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Despite increasing interest and scholarship on authentic leadership, definitions of the construct remain contested. In addition, limited research exists on its enactment in practice and its sustainability in a global context. The purpose of this study was to explore the practice of authentic leadership and understand more about how it is cultivated and sustained.

To address these issues, an international sample of leaders nominated by peers as exemplifying authenticity in their leadership was interviewed. This study used consensual qualitative research (CQR; Hill, 2012; Hill et al., 1997), a team-based, exploratory methodology, to conduct data analysis.

This study describes the results of the analysis, highlighting leaders’ beliefs, values and behaviors; their leadership development and the barriers and supportive factors they experienced as leaders. The findings from this exploratory analysis across all cases, including subgroups, may help contextualize the complexity of authentic and sustainable leadership and provide better understanding of authentic leadership development.

Additional research on social identities and training in leadership are critical. The results of this study suggest new directions in studying the development of authentic leaders as well as in researching the experiences of organizations and team members.

This study provides insight and direction for individuals and organizations seeking to better understand the practice of authentic leadership, its development and how it can be sustained over time and across contexts and social identities.

This exploratory approach involving interviews with leaders around the globe provides information about the direct lived experiences of leaders identified as authentic by their peers. This study further highlights the leaders’ critical leadership beliefs and practices, as well as ways in which they cultivated and learned to sustain their leadership practices. This study also sheds light on ways in which experiences might differ across gendered and cultural contexts.

SO much controversy has raged around the subject of newsrooms in the past two years, that librarians are, as a rule, utterly tired of it, and the appearance of still another article upon the subject is not calculated to tone down the general spirit of vexation. It requires no little courage to appear in the arena in this year of Grace, openly championing those departments of our institutions which were originally intended to convey the news of the day in the broadest manner.

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.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

It should, we hope, by now be clear that neuroscience not simply warrants but perhaps demands attention from sociologists. However, to-date, debate around the ‘new brain sciences’ has been limited within sociology; it has mostly been ethicists who have opened up discussions on the normative and epistemological issues neuroscience raises. Of course, this is not to say that sociologists and other social scientists have been blind to the developments in the brain sciences; a variety of significant and nuanced analyses have begun to be advanced. There can be no doubt that a rich vein of creative and insightful scholarship in what might be called the social studies of the neurosciences is already in existence, and will surely widen. Yet, we can also see that much work remains to be done. It is our intention that this book will play an important role in the elaboration of scholarship in the field. To this end, we have sought and included a range of perspectives from (medical) sociologists and anthropologists, which vividly illustrate the varied social life of the neurosciences, and brightly illuminates the diverse conceptualisations, approaches and standpoints available to sociological analysts.

With the drastically changed pattern of the retail food trade in recent years in which the retailer's role has become little more than that of a provider of shelves for commodities, processed, prepared, packed and weighed by manufacturers, the defence afforded by the provisions of Section 113, Food and Drugs Act, 1955 has really come into its own. Nowadays it is undoubtedly the most commonly pleaded statutory defence. Because this pattern of trade would seem to offer scope for the use of the warranty defence (Sect. 115) in food prosecutions it is a little strange that this defence is not used more often.

The purpose of this paper is to examine the cultural implications of James Henry Pope’s selection of fables for his 1886 Native School Reader designed to teach English to Māori students in Native Schools.

The essay takes a historical approach. It surveys attitudes towards the fable as a pedagogical tool prior to 1880 and reviews Pope’s choice of 50 from the 300 available fables in the Aesopic canon.

The study finds that Pope was well informed and well intentioned, but nonetheless appeared to be unaware of potentially unsettling interpretations of his selected fables.

While it may be relatively easy for twenty-first-century readers to perceive the cultural tensions of Pope’s work, exploring the historical context helps us to understand both why Pope compiled the text he did, and why he and his books were well regarded by both Pākehā and Māori, despite almost certainly not conveying the values the settlers wished to inculcate in Māori.