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This paper aims to assess relative full-text coverage of core nursing and allied health journals in three databases: CINAHL Complete, ProQuest Nursing and Allied Health Source and Lippincott Wilkins and Wilson (LWW)’s Nursing & Health Professionals Premier Collection.

The 2012 Nursing and Allied Health Resources Section (NAHRS) of the MLA list of 213 core nursing journals and the 1996 Brandon Hill list of 75 important allied journals were checked against full-text coverage of the three databases.

CINAHL Complete provided 126 of 213 titles or 59 per cent of NAHRS titles and 31 of 75 or 41 per cent of the Brandon Hill titles; ProQuest provided 74 of 213 titles or 35 per cent of NAHRS titles and 27 of 75 or 36 per cent of the Brandon Hill titles; LWW provided 42 of 213 or 20 per cent of NAHRS titles and 5 of 75 or 6 per cent of the Brandon Hill titles.

If researchers have access to CINAHL Complete, they have access with that single database to significant coverage of quality nursing and allied health titles. The other two databases provide additional coverage and some unique title coverage, but their offerings are more limited.

As no studies comparing full-text coverage of core nursing and allied health journals in three databases, CINAHL Complete, ProQuest Nursing and Allied Health Source and LWW’s Nursing & Health Professionals Premier Collection, exist, this study fills that need for librarians.

Desegregation still remains a pressing issue of many of the Historically Black Colleges and Universities (HBCU) in the United States. This chapter provides a historical narrative of the history of desegregation in the United States, and how legal ruling impacts recruitment and retention of non-Black students at HBCUs. In addition, this chapter will examine landmark desegregation court cases and current challenges imposed upon historically black colleges. Finally, implications will be provided for administrators at public HBCUs.

The need to make a “theoretical contribution” is a presumed mandate that permeates any researcher’s career in the Social Sciences, yet all too often this remains a source of confusion and frustration. The purpose of this paper is to reflect on, and further develops, the principal themes discussed in the “OM Theory” workshop in Dublin in 2011 and the special sessions at the 2011 and the 2013 EurOMA Conferences in Cambridge and Dublin.

This paper presents six short essays that explore the role and use of theory in management research, and specifically ask what is a good or meaningful contribution to theory. The authors comment on the current state of theory in Operations Management (OM) (Harry Boer), the type of theories the authors have in OM (Chris Voss), the role of theory in increasing the general understanding of OM problems (Roger Schmenner), whether the authors can borrow theories from other fields or actually have theory “of our own” (Matthias Holweg), the different ways in which a contribution to theory can be made (Martin Kilduff), and how to construct a theoretical argument (Mark Pagell).

The authors argue that theory is fundamental to OM research, but that it is not the inevitable starting point; discovery and observation are equally important and often neglected avenues to contributing to theory. Also, there is no one right way to making a contribution, yet consistency between ontology, epistemology, and claimed contribution is what matters. The authors further argue that the choice of theory is critical, as a common mistake is trying to contribute to high-level theories borrowed from other fields. Finally, the authors recommend using theory parsimoniously, yet with confidence.

The paper presents a collection of viewpoints of senior scholars on the need for, and use of, theory in OM research.

In this qualitative study, we explore 31 preservice teachers’ generative trajectories including how they built on instructional practices learned in the service-learning project, the university methods course, and the field-based experience. We addressed the question: In what ways does participating in a semester-long field-based university course combined with a service-learning program shape preservice teachers’ views about effective literacy practices for emergent bilinguals? We identified four themes in our analysis: importance of choice in literacy pedagogy; learning from and with our students; freedom to apply course methods and ideas; and growing confidence and align them with Ball’s (2009) generative change model and the four processes of change – metacognitive awareness, ideological becoming, internalization, and efficacy.

We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.

This paper aims to examine how an innovative concept was introduced to a new market segment through varied marketing techniques.

Newspapers from 1958 were reviewed to assess the impact of a chocolate company advertising campaign targeting children. The paper examines the interpretation of the campaign message and the information contained in an album of collectable cards.

Parents leave the teaching role in the hands of companies when they do not clearly understand new technologies such as nuclear energy. Companies can take advantage of what governments introduce into the market to increase their sales.

The originality of the paper lies in the examination of collectable cards as a means of researching marketing history and contributes to the study of market segmentation, particularly in the case of children, focussing on nuclear energy.

This study surveyed 309 business students (180 men and 129 women) enrolled in introductory accounting and business law classes on various aspects of honesty in academics. The study was motivated by the need to examine the underlying issues associated with students’ perceptions of cheating and whistle-blowing. An increased understanding of these perceptions would be insightful to professors as well as administrators. The study examines students’ reasons on whether they should whistle-blow and whether their reasons associate with their intentions to whistle-blow if they observe cheating. When examining a student's intent to whistle-blow, we considered the student's prior cheating behavior, gender, social desirability response bias, intentions to cheat in the future, reasons not to whistle-blow, and prior whistle-blowing. Our data extends prior research by considering the reasons students choose not to whistle-blow. Our research indicates that the number of reasons not to whistle-blow and having observed other students cheating reduced the likelihood of a student whistle-blowing, after controlling for social desirability response bias. The research indicates that to prevent unethical behavior in the future, institutions need to enforce consequences for those who cheat because unethical behavior at the academic level associates with unethical behavior in the corporate setting.