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Throughout his 20 years as university librarian and keeper of the Hunterian Books and Manuscripts, Henry Heaney has shown an abiding interest in the rich and varied collections contained in Glasgow University Library’s Department of Special Collections. The article traces the unprecedented growth in the collections themselves, and in readers’ use of them, which have taken place during Heaney’s librarianship. Tribute is paid both to the sustained efforts made by Special Collections staff in promoting the scholarly community’s awareness and use of the collections, and to Henry Heaney’s active encouragement. The impact of the Funding Councils’ Non‐Formula Funding,and of digitisation, is considered, and the conclusion is drawn that at his retirement, Henry Heaney is leaving the Department of Special Collections well placed, both in its new location and in its collections and services, to meet the opportunities and challenges of the digital age.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

We consider the theory and evidence supporting learning styles, and contrast these with the related concepts of learning preferences and student choice. Although the theory of learning styles remains popular in the field of education as one guidepost teachers might use to maximize the effectiveness of instruction for individual students, including students with learning and behavioral disabilities, a review of the evidence supporting a learning styles approach suggests that it offers little benefit to students with disabilities. In contrasting learning styles with the related concept of learning preferences, we posit that interventions based on student choice may offer a more parsimonious and evidence-driven approach to enhancing instruction and improving outcomes for students with learning and behavioral disabilities.

The purpose of this paper is to provide context for and a preview of the content for the special issue on corporate apologia.

The methodology is a review of literature relevant to crisis communication and the role of apologia within this body of literature.

Apologia, a rhetoric of self‐defense, has a strong connection in the creation and development of crisis communication. Current research is moving beyond the parameters of apologia but it remains a strong influence on the field. Future crisis communication research needs to explore further the role of emotion if crisis communication and the implications of international crisis communication. The various contributions the articles in the special issue provide for crisis communication are reviewed as a means of previewing the special issue.

The paper provides lessons that crisis managers can apply when they need to communicate during a crisis.

The paper provides insights into the development of crisis communication and the role of apologia in that development.

This paper aims to examine lecturers' experiences of moonlighting in the Ghana Institute of Management and Public Administration (GIMPA).

A qualitative approach was used. Data were collected through in-depth semi-structured interviews with 18 purposively selected informants. Data were transcribed and analyzed thematically.

The findings are that moonlighting is common at GIMPA, and the institutional environment is conducive for the practice. Knowledge of the practice is unclear. However, moonlighting serves as a source of additional income for lecturers, which a significant majority describe as enabling their continuing employment at GIMPA, but many pointed out the negative effects as well. Lack of a policy to control the behavior has been cited as a reason for the problem, which left lecturers to self-determine what to do. Moonlighting practice is affecting the quality of teaching and support to students by the lecturers.

The sample of the respondents who participated in the study is small and limited to 18. Their views cannot be generalized to all higher education institutions. But, the results show the seriousness of the problem and its implications.

Moonlighting is prevalent in GIMPA. It suggests that employees of other public higher education institutions are no immune to it.

This study is the first of its kind to explore the practice of moonlighting in a quasi-public higher education institution in Ghana. It has added to the empirical literature on the practice and the effects on the institution.

This study explored perspectives of secondary social studies teachers, who reported using live media broad-casts to engage students in an examination of terrorism on 9/11. Specifically, this study queried these teachers’ perceptions of preparedness on 9/11 to engage it as a learning event. Respondents (N=29) in one Mid-Atlantic state who were teaching in secondary social studies classrooms on September 11, 2001 (9/11), were asked to reflect on their level of preparedness to adapt and implement real-time teaching to address unfolding events. A Wilcoxon Signed Ranks Test for matched pairs revealed that respondents’ current perceptions of self-efficacy to teach about an unfolding terrorist act were positively modified by their experiences teaching about terrorism on 9/11 [Z = -4.507, p <.001 (two tailed)]. Respondents reported gains in confidence to teach about terrorism because of their teaching experiences on 9/11. Results add to the small knowledge base on the topic, even as they highlight the need for further research on the classroom response to 9/11.

Just‐In‐Time (JIT) production has received a great deal of attention, worldwide, since its introduction in Japan a few decades ago. It has been well documented that some of the main benefits of JIT implementation are reduction of inventories, lead‐time reduction, and cost savings. Most of the previous research on the impact of JIT on firm performance has either been anecdotal (one‐firm studies), or cross‐sectional (comparing JIT firms with non‐JIT firms at one point in time) in nature. This paper focuses on studying the impact of JIT on inventories to sales ratios prior‐ and post‐adoption based on actual performance of 74 firms as reported in COMPUSTAT data. Results show that the total inventory to sales ratio and raw material inventory to sales ratio decreased post‐implementation; however, there has not been any statistically significant change in work‐in‐process inventory to sales ratio and finished goods inventory to sales ratio post‐implementation.

The authors consider current policy debates in the UK about the professionalisation of the police to respond to changing patterns of crime and, specifically, the suggestion that officers be educated to degree level. Drawing on the ethnographic evidence, the purpose of this paper is to focus attention on how officers learn, and continue to develop the applied, that is the craft aspects of the work of uniformed constables.

The authors draw on a long-term ethnographic project observing officers during the course of their duties. The focus is on the use of discretion and of particular powers. But in the course of the research, the authors also observe the way officers behave and the way they talk about their job.

The authors suggest that, while there may be a role for degree qualifications, attention needs to be paid to the practices the authors observe, practices that have long been the core craft skills of uniformed officers.

The authors suggest that, despite the emergence of cybercrime and other new forms of crime/threat, the evidence suggests that much has not. Not least, crime is not the only focus of police work.