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Article
Publication date: 1 April 1986

Walt Crawford

A good outline processor can serve creativity and help to clarify thinking. The malleability of the screen and computer memory make it easy to add new ideas, try different…

Abstract

A good outline processor can serve creativity and help to clarify thinking. The malleability of the screen and computer memory make it easy to add new ideas, try different organizations, and view a project or document at any appropriate level. Outline processors can help bridge the gap between spontaneous ideas and organized results. In his tenth Common Sense Computing article, the author discusses the ways that outline processors are used, what they do, and what features to look for.

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Library Hi Tech, vol. 4 no. 4
Type: Research Article
ISSN: 0737-8831

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Article
Publication date: 3 April 2007

Samuel Rabinowitz

The purpose of this paper is to review a group of books focusing on work‐family research and applications.

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1577

Abstract

Purpose

The purpose of this paper is to review a group of books focusing on work‐family research and applications.

Design/methodology/approach

The paper takes the form of a summary and critique of recently published books centering on work‐family issues.

Findings

Significantly expanded views of work‐family issues are represented in the multicultural, multidisciplinary perspectives presented in a series of books.

Originality/value

By considering a number of different publications, the researcher, instructor, or practitioner can learn about advances in the work‐family domain.

Details

Career Development International, vol. 12 no. 2
Type: Research Article
ISSN: 1362-0436

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Book part
Publication date: 12 August 2014

Christine Bruce, Kate Davis, Hilary Hughes, Helen Partridge and Ian Stoodley

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with…

Abstract

The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information. In developing the book we invited colleagues to propose a chapter on any aspect of information experience, for example conceptual, methodological or empirical. We invited them to express their interpretation of information experience, to contribute to the development of this concept. The book has thus become a vehicle for interested researchers and practitioners to explore their thinking around information experience, including relationships between information experience, learning experience, user experience and similar constructs. It represents a collective awareness of information experience in contemporary research and practice. Through this sharing of multiple perspectives, our insights into possible ways of interpreting information experience, and its relationship to other concepts in information research and practice, is enhanced. In this chapter, we introduce the idea of information experience. We also outline the book and its chapters, and bring together some emerging alternative views and approaches to this important idea.

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Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Book part
Publication date: 1 June 2011

W. Lee Hansen

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959)…

Abstract

This essay comments on what three eminent UW-Madison economists taught during the first half of the 20th century: John R. Commons (1862–1945), Selig Perlman (1886–1959), and Martin Bronfenbrenner (1914–1997). What we know about what and how they taught varies. Interestingly, little or no effort has been made to preserve records that might inform us about what college and university economists taught their students and when and how new ideas and issues found their way into the teaching of economics. This thought first came to me in the years immediately following my joining the UW-Madison faculty in January 1965. I realized that many of us who gained experience in the policy arena while on leave in Washington DC during the 1960s incorporated that experience into our teaching at all course levels. This meant our students benefited from being on the cutting edge of emerging policy issues, such as poverty, negative income tax, human capital, military draft, and the all-volunteer army, the Kennedy round trade negotiations, tax policy, and cost–benefit analysis. We regularly incorporated these issues into our teaching, usually a half-dozen years before they made their way into the next edition of the textbooks and thus reached a wider student audience. Once incorporated into textbooks, these issues became much less interesting to teach because they had been boiled down to pedestrian textbook-style prose.

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Wisconsin, Labor, Income, and Institutions: Contributions from Commons and Bronfenbrenner
Type: Book
ISBN: 978-1-78052-010-0

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Article
Publication date: 27 April 2010

Karl H. Wolf

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943

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Details

Journal of Documentation, vol. 66 no. 3
Type: Research Article
ISSN: 0022-0418

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Criminal Justice Responses to Maternal Filicide: Judging the failed mother
Type: Book
ISBN: 978-1-83909-621-1

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Book part
Publication date: 8 March 2016

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Organizing Disaster
Type: Book
ISBN: 978-1-78560-685-4

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Abstract

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Equal Opportunities International, vol. 27 no. 5
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 6 November 2017

Kirstin Scholten and Anna Dubois

Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well…

Abstract

Purpose

Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts.

Design/methodology/approach

A case study of a master’s level purchasing course carried out at two universities in which students work in projects resulting in jointly authored books.

Findings

The findings show how the teaching context influenced the learning process and the learning outcomes. Active involvement, self-directed learning, collaborative learning and learning from practice enabled by the set-up of the course are identified as key mechanisms for the learning outcomes in relation to skills and content.

Originality/value

Increasingly, supply chain management graduates have to develop professional, practical, research as well as metacognitive and life-long learning skills during their university education. This paper identifies mechanisms and illustrates how educators can use the set-up of a course to enable students to engage in a learning process resulting in a variety of skills as well as specific content-based aspects of knowledge.

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International Journal of Operations & Production Management, vol. 37 no. 11
Type: Research Article
ISSN: 0144-3577

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Article
Publication date: 1 November 1999

Charles D. Wrege, Regina A. Greenwood and Sakae Hata

Management history contains many unsolved mysteries. In this paper four categories of mysteries are discussed, along with methodologies that have proved useful in solving…

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1831

Abstract

Management history contains many unsolved mysteries. In this paper four categories of mysteries are discussed, along with methodologies that have proved useful in solving such mysteries. Examples of the successful use of the outlined methodologies are also presented with illustrations of the results achieved.

Details

Journal of Management History, vol. 5 no. 7
Type: Research Article
ISSN: 1355-252X

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