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The paper is an excerpt from a more comprehensive study by the Florida Department of Environmental Protection comparing the technical elements of offset projects in forestry, agriculture, and waste management, as well as some miscellaneous project types. The authors compare and contrast design elements of three specific offset projects: afforestation/reforestation, manure management, and landfill gas capture. The technical review for each offset project is concluded with a look at the potential applicability for that project in Florida in the context of the protocols evaluated.

Offset projects that may be employed in Florida are first broken up into comparable design elements specific to the selected offset project type. Focusing on the design elements, a discussion of the similarities and differences among the protocols for each offset project is presented. Each section begins with general findings then moves on to assessments of the detailed design elements. Finally, the project's general applicability to Florida is considered, highlighting specific strengths of particular protocols from the analysis of the design elements.

Protocols tend to vary from highly specific requirements to a more general set of recommendations. Interestingly, no one program's set of protocols is the most opportunistic for Florida, but rather various protocols may have distinctive strengths depending on the project type.

Many comparative studies of offset protocols evaluate protocols in the context of program‐level policies. This study uniquely values the technical details in the protocols and does not consider policy or program‐level issues.

In the year 1900 Koch expressed the view that human and bovine tuberculosis were distinct diseases, that the bacillus of bovine tuberculosis could not produce this disease in the human subject, and that the bacillus of human tuberculosis could not set it up in the bovine species. As is now well known. these conclusions have not received the slightest confirmation from other workers in the same field, and it may be said that the consensus of scientific opinion is now to the effect that the bacilli of human and bovine tuberculosis are identical—at any rate, so far as the effects attributed to them are concerned. The Royal Commission appointed in 1901, and consisting of the late Sir MICHAEL FOSTER, Drs. SIMS WOODHEAD, SIDNEY MARTIN, MACFADYEAN, and BOYCE, have issued a further interim report on their investigations. The first interim report was published in 1904, the conclusions stated in it being to the effect that the human and animal diseases were identical, and that no characteristics by which the one could be distinguished from the other had been discovered. The report now issued shows that these conclusions are confirmed by the results of a very large number of fresh experiments. The main conclusions set forth in the present report are as understated :—

Since the late 1970s, the study of the role, structure and functions of personnel management in the United Kingdom has been greatly facilitated by surveys emerging from a number of large‐scale surveys. A major interest in interpreting the data from these surveys has been to evaluate the impact of recession, and, latterly, recovery on the power, structure and roles of personnel departments and personnel specialists in recent years. The survey data are used comparatively to evaluate the empirical plausibility of the different scenarios which have arisen, and to account for the results that emerge.

Despite the need for effective global leaders on the part of business (McKinsey, 2012) and the growing body of empirical research related to the topic of global leadership (Osland, 2013a), very little is known about what global leaders actually do. How do they spend their time? In what kinds of activities are they involved? How do they communicate, coordinate, make decisions, and lead? How is their work similar to or different from that of domestic leaders? In this chapter, we respond to these questions by exploring the nature of global leaders’ work using an approach similar to Mintzberg (1973) in his classic book, The Nature of Managerial Work. We observed five global leaders from five different industries, each for 1 week, and compared our results with Mintzberg’s (1973). In addition, we conducted informal interviews and collected archival data. We content-analyzed the data using the conventions of grounded theory and identified 10 distinguishing characteristics of global leaders’ work. It is characterized by (1) multiple time zones and geographical distance; (2) long hours; (3) flexible schedules and fluid time; (4) dependence on technology; (5) time alone connected to others; (6) extensive travel; (7) functional expertise with global scope; (8) facilitation of information, advice, and action; (9) management of complexity; and (10) confrontation of risk. We conclude by discussing implications for future global leadership research.

Based on our review of the global leadership literature over the past 5 years, we delineate patterns and themes in the field’s scholarship and then discuss how the papers published in this volume of Advances in Global Leadership relate to those patterns and themes. We then integrate all of the recommendations for future research that appeared in the papers published in this volume and then offer our recommendations for future research in the field as well. We hope our efforts will aid scholars – especially doctoral students – to isolate the gaps that exist in the field and to design and conduct research that will have a greater potential to be published in top-tier journals and to impact the field.

This research paper aims to better understand the network structure of higher education in North America. It draws on a relationally networked dataset of 1,292 degree-granting colleges and universities in North America to develop a modularity class approach to categorizing colleges and universities based on their own self-defined peer networks and assesses the utility of the modularity class approach as well as several measures of network centrality for predicting offerings of new curricular fields. Results show that not all measures of network centrality equally predict organizational change outcomes, with hub/authority position being most important. Additionally, results show that an empirically derived modularity class approach to categorizing organizations has important strengths in relation to more typical approaches based on prestige or perceived organizational characteristics. The approaches detailed in this paper will be useful for future analysts seeking to explain the spread of innovations and behavior across the higher education institutional field, as well as those seeking to understand clustering and organizational divergence.

The article builds upon recent developments in feminist theories as they were adopted in organization studies to review the state of research into women in MNCs and to offer new directions for the study of MNCs as “gendering organizations,” both as they are shaped by gender relations and are active agents in constructing gender categories, division of labor, images, and inequalities. Juxtaposing insights from gender studies and International Business and Management, the article offers a new agenda for the studies of corporate internationalization and its social consequences.

Privatization continues to receive serious consideration at the federal, state, and local government levels. The most frequent reason cited for privatizing services is to reduce the size and cost of government. While many government entities have privatized services, it is often up to academic researchers to determine if the goals of privatization have been realized and to shed light on the organizational and service characteristics that make it more likely that the results of privatizing a particular service will be positive. This paper seeks to provide a background to those researchers interested in examining the privatization of government services. The paper reviews and synthesizes prior privatization research and discusses future research directions.

This study aims to share the use of social marketing as pedagogy and provide a transformative social marketing pedagogy for social marketing educators. By this, the authors mean the same principles used by social marketers to improve the well-being of a person or group are used as a pedagogic tool to bolster students’ learning and understanding of social marketing. In the described course, students are asked to choose one area of their lives to try and change using concepts taught to them in class. They are then asked to reflect on their personal change journey and apply it to others in the form of a social marketing plan.

The authors share a conceptual journey using social marketing as pedagogy following the evolution of a marketing for behavioural change undergraduate course. Benchmark criteria for social marketing are used to discuss and conceptualise a transformative social marketing pedagogy. The authors take a reflexive approach to explore course development, motivations, assumptions and activities to expand on their approach.

Social marketing as pedagogy suggests that behaviour change is not just taught through course content but also embedded throughout the course as a learning tool and outcome. A social marketing course can encourage individual behaviour change by asking students to critically reflect on their own behaviour change journey to fully experience and understand the underpinnings and implications for social marketing. In this way, the authors adopt transformative learning as the outcome of social marketing AS pedagogy. The authors suggest through experiential learning, including active learning and reflexivity, students are able to change their frame of reference or how they interpret the world around them, in regard to complex social issues, which may encourage behaviour change.

As social marketers, the authors must reflect not only on what they teach students (Kelly, 2013) but also on how they teach them. Previous literature has not provided any unique pedagogy for how to teach social marketing. This article provides the first pedagogy for social marketing education – the Transformative social marketing pedagogy which views social marketing AS pedagogy. The authors present the value of experiential learning as a three-pronged approach incorporating Interpretive Experiences, Transformative Experiences and developing Praxis, which includes elements of feeding forward and authentic assessment. This approach provides a unique contribution to the area by providing a pedagogical approach that goes beyond mere knowledge acquisition to transformative learning.

A WEEK or two ago The Municipal Journal, in chronicling the opening of new libraries at Barrow and Bethnal Green, expressed the opinion that libraries “were having a new lease of life.” The phrase is a curious one, as we were not aware that libraries were in a state of senility, although we were vividly aware of their imperfections. It is, nevertheless, true that there has been unwonted library activity of late, and library matters now receive some real attention in the public press. The latter may be due in some measure to the recent publicity campaign of the Library Association. Still, that does not account for the fact that many places, hitherto not quite awake to the value of libraries, are now asking about them, as Sutton, Weymouth, Marylebone, Coulsoon and Purley, while others are pressing for development, especially in the direction of Children's Libraries.