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The purpose of this paper is to describe a sustainability certification system and label based on an independent, full life cycle assessment of conventionally produced goods from “cradle to grave”.

The design approach used comprised five phases: review of presently available third party environmental certification systems regarding their suitability for use as a sustainability certification tool for conventionally produced goods; identification of desirable scientific and consumer design criteria for a sustainability certification system and label; identification of key performance indicators for sustainability; description of an independent sustainability certification system based on the desirable design criteria, in particular an independent full life cycle assessment; and market trials of the sustainability label to test consumer reactions and commercial benefits of independent sustainability certification using two commercial case studies in Australia and New Zealand.

None of the third party environmental certification systems reviewed was suitable for use as a sustainability certification tool. Desirable design criteria for a sustainability certification system centred on an independent, full life cycle assessment of operations from “cradle to grave”. A total of eight safety and 12 sustainability key performance indicators were proposed to specifically assess sustainability performance. An instantly recognizable logo comprising a “Green Tick” inside a circle, reminiscent of a government “stamp of approval”, was used as a sustainability label. Market trials of certified household products and lamb meat in Australasia confirmed positive consumer reactions to the “Green Tick” label, and considerable commercial benefits for the companies that used it on their products.

The “Green Tick^™” sustainability certification system and label addresses an identified gap in the market by providing an easily recognizable, independent, life cycle based sustainability certification of consumer products. Market trials indicated that there was measurable consumer support for independent sustainability labelling, and significant commercial benefits for companies whose products qualified for sustainability labelling.

The paper describes the world's first‐ever independent sustainability certification system and label. It is based on third party, full life cycle assessment of products, in accordance with the European Commission's view that sustainability labelling should be based on independent, full life cycle assessments of products. Market trials of the label in the Australasian FMCG sector indicated that consumers responded positively to an easily recognizable, independent sustainability label, and that independent sustainability certification and labelling have significant commercial potential for manufacturers of genuinely sustainable products.

The purpose of this paper is to describe the results of two projects aimed at testing market responses to the first‐ever fast moving consumer goods (FMCG) independently certified as sustainable.

The method used comprised three phases: independent sustainability certification of products using a full life cycle assessment; nationwide roll‐out of seven certified household products in retail outlets throughout New Zealand, and trials of certified lamb meat in three butcher shops in Brisbane, Australia; and monitoring of sales data and consumer responses to certified products.

Record sales averaging +52 per cent above historical were achieved and sustained for the seven household products over a period of 18 months. Certified lamb meat product was well received, with 95 per cent of customers surveyed indicating that they would consider buying certified meat in future.

The paper indicates that there is consumer demand for products that are clearly identified as genuinely sustainable, even though they may be perceived to be more expensive than traditional products. The market for certified sustainable products may become more mainstream as consumer concern regarding sustainability increases, and product disclosure standards become more stringent.

The paper describes the results of the first‐ever market tests of independently certified sustainable products in the FMCG sector. It gives an early indication that some consumers will select independently certified sustainable products in preference to others, provided that the product is clearly labeled and well marketed. The results also indicate that sales of certified sustainable products can be sustained over time.

Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.

This case study is designed as a teaching exercise and this paper aims to highlight the key issues for organisations’ expatriating women within masculine industry sectors and/or into challenging international environments.

This case study draws together key published findings relating to women’s expatriation in the oil and gas exploration and production sector. It demonstrates a triangulated research design, drawing upon organisational policy from two oil and gas firms, semi-structured interviews with 14 human resource professionals and 26 female expatriates, as well as from 71 female assignees’ questionnaire responses.

Career and financial drivers underpin women’s motivations for accepting organisationally assigned expatriation. Women expatriates engage in satisficing and career compromise. The main challenges women face in masculine industries include access to expatriate roles because of limited female networks, family concerns, managing working time and work-life balance and coping with loneliness.

The oil and gas case findings are based on a cross-sectional research design. The majority of female expatriates undertook long-term assignments; limited numbers engaged in flexpatriation.

While organisational policy supporting expatriation does not usually address gendered expatriate concerns specifically, inclusion of interventions that are identified by women as helpful to their expatriate participation can assist in increasing expatriate gender diversity.

This oil and gas research case brings together and presents a summary of the motivations, problems and challenges faced by women in male-dominated expatriate environments, together with relevant theoretical approaches and organisational interventions to help us understand and increase expatriate gender diversity.

Since the first Volume of this Bibliography there has been an explosion of literature in all the main areas of business. The researcher and librarian have to be able to uncover specific articles devoted to certain topics. This Bibliography is designed to help. Volume III, in addition to the annotated list of articles as the two previous volumes, contains further features to help the reader. Each entry within has been indexed according to the Fifth Edition of the SCIMP/SCAMP Thesaurus and thus provides a full subject index to facilitate rapid information retrieval. Each article has its own unique number and this is used in both the subject and author index. The first Volume of the Bibliography covered seven journals published by MCB University Press. This Volume now indexes 25 journals, indicating the greater depth, coverage and expansion of the subject areas concerned.

Randall W. Eberts, Ph.D., is the executive director of the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Mary Hatwood Futrell, Ed.D., is president of Education International (EI), headquartered in Brussels, Belgium, and dean of the Graduate School of Education and Human Development at George Washington University, Washington, DC.Bob Harris, M.A., Dip.T (Sec.), (Australia), advanced study at the Institut Universitaire des Hautes Etudes Internationales, Geneva, is a former EI executive director and current senior consultant based in Nyon, Switzerland.Ronald D. Henderson, Ph.D., is the director of the Research Department at the National Education Association, Washington, DC.Rachel Hendrickson, Ph.D., is the higher education coordinator in the Membership and Organizing Department at the National Education Association, Washington, DC.Kevin Hollenbeck, Ph.D., is a senior economist and director of publications at the W. E. Upjohn Institute for Employment Research, Kalamazoo, Michigan.Susan Moore Johnson, Ed.D., is Carl H. Pforzheimer, Jr., Professor of Teaching and Learning at the Harvard University Graduate School of Education, Cambridge, Massachusetts.Charles T. Kerchner, Ph.D., is Hollis P. Allen Professor of Education at the Claremont Graduate University, Claremont, California.Julia E. Koppich, Ph.D., is president of Koppich & Associates, an education policy research and consulting firm, in San Francisco, California.Carrie M. Lewis, J.D., is a senior writer-editor in the Government Relations Department at the National Education Association, Washington, DC.Christine Maitland, Ph.D., is a former higher education coordinator for the National Education Association who now works on higher education issues with the NEA’s Pacific Regional Office in Burlingame, California.Christine E. Murray, Ph.D., is a professor in the Department of Education and Human Development and dean of the School of Professions, State University of New York College at Brockport.Diane Shust, J.D., M.S.Ed., is the director of the Government Relations Department at the National Education Association, Washington, DC.Joe A. Stone, Ph.D., is W. E. Miner Professor of Economics at the University of Oregon, Eugene.Wayne J. Urban, Ph.D., is Regents’ Professor of Education in the Department of Educational Policy Studies at Georgia State University, Atlanta.Fred van Leeuwen is the general secretary of Education International, Brussels, Belgium.Maris A. Vinovskis, Ph.D., is Bentley Professor of History, senior research scientist at the Institute for Social Research, and faculty member of the Gerald R. Ford School of Public Policy at the University of Michigan, Ann Arbor.Paul Wolman, Ph.D., is a senior policy analyst in the Research Department at the National Education Association, Washington, DC.

Unethical behavior hurts everyone, including the offending person or organization. Unfortunately, the effects of unethical behavior are often long delayed, so the consequences are thus often attributed to the wrong cause. When librarians purchase automated systems, unethical practices—whether committed by consultants, vendors, or librarians—will cause significant harm to the libraries because they can not only acquire inadequate systems, but encounter many managerial and operational problems as well. In this symposium, five major consultants—Rob McGee, Howard Harris, Jose‐Marie Griffiths, Susan Baerg Epstein, and James Rush—share their experiences and thoughts on related issues.

This paper aims to explore how teacher leaders help teachers improve mathematics and science teaching.

Research focused on a purposive sample of seven teacher leaders selected to vary in their time allocated to teacher leader work and their content knowledge. Each teacher leader was interviewed, as were two teachers and at least one administrator working with that teacher leader. Each interview was first subjected to a mix of deductive and inductive coding before a case study was written for each teacher leader. Ultimately, a cross‐case analysis was written.

Teacher leaders conducted two sets of leadership tasks. The paper finds that support tasks helped teachers do their work but did not contribute to teacher learning. Developmental tasks did facilitate learning. All teacher leaders engaged in support tasks, but only four did developmental tasks as well. Teacher leaders who engaged in developmental tasks had access to one material resource and three social resources not available to other teacher leaders: time to work with teachers, administrative support, more positive relations with teachers, and opportunities to work with teachers on professional development

When teacher leadership is intended to facilitate teacher learning, the payoff comes from engaging in developmental tasks. A key to teacher leader success is administrative support. Schools and districts should not invest in teacher leaders unless they intend to support teacher leaders adequately through time, administrative follow through, and training to help teachers develop the positive social relations on which their work depends.

These findings have implications for how to integrate teacher leaders into larger school improvement efforts.

This study aims to introduce the duration of uniqueness, an important dimension of unique products. It studies how choices between products with long versus short duration of uniqueness are influenced by the interaction between pressure and consumers’ need for uniqueness (NFU).

This research uses a multi-method study approach. A pilot field-study tested the novelty and importance of the research by asking retail professionals to predict the choice of a hypothetical consumer. A retrospective study assessed the importance of duration of uniqueness in unique product choices, by asking consumers about a real and recent unique product purchase. Four additional experimental studies directly tested hypotheses by manipulating pressure and by measuring or manipulating uniqueness motivations.

The pilot field-study showed the novelty and relevance of this research for professionals. Study 1 revealed that, retrospectively, uniqueness duration was considered important for the choice of unique products, by high-NFU consumers under pressure. Studies 2 and 3 demonstrated that pressure increases the tendency of high-NFU, but not low-NFU, consumers to choose products with long over short uniqueness duration. Study 4 provided initial evidence for the process behind the effect. Study 5 showed that considerations of uniqueness duration when choosing mediated the effects.

The results of the pilot field-study and retrospective study might be affected by recall bias or lay theories. The findings need to be replicated with other sources of pressure and uniqueness. This calls for further research.

Results are important for companies marketing unique products and they suggest that pressure-based marketing appeals can be used strategically to increase sales of products with long uniqueness duration but decrease sales of products with short uniqueness duration. Although the research provides these guidelines, managers should consider the ethical implications of pressure strategies.

This is the first attempt to empirically investigate the duration of uniqueness. Although extant research has examined choices between products with different degrees of uniqueness, this research studies choice of products with similar degrees of uniqueness, but different uniqueness duration. Thus, this research adds to the scarce literature studying the duration of symbolic benefits. Moreover, although pressure and NFU frequently co-exist in uniqueness consumption settings, this study is the first to study their joint effects.

This paper presents the results and experiences of one school within a unique university/K-12 school district partnership that approached school reform through a framework of peace education. Faced with the challenge of improving academic achievement in a district with a history of five years failing to meet Annual Yearly Progress (AYP) as defined by the No Child Left Behind Act, university faculty collaborated with elementary school teachers to implement principles of peace education that have been successfully applied at Oldwood Integrated Primary School in Belfast, Northern Ireland. As two university faculty involved in the project, we present challenges, theoretical perspectives, and the model that guided our initiative, the process, and results of social change in teaching practice.