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Pilot‐scale surface‐flow, subsurface‐flow and floating aquatic plant constructed wetland system designs were installed and evaluated to determine the effectiveness of constructed wetlands to immobilize and remove metals such as cadmium, zinc, copper, chromium, lead and nickel in tertiary effluent wastewater in a Midwestern US climate (central Illinois). Following wetland treatment, average concentrations of copper decreased from 56.6μg/l in influent to 7.9μg/l (86.0 per cent reduction) in the FAP system, 9.2μg/l (83.7 per cent reduction) in the SSF system and 11.0μg/l (80.6 per cent reduction) in the SF system, respectively. Results of ANOVA indicated that differences in concentration reduction of copper among the three wetlands were not statistically significant. The average concentration of chromium decreased from 1.31μg/l in influent to 0.4μg/l (69.5 per cent reduction) in all system designs. Copper concentrations were reduced consistently with increasing wetland retention time, with most of concentration reduction having occurred in the first wetland cell for all system designs.

The purpose of this paper is to provide an overview of what the author believes to be his major contributions to the field of Educational Administration.

The approach taken is a personal review and reflection based on research. For purposes of structuring the article three themes have been selected – complexity, development, and being close to and providing an empirical base for policy and practice. In addition, three areas are discussed that the author regrets having not taken further – the relationship between a school and its system from the school's perspective, the role of quality evidence, particularly the provision of valid and reliable surveys for use by practitioners, and public attitudes to education, including re‐examining the purposes of schools and their enactment.

The studies reviewed stress the importance of the interrelationship between the individual, organisational and contextual in effective teaching of educational administration, organisational development in schools, leadership for organisational learning and student outcomes, and successful school principalship. These studies promote a “tinkering towards Utopia”. “Tinkering” in the sense of improvement from the inside out rather than from outside schools and from the top down, and being about small scale and developmental rather than wholesale and/or continuous change. “Utopian” in the sense of focusing on complexity and heterogeneity rather than simplicity and homogeneity in both purposes and processes. “Utopia” is about learning for all, especially through facilitating schools as communities of professional learners. However, there continues to be a need for researchers in the field to provide a stronger empirical base for policy and practice, including providing quality, culturally specific evidence.

While clarity is provided on the links between leadership and student outcomes in schools and areas for further research are identified, the article is limited by its heavy reliance on the author's Australian research findings.

The article has value in that the links are clarified between leadership and a breadth of student outcomes. It broadens what counts for good schooling and school leadership and provides clear evidence for improvements in policy and practice.

This study aims to examine participants’ perspectives in organization-sponsored training and provides support for further research positioning the trainer as an organizational leader.

The interactions described in the trainees’ experiences were examined through a social constructivist lens. Interviews were conducted to collect data. Narratives were analyzed to reach interpretation.

Interview results identified four themes, namely, relevance and applicability of training received, the formation of attitudes and preferences among the trainee participants, immediacy in the use of the training received and relational and organizational influence that furthers leader-member exchange in the workplace.

This study examined participants’ perspectives in workplace training and provides support for further research: examining communication’s role in workplace learning; exploring the training process; and positioning the trainer as an organizational leader.

This study provides empirical data to support changes in instructional communication models and exploring the process of training. Trainers’ relational building with trainees could impact many outcomes in their training efforts that are detailed in this study.

This study uses a collection of methods to address the trainees’ experience in formal workplace learning. It demonstrates the power of trainers to influence what the trainees think of training content, format and relational learning.

The purpose of this paper is to investigate how the management control system, the bank’s control package, influences opinion about the usefulness of risk measurement (RM) in different control contexts before and after a financial crisis, to understand what influences the usefulness of enterprise risk management (ERM) manifested in RM.

The study is based on semi-structured interviews in 2000-2010, with senior bank managers of two international banks (Bank A and Bank B) – both ranking among the top 100 in the world but differing structurally and culturally.

The two banks took opposite trajectories. Bank A went from high to low expectations of usefulness; Bank B went from low to high expectations. The different attitudes toward RM exhibited by Bank A and Bank B are explained by differences in their control packages, manifested by technocratic control and socio-ideology.

This study reveals that there are not merely different degrees of RM usage in the two banks but that they also show two diverting trajectories. Given this finding, the significance of the organization structure and its control packages (especially the alignment between these two factors) is analyzed to find a plausible explanation for the different experiences of senior managers toward the usefulness of RM. This study contributes to ERM research and to the contingency theory of management accounting.

Materiality is a critical and challenging auditing concept. To help auditors improve their materiality judgments, the authors provide examples from Judaism, primarily due to its longevity and the richness and variety of its stories. The authors show how Judaism interprets and applies materiality in many contexts. For each, the authors provide guidance on how auditors might apply these lessons to improve their materiality judgments. The authors examine five areas where Judaic examples can inform modern auditing including: (1) considering both quantitative and qualitative measures; (2) recognizing that small quantitative changes can lead to material qualitative effects; (3) understanding that ignoring small issues can become a slippery slope; (4) considering the importance of financial statement users’ needs in developing materiality criteria; and (5) prioritizing substance over form. In all examples, context is a critical factor to consider when applying materiality. These results should be of interest to auditors, financial statement users and others.

This chapter provides a roadmap for a systematic literature review built around the guiding questions of basic research design. First, we highlight the relevance and development of systematic literature reviews in tourism research. Second, we put the systematic review into perspective by outlining its characteristics and by clarifying the methodological assumptions. Third, we bring together recommendations based on previous research and review guidelines and present a step-by-step tutorial for a systematic literature review. From this chapter, readers will understand the foundations of systematic literature reviews, will be able to apply the methodology to their review projects and are introduced to further readings and best practice examples.

In the late 1970s, the much beloved tradition of Asilomar began. But then, of course, it was not even located at Asilomar. Rather it was a much smaller event that was held at Pajaro Dunes. Nonetheless, it featured what ultimately became the traditional blend of informal sessions that mixed students and faculty from around the University. The most memorable conference of that time featured working papers by Jeff Pfeffer and Jerry Salancik, John Meyer and Brian Rowan, and Mike Hannan and John Freeman. Each of these pairs of authors presented fledgling work that would go on to become keystone statements for three highly influential theories: resource dependence (Pfeffer & Salancik, 1978), “new” institutional theory (Meyer & Rowan, 1977), and population ecology (Hannan & Freeman, 1977).