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There is a rapidly growing interest in organisation theory, rather than in organisation per se. There have been several groups of theoretical formulations in the field: the classic axioms of the “principles of management process” approach to organisational problems; the decision theorists with their allies in the mathematical school; and two or more rather heterogeneous groups of social behaviourists that centre respectively on Human Relations and on the industrial sociologists. In fact, it is doubtful whether human organisations are comprehensible in the whole in terms of the analytical apparatus that we have at our disposal. This suggests that no “general theory” of organisation is likely to prove adequate, but it docs not deny that partial models are of value for analysis and prediction. The most rewarding such theories appear to be those which, like those of Brown and Paterson, centre on the sociological concept of “role”.

Alternative courses which present themselves when a new university is being planned are to replicate a traditional model, or to explore new ways of promoting scholarship, drawing on the experience of existing universities and their staffs and students, and on perceptions of external needs and pressures for various sorts of learning. The latter course was followed by Griffith University, Brisbane, which opened in 1975. The decision to organize academic activities in non‐departmental schools, each with a unifying theme or problem set orientation, in combination with concern at the cumbersome decision making processes of more traditional forms, led to the design of a relatively decentralized policy making and executive structure: a Council, supported by a range of policy making and advisory committees each with explicit responsibilities and authorities; a limit number of academic and other operating divisions, each headed by an executive officer with substantial delegated authority; and a structure for an emphasis on horizontal interaction.

Chocolate and cocoa are made from the “beans” or seeds of several small trees, natives of tropical America, of which Theobroma cacao (L.) is by far the most important. Cocoa beans were highly esteemed by the aborigines, especially the Aztecs of Mexico and Peru, who prepared from them beverages and foods. They were brought to the notice of Europeans by Cortez and other explorers, but were not extensively imported into Europe until the seventeenth century, about the time tea and coffee were introduced from the East. At present the world's supply comes chiefly from Venezuela, Guiana, Ecuador, Brazil, Trinidad, Cuba, Mexico, and other regions bordering on the Gulf of Mexico, being gathered in these regions from trees both wild and cultivated; and also to some extent from Java, Ceylon, Africa, and other parts of the Old World, where the tree has been successfully cultivated.

The purpose of this paper is to provide rich, qualitative insights around internal communication in strategic communication agencies, addressing the evolutions in expectations and best practices for agency leadership through COVID-19.

Qualitative interview study with 18 US-based leaders of public relations and advertising agencies to examine their experiences of leading and managing strategic communication teams during COVID-19.

Synthesized findings around changes in leadership values and important facets of ongoing internal crisis communication led to the development of the following five categories—Improvisation and Flexibility, Transparency and Trust, Ownership and Embodiment, Care and Empathy, Relationships and Resilience.

Using a high-value sample, the study is the first (to the best of the authors' knowledge) to focus on the crucial context of agencies and internal communication around COVID-19; diversity, equity, and inclusion (DEI); and other pandemic-era challenges. It provides theoretical implications around ongoing, internal crisis communication and practical implications for agency leaders in crisis.

I use data from employers and longitudinal data from former/current recipients covering the period 1997 to early 2004 to analyze the relationship between job skills, job changes, and the evolution of wages. I analyze the effects of job skill requirements on starting wages, on-the-job training opportunities, wage growth prospects, and job turnover. The results show that jobs of different skill requirements differ in their prospects for earnings growth, independent of the workers who fill these jobs. Furthermore, these differences in wage growth opportunities across jobs are important determinants of workers’ quit propensities (explicitly controlling for unobserved worker heterogeneity). The determinants and consequences of job dynamics are investigated. The results using a multiplicity of methods, including the estimation of a multinomial endogenous switching model of wage growth, show that job changes, continuity of work involvement, and the use of cognitive skills are all critical components of the content of work experience that leads to upward mobility. The results underscore the sensitivity of recipients’ job transition patterns to changes in labor market demand conditions.

The purpose of this paper is to offer a critical reflection on ideas that have been published in the Journal of Educational Administration over the last 50 years that present perspectives on the nature of educational administration and its various aspects, that are alternatives to the mainstream systems‐scientific view of educational administration.

The paper employs a standard analytic philosophy methodology with a focus on argument structures found in epistemology. The approach is to argue that the content and structure of administrative theories is shaped significantly by background epistemologies that determine the nature and justification of administrative knowledge

Epistemologies for both the traditional systems‐science approach to educational administration and a range of alternatives are identified and specified, and the most characteristic features of these approaches that follow from their epistemologies are described. The paper permits inferences about theory choice, and what approach is best, based on a discussion of the merits of the different epistemologies.

The principal value of the paper is to classify and demonstrate the most general features of the arguments that have been behind the large‐scale theoretical differences in the field of educational administration.

The nature, development and techniques of Group Dynamics are described here by John Wellens. Its significance for training is not yet fully clear, but, properly used, it can throw much light on the behaviour of groups — and we all work in groups

Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.

The literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.

The findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.

This review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.

This study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.

This paper provides an introduction to the use of n‐grams in textual information systems, where an n‐gram is a string of n, usually adjacent, characters extracted from a section of continuous text. Applications that can be implemented efficiently and effectively using sets of n‐grams include spelling error detection and correction, query expansion, information retrieval with serial, inverted and signature files, dictionary look‐up, text compression, and language identification.