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During the next decade and beyond, hospitality and leisure companies will embrace business models that focus on mass customizing travel experiences. As a result, in 2010, travel will be about engaging in powerful, seamless personal experiences that are carefully tailored to learning and catering to the tastes and demands of individual travelers. Two key forces are driving this trend on both the demand side and the supply side: globalization that allows more people to go more places, and technological advancements that will fuel economic growth and enable companies to provide experiences on demand. Most travel and leisure companies will need to make significant changes to be successful participants in this new experience marketplace. Travel companies that wish to offer differentiated experiences must do the following between now and 2010: promote customer‐experience centricity; brandish the brands: aggressively launch measures to re‐affirm the brand positioning; personalize with precision; focus on the fundamentals: guest service, revenue management, and brand building to offer a better quality product and more customized guest service with a lower cost structure; shift focus of personal: use technology for transactional tasks; refocus employees on value‐added guest services; reinvent sales and distribution using an integrated direct connect mechanism (IDCM); leverage technology advances in numerous aspects of the operations.

Simultaneously drawing from DuBois’ timeless question, “How does it feel to be a problem?” (DuBois, 1990[1903], p. 7) and contemporary notions that Black males are the solution to solving social and educational troubles in the Black community such as gang violence, high school dropout rates, and fatherless homes (Duncan, 2011), we focus on the positioning of Black males in the discourse on teacher recruitment and retention. While acknowledging the need to recruit and retain Black male teachers, we explore the weightiness of viewing Black males as the panacea for educational and social issues in schools such as disproportionate dropout and expulsion rates for students of color and youth involvement in gangs. We identify both challenges and opportunities faced by Black males and capture the complex and sometimes contradictory discourses. Particular attention is given to deconstructing the “double-talk” (Black males as both a problem and a solution) which positions Black male teachers as both the crisis and the savior/superhero.

Currently, the field of education has been seeking innovative strategies to increase the representation of Black male teachers in U.S. classrooms. In this chapter, the author presents a status report of Black male teachers’ path to U.S. K-12 public school classrooms at six critical stages. These stages include the following: (a) Black males with a high school diploma; (b) enrollment in educator preparation programs; (c) educator preparation program completers; (d) educator preparation programs with the highest number of Black male graduates; (e) Black male education degree holders that select teaching as a profession; and (f) the current status of Black male teachers in U.S. K-12 public schools. Based on the data presented in this chapter, recommendations are provided to the field of education to improve their representation for the benefit of all students. Additionally, the critical need for this timely book is discussed.

Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS programs in North America; explore the extent to which critical race theory (CRT) and other critical literatures, methods, and approaches were engaged; and discuss the implications of the findings for LIS education.

Methodological Approach – We conducted quantitative and qualitative content analyses of foundational required readings for the top 20 Master of Library Science/Master of Library and Information Science programs (as ranked by U.S. News & World Report). The sampling process was twofold. The initial sampling included development of the foundational course sample, and the secondary sampling included development of the sample of required readings.

Findings – The vast majority of the required foundational courses examined provided students with little to no exposure to CRT or critical theory.

Originality/Value – CRT and its related concepts provide a structural framework for preparing LIS students and graduates to recognize and address racism, to understand “how power and privilege shape LIS institutions and professional practice” (Cooke, Sweeney, & Noble, 2016, p. 107), and to embrace social justice as an LIS value. Incorporating CRT into existing courses is the first step in pushing the profession in this direction.

Women Sales Managers Volume 11 Number 2 of The Journal of Business & Industrial Marketing includes an article by Alan J. Dubinsky, Lucette B. Comer, Marvin A. Jolson and Francis J. Yammarino entitled “How should women sales managers lead their sales personnel?”

Dr. Benjamin Spock's advice to parents has been commented on and analyzed by many authors. In this article, Raymond G. McInnis outlines some of the major themes found in the criticism of Baby and Child Care, and cites important works on the subject.