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Challenges facing researcher development are explored in relation to three UK case study initiatives of building research capacity in Education. Drawing evidence from evaluations of these initiatives, we argue that expansive research workplaces build research capacity particularly effectively. The nature of expansiveness is dependent upon the range of learning opportunities, engagement with research communities and interpersonal support. The importance of inter‐institutional collaboration to promote capacity across the academic discipline is also highlighted. We conclude that the development of, engagement with, and investment in inter‐institutional, interproject communities is imperative to the effective building of research capacity.

This multi-day lesson involves grade 2-grade 4 students in exploring the life and achievements of Susan B. Anthony. It provides opportunities for students to investigate events associated with the Women’s Rights Movement as well as issues related to women’s right to vote, work, and to receive an education. This three-day learning cycle lesson will provide students with a better understanding of women’s suffrage as well as the time period and contributions of women leaders. Day 1 begins with a simulation of gender bias and follows with a Quickwrite and read aloud. On the second day, students will participate in station activities. On the third day, students will use a Bio Cube to describe the activities of a current woman reformer and how those acts have impacted U.S. history.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

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:

The tradition of urban public space confronts the reality of a ubiquitous, mobile ‘me media’ filled environments. Paradoxically, the ability to connect globally has the tendency of disconnecting location. The examination of modern public spaces, diversity and spontaneity in those spaces requires recognition of the transformative power of changes in the media landscape. Compartmentalization or segregation of interaction based on choice shapes attitudes toward diversity. In the digital media environment the individual blocks, filters, monitors, scans, deletes and restricts while constructing a controlled media environment. Modern urban life is lived in the interstice between physical and mediated spaces (between physical local and virtual connection) the relationship to public space. Augmented with embedded and mobile media public spaces simultaneously offer those who enter a combination of connection and detachment. This paper utilizes a media ecology model.

This paper examines the general value to users of a range of electronic journal functions and their usefulness in the specific context of the SuperJournal Project. For the evaluation of each of the functions three types of data were analysed in relation to each other and in light of other contextual data: logged data of usage, survey data on user satisfaction, and survey data on the perceived importance of the function. The analysis shows that basic browsing, printing and search make up the core functions of electronic journals; other functions, such as saving of bibliographic data, alerting, customising, links with external resources and communication, serve as peripheral functions. The usefulness of both the core functions and the peripheral functions in a specific service is influenced by various implementation factors. However, it is the realised usefulness of the core functions which determines the use of a service.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

This article introduces a systems‐centered model for emotional intelligence (EI). This makes it possible to consider not only the emotional intelligence of individuals, but the emotional intelligence of work groups and organizations themselves. Agazarian's theory of living humans systems (TLHS) (and its constructs) applies to all levels of living human systems. Using these constructs, we operationally define emotional intelligence from a systems‐centered framework (Agazarian & Peters, 1981, 1997). From the systems‐centered perspective, individuals contribute energy that is necessary for organizational emotional intelligence. Yet equally important, emotional intelligence in organizations is a dynamic output of the function and structure and energy of the organizational system itself, rather than a property of individuals. This conceptualization extends the focus in the field of emotional intelligence from individuals with a selection and personnel development emphasis and instead to building work groups and organizations that function with greater emotional intelligence. Introducing a systems‐centered perspective on emotional intelligence enables emotional intelligence to be viewed at all system levels in the organization, including individuals, work teams and the organization itself.