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The Internet is increasingly used by management professionals to support information gathering and research activities. However, the different sources of information on the Internet (i.e. electronic journals, online databases, messages posted to groups of readers, and e‐mail) must be carefully utilized by the prudent manager. In particular, examines three issues surrounding the use and citation of information received via the Internet. The first issue addresses problems surrounding the accuracy and recency of information obtained on the Internet. The second issue focusses on properly categorizing the type of information received. The last issue examines how to reference properly information obtained from the Internet that is used in academic and industrial research. Concludes with a section on ethical issues related to electronic media.

The Internet is increasingly used by management professionals to support information gathering and research activities. However, the different sources of information on the Internet (i.e. electronic journals, online databases, messages posted to groups of readers, and E‐mail) must be carefully utilized by the prudent manager. In particular, examines three issues surrounding the use and citation of information received via the Internet. The first issue addresses problems surrounding the accuracy and recency of information obtained on the Internet. The second issue focuses on properly categorizing the type of information received. The last issue examines how to reference properly information obtained from the Internet that is used in academic and industrial research. Concludes with a section on ethical issues related to electronic media.

With the many challenges facing retailers, continued attention should be given to the effective and efficient performance of retail personnel. It is unknown how various organisational strutures which result from reorganisation affect psychological climate beliefs and individual's motivation among retail managers. Among the antecedents of motivation, psychological climate has been regarded as one of the most significant contributors to an individual's motivation. The conceptual framework was the Vroom Expectancy Theory (VIE) of Work Motivation (1964). The purpose of the study was to examine the effect of management group structure and demographic characteristics on psychological climate and work motivation of management personnel within the retail industry as illustrated by the experience of a department store with substantial apparel interests. Results confirmed that three subscales of psychological climate (Job Importance, Leader Goal Emphasis, Organisational Identification) in the presence of management group structure and age were significant in predicting work motivation. Results from ANOVA provided evidence that six of the 13 psychological climate subscales were significantly different across management groups. Contrast statements provided evidence that there was a difference between management groups on the six significant psychological climate subscales. Work motivation did not appear to differ significantly across retail management groups. This suggests that human resource strategies for the retail environment can be developed by analysing the store's work environment, examining the reward structure, and examining each management group structure to determine how retail organisations can encourage employee retention.

Reference librarians in various library settings are often assigned responsibilities for training students, support staff, or other new professionals, a task for which they rarely have sufficient professional education. This bibliography recommends readings on topics that will assist reference librarians in understanding the philosophy of staff development. The readings listed here cover subjects such as: establishing an atmosphere that facilitates learning, assessing training needs, describing competent performance, writing clear and specific objectives, selecting appropriate training methods, maintaining skills and providing feedback, and evaluating the effectiveness of a training program.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

Rather than organize as traditional firms, many of today’s companies organize as platforms that sit at the nexus of multiple exchange and production relationships. This chapter considers a most basic question of organization in platform contexts: the choice of boundaries. Herein, I investigate how classical economic theories of firm boundaries apply to platform-based organization and empirically study how executives made boundary choices in response to changing market and technical challenges in the early mobile computing industry (the predecessor to today’s smartphones). Rather than a strict or unavoidable tradeoff between “openness-versus-control,” most successful platform owners chose their boundaries in a way to simultaneously open-up to outside developers while maintaining coordination across the entire system.

The purpose of this paper is to test a mediated model of the relationship between self-concept orientation (individualist and collectivist) and organizational identification (OrgID, Cooper and Thatcher, 2010), with proposed mediators including the need for organizational identification (nOID, Glynn, 1998) as well as self-presentation concerns of social adjustment (SA) and value expression (VE, Highhouse et al., 2007).

Data were collected from 509 participants in seven countries. Direct and mediation effects were tested using structural equation modeling (AMOS 25.0).

Individualist self-concept orientation was positively related to VE and collectivist self-concept orientation was positively related to nOID, VE and SA. VE mediated the relationship between both self-concept orientations and OrgID. In addition, nOID mediated the relationship for collectivist self-concept orientation.

This study identifies underlying psychological needs as mediators of the relationship of self-concept orientation to OrgID. Understanding these linkages enables employers to develop practices that resonate with the self-concept orientations and associated psychological needs of their employees, thereby enhancing OrgID.

This study provides a significant contribution to the OrgID literature by proposing and testing for relationships between self-concept orientations and OrgID as mediated by underlying psychological needs. The results provide support for the mediated model as well as many of Cooper and Thatcher’s (2010) theoretical propositions, with notable exceptions.

The purpose of this paper is to examine the effects of reconciliation and retaliation story endings on subsequent aggressive affect and behavior.

Participants took part in two ostensibly unrelated studies. The first involved reading a violent story, attributed to a biblical or secular source, which ended in either brutal retaliation or peaceful reconciliation. They then took part in a second study in which they completed measures of aggressive affect and behavior.

Participants told that their stories came from a secular source experienced a more aggressive affect than those told that their stories came from a biblical source. In terms of behavioral aggression, a significant difference in effect of the story ending on males and females emerged. Females who read the reconciliation ending had lower levels of behavioral aggression than females who read the retaliation ending. Conversely, males who read the reconciliation ending had higher levels of behavioral aggression than males who read the retaliation ending.

These findings suggest that media depictions of prosocial reactions to unprovoked aggression may not reduce aggression in men.

Results are discussed in terms of moral values espoused by women and men and suggest that anti-violence messages may be strengthened to the extent they address the values important to both.

This study extends research on violent media exposure to a burgeoning literature on reading violent content.

Library instruction has become a public services program at most academic libraries. As such, it has the potential of being a library's most innovative and visible program. Yet, no matter how innovative, such a program cannot become visible without the support of the entire university community. Librarians, administrators, faculty members, and students alike must perceive a need and value for an instructional program if it is to be implemented successfully.