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This paper aims to trace parallels in the unintended consequences of interpretations of special-needs law in Ireland and Sweden.

The paper is conceptual, based on Irish and Swedish legal reports, studies and national planning documents on supports for people with disabilities. It begins by discussing unintended consequences, and then analyses the Irish court decision in Sinnott v. Minister for Education (2001), which stated that the State’s obligation to provide for education for people with special education needs (SENs) ceases when they reach 18 years. It considers how economic considerations influenced that decision. The focus then diverts to Sweden’s human rights culture and the 1994 legislation, LSS (Sweden’s Act Concerning Support and Services for Persons with Certain Functional Impairments), which enshrines equality and support for people with disabilities, including personal assistance (PA). Cost-saving restrictions on PA allowances are discussed.

While the Irish State enacted a law on education rights following the Sinnott case the Education for Persons with Special Educational Needs Act (2004), or EPSEN (2004), it restricts those rights, and sections remain uncommenced. The case may have exhausted litigation as a remedy for people with SENs. In Sweden, austerity diluted the impact of LSS, leading to reduced entitlements and intrusions on privacy. It allowed legal discourse to dominate discussion. Families were negatively affected. In both countries, human rights may have suffered. Identifying which consequences of the legal actions were unintended, and which party did not intend them, can be problematic.

The paper concludes that the courts limited entitlement to the detriment of people with disabilities, and that caution must be exercised in having recourse to law courts in settling entitlements.

The paper is an original analysis of unintended consequences of legal interventions in special-needs policy. It illustrates difficulties in matching visions and systemic requirements in legal and the educational domains.

Web-based courses are a practical way to engage in meaningful discussions with learners from a diverse set of communities. By gathering online to learn about a topic, learners can form communities that transcend geographic and political boundaries. This paper aims to investigate a partnership between the University of Wisconsin-Madison (UW-Madison) and Wisconsin Library Services, which brought open access online learning to thousands of lifelong learners around the state of Wisconsin. “Changing Weather and Climate in the Great Lakes Region”, a massive open online course the UW-Madison launched in 2015, paired a regional focus with face-to-face discussions at 21 public libraries to deepen learners’ personal connections to the subject matter. Through strategic partnership, targeted course development and marketing of events, intimate local discussion sessions and statewide events provided fora in which Wisconsin residents would explore changing weather and climate with university faculty, staff and students.

This paper uses a case study approach and firsthand interview feedback from librarians, library staff and university faculty and staff who were leading the effort.

This paper explores the lessons learned and practical implications from the project and offers insight into libraries and universities looking to engage specific communities in non-credit online learning projects into the future.

This effort was a first of its kind partnership for the University and the State of Wisconsin.

Professionals in human resources have wide managerial contacts and some skills not possessed by many managers. They also have the network to influence managers. The need is for them to take a stronger leadership role, especially by providing a new and different role model by their own behaviour. How this is developed for participants on a course for HR people is described.

Through the approach presented here, the authors created an investigation, utilizing the SOURCES Framework for Teaching with Primary and Secondary Sources, to allow their students to better understand that many people, specifically many dynamic women from diverse backgrounds, played vital roles, individually and collectively, in the fight for independence and, ultimately, the creation of the United States of America.

The SOURCES Framework for Teaching with Primary and Secondary Sources is a framework that was developed to scaffold the learning process for students to replicate that which is done by historians. This approach allows students in the classroom, in a structured manner, to analyze primary and secondary sources in authentic and engaging ways in pursuit of answers to an essential question, and others of interest to each student, regarding historical events, controversy, etc. This process empowers students to think critically, weigh various perspectives and accounts and to develop their own evidence-based response to an essential question that is central to guiding and driving inquiry.

Through the analysis of primary and secondary sources related to women’s roles and efforts during the American Revolution, students were able to develop their own evidence-based narratives to answer the essential question of “What were the different roles women played during the American Revolution?”

The authors of the manuscript outline a unique approach to teaching students about the importance of women to the independence efforts in the United States during the late 18th century. Teachers of all grade levels and various content can modify and adapt the methods and resources presented here.

There is increasing recognition that quality and value are linked to the quality of life within the organization. Frequently this is acknowledged in admirable mission statements and statements about values. Yet most frequently there is a huge gap between the behaviour and the values. Human beings find it difficult to behave in a way which enables, values difference and results in really effective teamwork. Examines the behaviour that gets in the way, offers some explanations of our difficulties and proposes constructive ways of overcoming these difficulties at a personal and institutional level.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Great leaders will have fine strategic skills, communication skills, and business and financial acumen. They will recognize the need for change while also preserving the company's most important values, they will be self‐aware, self‐reflective, inspirational, willing to listen, able to influence people by their actions and oratory. And so on. Nobody embraces all these talents and some of them are not entirely complementary. The consummate definition of leadership also creates its own problems.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

Trust has become a major issue among online shoppers. This underresearched subject will predictably determine the success or failure of e-commerce vendors. The lack of face-to-face interaction, the inability to inspect goods and services prior to purchase, and the asynchronous exchange of goods and money all contribute to the perceived risk of purchasing online and the resulting need for trust. Trust is particularly critical for small and new Internet ventures confronted by the liability of newness (Stinchcombe 1965). Lacking, among other things, a name that is readily recognized in the marketplace, entrepreneurial Internet ventures require trust if they are to succeed. The research presented in this article addresses this issue by building on the work of McKnight and colleagues and considering the effects of propensity to trust on trusting beliefs. Specifically, the author predicts that propensity to trust will significantly affect perceived ability, benevolence, and integrity but only for those individuals with limited direct experience. Based on a sample of web survey participants, the author found that propensity to trust significantly impacted perceived ability and benevolence for individuals with limited direct experience only. No statistically significant results were found for the effects of propensity to trust on perceived integrity.

WE have to announce with deep regret the death of Mr. I. Chalkley Gould, founder and director of the Library World since its establishment in 1898. Mr. Gould was a member of an old Essex family associated with Loughton and its neighbourhood, and was born in 1844, his father being the late George Gould, of Traps Hill House, Loughton. His connection with the firm of Marlborough, Gould & Co. and other stationery and printing concerns led him many years ago to give some attention to library and museum work, towards which he had always been attracted because of his personal interest in archaeology and literature. In this way he became associated with many museums, libraries and antiquarian societies, and identified himself more particularly with the movement for the preservation of ancient British earthworks. He was a Fellow of the Society of Antiquaries, vice‐president of the Essex Archaeological Society, the Essex Field Club, and the British Archaeological Association. Within recent years he acted as hon. secretary of the Committee for Recording Ancient Earthworks and Fortified Enclosures—a committee for the formation of which he was largely responsible and in the work of which he took a very deep interest. He was chairman of the Committee for the Exploration of the Red Hills of Essex—an important undertaking which is not yet completed. He also contributed several valuable papers to the Victoria History of Essex, and assisted the editor of that publication in revising the earthworks sections of other counties.