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Prostate and colorectal cancer (CRC) rates are disproportionately high among African‐American men. The purpose of this paper is to describe the development of an intervention in which barbers were trained to educate clients about early detection for prostate and CRC.

Working with an advisory panel of local barbers, cancer survivors and clients, educational materials are developed and pilot tested through use of focus groups and cognitive response interviews.

The advisory panel, focus groups, and interviews provide key recommendations for core content, intervention structure, and evaluation strategies. The men suggest a variety of things they want to know about prostate cancer, however the perceived need for CRC information is much broader, suggesting a knowledge gap. The men prefer print materials that are brief, use graphics of real African‐American men, and provide a telephone number they can call for additional information.

Community involvement is key in developing a well‐accepted and culturally‐relevant intervention.

The paper usefully describes the process of developing and pilot testing educational materials for use in an intervention in which barbers would be trained as community health advisors, to educate their clients about CRC screening and informed decision making for prostate cancer screening.

The author is interested in variations by age in women's attitudes to the military and defence and support for women's participation in the military. Analysis of public opinion data suggests that women in Switzerland have substantial and consistently non‐militaristic leanings which the author seeks to explain.

Reviews the work published over the last ten years on the subject of the evaluation of individual and organizational learning. The emerging arguments are based on the proposition that the decision to provide training and management development is a strategic investment decision and as such is subject to an assessment of the benefits arising. These benefits are considered in terms of both “hard” benefits, such as impact on bottom‐line performance, as well as “soft” factors such as the measurement of the value of the individual learning experience. The practical application of the problem is based on the experiences of a major hotel group which has undertaken, over a period of the last two years, the development and implementation of a “virtual university” utilising a blend of delivery styles for management development courses. This project is ongoing in partnership with the International Management Centres Association.

Corporate CEOs are finally telling the truth when they say “People are our most important assets”. Intellectual capital has become the primary factor of production. To raise their “corporate IQ”, managers treat workers as if they were customers of learning. This article explores why people learn much more about their jobs in the coffee room than in the classroom. It hypothesizes that equipping people intellectually to prosper will become a corporate discipline every bit as important as marketing or finance. Web services will mark the advent of workflow learning in real‐time organizations.

This paper aims to examine the fire retardant property potentials of cow horn ash particles (CHAp) bio-additive and aluminium trihydrate (AH), a traditional inorganic fire-retardant additive, respectively, in banana peduncle fibre (BPF) reinforced polyester composites. An attempt was made to comparatively analyse the fire retardant capacity potentials of CHAp, a bio-material waste that is readily available, at no cost, as a potential fire retardant material for composites manufacture with a conventional inorganic fire retardant additive (AH).

The fibre used in this research was derived from the banana peduncle. The matrix is unsaturated polyester. A scanning electron microscope was used to analyze the particle size of the carbonized CHAp. The composites were compounded using 0%, 2.5%, 5%, 7.5% and 10% of CHAp and AH, respectively. A cone calorimeter instrument was used in the analysis to obtain combustion information of CHAp and AH formulated polyester-BPF composites. Test samples were cut to the dimensions of 100 × 100 mm. All materials are conditioned at 23 ± 30 °C and the relative humidity of 50 ± 5% for 24 h before testing. The samples were wrapped with aluminium foil around the back and edges before placing the samples on the holder and then into the cone calorimeter. The samples were backed with a non-combustible insulating refractory material (brick). The samples were orientated horizontally and exposed to irradiances of 50 kW/m² at a temperature of approximately 6000 °C. The samples were pilot ignited and ran in triplicate; the average readings of the three runs were taken.

The results obtained from the analysis depicted similar fire retardant properties for formulations with CHAp and AH, respectively. Composites formulated with CHAp exhibited delayed ignition time of 25%, increased end of burning time of 14.24% and reduced total heat release rate of 9.07% for the developed composites. The developed BPF/CHAp/polyester composites yield composites with fire retardancy, which would find relevance in the engineering material industry.

CHAp, therefore, would suffice as an alternative to the inorganic, expensive and non-environmental friendly, conventional fire retardant additives used in composites manufacture.

The purpose of this paper is to examine the silences and silencing in the workplace and elsewhere related to women's experiences of perinatal loss.

Qualitative data from in‐depth interviews with 13 women who experienced perinatal losses between 1965 and 1999 are interpreted using Foucault's concepts of power/knowledge as pervasive in social relationships.

Women who experienced perinatal loss were physically divided from others in hospitals. Hospital practices changed over time. Knowledge about perinatal loss has been scientifically classified in medicine, psychology, and related fields. This knowledge has changed between 1965 and 1999. Perinatal loss is rarely mentioned in organizational and professional literatures outside of health care. In addition to experiencing silencing from others, women silenced themselves about their perinatal losses.

Data were collected from interviews with women from the Great Lakes region of the USA. Further research should include a greater number of parents from a wider geographic area.

Dividing practices and silences collect a toll in depression, severed relationships, derailed careers, and missed opportunities for development. As people begin to speak with one another about perinatal loss, their voices contribute to a fully human work community and polyphonic organizations.

This paper makes a contribution to knowledge about perinatal loss and its impact on women's careers and grief in the workplace from a postmodern perspective.

In a recent RQ column, Sharon L. Baker reviewed the profession's literature in the area of readers' advisory services. She found that very little research existed in the area of readers' advisory services. The research that does exist is focused on “passive” readers' advisory strategies. Baker is a leader in this area and her articles on overload and browsing, the use of displays, and genre classification are essential to understanding the adult fiction reader and ways in which libraries can assist these individuals in locating new authors and titles of interest.

In previous experiments where negotiators' fairness judgments have been found to be egocentrically biased, it is possible that the observed bias was caused largely by selective encoding of the background information given to negotiators. The extent to which egocentric fairness judgments were caused by selective encoding, however, cannot be determined from those experiments. In the present study, we tested for the effects of selective encoding by varying the point in time that negotiators learned their role in a simulated wage dispute. Results indicated that, while judgments of a fair settlement point were the most egocentric under conditions that allowed for selective encoding, these conditions were not necessary for the bias to occur; there was a significant degree of egocentric bias even when there was no possibility of selective encoding. Implications of these results for both research and practice are discussed.

Collective efficacy and teacher leadership, two constructs central to school reform, were examined in this quantitative study of three school districts. The purpose of this paper is to examine the relationship between teacher perceptions of the extent of teacher leadership and the extent of collective efficacy. Research was guided by the following questions: Do teachers who perceive a strong sense of collective efficacy also perceive a greater extent of teacher leadership in their schools? Are there differences in perceptions of collective efficacy and the factors of teacher leadership, specifically, sharing expertise, shared leadership, supra-practitioner, and principal selection?

Data were collected utilizing two instruments, the Teacher Leadership Inventory (TLI) (Angelle and DeHart, 2010) and the Teacher Efficacy Belief Scale – Collective Form (Olivier, 2001). Descriptive statistics and ANOVA were run to examine mean differences by district in teacher collective efficacy and the extent of teacher leadership in the school (n=363). In addition, ANOVA were run to examine district differences in the four factors on the TLI. A one-way ANOVA contrasted the overall collective efficacy mean scores of Districts A, B, and C. Demographic data were also collected from participants.

Findings indicate a clear and strong relationship between collective efficacy and teacher leadership. District B was markedly stronger in teacher leadership and collective efficacy than the other two districts. The highest percentage of participants indicating they have a leadership role were from District B. Findings from this study also indicate that teachers perceive the informal aspects of teacher leadership as a greater indicator of collective efficacy. District B, which reported significantly higher collective efficacy than did District A or C, also reported a significantly lower extent of principal selected teacher leadership. Formal roles such as department heads and grade level chairs were not perceived as extensive indicators of teacher leadership as were teacher roles in collaboration or extra role behaviours.

This study took place in three small districts in a southeastern US state. Generalizability to larger school districts should be approached with caution. This study may be limited in that teacher leaders may have a greater tendency to complete a survey on teacher leadership than teachers who do not take on leadership roles.

This study provides support for developing shared leadership which can impact the collective beliefs of the faculty in a positive manner. Results from this study affirms those leaders who believe in the power of professional learning communities, shared decision making, and other indicators of teacher leadership. Success of teacher leaders depends, in large part, on the principal's philosophy of power sharing in the context in which they work. Teachers can be given the power to lead but they must also be willing to accept the roles this power brings.

While several studies have been conducted on collective efficacy in schools, most of these studies have been quantitative. Studies of teacher leadership have tended to focus on the formal roles of teacher leaders with a qualitative. Using quantitative methodology for collective efficacy and teacher leadership, this study approaches teacher leadership from an organizational perspective, examining the extent to which both informal and formal, or principal selected, teacher leadership exists across the school. The authors also argue that teacher leadership is a construct greater than administrative roles assigned to teachers but also includes informal leadership, primarily through their influence on organizational effectiveness.

The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes.

Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted.

The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics.

The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching.

The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.