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A review essay on Postmodernism, Economics and Knowledge. Edited by Stephen Cullenberg, Jack Amariglio and David F. Ruccio. London: Routledge, 2001. p. 495. Most economists agree that economic knowledge has gradually increased as more facts and data have been accumulated to support (or reject) theories. That is, economic knowledge and progress of the discipline have benefited from the scientific method. While not disputing this modernist conception of historical progress in economics, the articles in the volume consistently urge a broader discourse in economics, suggesting that without an expanded discourse economics will, as Hutchison (1979) argues, be “destined for a somewhat ambiguous and problematic place in the spectrum of knowledge” (p. 4). This edited volume discusses and seeks to discover what the postmodernist movement can add to broad economic discourse.

This paper examines whether participation in quality early child education (ECE) lessens special education needs and insulates children against requiring costly, intensive supports. Sixty years of longitudinal data coupled with new research in the United Kingdom and Canada were examined to demonstrate how quality ECE reduces special education needs and mitigates the intensity of later supports for children with special education needs. Research demonstrates that quality ECE strengthens children's language, literacy/numeracy, behavioural regulation, and enhances high-school completion. International longitudinal studies confirm that two years of quality ECE lowers special education placement by 40–60% for children with cognitive risk factors and 10–30% for social/behavioural risk factors. Explicit social-emotional learning outcomes also need to be embedded into ECE curricular frameworks, as maladaptive behaviours, once entrenched, are more difficult (and costly) to remediate. Children who do not have the benefit of attending quality ECE in the earliest years are more likely to encounter learning difficulties in school, in turn impacting the well-being and prosperity of their families and societies.

The research is concerned with the level of trust between subordinates and superiors, level of influence of different grades in the hierarchy as perceived by members of the enterprise and how the level of each is influenced by the perceived style of leadership. The sample was taken from the staff in the headquarters of a major mining company in Western Australia. It was found that trust, for both supervisory and non‐supervisory grades, was unrelated to perceived style of leadership. However, trust was significantly related to perceived influence that each hierarchical grade had on what happened in the enterprise with a more democratic style producing higher influence. This was also true for the level of influence of each grade and the perceived decision style, although it was not significant at the accepted level for senior managers and departmental heads. Hence, to increase influence on what happens in the organisation it may be necessary to introduce some form of employee participation programme such as quality circles.

The purpose of the paper is to describe the Long Island University Brooklyn Campus Library's experience with a Smart Space Project. This paper recounts how the library creates new instructional spaces, through the use of smart technologies. This study illustrates challenges facing the library, recounts collaboration with other campus units, and describes support service provided by Library Information Technology. This account contributes to the sharing and discussion of experiences among modern academic libraries regarding needs assessment, space planning, and utilization of technology to support library services.

The literature review includes space planning, building renovation and construction, and instructional technology. Various aspects of the Smart Space Project are described and analyzed. Studies and experiences from other academic libraries are also discussed.

Space renovation projects may be complex, requiring a systematic approach encompassing vision, needs assessment, funding, planning, technological considerations, and collaboration with other campus units. Creativity, flexibility, open‐mindedness, and attention to details are keys to the success of renovation projects.

In the areas of library space, student learning behaviour, utilization of technology, and smart technology's impacts on online/distance library instruction, more research needs to be conducted.

This account provides useful information and first‐hand experience for library administrators and faculty planning instructional space projects.

This article provides a snapshot of the efforts of a mid‐sized urban library to address issues of limited space, budgetary constraints, growing collections, and increasing user needs. It provides practical lessons and suggestions for other library administrators and faculty seeking to make building and instructional technology improvements. It also offers valuable information for library information technology units implementing smart instructional projects.

The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children.

The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans.

The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses.

This is a conceptual paper.

The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families.

Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children.

This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Event study methods are used to estimate the effects of union certification applications on the returns to shareholders in Canada. Two methods of inference are employed: a classical method, and a resampling method which makes no assumptions about the distributions of share returns. Certifications granted without a representation vote have virtually no effect on returns, whereas certifications granted after a vote have a negative impact. Dismissed applications that required a representation vote also have a negative effect. These results suggest that the certification process itself is important; providing another explanation for the difference in the experiences of the Canadian and U.S. labour movements.