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The learning skills used by students at a technical college to fully participate in their classes were the focus of this investigation. Researchers shadowed two full-time students for one full day as they each went to their classes in a technical college in Qatar. An observation schedule was used to record what students did in their classes (for example: solve problems, listen to the teacher, ask questions). At the end of the day students were interviewed and asked to comment on the importance of the learning skills that they used, how they built the skills they needed and how to become a better student. It was found that students used a variety of learning skills throughout a typical day and that they had their own ideas about learning. The learning skills the two students used most during their classes were not the same, owing partly to the format of the courses and partly to personal learning approach. The four learning skills students identified as most important were: understand and apply concepts to current work; concentrate and maintain focus; follow written instructions; and ask questions. The information gathered in this investigation can be used to inform students, instructors and course planners about the skills students need to be active participants in their classes and to ensure that educators support the development of required learning skills.

The purpose of this paper is to examine the barriers women identify to their promotion in international schools and also the ways in which women can overcome these barriers.

The field of enquiry is international schools, with the study drawing on qualitative research. The researchers interviewed 11 women from a leading international school in Seoul, South Korea.

The women interviewed provided rich qualitative data and identified a number of barriers relating to culture, including gender stereotyping and self-confidence issues, and organisational behaviour, including the lack of a work-life balance and the patriarchal and hierarchical structures in place. The suggested ways in which women could overcome the barriers included building self-confidence and seeking mentoring.

The women also developed a list of factors that any woman would need to contemplate if she is thinking about applying to be a senior manager, including qualifications, communication skills and acknowledging, tolerating and overcoming gender unfairness, in that men do not need to think about the same issues when seeking leadership positions.

This paper examines an area of gendered leadership that has received little critical academic scrutiny, international schools and is particularly valuable to women working in these schools. However, its scope extends to all international school leaders who seek to improve the effectiveness of their organisations by employing and promoting the best leaders available.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Cultural visibility is closely linked to physical and social mobility, and access to – or denial of – free movement through private and public spaces powerfully shapes individual and social identities. As Liam Kennedy has shown in the context of urban space, “the operations of power are everywhere evident in space: space is hierarchical – zoned, segregated, gated – and encodes both freedoms and restrictions – of mobility, of access, of vision” (2000, pp. 169–170). A consideration of how film articulates a relationship between space and identity might thus begin by breaking down the concept of space itself into three distinct yet interconnected areas of analysis: first, the notion of socially produced space, as shown in the work of Henri Lefebvre and others; second, the idea of audience space or the architectural space of the theater; and finally, the theory of film space or the space of the screen. Given this essay’s limited scope, the latter will be examined in more detail than the first two, but I would like to stress the underlying interconnectedness of the three. While, for example, formalist studies of film aesthetics may be just as valuable as in-depth studies of changing viewing habits, audience demographics, and exhibition technologies, film interpretation should strive to keep in view the variety of spatial formations and conditions that might come to bear on any particular visual text.