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Modelling complex knowledge resources can be problematical as there is currently no formalism that can represent the nature of the data‐seeking process at a conceptual level. The purpose of this paper is to develop a knowledge representation formalism, the functional entity relationship diagram (FERD), which comprises a set of extensions to the industry standard entity relationship diagram established by Chen.

The research uses a design science approach to extend the existing ER formalism using the question‐answering (QA) paradigm. It is an extension of standard data modelling theory and is consistent with category theory.

The authors defined the functional entity, an encapsulated data resource that acts as a QA system and enumerated a typology of nine functional entities generated from two established principles to produce a modelling framework that can depict all existentially quantifiable relations, and demonstrated a satisficing extension to that framework (non‐Aristotelian functional entities) for those situations that do not permit such relations. Further, the authors discussed the system of knowledge mixins for qualifying the relations, and presented an adjunct to the framework, cartographic functional entities, to permit formally verifiable documentation.

Future research will address the pragmatic/sociological dimensions of FERD modelling, and test its utility in field case studies.

The FERD conceptualisation incorporates traditional IS modelling as one aspect of a richer modelling system, and thereby includes all of traditional IS repositories as first class, unmediated sources of knowledge. The establishment of standard types of functional entities can provide a framework for the methodical conversion of the declarative design level to the imperative implementation level. It thus has significant practical implications for the management and use of knowledge in organisations.

The research is original and provides a valuable contribution to conceptual modelling and representation of complex knowledge systems.

International educational research has shown that high quality coaching, mentoring, and induction for beginning teachers can enhance development and retention of highly effective teachers and, ultimately, increase student success. In Canada, like many jurisdictions, teacher induction programs have grown in popularity as a means to support beginning teachers, yet programs vary greatly in terms of delivery and effectiveness. This chapter presents the findings from a qualitative case study that examined one bespoke teacher induction program in the Western Québec School Board (WQSB). Specifically, it reports on the experience of mentor–coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). In the district, mentoring and coaching are viewed as distinct, yet interconnected components of an effective induction program. In the WQSB, teaching fellows and MCs learn together in a social and situated context (Lave & Wenger, 1991) as they focus on four key elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. Research has shown effective coaching and mentoring programs not only enhance teaching and learning, but also they offer powerful benefits to veteran teachers. With mentoring and coaching practice highly diverse and inconsistent depending on the quality of the relationship and the context, it is clear that effective selection, support and professional learning and development for MCs is essential. This chapter examines the strengths and challenges of the school district’s Mentor–Coach Professional Learning Network (MC PLN) from the perspective of network members. Data collected from questionnaires, focus groups and semi-structured interviews were abductively analyzed with and against Brown and Poortman’s (2018) five supporting conditions for effective PLNs. Study findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in a powerful induction program that also focuses on “growing the top.” However, challenges also emerged that highlight the need for the district to ensure ongoing attention to the PLN’s structure and processes in order to sustain MC motivation, engagement, and commitment.

This paper seeks to provide a systematic understanding of the controversy surrounding commerce in US schools.

The paper surveys the history, research and policies related to commerce in schooling (1890‐2005) within the USA. The literature is organized according to four emergent US perspectives – protectionist, celebrant, cultural critic, and educated consumer.

The review finds that dominant US assumptions of commercial media subscribe to a stimulus‐response model of learning, rather than an active model of young people as constructing their own experiences with commercial media. Much of the research and many of the policies about commercial media in schools reflect adult assumptions about how young people learn, rather than provide empirical research about how young people actually interact with commercial texts while in school. The paper questions an excessive emphasis on the texts and technologies of instruction and calls for more empirical research that is grounded in theories of social constructivism, symbolic interactionism, and media education.

The four dominant media perspectives generated through this review of literature are limited to the USA.

A useful review of literature and schema to inform the understanding of educators, policy makers, and researchers as to the dominant US perspectives about commercial media and the education of young people. The schema can be used as a springboard for research and inquiry into the perspectives and policies of commercial practices and education in other countries.

This paper contextualizes nearly a century of research on commercial media and the education of youth in the USA, and provides a historical and theoretical context for researching education, technology and commerce in the USA and other countries.

The purpose of this paper is to consider how far different unions representing white‐collar workers fulfil the expectations of their memberships. In order to focus upon this problem we intend to concentrate on the area of white‐collar membership of predominantly manual workers' unions: in particular we shall take as examples the cases of the steel and mining industries. At a time when major trade unions representing the white‐collar labour force are competing for membership on an unprecedented scale and when proposals for union amalgamations are currently being voiced, the appropriateness of union policies for this category of employees and their approval by the rank and file are of obvious relevance.

Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places its cinematic hero in scenes of ritualised violence or conflict, with the intent of showcasing both athletic mastery and aesthetically pleasing physiques for interested and invested audiences. In as much as it is difficult to define the contemporary genre, the role of the action hero is clear in all permutations. Indeed, there is little question or query about who or what makes for a popular and long-standing action star. After all, names such as Stallone, Schwarzenegger and Statham have become inextricably linked to the genre in question. While there is much to consider here in relation to the muscles and power of these hard-bodied heroes in sweaty vests or form fitting t-shirts, there is another iteration of masculinity, a different and more agile physique, a more refined sartorial code, that has quietly overtaken these macho figures as the site of contemporary action, and that figure is Keanu Reeves. With this in mind, this chapter will examine the ways in which popular media reviewers foreground star image, acting, movement, the body and performance in order to position Reeves as an action star removed from the physical excesses of bulkier, slower and less agile men who continue to perform in the genre around him.

On its stated terms as “a descriptive conspectus” of the 550 titles registered in British Library publications 1988, together with the many newsletters and priced and unpriced ephemeral literature emanating from its multifarious services and agencies, this careful compilation will no doubt fulfil a need for students and teachers of librarianship and information science here and abroad. There is a select bibliography of two pages and a 28‐page index. Proof reading is excellent, just a few slips, e.g. the Dainton Committee was set up in 1967 not 1957, IOLR had c.400,00 books ands serials, not 4 million.

This paper aims to explore Living Labs (LL) as knowledge systems for urban service projects. This empirical study aims to identify and characterize knowledge in LL dedicated to urban service projects. It also aims to understand how through knowledge path, LL redefine the management of projects. First, the praxeologic and academic context underlining the main challenges associated to urban service projects is presented. It mainly concerns the growth of the cities (Haouès-Jouve, 2013), the problematic of social acceptability (Savard, 2013) as well as the normative approaches to manage projects (Kerzner, 2010). Second, a literature review on co-innovation and Livings Labs is presented. (Chesbrough, 2004; Gaglio, 2011). This paper also presents the concept of knowledge applied in an LL system (Sanders and Stappers, 2008). Here, knowledge refers to dynamic knowledge, as suggested by Argyris (1995).

In the third part, the goals of this study as well as the abductive and “partnership” qualitative methodology that was used are explained (Fontan and René, 2014). The constitutive and the operational definitions on knowledge that have been mobilized are detailed (Piaget, 1974; Gadille, 2012). A special focus is made, here, on distributed knowledge (Nowotny et al., 2002; Trepos, 1996), on “users” as “experts of uses” (Chen et al., 2010). Then, the sample and the four cases of LL that were explored are described.

Finally, the findings are presented. This paper exposed how knowledge lying in the loops of the LL system was characterized and how knowledge is mobilized in an LL. This paper also draws a theoretical model of project management referring to knowledge, LL and co-innovation approach.

To conclude, several implications in project management research and urban studies are presented.

Several implications concern the current practices of project management. Due to some new societal challenges, it is considered that a new professional posture is required.

Several implications concern citizens as users and stakeholders of urban projects.

The originality of the study lies in its content and its format. A specific participative approach was used to explore LL. This paper investigated knowledge in LL, which are new entities dedicated to very actual projects, where users are co-managers.

The purpose of this paper is to report on a qualitative case study that examined the potential benefits, challenges and implications of the mentor–coach (MC) role as a supportive structure for experienced teachers’ well-being and sense of flourishing in schools.

The qualitative case study used data collected from surveys, interviews, focus groups and documentation. Data were coded and abductively analyzed using the “framework approach” with and against Seligman’s well-being PERMA framework. In order to include an alternative stakeholder perspective, data from a focus group with the district’s teacher union executive are also included.

Using the constituting elements of Seligman’s well-being (PERMA) framework, experienced teachers reported positive emotion, engagement, positive relationships, meaning and accomplishment from their MC experience. However, the MC role is not a panacea for educator well-being. Rather, the quality and effectiveness of the mentoring and coaching relationship is a determining factor and, if left unattended, negative experiences could contribute to their stress and increased workload.

The data used in this study were based on a limited number of survey respondents (25/42) and the self-selection of the interview (n=7) and focus group participants (n=6). The research findings may lack generalizability and be positively skewed.

This study contributes to the current lack of empirical research on the MC experience and considers some of the wider contextual factors that impact effective mentoring and coaching programs for educators.

Since the concept of provision aimed to attract particular groups from the community to use libraries began, library staff at all levels have discussed whether these materials should have a separate section of their own or be integrated with other items in the main classification sequence.