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Through examination of the Library Reference Model (LRM) specifications for nomen and the potential challenges visual nomen might present for their description and use in information systems, the purpose of this study was to investigate two questions: (1) how do nonlinguistic or nonalphanumeric signs or symbols act as nomen to identify entities? and (2) what details or attributes are relevant to describe and classify such nomen to integrate them into information systems?

This research was built on an exploratory, qualitative instrumental case study design using multiple (or comparative) cases. Using the International Federation of Library Associations and Institutions LRM conceptualization of nomen as the basis, this research explored the similarities and differences between the LRM definition, its attributes and the use of nonlinguistic and nonalphanumeric “strings” for visual nomen to represent a res, moving iteratively between the LRM documentation, visual nomen identified in previous research and additional examples. This study used a constant comparative method to conduct a structured, focused comparison across different cases found in the source survey.

A close review of the history of the development of the nomen entity was made to understand the semiotic relationship between entities and their symbolic representation, how those symbols are then reified to be further classified and described and how such definitions in the LRM offer a path forward for better understanding the role and function of visual nomen. Based on the foundation of the nomen entity and its attributes established in the LRM, this research then looked at visual representations of concepts and entities to suggest a nascent framework for describing aspects of visual nomen which may be relevant to their use and application

This exploratory study of the use of supralinguistic ways of referencing entities delineates novel insights into a potential framework for describing and using visual nomen as a way of labeling or naming entities represented in information systems. By examining the specifications of the nomen entity and its attributes as delineated by the LRM, this study reinforces the applicability of LRM-defined attributes in the use of visual nomen in addition to offering other attributes or dimensions.

The purpose of this paper is to revisit the potential of the New Deal as a research context in management and organization studies and, in doing so, forward the role one of its chief architects, Harry Hopkins, played in managing the economic crisis. The exploration takes us to multiple layers that work together to form context around Hopkins including the Great Depression, the Roosevelt Administration, and ultimately, the New Deal. By raising Harry Hopkins as an exemplar of historical-narrative exclusion, the authors can advance the understanding of his role in the New Deal and how his actions produced early insights about management (e.g. modern crisis management).

The paper experiments with the methodological assemblage of ANTi-History and microhistorical analysis that the authors call “ANTi-Microhistory” to examine the life narrative of Harry Hopkins, his early association with President Franklin D. Roosevelt and later, the New Deal. To accomplish this, the authors undertake a programme of archival research (e.g. the digital repository of The Franklin D. Roosevelt Presidential Library and Museum) and assess various materials (e.g. speeches, biographies and memoirs) from across multiple spaces.

The findings suggest Harry Hopkins to be a much more powerful actor in mobilizing New Deal policies and their effect on early management thought than what was previously accepted. In the process, the authors found that because of durable associations with Roosevelt, key policy architects of the same ilk as Harry Hopkins (e.g. Frances Perkins, Henry Wallace, Lewis Douglas, and others) and their contributions have been marginalized. This finding illustrates the significant potential of little-known historical figures and how they might shed new insight on the development of the field and management practice.

The aim is to demonstrate the potential of engaging historical research in management with the individual – Harry Hopkins – as a unit of analysis. By engaging historical research on the individual – be it well-known or obscure figures of the past – the authors are considering how they contribute to the understanding of phenomena (e.g. New Deal, Progressivism or Keynesian economics). The authors build on research that brings to focus forgotten people, communities and ideas in management studies but go further in advocating for space in the research to consider the scholarly potential of the individual.

The purpose of this paper is to examine how holistic thinking and the use of systems methodologies can help organisations handle increased problem complexity. The paper provides a critical discussion of the development of applied systems thinking and examines how its main strands can deal with problem complexity, multiple perceptions of reality and the unequal access to power resources in organisations.

The paper uses social theory and a systems meta-theoretical framework to examine the different ontological and epistemological assumptions that each strand of applied systems thinking makes about the nature of problems and the way in which an intervention will be made.

Complex problems require joined-up thinking and the use of systems ideas. Viewing the problem situation from a holistic perspective and applying appropriate systems methodologies and tools can help managers handle the complexities that their organisations face.

The paper makes a clear link between systems approaches and social theory and emphasises the need to understand the different assumptions that theories, methodologies or people make when they intervene in complex problem situations.

The purpose of this paper is to identify the areas and logic of integration of different stakeholders using different methods and to analyse their applicability and challenges in practical projects. The main aim is to describe how these different methods impact value creation.

Action design research was carried out in a large hospital construction project where the first author acted as an “involved researcher” and the second author acted as an “outside researcher”. Two workshops were organised to evaluate the direct and indirect challenges and benefits of the applied four methods and to explain how different methods enable value creation.

All the studied methods provide good results in terms of usability and commitment to the aims of the project, thus delivering the direct benefits expected. Process, people and tools logic works well in this case project when applying the methods properly. Significant evidence was provided on secondary deliverables of the methods, and all analysed methods had a significant impact in the area of leading people, clarifying what “focus on people” means and how it is enabled.

Focus on people can be achieved through different operative methods if applied in the right way. It is necessary to select the most suitable methods based on all the direct and indirect deliverables.

This case project offered a platform to analyse integration methods in a real-life project using the collaborative contract method. The authors were able to participate in the analysis by taking action from the very beginning of the project in terms of training, learning, continuous development and coaching of these methods and evaluating the applicability.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

The author argues that contemporary college culture is predicated on hedonism indicated by a use of predominantly social time in which parties, alcohol, casual sex, and lax academics pervade students' experiences. Coincident with this culture, however, is a deleterious pattern among students that has developed dramatically: their compromised mental health. The situation presents an apparent paradox: why are many students suffering when enveloped by fun? This chapter draws a connection between fun and suffering by treating each as conditions that spring from the sociohistorical context that situates institutions of higher education. In so doing, a theory is set forth to explain why despair is rendered applicable and how it is institutionally installed in the minds of modern-day college students.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

The number of students from culturally and linguistically diverse (CLD) backgrounds continue to increase in classrooms across the United States. These students have complex needs as they experience more barriers to success when compared to their peers. These barriers are further compounded when CLD students are also identified as having disabilities. To address the barriers and meet the needs of CLD students with disabilities, teaching professionals should move away from the traditional American educational values of individual freedom and self-reliance, equal opportunity and competition, and material wealth and hard work. Conversely, schools and teaching professionals should incorporate the modern values of social justice, diversity, equity, inclusion, accessibility, and belonging when working with students from CLD backgrounds who have disabilities. This chapter presents these values and provides recommendations for teaching professionals and schools.