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Cultural differences often pose major difficulties in international negotiations and management. These cultural differences reflect differences in the assumptions people make about how business is organized and what social strategies should be followed for career success. Managers working in different cultures can identify these strategies by asking people about the types of skills in which they take the most pride and what they regard as the most prevalent causes for career failures. The foreign manager should also look at the ways in which subordinates interact. With whom do people tend to associate in the organization? How do they tend to present themselves? Finally, managers can promote changes in organizational culture by clearly and consistently setting out a framework in which different career strategies would become appropriate. Training should be provided in the new sets of interpersonal and organizational skills. The prospects for successfully changing behaviors in the foreign organization will be enhanced if people are not asked to adopt social strategies under the new rules that have generally been considered as sources of risk and ruin under the traditional patterns.

The following article is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business, and personal experience of a prominent, robotic industry engineer-turned entrepreneur regarding the evolution, commercialization, and challenges of bringing a technological invention to market. The paper aims to discuss these issues.

The interviewee is Dr Mark W. Tilden, a Robotics Physicist and the inventor of BEAM Robotics. Having built his first 100 bots by the age of nine, Tilden goes on to study at the University of Waterloo and later works at the Los Alamos National Laboratory. There he develops a variety of biomorphic robots including interplanetary explorers and solar-powered bots. During this time, Tilden founds the first BEAM International Olympics. Solarbotics is also formed to disseminate BEAM technologies. At the turn of the millennium, after being approached by toy manufacturer WowWee, Tilden applies his BEAM technology to the consumer toy industry.

From Robobiologist to Chaos Engineer to Toy Consultant to Robotics Physicist, Tilden describes the several decade evolution of his Biomech technologies.

The Father of BEAM Robotics, who initially designs single, minimalist biomorphic robots for the space and military industries, transforms his research into the first commercially available affordable humanoid companion for the personal and entertainment robotics industries, culminating in a total of nearly 25 million robots sold worldwide. This experimental physicist continues his pioneering Biomech efforts with hybridization collaborations on life-sized humanoid robots for the home and office.

In this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.

This paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.

The findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.

In presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

This article summarizes the main findings of a survey, undertaken in early 1994, of open access CD‐ROM in British public libraries. The survey examined how well Public Library Authorities (PLAs) were implementing CD‐ROM technology for public use and how well the general public were fairing with CD‐ROMs. The survey was both quantitative and qualitative in nature: current national statistics for CD‐ROM distribution in PLAs were sought, case studies of 13 PLAs who provided open access CD‐ROM were conducted and finally an end‐user survey of 4 of these libraries was undertaken. The principal findings of the survey are as follows. In 1992 only 5% of PLAs provided CD‐ROMs for public use, but by 1994 this figure had risen to 12%. London and English County PLAs had the highest proportion of CD‐ROMs for public use. PLAs with CD‐ROM services were not necessarily the big spending authorities. National newspapers accounted for the majority of CD‐ROMs in use. The main management concerns were lack of adequate user training and documentation. All PLAs wanted to update and expand their CD‐ROM services. This matched one of the main demands from users, which was for more facilities, but PLAs failed to address the users' other main demand ‐ the provision of greater assistance. The predominant user group was young students. Educational institutions played a significant role in training users in the use of CD‐ROMs. Most users searched newspaper and business titles. Finally, there was a high level of user satisfaction with CD‐ROM searching.

Inquiry-based instruction in social studies began as a transformative movement whose proponents included Shirley Engle, Donald Oliver, and James Shaver in the middle of the twentieth-century. Inquiry-based instruction is relevant to twenty-first century social studies and is gaining even more importance in the age of the Internet. Six specific websites are presented that can be used for student inquiry and research primarily at the middle school level. We describe ways of utilizing these sites to drive student involvement and self-assessment while also presenting criteria for selecting additional websites to use in the classroom.

Woman's use of violence has been mainly conceptualised through woman's experiences of victimization. However, more recent perspectives emphasise the female agency, responsibility and meaning of woman's violence. Listening to the voices of victims of women's abuse is a powerful way of learning about woman's use of violence and its impact on the victims. We conducted focus groups with 41 men from four countries who experienced female-perpetrated abuse. Four major types of abuse were identified: psychological abuse and coercive control followed by physical violence and sexual violence. Psychological abuse ranged from verbal assaults and gaslighting to provoking physical altercations and reporting false accusations. Patterns of control included deliberate isolation, threatening false accusations and financial domination. Men reported that women initiated physical violence for various reasons, including jealousy and rage. Some women used different objects that could seriously hurt, including knife, while others slapped, bit, punched or kicked. Several men reported female-perpetrated sexual abuse. Woman's use of violence in the intimate relationship should be treated seriously. A more gender-inclusive approach to partner abuse is required that can focus on a better prevention of abuse for all victims.

This article sets out to explore three differing approaches from three agencies to supporting and treating people with a learning/intellectual disability who have sexually offended. The three agencies are: Waymarks in the United Kingdom, York Central Hospital Behaviour Management Services and Vita Community Living Services both in Ontario, Canada. Each agency provides services to a similar population of offenders with disabilities. Though each client engaged in vastly different behaviour, all clients have been identified as having sex offending history and as having a high likelihood of offending again in the future. As the organisations evolved, differing approaches to the provision of service developed. For the three agencies, it can be argued that there was a very limited range of theoretical models available when each organisation developed. Consequently each agency developed their service according to the needs and ‘best fit’ of the people they were supporting with the available resources at that time. This meant that services developed as a direct response to the need and were designed to best fit the need with the resources to hand at the time. As a result, three different models of service arose, all of which have had real success with meeting the needs of people with learning/intellectual disabilities who have sexually offended, while providing support and treatment in differing ways. This article will examine some of those differences.