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Individual rights as a part of our common heritage has evolved from the philosophies of Locke, Voltaire, and the declarations of the French and American Revolutions. The basic rights of liberty, free speech, religion, worship, the right to be innocent until proven guilty are a basic principle of the freedom to which we all subscribe.

The dual purpose of this paper is to determine how superintendents in US school districts work with stakeholders in the decision‐making process and to learn how different choices superintendents make affect decision outcomes.

This multiple case study of three school districts employs qualitative methodology to address specific research questions. Interview and observation data are analyzed using data codes applied to text through NVivo8.

The paper finds that superintendents respond to accountability pressure by working with committees in different ways, yet all three tend to achieve the strategic decision outcomes they favor. Despite superintendents' substantial efforts to engage in collaborative strategic decision making, collaboration virtually ends once the decision is made and these districts shift into implementation.

The multiple case study approach employed here is useful for understanding the details of strategic decision making, but the results are specific to the school districts studied. Rather than generalizing from these school districts, researchers could generalize to them based on the degree to which they are typical.

Empirical results reported here fill in gaps in the education leadership literature regarding how decisions are made. The tendency of committees to engage in collaborative processes for their own decision making and to issue directives to the wider school district likely places implementation at risk.

Very few studies of decision making address the process from a real‐time perspective, and the handful that do were not conducted in educational settings. This article examines school district decision making as it occurs.

The purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the under-researched area of permanent transition to a hybrid role in the context of IT, where there is a requirement to enact both the professional and leader roles together.

The study utilised a longitudinal design and two qualitative methods (interviews and reflective diaries) to gather data from 17 IT professionals transitioning to hybrid roles.

The study findings reveal that IT professionals engage in an ongoing process of reconciliation of professional and leader identity as they transition to a permanent hybrid role, and they construct hybrid professional–leader identities while continuing to value their professional identity. They experience professional–leader identity conflict resulting from reluctance to reconcile both professional and leader identities. They used both integration and differentiation identity work tactics to ameliorate these tensions.

The longitudinal study design, the qualitative approaches used and the unique context of the participants provide a dynamic and deep understanding of the challenges involved in performing hybrid roles in the context of IT.

Three distinct, and interrelated, events led to this article. All three actually happened to me. The first was when a young man whom I had known vaguely as a neighborhood kid approached the reference desk where I was working in August, 1974. He said, “Do you have a book on pregnancy? I'm getting married Saturday, and I want to make sure that she takes care of herself.”

My goal is to describe my life in marketing over more than 36 years and to help readers better understand (from my personal perspective) the history of marketing. I also aim to lift the curtain on some aspects of service within the marketing community.

This paper is an autobiographical sketch. It describes some key moments in my career, as well as describing how my most cited articles came to be written. It emphasizes the contextual factors at work in different periods, so readers can better understand how and why my research evolved in certain ways. I aim to convey the nature and variety of career experiences that were (and are) open to marketing academics. I discuss my experiences at the Journal of Marketing and the Marketing Science Institute.

Marketing changed rapidly between 1974 and 2017. Although change can be uncomfortable, I urge marketers to seek exposure to new ideas and practices; they are essential to learning and growth. Unexpected opportunities will come along and an alert individual can learn much from them. My time in industry was a learning experience for me. There are many kinds of interesting and successful careers.

The marketing field advances, not by the work of a single individual, but from the accumulated work of the entire marketing community. Everyone has a role to play. I encourage each individual to look for ways to contribute. I offer thoughts on how to build a research career based on my own experience.

My thoughts may shed some light on the experiences of a woman academic and the globalization of marketing academia between 1974 and 2017.

My hope is that this paper contributes to a better understanding of the history of marketing, when it is considered together with other articles on this topic. It may also be useful to people who are embarking upon a career, as well as those seeking to understand the work of earlier marketing scholars.

Building on the thematic intersection of architectural waste and conservation, the purpose of this paper is to look at the demolition and deconstruction of Honest Ed’s and Mirvish Village – an iconic site in downtown Toronto. In doing so, it examines contradictory site values and tensions inherent in sustainable heritage practices.

This article uses a “follow-the-thing” methodology – an approach developed by the cultural geographer Nicky Gregson (Gregson et al., 2009) – to demonstrate how engaging with processes of building demolition and deconstruction can begin to reveal the site’s multiple legacies.

Recognizing that materials are not lost, but instead move through and are determined by various physical, spatial and cultural conditions, this piece demonstrates how an attention to the choreography of demolition and deconstruction may deepen our understanding of notions of ownership, responsibility and stewardship.

Exposing material trajectories and various actors in the chain, this work challenges the save/discard binary which underpins conventional heritage practices and provides insight into new ways of considering the significance of demolition/deconstruction sites as well as broader social and environmental landscapes implicated in its reconfiguration.

Whereas heritage value is often defined in contrast with perceptions of loss, this piece suggests that engagement with processes of demolition and deconstruction constitutes a form of conservation that simultaneously acknowledges the difficult heritage of these procedures, while also commemorating the site’s ongoing transformation.

I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book relates to students’ real lives because Helen is portrayed as a genuine person rather than an object for herofication; an individual with economic challenges and personality flaws as well as successes. Young students are introduced to the concept of mentoring, as people who sponsored and helped Helen achieve her life goals are described. Helen Keller overcame personal adversity and is often presented to young people in character education. The heart of her story, however, is that she was one of the first civil rights leaders for people with disabilities. She was at the forefront of attitude changes around the world. In this lesson, students engage in analyzing key points of Helen Keller’s life through a read-aloud and Anticipation Guide, discussion, cooperative group work, research, and presentation skills using educational technology.

This study examines the management rostering systems that inform the ways medical scientists are allocated their work in the public healthcare sector in Australia. Promoting the contributions of medical scientists should be a priority given the important roles they are performing in relation to COVID-19 and the demand for medical testing doubling their workloads (COVID-19 National Incident Room Surveillance Team, 2020). This study examines the impact of work on medical scientists and rostering in a context of uncertain work conditions, budget restraints and technological change that ultimately affect the quality of patient care. This study utilises the Job-Demands-Resources theoretical framework (JD-R) to examine the various job demands on medical scientists and the resources available to them.

Using a qualitative methodological approach, this study conducted 23 semi-structured interviews with managers and trade union officials and 9 focus groups with 53 medical scientists, making a total 76 participants from four large public hospitals.

Due to increasing demands for pathology services, this study demonstrates that a lack of job resources, staff shortages, poor rostering practices such as increased workloads that lead to absenteeism, often illegible handwritten changes to rosters and ineffectual management lead to detrimental consequences for medical scientists’ job stress and well-being. Moreover, medical science work is hidden and not fully understood and often not respected by other clinicians, hospital management or the public. These factors have contributed to medical scientists’ lack of control over their work and causes job stress and burnout. Despite this, medical scientists use their personal resources to buffer the effects of excessive workloads and deliver high quality of patient care.

Findings suggest that developing mechanisms to promote sustainable employment practices for medical scientists are critical for the escalating demands in pathology.

Violence is elevated in older adolescents and adults with schizophrenia; however, little is known about younger children. This report focuses on rates of violence in younger children with schizophrenic-spectrum illnesses. A retrospective review of structured diagnostic interviews from a case series of 81 children, ages 4-15 years of age, with childhood onset of schizophrenic-spectrum illness is reported. Seventy-two percent of children had a history of violent behavior, including 25 children (31%) with a history of severe violence. Of those with a history of violence, 60% had a least one episode of violence that did not appear to be in response to an external stimulus (internally driven violence). There was no significant impact of age or gender. For many children, these internally driven violent episodes were rare and unpredictable, but severe. Similar to what is found in adolescents and adults, violence is common in children with schizophrenic-spectrum illnesses. General violence prevention strategies combined with early identification and treatment of childhood psychotic illnesses may decrease the morbidity associated with childhood psychotic violence.