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The purpose of this paper is to explore a possible strategic role for computing ethics and investigate how they might align with corporate values and higher education (HE) strategy making.

A longitudinal study of a university in the South East of England is used to examine qualitative findings and develop a formative discussion. The findings, discussion and conceptual framework draw upon documents analysis and 14 semi-structured interviews with senior informants involved in strategy making and implementation within a HE case study setting.

Findings are discussed in terms of: first, dealing with everyday computing ethical issues facing HE, such as common information technology (IT) threats and data protection; second, responding to ethical opportunities, dilemmas and challenges associated with the adoption of new information and communication technology in areas such as eLearning; and third, harnessing aligned IT opportunities, computing ethics and organizational values for long-term strategy development.

This paper is important for strategic decision makers as they consider the joined-up nature of computing ethics and organizational strategy. Explicating hidden ethical opportunity and threat dimensions of eLearning, computing networks and organizational design should be an area for future research. The authors are limited by the use of a single case study, and generalizability of findings.

The contribution of the paper is a macro-analytical and conceptual approach that explores tentative links between computing ethics, corporate values and strategy making, while supporting future empirical studies between traditionally disparate research domains.

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.

In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa.

The paper is a feminist analysis and uses conventional archival sources.

The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society.

The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

The purpose of this paper is to show how customers engage in negatively valenced influencing behavior (NVIB) and what triggers customers to use different forms of NVIB in an online context.

A qualitative study is conducted using an unobtrusive netnography. Data collected comprise of 954 negatively valenced online reviews posted on TripAdvisor to hotels, restaurants, and “things to do” in 12 different destinations worldwide.

Drawing on the recent literature relating to customer engagement behavior (CEB), this paper identifies and conceptualizes the relationship between five cognitive (service failure, overpricing, deception) and emotional (disappointment and insecurity) triggers of six forms of direct (dissuading, warning, and endorsing competitors) and indirect (discrediting, expressing regret, and deriding) NVIB.

The unobtrusive netnography has inherent limitations that lend itself to inductive rich insights rather than generalization. The study only focuses on NVIB within a specific online context, namely, TripAdvisor.

This paper provides managers with knowledge of the specific triggers of NVIB. Additionally, the paper conceptualizes the various forms of NVIB, how customers use them, and what triggers them to use each form. Moreover, the paper offers relevant data-inferred recommendations to service managers on how to manage each form of NVIB.

This research is the first to identify the forms and triggers of NVIB, classify direct and indirect forms, and conceptualize the relationships between forms and triggers.

This chapter challenges and augments the received view of the history of symbolic interaction at the University of Chicago. The history of the discipline’s development at the University of Chicago between 1889 and 1935 is well-known, especially the work of George Herbert Mead and John Dewey, sometimes called “the Chicago school of sociology” or symbolic interaction. But the Hull-House school of sociology, led by Jane Addams, is largely unknown. In this chapter I explore her founding role in feminist symbolic interaction. Her perspective analyzes micro, meso, and macro levels of theory and practice. Feminist symbolic interaction is structural, political, rational, and emotional, and employs abstract and specific models for action. Addams led a wide network of people, including sociologists, her neighbors, and other citizens, who implemented and institutionalized their shared visions. Addams led many controversial social movements, including the international peace movement, recognized in 1931 by the Nobel Peace Prize. “Feminist symbolic interaction” expands the scope of symbolic interaction by being more action-oriented, more political, and more focused on a successful social change model than the traditional approach to this theory. In addition, many new sociologists are added to the lists of important historical figures.

The purpose of this study is to segment the market of first‐time visitors based on the activities travelers engage in while at a destination using demographics, socio‐economic variables, and trip‐related characteristics.

The research analyzes 1,104 exit surveys completed by first‐time visitors to the Canadian province of Prince Edward Island. Clustering analysis identifies three segments that are refined and tested by multivariate and bivariate analyses.

The results indicate that there are three distinct segments of first‐time visitors based on travel activities: culture‐oriented (26 percent of the market), active (37 percent), and casual (37 percent). The key differences among the three segments are demographic, socio‐economic, trip‐related characteristics, and spending patterns. These results confirm the sustainability and profitability of the market segments.

Segmenting markets for products or services, in any industry, is vital to gain a better understanding of the customer, and to better allocate scarce tourism resources to product development, marketing, service, and delivery. Therefore, all tourism industry stakeholders must be aware of the market segments that are currently visiting the destination.

Tourist segments based on activities are not absolutes, but a continuum. The majority of first‐time visitors to a destination engage in a variety of travel activities across the segments, running from more to less involved. Successful tourism destinations are those that meet the various activity needs of their segments in both their marketing and on the ground.

Björkbom, c. Bokanskaffning och sambibliotek. (Acquisitions and library co‐operation.)Biblioteksbladet, vol. 41, no. 1, 1956, pp. 8–12. [In Swedish with English summary.] [Participation in a union catalogue has important implications which are not always realized. For it means that the stocks of all other participating libraries are available to the library's readers, either by interlibrary loan or by means of photocopies. This fact must be taken into account in drawing up the acquisition policies of individual libraries. The author discusses various ways in which such a rationalization of acquisitions could be effected and also different methods of bringing new acquisitions to the attention of other libraries.]

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