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Examines a new addition to thinking on adoption and diffusion of service innovations – the Cultural Anchoring Diffusion/Assimilation Model. Suggests that certain service innovations may encourage a type of psychological dependence that leads an individual′s self‐concept to become linked to his or her usage of a new service. Recommends, as a result of this model, several strategies for service marketing managers.

Discusses the adoption and diffusion of product innovations among consumers. Examines the Cultural Anchoring model of diffusion, which comprises five sub‐areas: innovation process, trial/adoption process, diffusion process, assimilation/cultural anchoring, and aftermath. Surmises that certain technological innovations may foster a highly involving psychological dependence, with the individual′s self‐concept becoming strongly linked to his or her mastery over a new technology

A content analyses study of social studies textbooks was completed in 1993 by Rahmia Wade. She found the problematic way in which researchers examined texts noting they relied too much on personal perceptions and opinions of social studies topics and failed to cite additional sources to support their claims. The investigation further asserted social studies textbook analyses lacked interrater reliability and data quantification. In many cases, the authors of these works were comparing textbooks to other textbooks, rather than to standards, and were not examining all the texts used in a particular discipline. Based on these findings, Wade questioned the effectiveness of these analyses for improving social studies education. This project replicated Wade’s study. A random sample of social studies textbook analyses published between 2002 and 2012 was considered and the author found that they have changed little since Wade’s article. Suggestions are offered for those interested in conducting textbook analysis with a focus on how to make such studies more relevant for classroom teachers. These suggestions include: analyzing both the textbooks and standards simultaneously, analyzing the entire textbook, and providing student centered lesson ideas.

Of all of the educational tools used in social studies education, by far the most critiqued is the standard basal textbook. If used properly, nevertheless, textbooks are not as problematic as critics claim and can be a useful tool in the teaching and learning of social studies and history. Based on the focus found in the Common Core Standards on informational texts, the practicality of using textbooks is especially true in today’s educational environment. This article was written with the goal of helping social studies teachers develop lessons that assist their students in meeting the requirements of the Common Core. One specific strategy is described to offer teachers an example of how to effectively use their textbook in a Common Core focused and social studies content-based activity. A sample lesson, based on an inquiry activity titled “Hollywood or History,” is provided.

In order to comply with the new Common Core standards, it is imperative teachers, particularly those at the elementary levels, incorporate English/Language Arts (ELA) in their social studies classes. These reading, writing, speaking, and listening foci, through the use of informational texts, necessitate strategies to help students meet these standards. They also help students learn social studies content and gain historical understanding. Teachers can meet these standards through an adapted Jigsaw strategy using primary source materials. We review a modified Jigsaw strategy; we call a “Source-Focused Jigsaw.” An aspect of this type of Jigsaw is its allowance of students to focus on the similarities and differences between multiple documents, which is a specific emphasis of the Common Core Standards. This strategy allows young learners to think like a historian and to understand various sources often contain different information. They also learn multiple sources may be necessary to for decision-making. The authors provide lesson examples of its use with social studies informational texts and ELA.

This paper uses a stakeholder approach to examine how the role of accounting and the status of accountants changed over a 30 year period (1970 to 2000) in a major Australian government trading enterprise. Data are gathered from semi‐structured interviews with organizational participants and documentation. The study provides support for the importance of stakeholders in shaping organizational processes and practices, including accounting practices, and for the effects of changes in stakeholder constituency and agenda on such practices. The study also provides evidence of the roles accounting and accountants may play in implementing a stakeholder agenda, including both instrumental and symbolic roles, and how the status of accountants may rise and fall commensurate with those roles.

In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.

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

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

This paper takes a broad introductory look at the notion of objectivity within the western philosophic tradition of liberal individualism and exposes how this is related to, or sets the stage for, the creation of learning objects as a concept. Objectivity is predicated on ideas such as the removal of context and the ability to transcend social, cultural and discursive position. Learning objects have often been conceptualised as outside of context as well. This paper presents some of the criticisms of this approach in transcending context and suggests that this conceptualisation may prove problematic in the successful execution, creation and distribution of learning objects.