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Can parents identify leadership lessons in children’s media and use them to teach their children leadership? Thirty participants were asked to answer questions about leadership in children’s media before and after watching clips of a popular G-rated children’s movie. The results from the questionnaire indicated that parents do recognize leadership behaviors in children’s media and do feel that their children are learning from the media. As a result of this learning environment, children become more aware of leadership. Further, sixty-seven percent of the parents claimed to reinforce the positive messages in the media, and seventy percent claimed to teach their children about leadership. In two participant groups, results varied by gender and education level. The study recommends ways for parents and media producers to emphasize leadership messages so as to foster leadership development in children

The present commentary is a call for the inclusion of international education (IE) as part of any leadership studies degree program. A review of the reasons supporting this position is provided, along with a discussion of issues to consider in including IE in the curriculum, particularly as they impact adult students.

Managers need to know how to recognise when low esteem and lack of confidence are contributing to a worker′s performance problems and how to promote development of self‐image in this individual. This process can be encouraged by providing a positive supportive atmosphere where the individual can achieve success and build his or her own self‐image. Careful attention must be given to task organisation, feedback, reinforcement and appropriate interpersonal communication.

Police factor in extra‐legal as well as legal context in their decision to arrest a suspect. The purpose of this paper is to examine the effect of extra‐legal factors at both situational and neighborhood levels.

Using hierarchical generalized linear modeling, over 9,000 domestic violence cases across 421 census tracts in Houston, Texas were examined. Situational information was derived from police reports, and neighborhood factors were measured by population characteristics drawn from the US Census Bureau. The model also controls for spatial autocorrelation of arrest rates between census tracts in the estimation of officer's arrest decision.

At the neighborhood level, concentrated disadvantage and immigration concentration had positive effect on the odds of arrest. At the situational level, the time of day, day of the week, premise type, and gender and racial relations between suspect and complainant, along with offense type and weapons use, had significant impact.

The scant literature has not yet provided an affirmative set of extra‐legal factors affecting police arrest decision. The paper's findings may contribute to the literature and suggest the need for guidelines concerning officer discretion exercised in the line of duty.

This paper aims to illustrate the interface between emotional intelligence (EI), trust and organizational learning in the context of a trade show environment.

Theoretical underpinnings of this conceptual study include appraisal theory of emotions. Propositions are presented that suggest positive relationships between antecedent variables, EI and trust, contrasted with the dependent variable, organizational learning.

Organizational learning is generally considered to be a benign activity, created by the acquisition and dissemination of new information. The outcome of organizational learning is the development of new knowledge that ultimately results in a shared interpretation among members of the organization. This paper suggests that a lack of EI, defined as “the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others” (Mayer et al., 2000, p. 396), casts doubt on the motives of newly acquired information. Consequently, low levels of EI can inhibit the acceptance of new information, leading to a reduction of learning by the organization.

This paper extends the concept of organizational learning by incorporating EI and trust as antecedents of organizational learning. Previous research suggests a direct relationship between information acquisition, dissemination and organizational learning. This study implies that other factors can intervene after information is acquired, thereby affecting whether newly acquired information is fully incorporated into the organizational learning process.

A strange phenomenon among women writers of the late eighteenth century, both conservative and liberal minded, was the predominance of female villains in their novels. While this can be seen as an after-effect of masculine patriarchal discourse, particularly for those women writers who possessed a more religious-based ideology, why was it prevalent among feminist writers of the time who should have been aware of misogynistic stereotypes? Two such writers who emulated this strange paradox were Mary Robinson and Charlotte Smith. Both these women had been vilified by the Anti-Jacobin British 18th press as notorious and corrupt ‘female philosophers’ who followed in the footsteps of Mary Wollstonecraft. This chapter will conduct a historical feminist close comparative reading of Robinson's novel, Walsingham, and Smith's novel, The Young Philosopher, based on feminist scholarship on eighteenth-century female writers. It will examine how the female villains in the novels overpowered even the male antagonists and were often the cause behind the misfortunes, directly or indirectly, of the heroines/heroes. While these villains did serve as warnings against inappropriate behaviour, they illustrated the disaster for women when there is a lack of female community. Specifically, in the case of Robinson, her Sadean villains illustrated that no one is spared from the corruption of power and that the saintly female figure is nothing but an illusion of the male imagination. They were fallen Lucifers, rebels who relished in their freedom and power despite their damnation and punishment. The patriarchal system was temporarily demolished by them.

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

To function effectively in both the near and distant future, leaders in global organizations must understand, develop and exercise trust and social capital. The competitive landscape in the new millennium necessitates that firms develop strategic flexibility. To do so, they must continuously renew their knowledge stock and produce innovations. To implement these strategies, leaders must build effective relationships among members and units in the organization. This relational capital is based on trust and eventually leads to the development of internal social capital. Leaders must also build effective relationships with external constituencies. This is often accomplished through strategic alliances. Similarly, leaders must build mutual trust among alliance partners that over time leads to the development of external social capital. When employees trust leaders, they are more likely to be committed to the organization’s goals, willing to develop firm-specific knowledge and likely to exercise creativity. Likewise, partners in trusting alliances are more likely to transfer knowledge, and contribute to a firm’s innovation. These actions are important in global organizations, but difficult to achieve.