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By broadening the definition of information literacy to include classroom activities, the Association of College and Research Libraries’ (ACRLs) Information Literacy Competency Standards for Higher Education challenge academic librarians to reach beyond the library to teach critical thinking. This article explains how the American Social History Project’s New Media Classroom initiative fosters active utilization of primary sources on the Web. After placing NMC’s inquiry activities within educational, school librarian, and academic librarian debates, their use within women’s studies classes at Salem State College is demonstrated. It is argued that such activities help academic librarians to achieve parity with discipline faculty members by encouraging librarians to become integrally involved in classroom activities.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

This study explores how various officer and event-level factors influence Milwaukee Police Department officers’ decision to activate their body-worn cameras (BWCs) across both community member-initiated services and officer-initiated activities.

Across the 1,052 officers and 1,066,112 officer-events in the sample, we use descriptive and logistical regressions to assess differences in BWC activations across calls for service and officer-initiated activities.

We found similar activation rates between calls for service (41.5%) and officer-initiated activities (44.1%). However, our logistic regression analysis results suggest the explanatory power of the event and officer-level variables was substantially better in models examining officer-initiated activities. Among calls for service, officers were more likely to activate BWCs during calls involving crimes against persons compared to other crimes or non-criminal incidents. Activation was more frequent during traffic stops than other self-initiated activities. Activation increased when the event resulted in an advisement, citation, detention or arrest.

The success of police BWC programs hinges on whether officers activate their cameras when interacting with community members. Findings suggest that officers are more likely to activate their BWCs during activities that involve direct interactions with community members, especially in situations with a higher potential for volatility or serious criminal implications.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

To find out, from the perspective of the authors of a well‐known textbook on strategic management, in what ways they think the field is changing.

Strategy & Leadership interviewed Arthur A. Thompson, Jr, A.J. Strickland III and John E. Gamble, the authors of the widely used textbook Crafting and Executing Strategy: Text and Readings, 15th edition (McGraw‐Hill/Irwin, 2006), to learn how they adapted the book to keep up with developments in the field.

Changes include:new analytical tools and ways of looking at strategy issues; new concepts and terms appear in the literature; companies encounter new or different kinds of strategic issues; and each new edition has to include the latest and best examples of “strategy in action.”

Sample practical suggestions: “A case can be made that a disproportionate amount of the research being published in today's “top tier” journals makes little difference to the practice of strategic management.” “To restore relevancy, business‐school deans and faculty must begin to place far higher scholarly value on research that truly advances the practice of management.” “I think we are now seeing a new trend, where more and more of the younger faculty lack training in the case method and are uncomfortable using it.”

The authors have watched strategic management literature develop and have a unique perspective on how the teaching of strategy has evolved.

This paper examines the potential relationship between the history of American generations and the development of American management thought. The paper reviews the recently developed generational theory of American history, along with the generational concept itself. Then, the leading thinkers in the history of the management discipline are classified according to their generational membership. The potential theoretical and research implications of the interplay of managerial and historical generations are then discussed.