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This study aims at identifying Andrews University's students' perceptions, behavior, use, and attitudes towards e‐textbook and e‐books in general.

In the Fall semester of 2001‐2012, Andrews University's bookstore offered 74 e‐textbooks for purchase. The teachers who had the opportunity of using these e‐textbooks for their classes were asked to distribute two questionnaires to their students: one to those who chose to buy and use the e‐textbook and a slightly different one to those who chose the traditional print textbook. The results were tabulated and compared to the results of similar studies since 2001.

A 65 percent return rate was obtained. Several findings closely replicate results of many studies on this area. For more than a decade, studies show that students prefer the hardcover book over the e‐book for their studies. Lack of awareness, not knowing how to get it, eyestrain, and difficulty of reading are the main culprits for students not using e‐books more often. However, those who use e‐books report they are generally satisfied. Students would like to enjoy fewer restrictions on printing and copying, PDA accessibility, more titles in their area of studies and better e‐book readers. They do not usually read e‐books cover to cover. The library is not their main point of entry or search for e‐books. Students value portability, instant access, light weight and ability to store large amounts of materials.

The sample population was limited to the classes which had access to an e‐textbook. A broader and more complete understanding could have been obtained if the study included all of the student population. It is not possible to generalize the findings due to the fact that the study was done in a specific academic setting.

Universities and libraries are highly engaged in this topic at the present moment. Results of studies like this one will provide data useful for collection development policies and the pedagogy adopted by faculty in the classroom.

This is a topic that is of increasing importance in all parts of the world, and is affecting how people and, more specifically, students read and learn. It has the potential of changing reading habits and how students absorb information and knowledge, as well as how they use libraries.

E‐books will have a definitive impact in new models of acquiring, accessing, and distributing information materials for and to the academic community. The paper will help the library better understand students' preferences and study habits which will have an impact on decisions regarding types of services it should provide and collection building decisions.

Current legislative, policy and cultural efforts to censor and illegalize classroom discussions and curricular representations of LGBTQ+ people reflect longstanding challenges in English education. In an effort to explore what curricular inclusion can (not) accomplish – especially what and how current struggles over inclusion, censorship, illegalization and ultimately representation in English education might (not) contribute to queer and trans liberation – the purpose of this article is to feature the experiences of queer and trans youth as knowers in classroom lessons with LGBTQ+-inclusive curriculum.

Drawing from a yearlong literacy ethnography at a Midwestern high school in which the author explored youth and adults reading, writing and talking about sexual and gender diversity, in this article the author focuses on one literacy learning context at the high school, a co-taught sophomore humanities that combined English language arts and social studies.

Engaging theories of epistemic (in) justice, the findings of this article highlight the experiences of queer and trans youth – especially two queer youth of Color, Camden and Imani – as knowers in the context of an LGBTQ+-inclusive classroom curriculum. The author describes epistemic harms with respect to distortions of credibility and homonormative assimilationist requirements and reflects on alternative possibilities that youth gestured toward through their small resistances.

By centering the experiences of LGBTQ+ youth, this article contributes to research about LGBTQ+-inclusive curriculum in English teaching. Previous research, when empirical rather than conceptual, has tended to focus on the perspectives of teachers.

June 6,1973 Vicarious liability — Master and servant — Course of employment — Bus conductor driving bus — Bus blocking path of conductor's and plaintiff driver's bus — Conductor told by plaintiff to get engineer to move bus — Conductor attempting to move bus himself — Not knowing how to drive bus — Driver injured by conductor's negligent manoeuvre — Express prohibition in bus company's rules against conductors driving buses — Clear separation of duties of drivers and conductors — General duty of conductors to co‐operate with drivers in getting buses into service — Whether bus company vicariously liable for conductor's action — Whether within scope of employment.

The purpose of this paper is to explore the possibilities opened up by those messy, unclear and indeterminate data in research situations that may be described as being in the shadow and may as such remain in a state of vagueness and indeterminacy.

The paper draws on the extant literature on shadow organizing and post-qualitative methodologies. It focuses attention on not-yet (or shadow data) in order to ponder over what researchers do to data when they are not (yet) black-boxed as such. At the same time, it investigates what it is that not-yet data do to researchers.

Four types of “not-yet” data – illegible, wondrous and disorienting, hesitant and worn out – are presented and discussed. Data are illegible when a researcher is in the position of not knowing how to interpret what is in front of her/him. A second illustration is constructed around wonder, and poses the question of the feelings of surprise and disorientation that arise when facing uncanny realities. In a third situation, not-yet data are narrated as hesitation, when a participant feels conflicting desires and the researchers hesitates in interpreting. The fourth illustration depicts not-yet data as data that have been corrupted, that vanish after time or are worn out.

Not-yet data belong to researchers practice but can also be found in other professional practices which are concerned with the indeterminacy of shadowy situations. It is argued that situations like these constitute opportunities for learning and for the moral and professional development, so long as indeterminacy is kept open and a process of “slowing down” both action and interpretation is nurtured.

This paper is of value for taking the metaphor of shadow organizing further. Moreover, it represents a rare attempt to bring the vast debate on post-qualitative research/methodologies into management studies, which with very few exceptions seems to have been ignored by organization studies.

Given the need to simultaneously implement lean and agile (LeAgile) paradigms in supply chain, managers do not know which of these paradigms practices should be given priority. Not knowing this, not only will they fail to apply these paradigms properly, but they will also waste significant financial resources. The purpose of this paper is to investigate the relationship between the practices of LeAgile paradigms and their effects on the supply chain performance.

Because the military products play a key role in national security enhancement, this research is done in the military product supply chain. Research methodology is an exploratory, mixed and descriptive one. In terms of its purpose, it is an applied research based on identifying and searching for practices and the use of interpretive equations. First, the authors identify the most important and implementable LeAgile practices in the form of importance feasibility analysis matrices. Then, using fuzzy interpretative structural modeling, a model is presented to show the logical relationships and hierarchy between paradigms, practices and their impact on supply chain performance. The research tool in both main stages of the research was the questionnaire completed by industrial and academic experts. The selection of experts was done purposefully.

The results show that of total 100 practices introduced in the previous research for LeAgile supply chain, 21 practices in the lean and agility of the supply chain of military industries are important and implementable. The final model of this study illustrates the hierarchical relationships between 21 practices and its effect on supply chain performance key measures. This model shows that LeAgile paradigms are intertwined and their simultaneous implementation leads to improved supply chain performance. In this model, supplier-related practices play a driving and fundamental role and become a top priority for implementation.

Military products variation in land, air and sea areas and the large number of industries in each sectors, forced us to select the only land area. Although the results of this research can be used in the air and sea areas, one cannot say that Implementation of this study by its presented model will fully lead to the military industries supply chain (SC) lean and agility in air and sea sectors.

To the best of the authors’ knowledge, this is the first research on the SC legality in Iran’s military industry which tries to apply these two paradigms simultaneously in the SC and bridge the gap between theory and practice. Clustering LeAgile practices, based on two measures of importance and feasibility, and defining four strategies for implementing these measures, is a new approach to focus on deploying practices that are currently more feasible. Identifying a significant number of SC LeAgile practices (100 practices) and demonstrating the interactions between important and feasible practices in the military products SC are another innovation in this research.

The purpose of this paper is to better understand the impact of peer mentoring on mentors working with university students with a disability. Research questions focused on how undergraduate student mentors evaluated their experience as a mentor, in what ways they benefited, the challenges they experienced and how these challenges could be addressed.

Quantitative and qualitative data examined the experiences, benefits and challenges experienced by the mentors across seven separate cohorts. Self-report measures were collected in a pre-post design, and qualitative analysis was conducted on focus groups at the end of the program. The paper also outlines the program model including training and support mechanisms, and the program curriculum implemented by mentors.

Responses on the measures showed that student mentors saw mentoring as a positive experience, and they felt more committed to their university after participating. Qualitative content analysis of focus groups supported this and also highlighted some of the unique challenges faced by mentors working with students with a disability. These included communication difficulties, trouble building rapport, not knowing how to help their mentee and feeling over-protective.

While the findings are preliminary, results indicated that serving as a mentor to freshmen university students with a disability had an important impact on the personal growth and skills development of the mentors. In addition, similar program models should recognize that careful attention is needed to ensure mentors are fully supported in their role. Findings also highlight areas for improvement of the program such as examining longer term outcomes, including a comparison group, and seeking the perspectives of the mentees. Limitations included limited standardized assessment tools to assess impact more broadly.

The study is original in its focus on improving current understanding of outcomes for student mentors who are working with incoming university students with a disability status.

The purpose of this paper is to summarize and analyze SEC guidance to companies and issuers of securities on the use of company web sites to disclose information to investors, as published in an interpretive release, Release 34‐58288, Commission Guidance on the Use of Company Web Sites.

The Release provides guidance to public companies posting information on their web sites, including: when information posted on their web site is considered “public” for purposes of the “fair disclosure” requirements of Regulation FD; the application of the antifraud provisions of the federal securities laws to information posted on company web sites; the types of controls and procedures advisable with respect to posting information; and the appropriate format of the information presented on the web site.

While the Release sanctions web site‐only disclosures in some cases, companies should continue to file particularly important or time‐sensitive information with the SEC and also issue a press release. To avoid liability for “republishing” historical information, companies should organize their web sites so that previously posted statements and materials are separately located and identified. Companies should make the context of hyperlinked information clear; a company will not be shielded from antifraud liability for hyperlinking information it knows, or is reckless in not knowing, to be materially false or misleading. To avoid liability, companies should clearly identify summary information as such and alert readers to the location of more detailed disclosure. If a company chooses to post certain information such as non‐GAAP financial measures, committee charters, and amendments to codes of ethics on its web site in lieu of filing it with the SEC, that information should be subject to the same disclosure controls and procedures that apply to information filed with the SEC. Acknowledging that information on company web sites is becoming increasingly interactive and not static, the SEC will not require information appearing on company web sites to satisfy printer‐friendly standards unless already specifically required by SEC rules.

In view of the principles suggested in the SEC's guidance, each issuer should carefully review its disclosure policy and web site.

The paper offers practical guidance by experienced securities lawyers

This article argues that business needs to look again at offering the support and assistance directors require.

Describes the case of a successful operations director in a large electronics company who could be considered a strong candidate for managing director of a new division the company is creating. But there is a rival for the job in the form of an established sales director in the company. Moreover, the chief executive has decided that, rather than be up‐front about the situation, he will let the two candidates fight it out. Highlights the advice and support the operations director has received through the BrainXchange.

Contends that asking for help in a business setting can sometimes be seen as being weak or not knowing your job as well as you should. Yet the problems that confront director‐level staff are often far from straightforward. Moreover, the sensitivity and confidential nature of the issues that director‐level staff must deal with mean that they often must solve the problem alone. Outlines an alternative way to help directors to achieve the results every business expects.

Puts forward an interesting solution to the problem of how best to advise and support people at the top of the organization.

Argues that many businesses worth their salt recognize that junior staff need mentoring and training. But just because a person goes up the career ladder does not mean that he or she should not continue to be offered help.

This article discusses the perils of electronic communication, the regulators' response to its proliferation, the findings of a recent survey by Orchestria, and the traditional solutions most companies are adopting.

Discusses results of a survey that illustrates the uncontrollable nature of electronic communication; recent financial services regulations concerning document retention, activity supervision, and communication approval; archiving and other costs of electronic communication; the inadequacy of many companies' risk mitigation strategies; and a recommended active policy management approach.

The challenge that management and compliance staff face with unstructured communication is twofold: 1. the speed and informality with which messaging systems are used by employees to make assertions and promises and to transfer data, and 2. the almost total absence of management visibility and control over the content of such communications. In the current regulatory climate, not knowing what employees are communicating to each other, clients, suppliers, and other contacts is a significant risk.

Alerts financial services companies to the risks inherent in employees' unrestricted use of all the different electronic communications media and recommends a proactive approach to manage those risks.

During 1982–84, BLR&DD supported a study of medical information and its use by practitioners. The problem of low usage of information services was investigated by looking at the characteristics of information itself and the consequences of not knowing — the penalties for ignorance. Experts were invited to contribute papers on information and communication problems in specialist areas, such as addiction, drugs, alcoholism and exotic diseases. In June 1984, a conference was organised to enable a larger group to discuss the issues raised and consider implications for information transfer. A recently‐published volume now brings together the ten specialist contributions, an overview of the project and a report of the conference. Consensus and penalties for ignorance in the medical sciences, edited by J Michael Brittain (BL R&D Report 5842) is published by Taylor Graham, at £15 (isbn 0—947568 03 4).