school students in an astronomy/oceanography classroom in southern Arizona. Microethnography, or fine-grained analysis of video recordings from long-term ethnographic observation, is used to reveal what bilingual students accomplished with hybrid language practices in the classroom and to outline implications for teachers who want to engage their students’ hybrid repertoires. Specifically, the analyses reveal that careful attention to hybrid language practices can provide teachers with insights into students’ academic learning across linguistic codes, their use of language mixing for particular functions, and their beliefs about language and identity. The research is necessarily limited in scope because such in-depth analysis can only be done with a very small amount of data. Nevertheless, the findings affirm that hybrid language practices can enrich classroom discourse, academic learning, and social interaction for emergent bilinguals. The chapter highlights a teacher’s story in order to offer practical guidance to other teachers who seek to capitalize on the promise of hybrid language practices in their own classrooms.

This paper presents an evaluation of three Web based prototypes for bibliographic displays developed as part of an ongoing research project at the Faculty of Information Studies of the University of Toronto. The development of these prototypes builds upon results obtained in earlier phases of the project that addressed issues of both the content and form of bibliographic displays in Public Access Catalogues (Chan 1995; Luk 1996). Anticipation of continued growth in the number of catalogues available through the World Wide Web, combined with evidence (Cherry and Cox 1996) that existing Web based displays have not shown improvement over their text‐based counterparts, motivated the development of these prototypes for use on the Web. The findings from a focus group evaluation of the three prototypes are also reported, and suggestions made for future research.

Dissatisfaction with the online public access catalog (in particular) and the integrated library system (in general) have prompted a variety of responses from libraries and library automation vendors. The purpose of this paper is to summarize and examine these responses to get some sense of the library automation market's “trajectory.”

The approach is to write a discursive essay on: the “broken” online public access catalogs; a review of the literature about online catalog features, limitations and remedies; customer (library) responses; (library automation) vendor responses, including a review of recent market surveys, and an attempted meta‐analysis of some of those surveys; and an attempt to redefine the ILS.

The findings suggest the market “trajectory” is towards products other than the “traditional” ILS. Literature describing ILS faults and remedies may be productively applied to these other products.

The attempted meta‐analysis is not statistically valid, so it can only be used as “loosely” descriptive of the library automation market. The impact and potential utility of social computing tools is not addressed.

A redefined ILS includes the wide range of services libraries provide or attempt to provide, rather than operating within the narrow definition of the traditional ILS. The essay provides a wider range of products for inclusion in requests for proposals for new library systems, and suggests new criteria to evaluate library systems as a whole, and the constituent parts of such systems.

The findings, if applied to the creation of new requests for proposals for new library automation products, may make it easier for libraries to state their needs, and for vendors to create new systems to meet those needs.

Qualified immunity is a defense available to law enforcement officials in Section 1983 lawsuits alleging constitutional violations. Whether qualified immunity is granted hinges on the objective reasonableness of the officer’s actions; that is, on what a reasonable officer would have done under the circumstances. However, when a plaintiff alleges a Fourth Amendment violation, another objective reasonableness test is used. The result can be a paradoxical finding of reasonably unreasonable conduct. The present study examines this quizzical feature of civil liability law and seeks to clarify the role that both objective reasonableness tests play. In doing so, it examines the varying definitions of objective reasonableness, reviews a number of court decisions where the Fourth Amendment and qualified immunity have collided, and makes recommendations for minimizing future confusion.

This paper aims to increase the current understanding of the connection between operational level information and communication technology (ICT) projects and national level digital transformation by researching how project governance structures and practices are applied in an e-government context.

An elaborative qualitative study through public documentary analysis and empirical multi-case research on Finnish central government is used.

The study constructs a multi-level governance structure with three main functions and applies this in an empirical setting. The results also describe how different governance practices and processes, focusing on project portfolio management, are applied vertically across different organizational levels to connect the ICT projects with the national digitalization strategy.

This study integrates project governance and portfolio management knowledge into public sector digitalization, thus contributing to project management, e-government and ICT research streams by improving the current understanding on the governance of ICT projects as part of a larger-scale digitalization. This study also highlights perceived gaps between current governance practices and provides implications to managers and practitioners working in the field to address these gaps.

The purpose of this paper is to empirically identify the themes of core-competencies required for future-oriented and sustainable e-governance practices, especially across the developing nations.

The present study has been conducted using the sequential mixed method research wherein the exploratory qualitative study is first carried out with the government officials involved in e-governance implementation across India to identify the themes of core-competencies. The findings of this exploratory study are then empirically tested with the 359 respondents from Group A and Group B officers of the two government departments in India using partial least square technique.

The findings suggested that to ensure the implementation of future-oriented and sustainable e-governance, it is required to develop the core-competencies. The significant core-competencies explored are, namely, process management, employee engagement, internal service quality, external service quality, citizen satisfaction, leadership, culture and technology.

As strategic implementation of e-governance is a relatively new area of study, the present study has used the learning from core-competencies studies in the non-government sector.

The findings of this study underscore the need for strategic implementation of e-governance to have long-term success of e-governance. The requirement is to develop the core-competencies. These core-competencies are the key to making the government departments proactive in dealing with any future contingency without compromising on the departmental performance.

The present research is one of the few research studies focusing on the implementation of sustainable and future-oriented e-governance. The current study has laid the stepping stone for investigating the role of core-competencies to ensure the implementation of sustainable and future-oriented e-governance.