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For adequate bibliographical information about Baudelaire's works one must go to collected editions by no means readily available in Great Britain. Information concerning the extensive literature about Baudelaire is still farther to seek. For the English reader the bibliography in Arthur Symons's study mentioned below has not been superseded, although important editions of Baudelaire's works have been issued and much written about him since 1920.

I WAS shopping in a strange town when my eyes caught the sign SECOND‐HAND BOOKS—SALE TODAY IN THE BASEMENT. An iron filing can no more resist a magnet than I can resist the probable pleasures of a second‐hand bookshop. I passed through the door and hurried below. The basement turned out to be a cellar, but it was clean except for the air, which was bookishly musty. I turned my attention to the tables where the books were displayed and knew, at a glance, that my errand would be fruitless. I was looking at a consignment of ex‐public library books.

First-year college students in a leadership-themed living-learning community (N= 60) at Texas A&M University were surveyed to examine if participation in the learning community influenced their leadership mindset using hierarchical and systemic thinking preferences. Utilizing a pre-test and post-test methodology, significant differences for hierarchical thinking were not found; however, significant differences for systemic thinking were found. At the end of the program year, students had larger systemic scores than when they started the program, but their hierarchical thinking scores remain fairly steady. Findings indicated that participation in a leadership-themed living-learning community influenced students’ leadership mindsets.

The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection.

A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool.

The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices.

The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Twenty-first century education has been reconfigured to keep up with growing societal shifts in an effort to support a wide variety of learners. As changes occur, the workload for teachers continues to expand with little to no support and resources within classroom spaces to keep up with the current times. Post pandemic, the expectations and systems have shifted emphasizing the need for more programming around social emotional learning and systems to help mitigate the learning disruption. The insurmountable pressure placed on teachers has led to a robust and persistent departure of the profession causing the entire education system to rethink the policies, structures, and systems that influence teacher burnout.

This case and its companion, UVA-F-1560, were awarded the 2012 Wachovia Award for Excellence in Teaching Materials - Innovative Case. In November 2006, Alec Berg, a successful hedge fund manager, must decide whether to invest in the initial public offering (IPO) of the Hertz Corporation. The IPO followed a leveraged buyout (LBO) of Hertz that was completed in December 2005 by three prominent private equity firms that had combined to purchase Hertz from the Ford Motor Company for $14.9 billion. The LBO sponsors had borrowed an additional $1 billion on top of the buyout financing to pay themselves a special dividend in June 2006. This loan would be repaid with the IPO proceeds and any remaining proceeds from the IPO would go to the sponsors. The IPO generated widespread criticism with respect to the speed with which the IPO was conducted and the payment of special dividends. In the face of this criticism, the demand for the Hertz IPO weakened, and the offer price was reduced from the initial file price range of $16–$18 to just $15. Berg must assess whether at $15 per share, Hertz offers an attractive investment for this fund. The case provides the necessary information for students to analyze the sponsors' returns on their investment in Hertz and the attractiveness of the $15 offer price to public shareholders. The case also offers an opportunity for students to discuss the controversy surrounding the payment of special dividends and the claim that private equity sponsors invest with a long-term perspective that creates value for the company.

Through all the villains that James Bond has encountered on his globe-trotting adventures – from Dr No to Auric Goldfinger, Drax to Le Chiffre and Rosa Klebb to Xenia Onatopp – one villain has remained a constant threat to both Bond and world security. Whether hiding behind a corrugated screen, living on a mountain top lair, working from a hollowed-out volcanic rocket site, or sitting in a wheelchair, Ernst Stavro Blofeld has proved time and time again to be a thorn in Bond’s side.

This chapter will investigate the changing appearances of Blofeld across the Eon Productions’ film franchise. It will consider the concept of Blofeld as Bond’s alter-ego, whilst offering in-depth analysis of just how – and why – this master-nemesis remains firmly rooted in Bond’s filmic adventures, whilst cementing his position as the villain most associated with the series.

‘A University for a rainy day’. This might have been a fanciful description of the demand for higher education in an age of leisure, but it wasn't. It was the graphic way of describing what the construction industry could get for its industrial training levy.