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This is a survey of pertinent topics involving employment law issues in the securities industry. The topics include employment agreement (restrictive covenants, enforcement, etc.) issues with registered representatives, and reductions in force (RIFs).

I. INTRODUCTION This study attempts to extend and expand previous research conducted by the Department of Marketing at Strathclyde on the adoption and diffusion of industrial products.

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.

While the rest of the world focused on girls' issues around education, girls' victimization in the family, girls' problems with sexual assault and harassment, and girls forced into early marriage, the US seems curiously mired in a series of media-driven moral panics about girlhood. The last few decades have seen worries about girls: girls going bad, mean girls, and girls who are bullies, girls mimicking boys' violence, and girls getting sexually trafficked and engaging in prostitution. Given this, it is important to review several key themes: the current evidence about the actual dimensions of female delinquency and trends in juvenile arrests, particularly girls' arrests for non-traditional offences; the role of race in girls' delinquency will also be explored. This analysis will document the need to explore gendered consequences in the policing of girls' misbehaviour. Specifically, the chapter will explore the implication of girls' increasing presence in a largely male-oriented juvenile justice system and the feminisation of juvenile justice in the United States.

This article is the first in a two‐part discussion of the determinants and performance consequences of concurrent engineering (CE) team usage in organizations. The purpose of this first article is to develop a model of the organizational factors that influence the extent that CE teams are used when developing new products.

To test the model, 2,500 questionnaires were mailed to new product development (NPD) managers from the machinery, computer product, electrical equipment, and transportation equipment manufacturing industries, of which 189 usable questionnaires were returned, for a usable response rate of 7.5 percent. The data were analyzed using structural equation modeling with partial least squares.

Results indicate that an innovative organizational climate and complex NPD activities both influence the extent that organizations support functional integration on NPD teams, and this support, in turn, influences the extent that organizations use CE teams. Analyzing the qualitative data using content analysis indicates additional factors influencing CE team usage.

To researchers, this study examines in detail the extent of CE team usage, thus addressing a major gap in the research literature. This study also addresses the concerns of researchers by examining organizational contextual factors.

To NPD managers, this study highlights organizational precursor conditions needed in order for CE teams to be supported in the organizations, specifically complex NPD activities and an innovative organizational climate. By examining these two variables, NPD managers can gauge the likelihood that CE teams will be supported even before they are actually implemented.

This paper aims (1) to create a sense of resonance with Maida Herman Solomon and her ideas, (2) to inspire a reconsideration of current management history (the unquestioned block box of dominant figures, dominant foci and dominant practices), (3) to bring Solomon’s contributions to clinical social work into present discourse in management and organizational studies and (4) to foster recognition for Solomon in her own field of social work, as forerunner in a developing profession. Guiding this study is the question: “What are Solomon’s key contributions and why is she overlooked?”

This paper features a novel methodology, ficto-feminism. The feminism in ficto-feminism is presented as ontology, epistemology, method and mode of writing. Ficto-feminism combines polemical (or prowoman writing) with aspects of collective biography, autoethnography and fictocriticism. As such, the paper contributes to the emerging feminist tradition of writing differently. The approach is an embodied and reflexive approach that engages with history to investigate the absence of women.

Maida Solomon was an educator, researcher, practitioner and advocate. Her contributions to the development and practice of clinical social work spanned over 60 years, and yet, she is little more than a footnote in the history of the field. Her contributions include authoring and implementing graduate programming, which continues to be the taken for granted training; penning some of the most seminal works and advancing theory; introducing academic and scientific approaches, which saw the field professionalize and adopt new standards; and helping to change the way that society thought about mental health and sexual health. A confluence of factors contributes to her marginalization and neglect: gender, ethnicity, the feminized field of social work and the stigmatized focus for her practice.

The paper combines assertive autobiographical and literary strategies to foreground an overlooked female leader in the field of clinical social work, namely, Maida Solomon. Drawing on biographical material, literature, media and archival material, this paper features a fictional but truthful conversation between the present-day author/writer/historian and the posthumous, historical protagonist (Maida Solomon). In so doing, the engagement with history is both one that deconstructs while reconstructing a historical account with both aesthetic and political implications.

During the second decade of the twenty-first century, the phenomenon of ‘kawaii metal’ has garnered significant attention in English-language mainstream press alongside more limited discussion in metal journalism. An ostensible fusion of metal and Japanese aidoru ‘idol’ music, kawaii metal artists frequently juxtapose the traditional aesthetics of kawaii ‘cuteness’ with those of metal, emphasising a combination of influences distinctly Eastern and Western. Prominent among kawaii metal artists, Babymetal have generated substantial press coverage in the Anglophone world. Despite emanating from the Japanese idol industry and singing almost exclusively in Japanese, touring the United States, and Europe (producing live CDs and DVDs recorded in the United States and United Kingdom) have made Babymetal one of the most visible Japanese bands in Anglo-America. This chapter explores Babymetal's fusion of idol and metal by analysing the lyrics for the band's first two albums, Babymetal (2014) and Metal Resistance (2016). Following an introduction to kawaii metal through the lens of Anglo-American press, the author elucidates Babymetal's origins as a sub-unit of the idol group Sakura Gakuin. With this background established, the author investigates the use of wordplay and themes relating to childishness and adolescence in the lyrics on Babymetal's debut album. Examining the lyrics of the band's second album illuminates a more thorough integration of idol and metal tropes, including more English-language lyrics, seemingly designed to align Babymetal with a more global metal audience, managing the interplay of Western and Eastern influences.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings.

This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration).

No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious.

Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.