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Movies have mesmerized audiences for years, crossing boundaries of race, gender, age, culture, and nationality. They have also been used to teach people how to lead. One text that zeroes in on the essence of leadership is The Leadership Challenge, by Kouzes and Posner (2002). Through their research, they have highlighted five practices of effective leaders. It is our intent to share how we apply movies to teach the tenets of the groundbreaking leadership research of Kouzes and Posner, with proven ideas that work with students of leadership in any setting.

Using movies to teach leadership is a winning strategy; however, diligent planning is required to incorporate them successfully into leadership education. Movies are entertaining, informative, energizing, and educational, if used skillfully. The more facilitators use film, the more skilled they will become and the more the participants will benefit.

The aim of this study is to explore short‐term outcomes of communication aid provision from the perspective of children with complex communication needs.

A total of ten children were interviewed at two time points. The first interviews took place before or within two weeks of the arrival of a new communication aid. A second follow‐up interview was carried out between six and ten weeks later. Initial interviews explored children's views concerning their ability to engage in school activities that they deemed important but difficult to achieve. First interviews also examined children's self‐perceptions related to their self‐efficacy and self‐esteem, and perceptions of others' attitudes towards themselves. Children's views concerning the likely impact of the new communication aid on taking part in activities and their self‐concepts were also explored. The follow‐up interviews asked children to reflect on the short‐term impact of the new communication aid.

Children reported expected and unexpected positive changes at follow‐up. Notably, unanticipated and undesirable changes were also reported.

The paper addresses the critical issue of early outcomes following communication aid provision from the viewpoint of children themselves.

The objective of the current study was to determine if stereotypical perceptions of women as managers existed among men and women in two different cultural settings, the U.S. and Chile. Using the Women as Managers Scale (WAMS), 412 participants from the U.S. and Chile responded to questions about their perceptions of women performing managerial roles and tasks. Gender and culture effects were identified at both the multivariate and univariate levels.1 The results showed that male subjects in both cultures had more stereotypical and negative perceptions of women as managers than did female subjects, and the U.S. participants (both male and female) had more positive and less stereotypical perceptions of women as managers than the Chilean participants. Implications for research and practice in cross‐cultural and international management are discussed.

Talking about electronic microscopes tends to conjure up mental images of grey‐haired professors in white coats grubbing away in their chaotic laboratories, far from the everyday realities of business life. It is true that few industrialists are interested in an instrument that lets them look at the most minute details of the physical world—details as small as a millionth of a millimetre—particularly when they are not likely to see much change out of £15,000.