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Even though young children ask many questions, the request for a question usually receives a story in response. The purpose of this action research was to determine if the implementation of questioning activities throughout the curriculum would make kindergartners aware of questions and enhance the questioning skills of these young learners.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

The purpose of this paper is to investigate longitudinal features of an established social question-answering (Q&A) site to study how question-answer resources and other community features change over time.

Statistical analysis and visualisation was performed on the full data dump from the Stack Overflow social Q&A site for programmers.

The timing of answers is as strong a predictor of acceptance – a proxy for user satisfaction – as the structural features of provided answers sometimes associated with quality. While many questions and answer exchanges are short-lived, there is a small yet interesting subset of questions where new answers receive community approval and which may end up being ranked more highly than early answers.

As a large-scale data oriented research study, this work says little about user motivations to find and contribute new knowledge to old questions or about the impact of the resource on the consumer. This will require complementary studies using qualitative and evaluative methods.

While content contribution to social question-asking is largely undertaken within a very short time frame, content consumption is usually over far longer periods. Methods and incentives by which content can be updated and maintained need to be considered. This work should be of interest to knowledge exchange community designers and managers.

Few studies have looked at temporal patterns in social Q&A and how time and the moderation and voting systems employed may shape resource quality.

This chapter opens up a question central to the mission of the business in society field as it has evolved since the formation of division in the Academy of Management (AOM): What are the (future) distinctive competencies of business in society scholarship? We first empirically demonstrate that core topics to the business in society field, as represented by the Social Issues in Management (SIM) Division of the AOM, are now disseminated broadly throughout the management academy, represented by AOM. We call this dissemination the popularity paradox, because it demonstrates that SIM is not well connected with other divisions, that is, sub-disciplines of management despite that they are now regularly dealing with its core questions. Given that SIM’s (and business in society’s) traditional foci are now widely dispersed, the authors argue that it is time for business in society scholars, with SIM as proxy, to begin tackling new core issues that put growing civilizational threats around sustainability and the consequent need for system change and transformation front and center. In a sense, the authors argue that business in society scholars need to return to their roots of seriously questioning the roles and functions of businesses in society through a critical lens that asks and seeks to answer – today’s emerging new and tough questions, though the questions now emphasize the sustainability of human civilization as we know it.

This chapter reports on a course that is designed to facilitate the students’ transition out of college and into life after graduation. It describes how the course foregrounds the problems students face, both the technical aspects of the transition and the emotional experience, unthought out ideas about what the students want, their goals, and how they might go about achieving their goals. The authors report on the course culture, assignments, observations from teaching the course, student feedback from focus groups, surveys, behavior, as well as summaries of data on the student’s experience.

The need for this course is supported by the research literature on emerging adulthood. In addition, the authors report on focus group and survey data gathered. The modern discourse on the post-college transition commonly emphasizes economic and practical hurdles, such as educational loan debt, student employability, skill transferability, career networking, and job interviewing. Receiving far less attention are the psychosocial and developmental dimensions that color the student experience of the graduation transition.

Yet very few colleges and universities have paid attention to this glaring need, especially public institutions with many first-generation college students. This chapter describes a college course dealing with the problem of transitioning to life after college taught in an intellectual, communal, and personal atmosphere.

The British Medical Journal observes that there is overwhelming evidence that the digestive disorders to which many young children are subject have resulted from the practice of feeding them upon certain foods largely composed of starch. Hitherto no very great effort has been made to prevent these foods being sold, beyond the general advice which is given to mothers and nurses by doctors and health visitors as to the harmfulness of them. Our contemporary points out that the County Council of Rutland have, however, succeeded in obtaining a conviction before the local justices against a druggist for selling an infants' food which was found by the Public Analyst for the County to contain upwards of 70 per cent. of practically unaltered starch, and which was therefore held to be not of the nature, substance, and quality demanded by the purchaser. It appears that the preparation was described as being suitable for an infant only a few days old. A dessertspoonful of the mixture was directed to be put into a basin to be mixed to the thickness of a smooth cream with cold milk or water; to this was to be added half a pint of milk and water in equal parts, and it was then to be brought to the boil. It was contended by the vendor that the boiling would convert the starch into sugar, and this view was supported by a member of the “Society of Public Analysts and other Analytical Chemists.” The British Medical Journal further observes that there are some artificially prepared infants' foods, not containing 70 per cent of starch, in which the conversion of the starch into saccharine bodies may become complete, but considers that it is not very satisfactory that the harmfulness or otherwise of such preparations should be left to the decision of a local bench of magistrates—a course which may well be compared to our disadvantage with that which it is now possible to adopt in Queensland under the provisions of the Health Act of 1911. Section 17 of the Act enables the Health Commissioner to cause to be examined any food which is advertised, for the purpose of ascertaining its composition, properties, or efficiency. He may then report the result of the examination to the Government and publish his report in any newspaper which circulates in the colony. Moreover, the Governor in Council may, on the recommendation of the Health Commissioner, prohibit the advertising or sale of any food which, in the opinion of the Commissioner, is injurious to life or health. Until such an enactment is in force in this country it must be left to other public authorities to follow the example of the Rutland County Council.,

The purpose of this paper is to highlight and examine public‐library‐based, online book clubs for preteens and teens.

Two online book clubs are discussed.

Overall, the online book clubs proved to be a fun, engaging, and convenient activity for preteen and teens. Parents and librarians also found these clubs to be motivating and flexible.

This case‐based manuscript would benefit from insights from other libraries that offer online book clubs, further investigation and empirical research.

This manuscript offers theoretical grounding and rich, practical details so that other libraries can capitalize and create their own online book clubs.

Online book clubs offer a forum that capitalizes on youths' familiarity with computers and new literacy practices while staying rooted in traditional practices. Public library online book clubs are sites of possibility – a medium through which libraries can more readily encourage literate practices in younger generations.

EVERY librarian in his inmost heart dislikes newspapers. He regards them as bad literature; attractors of undesirable readers; a drain upon the limited resources of the library; and a target against which the detractors of public libraries are constantly battering. From the standpoint of the librarian, newspapers are the most expensive and least productive articles stocked by a library, and their lavish provision is, perhaps, the most costly method of purchasing waste‐paper ever devised. Pressure of circumstances and local conditions combine, however, to muzzle the average librarian, and the consequence is that a perfectly honest and outspoken discussion of the newspaper question is very rarely seen. In these circumstances, an attempt to marshal the arguments for and against the newspaper, together with some account of a successful practical experiment at limitation, may prove interesting to readers of this magazine.