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This study aims to focus on the role of learning activities on the development of Romanian students making the change from academia to the workplace, specifically focusing on the role of three learning activities: classroom teaching pedagogies (in‐vitro); field experiences (in‐situ); and self‐development experiential activities.

Using a 12‐factor scale developed by the authors to measure the role of learning activities on professional identity (PI), 364 students in an English‐language BBA program at a prominent Romanian university were surveyed via an online survey service. From this sample 97 valid responses were obtained and these were regressed on a measure of PI to test three main hypotheses.

In‐vitro, in‐situ, and self‐development experiential activities exhibited a positive relationship to PI. The two most significant predictors of PI were found to be membership of a professional student group and the use of case studies in class.

The findings of the study have practical implications for the business community and business educators, for activities such as curriculum development, course design and delivery. The findings reinforce the need for more practical pedagogies.

The paper makes an empirical contribution to the field of PI development in Romanian business students and by extension to students in similar post‐Communist countries. To this date there have been no studies that link practical learning activities to the development of PI in a transition society.

This paper aims to explore users' perceptions of whether the Leadership Development Impact Assessment (LDI) Toolkit is valid, reliable, simple to use and cost-effective as a guide to its quality improvement.

The Canadian Health Leadership Network codesigned and codeveloped the LDI Toolkit as a theory-driven and evidence-informed resource that aims to assist health-care organizational development practitioners to evaluate various programs at five levels of impact: reaction, learning, application, impact and return on investment (ROI) and intangible benefits. A comparative evaluative case study was conducted using online questionnaires and semistructured telephone interviews with three health organizations where robust leadership development programs were in place. A total of seven leadership consultants and specialists participated from three Canadian provinces. Data were analyzed sequentially in two stages involving descriptive statistical analysis augmented with a qualitative content analysis of key themes.

Users perceived the toolkit as cost-effective in terms of direct costs, indirect costs and intangibles; they found it easy-to-use in terms of clarity, logic and structure, ease of navigation with a coherent layout; and they assessed the sources of the evidence-informed tools and guides as appropriate. Users rated the toolkit highly on their perceptions of its validity and reliability. The analysis also informed the refinement of the toolkit.

The refined LDI Toolkit is a comprehensive online collection of various tools to support health organizations to evaluate the leadership development investments effectively and efficiently at five impact levels including ROI.

When the first edition of Poems by Emily Dickinson was published in 1890, Samuel G. Ward, a writer for the Dial, commented, “I am with all the world intensely interested in Emily Dickinson. She may become world famous or she may never get out of New England” (Sewall 1974, 26). A century after Emily Dickinson's death, all the world is intensely interested in the full nature of her poetic genius and her commanding presence in American literature. Indeed, if fame belonged to her she could not escape it (JL 265). She was concerned about becoming “great.” Fame intrigued her, but it did not consume her. She preferred “To earn it by disdaining it—”(JP 1427). Critics say that she sensed her genius but could never have envisioned the extent to which others would recognize it. She wrote, “Fame is a bee./It has a song—/It has a sting—/Ah, too, it has a wing” (JP 1763). On 7 May 1984 the names of Emily Dickinson and Walt Whitman were inscribed on stone tablets and set into the floor of the newly founded United States Poets' Corner of the Cathedral of St. John the Divine in New York City, “the first poets elected to this pantheon of American writers” (New York Times 1985). Celebrations in her honor draw a distinguished assemblage of international scholars, renowned authors and poets, biographers, critics, literary historians, and admirers‐at‐large. In May 1986 devoted followers came from places as distant as Germany, Poland, Scandinavia, and Japan to Washington, DC, to participate in the Folger Shakespeare Library's conference, “Emily Dickinson, Letter to the World.”

OUR readers may be amused this month by the microfilm imaginings of our correspondent in “Letters on Our Affairs,” but there is undoubtedly a more marked disposition now than formerly to reduce to a mechanism many of the usual routines of libraries. We suppose routine is always mechanical, is repetitive and, for the enterprising ambitious library worker, a matter of boredom. How far the “electronic brain” and other more recent developments of science can be adapted to our simple processes remains to be seen, but all experiment is good even if it does not survive the initial stage. What is to be most feared in any profession is the standardizing inflexibly of its techniques ; that way lies its old age, perhaps its petrification. It is for this reason that we welcome such things as those we have already discussed at times in our pages—the central cataloguing experiment of Harrods, the punched‐card vouchers and other records sponsored (so far as libraries are concerned) by Mr. T. E. Callender, the highly mechanised method of classing propounded by Dr. Ranganathan, the placing of D.C. numbers on the title pages of the books they publish by Jonathan Cape and Harrap, the visible fines receiving box and many more such things. No one uses them all. They free librarians, it is urged, for more specifically library service. We hope that they do. We have always before us the undoubted truth that the good man scraps methods that are obsolescent and the librarian (if one now exists) who is not a business man—especially if he is charged with a large library—is a somewhat pathetic person.

The topic of human skeletal analysis is a sensitive subject in North America. Laws and regulations surrounding research of human skeletal material make it difficult to use these remains to characterize various populations. Recent technology has the potential to solve this dilemma. Three-dimensional (3D) scanning creates virtual models of this material, and stores the information, allowing future studies on the material. The paper aims to discuss these issues.

To assess the potential of this methodology, the authors compared processing time, accuracy and costs of computer tomography (CT) scanner to the Artec Eva portable 3D surface scanner. Using both methodologies the authors scanned and 3D printed one adult individual. The authors hypothesize that the Artec Eva will create digital replicas of <5 percent error based on Buikstra and Ubelaker standard osteometric measurements. Error was tested by comparing the measurements of the skeletal material to the Artec data, CT data and 3D printed data.

Results show that larger bones recorded by the Artec Eva have <5 percent error of the original specimen while smaller more detailed images have >5 percent error. The CT images are closer to <5 percent accuracy, with few bones still >5 percent error. The Artec Eva scanner is inexpensive in comparison to a CT machine, but takes twice as long to process the Eva’s data. The Artec Eva is sufficient in replication of larger elements, but the CT machine is still a preferable means of skeletal replication, particularly for small elements.

This research paper is unique because it compares two common forms of digitization, which has not been done. The authors believe this paper would be of value to natural history curators and various researchers.