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Since the 1964 Industrial Training Act the level and quality of industrial training has improved considerably. Basic training systems are now very sound, especially in those companies who are exempt from training levy. Few people would question the importance of systematic training for all industrial jobs from the machine operator to the managing director. Good training will invariably be designed to contribute to the improvement of job performance. The achievements of the past 15 years are now leading to some interesting and in many cases more effective approaches to training especially in the areas of management development. Traditional training methods are rightly being questioned and alternative approaches developed. This article describes one such alternative which is particularly valuable for training the marketing decision maker.

The purpose of this study is to determine the effects of four different forms of feedback (such as, complete solution, line-by-line correction, line-by-line hint and correct-incorrect final answer) of a mobile-assisted learning application on linear equations and motivation of students towards mathematics learning on students’ mathematics performance.

Totally, 285 Grade 7 students (72 students each for the first-three feedback and 69 students for the last feedback) participated in the five-day experiment. A validated instrument was utilized to determine the motivation of students in learning mathematics.

It was revealed that students solved more problems and spent more time in the line-by-line hint type of feedback. The correct-incorrect final answer group had the most number of incorrect problems solved. It was found that the scores of the students would be different from one another after they utilized the app. Nonetheless, all of them learnt significantly from the app. Five steps of hierarchical regression revealed that all types of feedback were consistent predictors of posttest scores. Thus, the first null hypothesis stating that there is no significant difference between the pretest and posttest scores of the students when categorized by different forms of feedback was rejected. The second null hypothesis stating that the four types of feedback and motivation of students do not influence mathematics performance is partially rejected.

The study can be replicated in a school with a different atmosphere.

The use of the application is highly recommended for students who are beginning to learn linear equations. Teachers can replicate the four types of feedback in an actual classroom setting.

It was confirmed that the four types of feedback can teach the students learn mathematics, regardless of the motivation of the students.

Reports of a number of countries imposing a limited ban on the use of D.D.T. have appeared from time to time in the B.F.J., but in the last few months, what was a trickle seems to have become an avalanche. In Canada, for example, relatively extensive restrictions apply from January 1st, permitting D.D.T. for insect control in only 12 agricultural crops, compared with 62 previously; there is a reduction of maximum levels for most fruits to 1 ppm. Its cumulative properties in fat are recognized and the present levels of 7 ppm in fat of cattle, sheep and pigs are to remain, but no trace is permitted in milk, butter, cheese, eggs, ice cream, other dairy products, nor potatoes. A U.S. Commission has advised that D.D.T. should be gradually phased out and completely banned in two years' time, followed by the Report of the Advisory Committee on Pesticides and Other Toxic Chemicals recommending withdrawal in Britain of some of the present uses of D.D.T. (also aldrin and dieldrin) on farm crops when an alternative becomes available. Further recommendations include an end to D.D.T. in paints, lacquers, oil‐based sprays and in dry cleaning; and the banning of small retail packs of D.D.T. and dieldrin for home use in connection with moth‐proofing or other insect control. The Report states that “domestic users are often unaware that using such packs involve the risk of contaminating prepared food immediately before it is eaten”.

There is a wide consensus among higher education constituents that inclusive learning is essential for all students (Landorf, Doscher, & Jaffus, 2017). Despite this consensus, few theory-to-practice models exist demonstrating how to achieve this goal. Faculty and administrators from a public, land-grant university located in the Midwestern United States are addressing the challenges associated with implementing equity and inclusion at their institution through the development of a model that includes intentional use of theory for designing inclusive learning environments. A primary component of this model was to develop a campus-wide policy across all departments and disciplines. This policy was collectively created with stakeholders across divisions, departments, and disciplines to integrate universal inclusive learning throughout the institution to achieve the aim of inclusive excellence. The outcomes of this policy are in the preliminary stages, but the goal is that far-reaching educational gains will occur in helping students acquire the broad knowledge, higher-order thinking skills, and real-world experiences they need to thrive in a diverse global society. The purpose of this chapter is to provide a helpful way of examining how intentional application of theory might work in higher education institutions to achieve high quality, high-impact inclusive learning for all students.

This paper aims to provide a more comprehensive understanding of the concept of community archives, offering a critique of the community archives discourse through a historical case study focused on the origins of the Gerber/Hart LGBTQ library and archives in Chicago.

This study explores the archival collections of the founders of the Gerber/Hart library and archives and the librarians that have worked there as a means for understanding the origins of the archival impulse, the rationale for building the collections and the practices that shaped the collections during the first decade of the organization’s history.

The historical analysis of the Gerber/Hart library and archives situates community archives and LGBTQ collections within the broader historical context that lead to the founding of the organization and reveals deep connections to the information professions not previously considered by those studying community archives.

The paper offers a reconceptualization of community archives as archival projects initiated, controlled and maintained by the members of a self-defined community. The authors emphasize the role of the archival impulse or the historical origins of the collection and the necessity for full-community control, setting clear boundaries between community archives and other participatory archival models that engage the community.

The purpose of this paper is to examine how knowledge inflows and outflows interact to affect performance outcomes. Though previous studies have dealt with knowledge inflows and outflows, the quality and quantity characteristics of knowledge are often not taken into account, thus leaving a research gap with regards to the effect of their interactions on performance outcomes.

Based on Poisson regression analysis, this quantitative study fills the aforementioned research gaps by analyzing the ambidextrous configurations of knowledge flows from an ambidexterity perspective and examines their effects on two-phase performance (i.e. regular season and playoffs), using a longitudinal data set of National Basketball Association transactions from the 2003-2004 to 2014-2015 season.

The results suggest that the complementarity between knowledge inflows and outflows along the quality and quantity dimensions of knowledge, respectively, has a positive impact on two-phase performance, while the imbalance between knowledge inflows and outflows under the quality and quantity dimensions of knowledge, respectively, has a negative impact on playoffs performance (Phase 2). These findings suggest that organizations can balance knowledge inflows and outflows under a single quality or quantity dimension of knowledge. Furthermore, the interaction between the quantity of the inflows of knowledge and the quality of the outflows of knowledge and the interaction between the quality of the inflows of knowledge and the quantity of the outflows of knowledge are both positively related to two-phase performance. These findings suggest that organizations can balance knowledge inflows and outflows across quality and quantity dimensions of knowledge. Finally, the effects of the interaction between knowledge inflows and outflows on playoffs performance are greater than regular-season.

Organizations should leverage ambidexterity to manage/balance knowledge inflows and outflows across quality and quantity dimensions, further enhancing performance outcomes.

This study, first, provides new insights into knowledge flows by distinguishing between the quality and quantity of knowledge, the inflows and outflows of knowledge, constructing ambidextrous configurations of knowledge flows from an ambidexterity perspective. Second, it contributes to the relationship between knowledge flows and organizational performance by revealing how ambidextrous configurations of knowledge flows exert different effects on performance outcomes. Third, it adds to the literature of ambidexterity-performance relationships and expands it to the context of sports.

Viewing the last dying embers of 1984, the Orwel‐lian year of Big Brother and some of its not‐so‐far off the mark predictions, the unemployment which one cannot help feeling is more apparent than real, it is hardly surprising that the subject of Poverty or the so‐called Poverty arise. The real poverty of undernourished children, soup kitchens, children suffering at Christmas, hungry children ravenously consuming free school meals has not, even now, returned.

This article aims to review the changing demographics of employment and it proceeds to critically examine the existing literature on later-career workers’ experiences of training and development. Population ageing in developed economies has significant implications for workplace learning, given suggestions that most occupational learning for later-career workers occurs on-the-job within the workplace. The literature suggests that later-career workers receive very little formal occupational training. However, significant gaps are revealed in the existing research knowledge of the extent and nature of older workers learning particularly with regard to incidental learning in the workplace.

A qualitative empirical investigation has been conducted among later-career managerial workers and the visual elicitation methodology adopted is detailed.

The results of the investigation show how the later-career managers in question were learning extensively, albeit incidentally, from workplace challenges specifically those associated with their responsibilities and from interacting with their managers, teams and external stakeholders.

The article draws conclusions for policymakers and those tasked with ensuring the continued learning and development of an ageing workforce.

This paper articulates the significant value of the role of the Chief Customer Officer, namely in the CCO's ability to create and leverage customer strategy.

The paper offers a view of the evolution of the CCO over six years based on recently completed in‐depth interviews with more than 50 CCOs at Fortune 500, mid‐cap, and smaller companies.

The article describes the three most common reasons why CEOs hire Chief Customer Officers. The CCO role is evolving and rapidly increasing in complexity, defying simple categorization that was possible six years ago. CCOs can be classified in two dimensions according to their customer accountability and the organizational authority of their role. CCOs share three common goals: drive profitable customer behavior, create a customer‐centric culture, and driver corporate and customer strategy. Also discussed are the most critical factors that must be in place to ensure CCO success.

While the sample size of 50 out of 300 is representative, the CCO role is evolving quickly and is adapted as necessary within each company to fit the specific organizational needs.

The majority of the material is new. This research begins to codify the most critical factors in the CCO role to provide structure for CEOs and Boards considering installing a CCO. CCOs should evaluate their key performance indicators to ensure they are tied to profitability so as to better justify and defend their value. Growth companies must bear in mind the need to migrate the CCO from line ownership to process ownership to properly manage complexity.