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The use of teams in the workplace is an accepted facet of current working life. Training is undertaken with a view to equipping students for the eventual transition to a workplace which demands the social scientific skills of being an active, contributing, co‐operative team member. The use of content and process in a practical‐based learning situation is the focus of this study, which assesses a range of learning approaches used to acquire a knowledge of the skills required for team working. The division of the course into content and task‐related aspects on the one hand, and process and subjective experience on the other, is evaluated from the point of view of the skills it transfers to the course participant. The concept of emotional intelligence is measured to ensure the practical application of theory on team working to the experience of team functioning. The results indicate the success of this approach and demonstrate its ease of transfer to the workplace training environment.

Corporate annual reports are viewed through the lens of researchers of these documents. The aims are to obtain insight into how researchers view annual reports; to ascertain how the different ways of seeing the annual report relate to each other; and to draw out the gaps in this diverse research in a continuing attempt to understand its role and purpose. Selective examination of a decade of corporate annual report research (1990‐2000) reveals how researchers have sought to find visibility and meaning. Few studies address the document as a whole, in terms of the integration of the messages between the various parts of the report. Explanation of the changing structure and content of annual reports remains divided, largely because of the differing perspectives of researchers. They have revealed diversity in the ways of seeing the annual report and a tension in understanding its overall purpose and role.

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.