Search results

This paper seeks to analyze how institutional arrangements and discourses shape law enforcement professionalization efforts, to identify opportunities and potential problems associated with professionalization, and to propose research to address practitioner interests in education and training and public interests in accountability and service equity.

The paper explores discourses surrounding law enforcement professionalization efforts to identify implementation barriers and potential consequences. It reviews earlier literatures and analyzes occupational standards data, utilizing a communicative perspective to investigate professionalization problems that have often been approached from political or economic perspectives.

Although law enforcement is often urged to professionalize, educational standards for officers remain low. There is no clear nexus between college curriculum and law enforcement as a profession. This paper shows that competing discourses about professionalization in general and law enforcement in particular undermine efforts to establish professional status and increased standards for law enforcement.

Future research should include greater cross‐sectional data analysis. Investigation of law enforcement standards or professionalization should account for social discourses that contribute to norms and expectations.

Law enforcement agencies and criminal justice programs have opportunities to better coordinate practice and scholarship. Failure to attend to institutional relationships and the role of communication in shaping professional standards will hamper advances in either field.

The paper shows that professional norms shape law enforcement accountability to the public in critical and sometimes unintended ways.

Previous authors have not considered social discourse impacts on law enforcement standards and professionalization, nor their relationship to higher education. By introducing these variables, barriers and alternative approaches are revealed.

Wicked problems, cross-sectoral and transregional collaborations, emerging technologies and calls for innovation generate exciting but unpredictable transformations in governance. Emerging research suggests humility, rather than certitude, represents a promising ethos for public leaders working to solve problems in tumultuous times. This study examines the nature, value and practice of humility in public administration (PA) leadership.

This study reviews cross-disciplinary research on the nature and value of humility and emerging findings and debates on humility assessment measures. It analyzes discourse among graduate students in US PA classes and uses ethnographic analysis from workshops with local government leaders to identify institutional dynamics that may influence leaders' willingness to act with humility.

Findings suggest that although PA students and leaders may value humility, they encounter institutional constraints related to public sector legitimacy and narratives about expertise and risk. The author proposes a framework to guide future research and practice in humility and public leadership.

Potential constraints emerged from a modest study of courses and workshops; further research is required to test the prevalence of themes across public leadership environments.

Public leaders, teachers and coaches may apply these practices and assessment measures to cultivate humility in PA classes and organizations.

This study is among the first to explore leadership humility with attention to how PA context may influence practice.

Purpose: While COVID-19 has upended lives, it has also catalyzed innovation with potential to advance health delivery. Yet, we know little about how the delivery system, and primary care in particular, has responded and how this has impacted vulnerable patients. We aimed to understand the impact of COVID-19 on primary care practice sites and their vulnerable patients and to identify explanations for variation. Approach: We developed and administered a survey to practice managers and physician leaders from 173 primary care practice sites, October-November 2020. We report and graphically depict results from univariate analysis and examine potential explanations for variation in practices' process innovations in response to COVID-19 by assessing bivariate relationships between seven dependent variables and four independent variables. Findings: Among 96 (55.5%) respondents, primary care practice sites on average took more safety (8.5 of 12) than financial (2.5 of 17) precautions in response to COVID-19. Practice sites varied in their efforts to protect patients with vulnerabilities, providing care initially postponed, and experience with virtual visits. Financial risk, practice size, practitioner age, and emergency preparedness explained variation in primary care practices' process innovations. Many practice sites plan to sustain virtual visits, dependent mostly on patient and provider preference and continued reimbursement. Value: While findings indicate rapid and substantial innovation, conditions must enable primary care practice sites to build on and sustain innovations, to support care for vulnerable populations, including those with multiple chronic conditions and socio-economic barriers to health, and to prepare primary care for future emergencies.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.

The approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.

While the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.

Peer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices.

A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning social justice in their practices.

The research findings draw attention to the central importance of awareness of the social injustices in schools – in structure, policy, and practices – and open space for debate on what can be considered as leadership for social justice. They also provide a useful starting point in exploring how leadership roles and practices can be improved to reverse injustices associated with the diversity of students based on race, socioeconomic status, gender, sexual orientation, and ability.

What principals perceive may have a significant impact on the actions and practices for social justice. Therefore, it is important to gain insight into principals’ persecutions and perspectives on social justice as they may become norms and criteria that guide their actions.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

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.