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Following enactment of the federal Endangered Species Act in 1973, a variety of organizations proceeded to establish lists of endangered, threatened, or rare species of wildlife that they believed fell within their purview. State lists, as opposed to regional or national lists, are of particular importance because they form a rigorous record of the status of species in small, well‐defined geographic areas. State lists also indicate the development status of legal management efforts in the various states and are, therefore, predictors of how rigorously species variety will be maintained. Online searches of environment, legal, and government indexes (Enviroline, NTIS, Agricola, and others) demonstrated that there is no organized way to identify official state lists and that, in fact, few official lists are cited within the voluminous environment literature.

In 1990 we compiled an annotated bibliography of official state lists of endangered, threatened, and rare species. In gathering information for that bibliography, which appeared in Reference Services Review in Spring 1991, we found numerous unofficial sources of state lists, such as those developed by universities, institutes, and Natural Heritage Programs, which also provide valuable information on statuses of endangered, threatened, and rare species. A comprehensive search for unofficial lists results in this second bibliography.

On the evening of 22 December 1988 the world lost one of its most dedicated environmental leaders. Chico Mendes, born Francisco Alves Mendes Filho, was shot down by ranchers as he walked out of the back door of his home in Xapuri, Brazil. Although Mendes achieved worldwide recognition for his efforts to protect the Amazonian rain forest and, in fact, has been proclaimed an “eco‐martyr,” his original and foremost concern was securing workers' rights for the indigenous people of the forest and preserving the land they lived on.

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The purpose of this paper is to examine how authentic leadership influences employees’ workplace behavior through three intermediate mechanisms.

The cross-sectional surveys were conducted at a large health organization with over 500 employees. Multi-source data were drawn from 124 employees and 16 supervisors.

This study provides empirical evidence that authentic leadership is positively related to subordinates’ proactive behavior and negatively related to subordinates’ workplace deviance behavior through mediation effects of three psychological factors, including supervisor identification, psychological safety, and job engagement.

Due to the selected survey approach, the data are correlational. The small sample size of the study may reduce the ability to find statistically significant results. The current study would have benefited from organizational data on individual performance and proactive behavior, such as archival annual performance appraisals.

To practitioners, this study provides evidence that authentic leadership is sufficient in creating a positive work climate within which the employees feel safe to contribute their effort on their jobs. Based on the current findings, the practitioners can be more confident to hire or to promote authentic persons to be leaders in the organization.

This study is among those few empirical studies which help to validate the authentic leadership theory and provide a clear understanding of the mechanisms by which authentic leadership influences outcomes.

Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable people to reconceptualize their perceptions about the traits and characteristics of effective leaders, or their implicit leadership theory (ILT). To understand how ILTs develop throughout developmental experiences, we examine the ILTs of 276 undergraduate students at the beginning and end of their first year of college. Using an open-ended ILT response format, a unique ILT trait of integrity emerged along with the dominant ILT traits of sensitivity, charisma, and dedication identified in previous literature. Overcoming limitations of the factor-based ILT approach, we investigate the development of ILT constellations, allowing a holistic picture of ILTs and how they throughout a developmental experience. Based on cluster analyses, four constellations of ILT themes emerged. Participants shifted to different ILT constellations after a year in college, moving from a non-descript, varied constellation toward constellations with clearly defined, dominant themes. Exploratory analysis revealed that completion of leadership coursework partially explains the shift towards more descript ILT constellations. Results have implications for new methods of future research using the ILTs constellation perspective and the practice of undergraduate leadership education in facilitating leader development among college students.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

Lauren Tate began a new career at a new organization. Based on information she learned in a recent MBA Leadership course, Lauren approached her new workplace with the goal of being more strategic in her interpersonal interactions. She focussed on identifying and building sources of power in this new career and proactively managed her evolving relationships. At some levels, she was very successful and effective but some relationships were characterized by stress. The case asks students to analyze Lauren's actions to determine which were effective and how her actions could have been even more effective.