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Civil wrongdoings with consequent financial and other loss or damage to employers, employees and third parties may result in the course of various trade union activities. These day to day trade union activities take a variety of forms. The most common ones are inducement of breach of contract, conspiracy, trespass, nuisance, and intimidation. Each of these activities constitutes a tort which, unless the statutory immunities apply, would normally give rise at common law to an action for damages or, as is more frequent, enable the aggrieved party to obtain an injunction.

In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students’ education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn’t necessarily related to the number of students in question. More telling was the school’s history, the principal’s leadership and the school’s experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the ‘other’ among educators, attitudes that conflict with the school’s democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.

The concept of instructional leadership has been frequently discussed but rarely subjected to any rigorous analysis. In this paper four current views of instructional leadership—those of the principal as evaluator, helper, Integrator and designer—are examined and the assumptions about human nature, skills, and knowledge underlying each of these views are identified. Following a critique of these assumptions, the author describes a “principal‐as‐experimenter” role which he maintains is a viable notion of instructional leadership given the present state of knowledge and the organizational necessity for informed decision‐making.

This study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction.

Data were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey. Teachers were asked to fill out a questionnaire on principals’ leadership content knowledge, evaluation feedback, professional learning activities and changed instructional practices. This study employed multilevel structural equation modeling (MSEM) by using the Bayesian estimation method to analyze the research hypotheses.

Findings indicate that if teachers perceive the evaluation progress as more useful, then they will participate in more professional learning activities, and they will be more effective in their classroom practices. This study also indicates that teachers' professional learning activities stimulate their instructional practices.

Although the number of schools and teachers allows using multilevel analysis, it limits the findings generalized beyond the sample. To compensate for this limitation, the author confirmed that the sample was representative of the larger population by examining the size of students and teachers, SES and teachers' job experience. The author also conducted a Bayesian estimator to strengthen the test of significance of effects.

This study underlines the critical role of leadership content knowledge in evaluating practices and providing useful feedback perceived by teachers in elementary and secondary schools. Principals should lead to instruction by knowing how to address a lack of teachers' pedagogical content knowledge and classroom practices. The Ministry of Education should support principals in becoming effective instructional leaders to observe teachers and provide them meaningful feedback on teaching.

Despite increased interest in this construct, research on principals' and teachers' responses to adapt the recent form of teachers’ performance evaluation systems is scant, especially in developing countries’ context. Moreover, little is known about the paths through which principals can enhance classroom practices by providing useful feedback. Given these trends in policy and practice context, this study provides empirical evidence that principals can enact the teachers' performance evaluation that affects classroom instruction.

Allyn Young′s lectures, as recorded by the young Nicholas Kaldor, survey the historical roots of the subject from Aristotle through to the modern neo‐classical writers. The focus throughout is on the conditions making for economic progress, with stress on the institutional developments that extend and are extended by the size of the market. Organisational changes that promote the division of labour and specialisation within and between firms and industries, and which promote competition and mobility, are seen as the vital factors in growth. In the absence of new markets, inventions as such play only a minor role. The economic system is an inter‐related whole, or a living “organon”. It is from this perspective that micro‐economic relations are analysed, and this helps expose certain fallacies of composition associated with the marginal productivity theory of production and distribution. Factors are paid not because they are productive but because they are scarce. Likewise he shows why Marshallian supply and demand schedules, based on the “one thing at a time” approach, cannot adequately describe the dynamic growth properties of the system. Supply and demand cannot be simply integrated to arrive at a picture of the whole economy. These notes are complemented by eleven articles in the Encyclopaedia Britannica which were published shortly after Young′s sudden death in 1929.

IN last month's Library World attention is drawn to the subject of literary history and its teaching by Mr. Sayers, who points out some weak points in the syllabus and examination scheme of the Library Association. His remarks recall the fact that this subject has always been a difficult and rather inflammable one to tackle, because wrapped up in it is that other exciting question of Language, which must be taken in connection with Literature when considered as a teaching subject. We understand that the Literary History syllabus of the L.A. is merely a compromise, which arose out of a tangle caused by the language difficulty. The draft scheme for the teaching of Literary History which was first submitted, provided for a very strict limitation of the subject to the great authors of all nations, according to a list which had been prepared. This scheme proposed to get over the language difficulty by allowing for all purposes the use of text‐books and translations in English, because it was felt to be utterly ridiculous to expect students to be equipped with first‐hand knowledge of Homer, Dante, Hafiz, Confucius, the Vedas, Moliére, Cervantes, Schiller, Virgil, Tolstoy, and other great authors. This proposal, which would have limited the requirements of the examination to a biographical and critical knowledge of about 300 or 400 of the greatest authors of all times, was rejected, and in its place was adopted the compromise to which Mr. Sayers and many others object. This compromise on the face of it, limits the examination to English Literature only, but, when more closely scanned, it will be found also to demand a most extraordinary knowledge of all kinds of foreign authors, in a form which has not yet been systematically recorded. Apart from this, the dimensions of an unlimited survey of English Literature are enormous, because there is no attempt at definition. All that can be gathered from the actual Examination Papers is that the examiners have largely confined themselves to the purely critical side of the subject. But students are not told that modern technical and scientific literature is excluded, nor is any indication given which will show that it is the “literature of power,” and not of “knowledge,” in which candidates are expected to be proficient. Now, it is perfectly well known to every reader that not 1 per cent. of the books published is literature at all. The output of printed matter all over the world consists mostly of Lamb's “books which are not books”—text‐books, ephemera, rubbish in general, and other nondescript essays in typographical art—which have no real place in a Literary History Syllabus. It was to get over this anomaly, and equip students with the knowledge mostly required in libraries—an acquaintance with “books which are not books”—that the original draft scheme for the Literary History syllabus imposed a limitation which should prove effective in confining the examination to pure literature, and relegating the literature of knowledge to the sections devoted to Bibliography and Book Selection. In the present Syllabus, as revised, this distribution actually takes place, but with an extraordinary degree of overlapping which makes it necessary for a candidate to pass thrice in Literary History! He must first pass in Section I. Literary History, which demands among many other things a “knowledge of the editions and forms in which the works of the authors have been published.” Good. No limitation here, and any examiner would, accordingly, be perfectly fair and within his rights in asking for bibliographical details of Cocker's Arithmetic or Buchan's Domestic Medicine. Again, in Section II., Elements of Practical Bibliography, we have a demand for knowledge of book selection, the best books and periodicals, and courses of reading. Here, once more, no limitation, and again an examiner could ask when the first edition in English of the “Arabian Nights” was published,or what is the best edition of Cædmon or the Koran. Finally, in Section V., Library History and Organization, the same requirements are set forth, without any limitation, and candidates are evidently expected to possess a full knowledge of all literature before they can obtain a certificate. All this is very confusing and absurd, and gives point to every complaint which has been uttered against this part of the scheme of examinations. After all, a dilletante, gossipy, pseudo‐critical acquaintance with literary history is of very‐little practical value, compared with exact bibliographical knowledge concerning great authors and their works. For this reason we think the Association should carefully revise its Syllabus, and adopt a better‐proportioned and more equitable distribution of the subject. Section I. certainly requires strict limitation within reasonable bounds, and it ought to be confined to a working knowledge of the chief authors of the world according to a carefully prepared list of names. This should demand knowledge of biographical and critical facts, plus enough of bibliographical detail regarding titles to satisfy an examiner. Failing this, a list of authors, periods, or subjects selected for study and examination should be issued every year before the examination; but a fixed limitation to begin with would, we think, be better.

Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role.

The participants in this qualitative study were 24 middle leaders (subject coordinators) in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The current study points to three main characteristics of instructional leadership in school middle leaders: leading by expertise; leading by collaboration; and leading by example.

At present, there is only scant literature on instructional leadership in school middle leaders. This study suggests that principals and middle leaders, who work closely with each other to provide instructional leadership in their schools, do so in different ways.

This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation.

The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation.

In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust.

Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation.

This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment.

Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors.

Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.

That the introduction of the Control system should have given rise to a considerable amount of criticism, both appreciative and adverse, was naturally to be expected. The appreciative remarks which have appeared in the press, and those also which have been privately communicated to the directors, indicate that the subject has been intelligently considered, and in some cases carefully investigated and studied. The opinions given are worth having on account of the position and influence of hose who have given them, and on account of the obvious freedom from bias which has characterised them. This is so far satisfactory, and goes to show that the success which has attended the working of the Control system abroad may well be expected to attend it in this country as soon as it is sufficiently well known to be appreciated by the manufacturers and vendors of good and genuine products, and by the general public, whose best interests it cannot but serve.

Three events of significance to this country took place in 1899 – the British Food Journal was launched, Australia retained the Ashes, and the Boer War hostilities commenced. If challenged on the order of their importance, cricketers and Empire‐builders may be excused their preference. However, looking at it purely from the standpoint of pro bono publico, the dispassionate observer must surely opt for the birth of a certain publication as being ultimately the most beneficial of the three.