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One recent direction for leadership research has been the use of purely qualitative data and qualitative analysis. One analytical method used in this phenomenological research has been the full grounded theory method. That method has generated social process theories about leadership in organizational settings. The present research operationalizes those theories into questionnaire format. This operationalized work gives support to a one-factor model for social processes of leadership (SPL) in organizations. It also identifies four lower-order social processes of leadership. Concurrent validity is concluded from a high correlation with Bass & Avolio’s and Podsakoff’s transformational leadership constructs. The correlations are so high that the SPL scale might be tapping the same underlying construct as transformational leadership. The augmentation effect of transformational leadership over (transactional) management is also supported. Support has been obtained for ongoing grounded theory-based research into the social processes of leadership and influence, and related phenomena, in organizations.

Charitable lotteries represent one of today's most popular fund-raising schemes. This study begins by developing theory examining the optimal design of a charitable lottery. We show that any prize distribution is only optimal for a group of n symmetric agents with given risk preference. However, there exist multiple prize distributions that generate contributions approaching the optimal level over a range of individual risk posture. We test our theory using a battery of experimental treatments. Our results suggest that lotteries dominate the voluntary contribution mechanism (VCM) in terms of total dollars raised. Moreover, the performance of lotteries weakly depends on individual risk preference.

In the context of the risks inherent in global warming, public libraries can partner with each other, community-based environmental groups and/or other institutions to enhance community resilience and sustainability. This chapter presents a case study of an ongoing experiment to address this opportunityand challenge. In April 2021, six Western MA libraries formed a collaborative in conjunction with a local citizens’ group, Voices for Climate [V4C], to expand public education opportunities relating to understanding, mitigating, and adapting to climate change. In its initial year, this effort yielded 13 separate programs serving more than 110 patrons, all within the 7 days of Climate Preparedness Week, a state-wide program held annually. Subsequently, this Pioneer Valley Library Collaborative [PVLC] has grown to 10 library partners and continues its close alliance with V4C. In describing the programs offered in the first year, the challenges met, limitations encountered, and lessons learned, the chapter provides one model for how libraries can jointly choose to become hubs of climate conversation and education as a means to promote their communities’ quality of life, sustainability, and resilience.

The public’s awareness of noise and vibration forms a significant barrier to further development of railways. This chapter begins with a short introduction to the main fundamental aspects of acoustics, including decibels, frequency analysis, the propagation of sound with distance and common measurement quantities. The main sources of railway noise are discussed, including rolling noise, impact noise, curve squeal and aerodynamic noise. Simple calculation procedures are described that can be used to assess the impact of railway noise and to compare it with legal limits. The final section is devoted to ground vibration, which is a related form of environmental disturbance.

This chapter looks to the future of research in next generation learning spaces. It begins with a review of the literature and concludes with the implications for future research. The review demonstrates that most ‘next generation learning space’ research has focused on the design and evaluation of spaces. We know that students like the spaces, but we don’t know if the spaces alone are effective in improving student learning or if the spaces in combination with changed pedagogic practices and/or curriculum design improve learning. There are many opportunities for researchers to provide much needed evidence to institutions on the interrelationships between next generation learning spaces design, teaching practices, curriculum design and learning outcomes.