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Teaching library skills to college freshmen has been a challenge for academic libraries for decades. Year after year, librarians grapple with these questions: What library skills should freshmen have? How should these skills be taught? How does basic library instruction fit in with the curriculum of the college or university?

Oppressed peoples have always told stories in which they shared images of themselves as powerful and free. Visions and prophecies and stories have shown people what is possible, what is yet to come, what our deepest selves are capable of.

As a follow up to the bespectacled and jolly photo of myself (NLW, June 86) along with accompanying cheery sentences about how easy it is to be a book reviewer. I thought I would pen a few timely phrases on how to go about reviewing for NLW.

The purpose of this study is to use recent US legislative activity surrounding changes to the Environmental Protection Agency (EPA)/Clean Air Act in 2010, which changes the practice of environmental policy of a firm, and the unique setting of Utility industry to examine the relationship between a firm’s voluntary accounting disclosure and environmental performance.

This study features hand-collected data of environmental disclosure and examines its relation with environmental performance. To address the endogeneity problem, a difference-in-differences test with propensity score matching is performed to study the impact of policy change on environmental disclosure.

The findings of this study show that measures of environmental performance have a significant and positive association with a firm’s voluntary disclosure. The results from difference-in-differences test show that adjustments in environmental performance after regulatory change have a causal and positive effect on a firm’s voluntary disclosure.

The findings support theories of signaling and voluntary disclosure that better-performing firms provide more information disclosure of their environmental performance.

The findings show real adjustments in firm environmental performance and consistent voluntary disclosure around the enactment of environmental legislation, which may have important implications for environmental rule making bodies and management about the effectiveness of their regulations.

This study is among the first to examine the causal relationship between environmental performance and disclosure within the context of recent changes in US environmental regulation. This study also provides the Utility industry experiment with difference-in-differences test to tackle endogeneity in the relation between performance and disclosure.

The purpose of this paper is to analyze relations among different kinds of visualization in annual reports and to trace their interaction with activities in marketing and sales, in design and planning, and in operations. For this purpose it is intended to produce insight into the referents that make up a particular image found in the annual report: the 3‐D visualization.

It is a case study of a firm that uses different kinds of visualization in many parts of its activities. The case study is based on different kinds of empirical data, such as annual reports, interviews and field observations. This allows a better understanding of relations and translation between visualization and organizational practices. The paper draws on theoretical work on photography and 3‐D visualizations and is inspired by the actor‐network theory approach in its analysis of how various kinds of visualizations interact.

It is suggested that visualization is important in all aspects of the firm's activities such as accounting, communication, selling, planning and operations. It is shown how the visualizations interact with one another and are superimposed on one another to develop even stronger modes of reporting in the annual report and stronger coordination towards the market, production and operations. Visualizations in annual reports are not merely window dressing but also their traces and referents have to be found elsewhere than in the financial reporting system.

This is a single case study, and more cases need to be analyzed to understand the complexities of interactions between visualizations.

The paper produces insight into the referents that make up a particular image found in the annual report: the 3‐D visualization.

This article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact of the unique socio-cultural background of Vietnam on WIL is also addressed.

A qualitative approach that included three focus groups and 15 individual in-depth interviews was applied. In total, 30 key university and industry WIL stakeholders were involved. Thematic analysis was employed to identify enablers and inhibitors to the participation of industry professionals in WIL in Vietnamese universities.

Industry professionals faced more challenges than support when involved in WIL in three Vietnamese public universities. Four enablers of their participation in WIL stemmed from industry and nine inhibitors emerged from a variety of sources. The overwhelming number of inhibiting factors indicated difficulties associated with implementing WIL.

The rationale behind limited industry involvement in Vietnamese universities has not been explored previously. A holistic understanding of all key WIL stakeholders’ perceptions of factors influencing industry participation in a non-Western tertiary context may provide leads for higher education policy in Vietnam and add to the international literature.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.