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This study aims to understand the allure and danger of fake news in social media environments and propose a theoretical model of the phenomenon.

This qualitative research study used the uses and gratifications theory (UGT) approach to analyze how and why people used social media during the 2016 US presidential election.

The thematic analysis revealed people were gratified after using social media to connect with friends and family and to gather and share information and after using it as a vehicle of expression. Participants found a significant number of fake news stories on social media during the 2016 US presidential election. Participants tried to differentiate between fake news and real news using fact-checking websites and news sources and interacted with the social media users who posted fake news and became part of the echo chamber. Behaviors like these emerged in the analysis that could not be completely explained by UGT and required further exploration which resulted in a model that became the core of this study.

This is a small-scale exploratory study with eight diverse participants, findings should not be generalized to larger populations. Time-specific self-reporting of information from social media and fake news during the 2016 US presidential election. Upgrading public policies related to social media is recommended in the study, contributing to burgeoning policy discussions and provides recommendations for both purveyors of social media and public policymakers.

Upgrade in public policies related to social media is recommended in the study and contributes to burgeoning policy discussions and provides recommendations for both purveyors of social media and public policymakers.

Social media users are spending increased time on their preferred platforms. This study increases the understanding of the nature, function and transformation of virtual social media environments and their effects on real individuals, cultures and societies.What is original/of value about the paper?This exploratory study establishes the foundation on which to expand research in the area of social media use and fake news.

This exploratory study establishes the foundation to expand research in the area of social media use and fake news.

Human rights figure largely in both rhetoric and practice, and government policy seeks to value and enhance individual equality and quality of life. This paper draws on recent work, some funded by the Judith Trust, to illustrate gaps in the achievement of these ideals. The proposed new single body, a Commission on Equality and Human Rights (CEHR), may offer an improved framework for implementation of policy goals and more fulfilled lives. The Judith Trust aims to improve the lives of people with both learning disabilities and mental health needs.

The problems of One‐Man‐Bands (OMBs) began to be taken seriously in the early 1980s when the Aslib OMB group was formed. The group received considerable attention in the professional press, and became the object of a study by Judith Collins and Janet Shuter who identified them as “information professionals working in isolation”. Many of the problems identified in the Collins/Shuter study remain — not least of these being the further education and training needs of OMBs. These needs are studied in this report. The author has firstly done an extensive survey of the literature to find what has been written about this branch of the profession. Then by means of a questionnaire sent to the Aslib OMB group and the National Council for Voluntary Organisations (INVOG), training and education needs have been pinpointed. Some of these needs have then been explored in greater detail by means of case studies. The author found that the most common deterrents to continuing education and training were time, cost, location, finding suitable courses to cover the large variety of skills needed and lastly, lack of encouragement from employers. The author has concluded by recommending areas where further research is needed, and suggesting some solutions to the problems discussed.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

There are two central questions determining the pedagogy of teacher education: (a) What are the essential qualities of a good teacher; and (b) How can we help people to become good teachers? Our objective is not to present a definitive answer to these questions, but to discuss an umbrella model of levels of change that could serve as a framework for reflection and development. The model highlights relatively new areas of research, viz., teachers’ professional identity and mission. Appropriate teacher education interventions at the different levels of change are discussed, as well as implications for new directions in teacher education.

The implementation of the policy of devolution in the government school system of Victoria, Australia, has significantly enhanced the opportunities for teachers to become involved in the decision making of schools. This article reports on a study designed to investigate the factors associated with involvement. Analysis of the data found teacher involvement in the decision making of schools to be associated with: gender; seniority and organizational responsibility; age and teaching experience; affiliation with the teachers association; the influence of the principal; the individual's sense of personal, political and professional efficacy; the individual's confidence and trust in the organization and its administration; the conflicting demands, anxiety and pressure of time; and the perceived effects of participation on curriculum and teaching practice.

When I began to teach within a Masters of Education (Leadership and Management) program, I questioned my assumed unproblematic nature of the presentation of Western leadership and management theories to students from a diverse range of countries without understanding the diversity. The expectations of International students are also that overseas study is designed to facilitate the transport of Western theory, as ‘the solution’ which makes the indigenous knowledges they bring struggle to appear. Few students seem to question the transferability of Western knowledge to other cultures, yet it may actually be of limited value to the real concerns and issues associated with the leadership of organisations in their home countries. Building on the ideas of Raewyn Connell and Boaventura de Sousa Santos, this chapter examines possibilities for research-led pedagogies which support an awareness of the dominance and persistence of northern-centric patterns of global knowledge production, challenging students to question their own expectations of the dominance of Western theory. Through so doing, it makes possible the re-imagining of possibilities for transformation through the emergence of alternatives, where engaging in democratic deliberation about what is gained and lost from adopting various knowledge positions informs a better understanding of human social and organisational experiences. Rather than subscribing to a single, universal and abstract hierarchy among knowledges, which privileges Western theories, cognitive justice favours context dependent knowledges. We can prepare the ground for students thinking about the knowledges they bring, and the importance of unique contextual and cultural factors through Butler's notions of intelligibility and performativity to help students understand that actions are conditioned by what is available within the culture and by what practices are legitimating. Dialogue and interpretation can occur across cultures, at the same time as raising the awareness of reciprocal incompleteness of knowledges.

The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset.

The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.

In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset.

The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.

Popular self-help pregnancy literature suggests a “generational disconnect” between pregnant women and their mothers, emphasizing the incommensurate experiences of the two generations. Based on longitudinal, in-depth interviews with a diverse group of 64 pregnant women and 23 grandmothers-to-be, this chapter explores how different generations of women negotiate the idea of a disconnect and its implications for the medicalization of pregnancy. My findings showed limited support for the generational disconnect. Nearly all of the pregnant women I interviewed who were in contact with their mothers consulted them to assess issues related to pregnancy embodiment. Black and Latina women and white women with less than a college degree disregarded or even rejected the disconnect; they tended to frame their mothers’ advice as relevant. Their mothers attended prenatal care appointments and frequently expressed skepticism about medical directives. By contrast, I found that highly educated white women tended to endorse the generational disconnect when it came to matters related to pregnancy health behaviors – what to eat, how much to exercise – and their obstetric care. The mothers of these women not only largely supported the generational disconnect, but also bonded with their daughter over a shared appreciation for scientific understandings of pregnancy. Foregrounding women’s perspectives provides insights into meaning-making in pregnancy and the ways that mothers of pregnant women can both stymie and deepen medicalization of childbearing.