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The Missouri State Library was transferred from the Department of Higher Education to the Secretary of State's office in 1992. The State Library has been involved at some level in all of the technology projects and programs described in this article.

Suggests that declining product quality and manufacturers′ social responsibility is of increasing concern to consumers and to manufacturers, who must bear the cost of such faulty practice. Reviews documented cases of poor quality products and matches them with the ethical theories of utilitarianism, universalism, rights, justice and Natural Law. Obligations to stakeholders are examined, and future research suggested.

This chapter documents monthly meetings of Bank Street College Reading and Literacy alumnae between October 2002 and December 2004. It describe the ways in which case study and self-study methodologies enabled participants to support their own professional development and that of colleagues. Findings suggest that the process enabled participants to revisit, reconsider, and reframe understandings and perspectives both in the minute and later as they shared experiences with a broader audience. Outcomes include a more extensive professional knowledge base, increased ability to meet the needs of children and parents, and a stronger sense of self as professional identity.

Online trolling is a detrimental behavior for consumers and service businesses. Although online trolling research is steadily increasing, service research has yet to thoroughly explore how this behavior impacts businesses. Further, the role of bystanders, consumers who witness a victim (business) being trolled, remains largely unexplored. The purpose of this paper is thus to introduce online trolling to the service literature and begin to identify when (types of online troll content) and why (empathy and psychological reactance) bystanders are likely to intervene and support a service business being trolled by posting positive eWOM.

This research uses a two-study (Study 1 n = 313; Study 2 n = 472) experimental design with scenarios of a service business experiencing online trolling (moral versus sadistic). Participants' responses as bystanders were collected via an online survey.

Results reveal bystanders are more likely to post positive eWOM to support a service organization experiencing sadistic trolling. Psychological reactance is shown to mediate the relationship between trolling type and positive eWOM. Further, spotlight analysis demonstrates that bystanders with higher levels of empathy are more likely to post positive eWOM, whereas bystanders with low levels of empathy are likely to have a significantly higher level of psychological reactance.

This research is among the first in the service literature to specifically explore the consumer misbehavior of online trolling. Further, it provides new perspectives to online trolling by probing the role of bystanders and when and why they are likely to support service organizations being trolled.

Salesforce turnover rates are increasing dramatically. As a result, retention of good salespeople is a critical concern for sales managers. It is suggested that salesforce turnover can be reduced through the use of better selection criteria. To that end, a multiple criteria approach is outlined for organisations to use in the salesforce selection process. The use of this approach will result in a better, long‐run fit between the organisation and its salespeople, thereby reducing turnover and improving customer satisfaction.

This article characterises the questioning behaviour in reference interviews preceding delegated online searches of bibliographic databases and relates it to questioning behaviour in other types of interviews/settings. With one exception, the unit of analysis is the question (N=610), not the interview. The author uses A.C. Graesser‘s typology of questions to analyse type of question and M.D. White’s typology of information categories to determine the question‘s content objective; this is the first application of Graesser’s typology to interview questions in any setting. Graesser‘s categories allow for a more subtle understanding of the kind of information need underlying a question. Comparisons are made between questions asked by the information specialist and those asked by the client. Findings show that the information specialist dominates the interview, about half the questions were verification questions and about 22% were judgemental questions or requests; all but four types of questions from Graesser’s categories appeared in the interviews, but no new question types were discovered. Clients often phrase questions as requests. In content, both clients and information specialists focus on the subject and service requested, but the clients ask also about search strategy and output features. Both parties ask predominantly short‐answer questions. Results are related to interface design for retrieval systems.

Most buildings at MIT are connected, and the long hallway which runs the length of the main complex is called the “infinite corridor.” This design was intentional when the Cambridge campus began construction along the banks of the Charles River basin in 1913. The purpose of interconnecting buildings, in contrast to the separate buildings of many campus quadrangles, is to promote conversation and interchange among students, faculty, and staff. This was viewed especially important for the cross‐fertilization of interdisciplinary studies. What does this have to do with the DLI? It is an early analog of the DLI purpose to nourish and encourage the quality of education and research for the entire MIT community. Within the Athena computing environment students often learn cooperatively. Through services such as Discuss, an online meeting facility, students can ask questions, continue dialogue, probe for new answers, and relax. The DLI provides the information layer of this learning environment and helps to build the electronic infinite corridor.

Aims to address a gap in the literature about quality criteria for validity and reliability in qualitative research within the realism scientific paradigm. Six comprehensive and explicit criteria for judging realism research are developed, drawing on the three elements of a scientific paradigm of ontology, epistemology and methodology. The first two criteria concern ontology, that is, ontological appropriateness and contingent validity. The third criterion concerns epistemology: multiple perceptions of participants and of peer researchers. The final three criteria concern methodology: methodological trustworthiness, analytic generalisation and construct validity. Comparisons are made with criteria in other paradigms, particularly positivism and constructivism. An example of the use of the criteria is given. In conclusion, this paper’s set of six criteria will facilitate the further adoption of the realism paradigm and its evaluation in marketing research about, for instance, networks and relationship marketing.

Many professionals who work with children champion the concept of child participation. However, professionals’ attempts at listening to children to understand their perspectives and include them in decision-making are often difficult or missing. This paper aims to report on a study that examined the lived experiences of child and family professionals and children, aged five to nine years, to understand what happens in their everyday conversations and interactions and what is needed to prepare pre-service professionals to uphold children’s right to have their views heard and considered in decision-making.

Narrative Inquiry was used as the methodology for this study as it is a useful research methodology for developing interventions for practice. Narrative Inquiry methodology allows the researcher to learn from their participants, and to validate them as knowledgeable in their own lives and as contributors to change.

The findings indicated that everyday conversations and interactions that take place between professionals and children influence an adult’s ability to hear a child’s perspective. The key findings indicate that for adults to hear a child’s perspective and include them in decision-making, there is a need to build trust and acknowledge how power plays a role in having meaningful conversations with children.

To better prepare the child and family practice workforce, they will need theoretical knowledge and practice skills in developing self-awareness about how children are viewed, building reciprocal relationships with children and creating safe spaces for conversations to take place.