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This study aims to examine the role of trust-in-supervisor and organizational commitment on the relationship between a budget-based incentive compensation scheme and job performance.

A survey was conducted involving 120 managers from Australian manufacturing firms listed in the Who’s Who in Business in Australia electronic database. A partial least squares approach was used to assess the psychometric properties of the theoretical model and proposed hypotheses. Data analysis was conducted using WarpPLS Version 5.0.

The results suggest that the reliance on a high budget-based incentive compensation scheme was found to lead to higher trust-in supervisor, which in turn resulted in higher organizational commitment and improved subordinate job performance.

This study is subject to the limitations of survey-based research.

This study may assist top management to better understand the importance of designing an effective budget-based incentive compensation scheme to promote high interpersonal trust and organizational commitment among subordinates. Cultivating a climate of trust may help to enhance interpersonal trust between subordinates and their superior, which in turn may lead to higher levels of organizational commitment and improvement in subordinate job performance.

This paper elucidates and contributes to the existing literature by suggesting that a budget-based incentive compensation scheme can directly affect subordinates’ level of trust in their supervisor, and that trust-in-supervisor can serve as an antecedent to the development and cultivation of subordinates’ commitment to the organization, which in turn improves their job performance.

Influenced by postmodern and poststructuralist perspectives, cultural studies and humanities researchers have critiqued ways that old age plays out in lived realities – including effects of ageism and power loss in both private and public spheres. Generally, older people are perceived negatively and as less powerful than younger people. Age tends to trump most other social identity dimensions in negative ways so that aging is an eventuality that many people the world over dread or fear.

In recent years, age has been treated as a social, political and economic issue that draws from anxiety and fear associated with the advancing life course. Some nations outlaw age discrimination in the workplace, but others do not. So, while improved sanitation, diet and health care means that many people live longer, they still face enduring negative stereotypes about aging processes. Chapter 8 sharpens the focus on social identity marked by age and dimensions that overlap with age – in the larger social milieu and in organizational contexts. Several theoretical ties bind this chapter’s exploration of age and aging, including critical/cultural studies, feminism, critical gerontology, and postmodern and poststructuralist perspectives. To explore research on aging and identity, this chapter is divided into subthemes: sociocultural perspectives on and theorizing about aging, age categories and birth cohorts, aging effects for organizations, aging effects for employees, and age with other social identity intersectionalities.

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this article is to explore Maggie Kuhn's theoretical and analytical contributions to social gerontology and more broadly to the advancement of critical and public sociology.

This paper is an theoretical exploration of ageing. Maggie Kuhn's and the Gray Panthers theoretical contributions include analyses of, and related to: identity politics, intersectionality, cultural and media studies and the cognitive sciences, the forces and factors in the developing political economy of ageing including critiques of the ageing enterprise and the medical industrial complex, the sociology of knowledge of gerontology and globalization and world imperialism. The concluding section argues that the post‐retirement career of Maggie Kuhn was one of a Public Sociologist.

Maggie Kuhn fulfils the promise of the Project of Public Sociology, which “is to make visible the invisible, to make the private public, to validate these organic connections as part of our sociological life”. Maggie Kuhn's example moved forward the work of multiple generations of scholars. She lived and produced critical social analyses in pursuit of emancipatory knowledges. Her work is one of the earliest forms, if not the first, of critical pedagogy in gerontology; she promoted and advanced discourses of resistance. Maggie Kuhn was an engaged and outraged, practicing organic intellectual – the epitome of what bell hooks means by “teaching to transgress” and “education as the practice of freedom”. In the 24 years after her involuntary retirement, this was Maggie Kuhn's full‐time transformational agenda.

The paper looks at how the biography of Maggie Kuhn helped to engender the rise of radical social gerontology.

The project's approach and focus as well as some results of phase I (1986) and II (1987) are reported in Part 1. Each phase of the project combined different tasks:

This paper aims to present recently published resources on library instruction and information literacy 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, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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