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The use of groups of three to help provide for participative learning of interview skills, with participants undertaking Interviewer, Interviewee and Observer roles in rotation, has shown universally effective results when utilised on a Management Experience Programme, a performance appraisal scheme, and Education Management activities for head teachers.

A unique one‐year programme for teachers during which they have an extended attachment to an organisation, conduct an internal investigation and a guided period of study on school management is described. The experience has enriched the curriculum of all schools, and the attitudes of those seconded, and has enabled some management skills to be enhanced.

A small‐scale information gathering project in which 11 headteachers were asked to describe their jobs using the “Managerial Roles” model as developed by Mintzberg is described. The article gives some clear insights into how heads view their roles, and will have value for others to review their own activities.

“Presentation skills” often conjures up the picture of large groups, and the use, during training of peer group assessment via either live presentations or the use of closed circuit television. In this article the focus is on the presentation of a case to one person or a very small group, which is a more frequently needed skill by managers and professional staff.

SO THE Nissan Company of Kyoto has laid the foundation stone of its factory in Sunderland. An era, perhaps a new era in the history of the British Motorcar Industry is really on the way.

Persistent change has placed considerable pressure on organizations to keep up or fade into obscurity. Firms that remain viable, or even thrive, are staffed with decision-makers who capably steer organizations toward opportunities and away from threats. Accordingly, leadership development has never been more critical. In this chapter, the authors propose that leader development is an inherently dyadic process initiated to communicate formal and informal expectations. The authors focus on the informal component, in the form of organizational politics, as an element of leadership that is critical to employee and company success. The authors advocate that superiors represent the most salient information source for leader development, especially as it relates to political dynamics embedded in work systems. The authors discuss research associated with our conceptualization of dyadic political leader development (DPLD). Specifically, the authors develop DPLD by exploring its conceptual underpinnings as they relate to sensemaking, identity, and social learning theories. Once established, the authors provide a refined discussion of the construct, illustrating its scholarly mechanisms that better explain leader development processes and outcomes. The authors then expand research in the areas of political skill, political will, political knowledge, and political phronesis by embedding our conceptualization of DPLD into a political leadership model. The authors conclude by discussing methodological issues and avenues of future research stemming from the development of DPLD.

Proposals are presented for specifying a computer system for storing and searching library records in a single library or a group of associated libraries. The system provides for on‐line searching at each library and off‐line production of accessions lists, abstracts bulletins and bibliographies, as well as SDI service. The use of skilled effort is shifted from the in‐put operation to the searching stage by the use of selected natural language keys, but searching for known items is made easier than in more traditional methods by extending the use of post‐coordination to catalogue data.

Racial stigma and racial criminalization have been centralizing pillars of the construction of Blackness in the United States. Taking such systemic injustice and racism as a given, then question then becomes how these macro-level arrangements are reflected in micro-level processes. This work uses radical interactionism and stigma theory to explore the potential implications for racialized identity construction and the development of “criminalized subjectivity” among Black undergraduate students at a predominately white university in the Midwest. I use semistructured interviews to explore the implications of racial stigma and criminalization on micro-level identity construction and how understandings of these issues can change across space and over the course of one's life. Findings demonstrate that Black university students are keenly aware of this particular stigma and its consequences in increasingly complex ways from the time they are school-aged children. They were aware of this stigma as a social fact but did not internalize it as a true reflection of themselves; said internalization was thwarted through strong self-concept and racial socialization. This increasingly complex awareness is also informed by an intersectional lens for some interviewees. I argue not only that the concept of stigma must be explicitly placed within these larger systems but also that understanding and identity-building are both rooted in ever-evolving processes of interaction and meaning-making. This research contributes to scholarship that applies a critical lens to Goffmanian stigma rooted in Black sociology and criminology and from the perspectives of the stigmatized themselves.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Effect of slot depth on the evaluation of permeance in the aligned position for identically slotted rectilinear tooth geometry can be carried out using conformal transformations. Consequent increase of permeance is related to the airgap proportion ratios; tooth‐width to tooth‐pitch, t/λ; tooth‐pitch to airgap dimension, λ/g; and slot‐depth to slot‐d/s; through two intermediate parameters. Efficient search routine is used to find a suitable combination of these two parameters corresponding to given proportions of tooth and slot. For λ/g larger than 80 and d/s between 0.3 and 1, the effect of slot depth is negligible, but for λ/g equal to or less than 80 a family of permeance correction factor curves is obtained which may be used to correct for finite slot depth in permeance calculations based on infinitely deep slots. This effect is important in stepping and switched reluctance motors, particularly those with multiple teeth per stator pole.