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Presents a model of the machining system selection process that is focused on capital intensive, complex machining systems that are intended to provide service over a long time horizon. This model was developed based on interviews with both machine tool suppliers and buyers. The systems considered here increasingly face potentially conflicting demands such as: the ability to be quickly and inexpensively upgraded and reconfigured in order to have quick new product change‐over and ramp‐up time; and high product variety at close to mass production costs. This new “reconfigurability” capability increases the importance of the supplier‐buyer relationship after the machining system has been selected. We also remark that the selection process can serve as the basis for internal consensus and team building within the buyer firm and for enhancing supplier base quality.

Team building is a common thread throughout most organizational change and management development activities. As teams are built, they should evolve through three stages of learning: (1) crisis problem solving, (2) productivity improvement to the current situation, and (3) anticipatory learning. Anticipatory team learning focuses on future‐oriented learning. It is based on three meta skills of team learning: (1) obtaining data, (2) constructing “rich information” and (3) turning rich information into “intelligence” for creating and sustaining peak performance and a higher commitment culture.

This article features the achievements of women through four picture book biographies, all of which are National Council for the Social Studies Notable Trade Books for 2011. These notable trade book selections underscore the contributions of four distinct ethnicities, symbolizing the cultural diversity of our nation and its citizens. They draw attention to women who accomplished great things, yet remain unknown and invisible in the historical record. The contributions of these women are highlighted, and developmentally appropriate extension activities are shared to help teachers encourage children to learn more about the lives of women who changed our nation not only during Women’s History Month, but throughout the year. Finally, this article discusses tips for engaging both girls and boys in the study of women’s history.

The purpose of this paper is to introduce the idea of the “knowledge front” alongside ideas of “home” and “war” front as a way of understanding the expertise of university-educated women in an examination of the First World War and its aftermath. The paper explores the professional lives of two women, the medical researcher, Elsie Dalyell, and the teacher, feminist and unionist, Lucy Woodcock. The paper examines their professional lives and acquisition and use of university expertise both on the war and home fronts, and shows how women’s intellectual and scientific activity established during the war continued long after as a way to repair what many believed to be a society damaged by war. It argues that the idea of “knowledge front” reveals a continuity of intellectual and scientific activity from war to peace, and offers “space” to examine the professional lives of university-educated women in this period.

The paper is structured as an analytical narrative interweaving the professional lives of two women, medical researcher Elsie Dalyell and teacher/unionist Lucy Woodcock to illuminate the contributions of university-educated women’s expertise from 1914 to the outbreak of the Second World War.

The emergence of university-educated women in the First World War and the interwar years participated in the civic structure of Australian society in innovative and important ways that challenged the “soldier citizen” ethos of this era. The paper offers a way to examine university-educated women’s professional lives as they unfolded during the course of war and peace that focuses on what they did with their expertise. Thus, the “knowledge front” provides more ways to examine these lives than the more narrowly articulated ideas of “home” and “war” front.

The idea of the “knowledge front” applied to women in this paper also has implications for how to analyse the meaning of the First World War-focused university expertise more generally both during war and peace.

The usual view of women’s participation in war is as nurses in field hospitals. This paper broadens the notion of war to see war as having many interconnected fronts including the battle front and home front (Beaumont, 2013). By doing so, not only can we see a much larger involvement of women in the war, but we also see the involvement of university-educated women.

The paper shows that while the guns may have ceased on 11 November 1918, women’s lives continued as they grappled with their war experience and aimed to reassert their professional lives in Australian society in the 1920s and 1930s.

The paper contains original biographical research of the lives of two women. It also conceptualises the idea of “knowledge front” in terms of war/home front to examine how the expertise of university-educated career women contributed to the social fabric of a nation recovering from war.

Despite the social, educational and therapeutic benefits of book clubs, little is known about which books participants are likely to have read. In response, the purpose of this paper is to investigate the public bookshelves of those that have joined a group within the Goodreads social network site.

Books listed as read by members of 50 large English-language Goodreads groups – with a genre focus or other theme – were compiled by author and title.

Recent and youth-oriented fiction dominate the 50 books most read by book club members, whilst almost half are works of literature frequently taught at the secondary and postsecondary level (literary classics). Whilst J.K. Rowling is almost ubiquitous (at least 63 per cent as frequently listed as other authors in any group, including groups for other genres), most authors, including Shakespeare (15 per cent), Goulding (6 per cent) and Hemmingway (9 per cent), are little read by some groups. Nor are individual recent literary prize winners or works in languages other than English frequently read.

Although these results are derived from a single popular website, knowing more about what book club members are likely to have read should help participants, organisers and moderators. For example, recent literary prize winners might be a good choice, given that few members may have read them.

This is the first large scale study of book group members’ reading patterns. Whilst typical reading is likely to vary by group theme and average age, there seems to be a mainly female canon of about 14 authors and 19 books that Goodreads book club members are likely to have read.

This research explores the implications for risk management of “People Risk.” In particular how online digital behaviors, particularly from young people entering the workplace for the first time, might impact on the work setting and how risk management might mitigate impact on the employee and organization.

A mixed methods approach was used to consider these implications and draws from a number of data sources in the United Kingdom including a database of self-review data around online safety policy and practice from over 2000 schools, a survey of over 1000 14–16 year olds and their attitudes toward sexting, and a survey of over 500 undergraduate students. In addition the work considers existing risk management approaches and the models therein and how they might be applied to people risk.

The dataset analyzed in this exploration show an education system in the United Kingdom that is not adequately preparing young people with an awareness of the implications of digital behavior in their lives and the survey data shows distorted social norms that might have serious consequences in the workplace.

This research should raise concerns for managers in the workplace who need to be aware of the changes in “normal” behavior and how these potentially harmful practices may be mitigated in the workplace.

The research provides a strong evidence base for a change in “acceptable” social behavior by children and young people alongside an education system not promoting effective awareness. These two datasets combined highlight potential new risks to the workplace.

Purpose – We review the literature on the general effects of rap music and discuss in detail those studies that purport to examine how it affects attitudes and behavior related to violence and misogyny.Methodology – Critical review of the popular and scholarly rap music literature.Findings – We describe four critical weaknesses in this literature that limit our ability to draw firm conclusions on rap music's effects: (1) the nonempirical nature of most writings on rap; (2) vagueness regarding the precise relationship between rap music and attitudes and behavior, and the associated lack of theoretical perspectives in rap literature; (3) the exclusion of the perspectives of rap music listeners in most studies; and (4) the drawbacks of both experimental research and existing ethnographic studies in this area.Value of chapter – Based on the deficiencies in the literature, we provide recommendations for future work and discuss why it is imperative, despite the many challenges that exist, to conduct research on rap music and its effects.

This Food Standards Committee Report has been with us long enough to have received careful appraisal at the hand of the most interested parties — food law enforcement agencies and the meat trade. The purposes of the review was to consider the need for specific controls over the composition and descriptive labelling of minced meat products, but the main factor was the fat content, particularly the maximum suggested by the Associaton of Public Analysts, viz., a one‐quarter (25%) of the total product. For some years now, the courts have been asked to accept 25% fat as the maximum, based on a series of national surveys; above that level, the product was to be considered as not of the substance or quality demanded by the purchaser; a contention which has been upheld on appeal to the Divisional Court.