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The purpose of this paper is to discuss the important work of Peter Medway in seeking to define English as a school subject in the period from the 1980s to the early years of this century.

The author reviews the work of Peter Medway.

The paper addresses the issue of how his work reflected – or not – the curriculum thinking of his time and the complexity of ideas he brought to this endeavour.

This paper is an original look at the work of Peter Medway in the late twentieth and early twenty-first centuries.

This study compares filmic and televisual representations of fictional black presidents to white Americans’ reactions to the advent of the United States’s first African American president. My main goal is to determine if there is convergence between these mediated representations and whites’ real-world representations of Barack Obama. I then weigh the evidence for media pundits’ speculations that Obama owes his election to positive portrayals of these fictional heads of state.

The film and television analyses examine each black president’s social network, personality, character traits, preparation for office, and leadership ability. I then compare the ideological messages conveyed through these portrayals to the messages implicated in white Americans’ discursive and pictorial representations of Barack Obama.

Both filmic and televisual narratives and public discourses and images construct and portray black presidents with stereotypical character traits and abilities. These representations are overwhelmingly negative and provide no support for the argument that there is a cause–effect relationship between filmic and televisual black presidents and Obama’s election victory.

Neither reel nor real-life black presidents can elude the representational quagmire that distorts African Americans’ abilities and diversity. Discourses, iconography, narratives, and other representations that define black presidents through negative tropes imply that blacks are incapable of effective leadership. These hegemonic representations seek to delegitimize black presidents and symbolically return them to subordinate statuses.

This research reviews numerous studies of the relationship between consumer knowledge and external search in conventional marketing channels to investigate differences among these studies that have produced conflicting results. The findings provide a benchmark for future researchers and practitioners seeking to gain insight into consumer information search processes unfolding in the new environment of online, mobile, and social networking channels.

A meta-analysis of an extensive array of empirical studies of the relationship between consumer knowledge and external information search was conducted. Regression analysis was used to test whether certain characteristics in the studies can explain variability in the effect sizes in which effect sizes are entered as dependent variables and moderators as independent variables.

Objective and subjective knowledge tend to increase search, while direct experience tends to reduce search. Consumers with higher objective knowledge search more when pursuing credence products. However, they search relatively less when pursuing search products. Consumers with higher subjective knowledge are much more likely to search in the context of experience products, but as is the case for objective knowledge having little effect on search for experience products, subjective knowledge has no significant effect on information seeking for search products. In addition, objective knowledge facilitates more information search in a complex decision-making context while higher subjective knowledge fosters more external information search in a simple decision-marketing context. Finally, the findings indicate that the knowledge search relationship reflects strong linkage in the pre-Internet era.

Relatively little is known about how the relationship between knowledge and information search varies across different types of products in simple or complex decision-making contexts. This study begins to fill this gap by providing insight into the relative importance of objective knowledge, subjective knowledge, and direct experience in influencing consumer information search activities for search, experience, and credence products in simple or complex decision-making contexts.

In June 1998, the Bruce T. Halle Library opened on Eastern Michigan University’s campus and began using an automated storage and retrieval system for low‐use books and periodicals. Approximately one third of the library’s total collection was placed into this storage system, freeing floor space for many new activities in the library. This system, linked to the library’s online catalog, could retrieve items requested by a patron in less than ten minutes. While the Automated storage/retrieval systems (AS/RS) performed well, other start‐up problems of a new building and public perceptions of the AS/RS made its introduction a challenge. Planning, implementation, and public reaction and acceptance are discussed.

Before 2011, student performance rates in college algebra and trigonometry at North Carolina A&T State University (NCA&TSU) were consistently below 50%. To remedy this situation, the Mathematics Department implemented the math emporium model (MEM) instructional method. The underlying principle behind MEM is that students learn math by doing math (Twigg, 2011). The MEM requires students to work on math problems and spend more time on material that they do not understand while allowing them to spend less time on material that they do understand. Also, students receive immediate feedback on problems from teaching assistants as they work through their online assignments. After implementing the MEM, student pass rates improved for both the MEM and traditional sections. Data to date also show that female students outperform male students in both instructional models. Further study is needed to determine the factors that have caused improvement in pass rates in addition to the implementation of the MEM. Some important lessons learned by the NCA&TSU math faculty from implementing the MEM into the college algebra and trigonometry courses are that successful implementation requires a long-term commitment, internal and external collaborations, and the collective ability to determine what works for the local setting.

For an organization to be competitive, it needs to constantly innovate. For this to happen, you need the right combination of leaders, talented people, organizational characteristics, and culture. In the chapter, the authors included different perspectives of leadership and models of organizational culture. Both are relevant topics in the field of organizational behavior related to innovation as well as organizational effectiveness.

To date, the vast majority of existing research on unethical leadership has focused on top leaders’ actions and behaviors as the primary catalyst for the permeation of unethical behaviors in organizations. In this chapter, we shift the focus to middle and junior managers and argue that they too have an active role in contributing to the permeation of top-level unethical leadership. More specifically, we adopt a meaning-making lens to investigate how junior and middle-level managers perceive and interpret top-level unethical leadership and how such meaning-making affects their (un)ethical legitimacy. Understanding the role played by lower-level managers becomes vitally important to develop a more holistic picture of the permeation of unethical leadership. Findings from 30 in-depth interviews with top, middle, and junior managers reveal variables such as survival, group membership, and strain as buttressing meaning-making by lower-level managers. Findings also revealed two contrasting aspects, that is, “interactions” within organizational members as well as “silence” by top-level managers playing into individuals’ information processing and attribution capacities during ethical dilemmas. Real cases experienced by participants pertaining to the flow of unethical leadership illustrate how the central bearings play out in managerial practice.