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Fund‐raising has become a more important part of the job of academic library directors. Small college libraries with small staffs must devise methods to raise funds, which are not burdensome for any one staff member. Endowed book funds are described here as such a vehicle for fund‐raising. The case described, now 25 years in place, has raised an endowment of over $6 million.

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.

The paper aims to discern, document, and analyze current staffing trends in college and university libraries.

The author gathered information from the literatures of library and information science and higher education.

The paper details six trends across public and technical services affecting librarians, non‐MLS professionals, and paraprofessionals. The presentation of trends is followed by a discussion of three concerns the author has about these trends.

The paper covers trends in college and university libraries but does not specifically address community college libraries. Community colleges may have similar issues, as well as unique trends; further research is encouraged.

Library managers will be able to compare developments in their libraries to the profession‐wide trends. They will also be able to link to a large body of literature on the topic.

This kind of comprehensive look at academic library staffing does not seem to have been published recently.

The Common Core Standards (CCS) for English Language Arts and College, Career, and Civic Life Framework (C3) require social studies educators to reconsider connections between literacy and history teaching. In this article we examine three perspectives on literacy teaching: content area literacy, disciplinary literacy, and critical literacy. While some scholars see these perspectives as contradictory or in competition, we demonstrate how content, disciplinary, and critical literacy teaching can complement each other and facilitate teaching to and beyond the CCS standards and C3 framework in intermediate, middle school, and high school history instruction. Our article includes teaching examples as well as appendices of teacher resources.

Developing countries generally have low levels of Internet services, and as a result require different approaches to impact measurement than developed countries. A conceptual framework is proposed which accepts a role for technological innovation, but which rejects technological determinism. It recognizes that economic, social, political and cultural factors affect the penetration and use of the Internet. It emphasizes direct and indirect impacts of the Internet on people, while including impacts on institutions and the environmental factors and policies that affect institutional impacts. Ultimately the Internet is an induced innovation, but developing countries still suffer from the Matthew principle – that those who have most will be given still more. Impacts of the Internet range from communications cost savings, to changes in performance of individual businesses, NGOs, government agencies, and schools, to changes in performance of markets, to those measured in terms of economic growth, equity, health status, knowledge, and environmental quality. The overall view of the impacts of the Internet emerges (as does the picture in a jigsaw puzzle) from combining many studies of specific effects, each conveying a part of the picture. The majority of the people of the world live in low and middle income countries; they have the greatest need of the Internet to help solve the pressing problems of poverty, and they are the least prepared to use the technology and appropriate its benefits. Clearly great benefits are available to developing countries from appropriate uses of even their scarce Internet networks. Many of the institutions affected by the Internet are international. Internet impacts on these international institutions must be confronted. Thus developing countries may face significant risks from participation in international financial, labor and goods and services markets, because of significant gaps in connectivity and in knowledge and information. On the other hand, they may benefit greatly from power uses of the Internet abroad, of which Africans are scarcely aware, such as famine early warning and epidemiological alert systems. Donor agencies encourage the development of the Internet in developing countries, and especially in Africa. Several have agreed to work collaboratively to learn the lessons from their experience. Such efforts are important if the potential of the Internet is to be realized in developing countries, the risks inherent in the Internet are to be avoided or ameliorated, and the net effect to be enhanced equity and social and economic growth.

We extend theories of the firm to the entrepreneurial finance setting and argue that R&D-focused start-up firms will have a greater likelihood of financing themselves with equity rather than debt. We argue that mechanisms which reduce information asymmetry, including owner work experience and financier reputation, will increase the probability of funding with more debt. We also argue that start-ups that correctly align their financing mix to their R&D focus will perform better than firms that are misaligned. We study these ideas using a large nationally representative dataset on start-up firms in the United States.

The chapter provides an overview of the book and addresses the rationale for the selection of cases reflecting teaching and research in major areas of SDG14. For example, the impact of increasing global sea temperature, ocean acidification, and pollution on aquatic life and biosciences. Fisheries and aquaculture for seafood and marine ingredients and marine protected areas (MPAs) that favour the assemblage of fish, crustaceans, alga, coral, and mussels to enhance and stimulate biodiversity. New products derived from marine biotechnology are viewed to conserve and sustainably use the seas and oceans whilst promoting wealth creation and employment. Marine parks allow scientists to better study the marine environment and explore sustainable balances between tourism, work, and recreation in harmony with the Life Below Water – SDG14 mandate. Finally, the aspects of governance and roles of stakeholders and societal involvement are advocated in achieving the safe and effective use of marine resources. Throughout, the role of higher education in providing educated scientists and multidisciplinary specialists for future generations to come is highlighted.

This paper aims to describe the development, implementation and evolution of a multi-media educational tool to improve health profession students’ knowledge and awareness of stigma and ageism on the treatment of older adults with substance use disorder (SUD). In addition, this paper outlines the relationship between mental health and SUD and the impact of health provider stigmatization of older adults with behavioral health needs and the relationship between SUD and mental illness.

A literature review was conducted and initial project outlines was developed. Ten interviews were completed with content experts. The draft video was reviewed and minor revisions were incorporated. The facilitator guide accompanying the video was developed. A draft of the facilitator guide was shared with several interprofessional university faculty and the older adults with SUD. The video was presented to groups of health professions students, and following each video viewing, discussion content was used to provide additional edits.

The educational resources created for this project are appropriate for health professions curriculums related to older adults. Interprofessional health professions students are developing a basic foundation of knowledge on SUD through their standard coursework. More compassionate vocabulary is slowly being incorporated into health provider. Knowledge related to treatments and resources to treat SUD is lacking. In addition, health professions students need more education focused on assessment and interventions for individuals suspected of problematic substance use.

This paper fulfills an identified need to facilitate discussion and education around SUD for health professions students.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.