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In 1992, Virginia Tech began its participation in the TULIP (The University Licensing Program) project. OCLC agreed to collaborate, providing a turnkey software solution as well as assistance with implementation and processing. An RS/6000 and optical disc jukebox were ordered during the spring to provide hardware support. Staff from the Computing Center and Library were identified to help with project administration and implementation.

In phase one of The University of Tennessee, Knoxville's (UTK) participation in the TULIP (The University Licensing Program) project it was decided that the table of contents and abstract files would be mounted locally and the actual bitmapped images would be provided by Engineering Information (Ei; now Article Express) on demand via the Internet. This decision made implementation of TULIP a fairly standard process and allowed the implementors at UTK to use tools that were freely available on the Internet to provide access to the TULIP datafiles.

This paper strives to examine and draw attention to important printed primary sources available in Google Books through the company's partnership with a growing number of European libraries. It aims to include a brief annotated bibliography and provide an analysis of a select number of digitized works in Google's vast digital library.

The author researched texts published in the early modern era in Google Books, focusing on works with prominent visual elements. Each digitized book was evaluated for its intellectual contribution and narrative, as well as legibility and overall digital quality. This research was supplanted by an examination of pertinent secondary sources.

Despite controversies over metadata and classification Google Books remains an indispensable research tool and offers unprecedented access to works in the public domain in a variety of languages and fields of study.

This article encourages librarians, teachers, researchers, and scholars to further explore invaluable full text, freely accessible digital books in such areas as the Scientific Revolution, and European exploration/contact with indigenous populations throughout the sixteenth and seventeenth centuries.

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.

Although much can be learned from schools that regularly foster deeper learning, little research has been undertaken into how and why these schools have been effective or to elucidate key leadership and cultural characteristics. Moreover, there has been limited attention toward deeper learning within schools that focus on career and technical education (CTE), a major omission given the potentially elevated potential for deeper learning in these contexts. This study aims to partially rectify these issues by examining the intersections of leadership and culture at an innovative school that has demonstrated excellence whilst providing a curriculum centered on CTE.

This instrumental, insider, single-case study is focused on how leadership–cultural interactions have fostered and shaped students' opportunities to experience deeper learning. The authors take the perspective that it is largely through these leadership–cultural intersections that an organization and the work that happens within it takes on a particular meaning, direction and value. This study applies ethnographic methods, drawing upon formally and informally collected data over the past three years – e.g. from field notes, from leadership meetings and site visits; focus group interviews with students, parents, teachers, partners and school leaders; and additional artifacts.

The authors detail three interrelated features at this school, noting that it is: (1) driven by moral purpose; (2) open, collaborative and trusting; and (3) ambitious and entrepreneurial. The authors explain how/why such a culture has developed and to what effects, especially in relation to facilitating deeper learning.

Study findings meaningfully add to the literature regarding leadership for deeper learning, broadly and in relation to career and technical education and yield recommendations for educational leaders and policymakers.

The essential investments in new product development (NPD) made by industrial companies entail effective management of NPD activities. In this context, performance measurement is one of the means that can be employed in the pursuit of effectiveness.

Drawing on the experience of the Observatories, a set of interconnected research centers in Italy, this chapter explains why academics are in one of the best positions to orchestrate interorganizational initiatives of change and development, and highlights two prerequisites that appear necessary to render salient this orchestrator role of academics: (i) the extensive use of multiple approaches of collaborative research and (ii) the creation and maintenance of a platform allowing the management and diffusion of the network-based learning mechanisms underlying each change and development effort. The contributions extend existing knowledge on organization development and collaborative research.

Investigates the antecedents and outcomes of salesperson burnout. Prior research on burnout in personal selling is extended by including a more complete set of predictors of burnout, and by testing the conceptual model of burnout using a multi‐company sample of field salespeople in an international setting. Relationships among burnout, attitudes, and behavior are predicted based on relevant literature, and are tested using survey results from 148 field salespeople in Australia. Path analysis results show that the proposed conceptual model fits the data well. Intrinsic motivation, role ambiguity, and role conflict are all significant antecedents of burnout. Job satisfaction and salesperson performance are direct outcomes of burnout, and also mediate the indirect influence of burnout on organizational commitment and intention to leave. Implications for salesforce management and future research are discussed.

Few issues in recent times have so provoked debate and dissention within the library field as has the concept of fees for user services. The issue has aroused the passions of our profession precisely because its roots and implications extend far beyond the confines of just one service discipline. Its reflection is mirrored in national debates about the proper spheres of the public and private sectors—in matters of information generation and distribution, certainly, but in a host of other social ramifications as well, amounting virtually to a debate about the most basic values which we have long assumed to constitute the very framework of our democratic and humanistic society.