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To achieve change in the Australian red meat processing industry it is necessary to address the tyranny of distance in a dispersed industry, a culture of “firefighting” rather than root cause problem solving and a low investment in staff training and development. Internet‐based learning offers potential where off‐the‐job training is not feasible or efficient. Hence our decision to design a management development initiative for the industry. $LAM (pronounced “slam” – may be viewed at URL: http://www.bus.qut.edu.au/$lam/) is the name coined for the learning process that uses interactive Internet‐based decision support systems. $LAM integrates high quality content, state‐of‐the‐art instructional design principles and motivational strategies. The goal was the delivery of an industry specific cost of quality tutorial and activity based projects able to promote learners’ ability to formulate conceptual generalisations and promote change in developing new responses to industry issues.

Faced with increased competition and diminishing profit margins, the Australian meat‐processing industry has identified leadership skills as a key area for improvement. Managers are too busy with day‐to‐day issues to compete successfully in vital export markets. In particular, managers lack the skill to analyse relevant information and decide how to bring about reform. They have traditionally worked their way up through the workforce and have had little, if any, formal training.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

Discusses some of the implications of the Internet for interlibrary lending operations. Examines the benefits for ILL managers of comparing operations and ideas with those found in other lending institutions.

Geac Computers, Inc. is now in its twenty‐fourth year as a library system supplier. For the past year and a half, Geac has been combining the resources of recently acquired CLSI with its own to create a “new” Geac, a company focused on developing advanced information systems and superior service programs to meet the needs of libraries for the future. Geac's sole product development and design goal is to provide libraries with the most advanced technology available to enable them to manage and deliver information from a variety of sources worldwide. The measured transition to client/server architecture from the current centralized character‐based design is an example of Geac's adaptation of the latest technology to meet the needs of libraries. Networking is an important component of Geac's systems for the future. As more information becomes available in electronic formats via a variety of networks, it is important that Geac systems provide fast, easy, transparent access to it. The ultimate objective of Geac's client/server and network development is to provide fast, easy access to all types of data, wherever it resides.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

Qualitative researchers embrace insider narratives and affirm an environment where stories of lived experiences are acceptable and welcomed. Equally, subjective narratives often are presented for publication with an assumption that they will reach a readership, after a rigorous but empathic review process. Such assumptions and expectations underpin Indigenous, postmodern, feminist, critical and narrative research and writing approaches, all of which seek to foreground non‐dominant stories, and expose untold lived experiences through publications. However, this paper aims to challenge the somewhat implicit narrative that “lived experiences would always be welcomed”.

The authors discuss qualitative researchers and narratives, including excluded stories, and then reveal their own experiences of trying to publish less common, confronting, adoption narratives.

The authors find that stories that do not meet the authorized or conventional version of a social transcript, or those beyond current comprehension, may remain silenced. They speculate that the adoption stories they presented for publication were rejected because they were too confronting.

The authors contend that some stories challenge convention to such an extent that they become unacceptable. They tell different but interwoven stories of rejected, adoption‐related manuscripts, before reflecting on implications for the presentation of qualitative narratives.