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Libraries have a variety of computer printers, faxes, network printers and photocopiers. All these machines have an environmental impact using paper, ink and electricity. This paper aims to discuss strategies for lessening the impact of these devices.

The paper provides a “how‐to” approach for librarians to achieve greener printing and copying.

Modification in library procedures can result in greener printing and copying.

The paper reviews the research on greener printing and provides practical suggestions for achieving greener printing and copying.

Book carts are the most basic piece of library equipment. With simple repairs and maintenance, these sturdy pieces of equipment can have an even longer service life. The purpose of this paper is to provide advise on the long‐term care and maintenance of book carts in libraries

This paper provides a “how‐to” approach to solving common maintenance issues with book carts.

New book carts can be expensive but simple, cost‐effective repairs can greatly increase their service life.

Repairing book carts is an easy method of reducing library operating costs.

Mindful leadership offers a powerful antidote to the stress and burnout facing many school leaders today. This chapter integrates three key streams of mindfulness research and practice – contemplative, cognitive, and organizational mindfulness – to present a more caring and compassionate model of educational leadership.

Drawing on the experiences of focal school leaders, the chapter explores how mindful leadership practices can transform schools by cultivating awareness of self and others. In addition, this chapter explores how leaders can situate themselves within and the larger school-community environment, developing equanimity and resilience in the face of challenges, adopting a stance of curiosity and openness to multiple perspectives, nurturing authentic relationships and emotional attunement, and navigating paradoxes of purpose and identity with wisdom.

Rather than a fixed technique, mindful leadership is presented as an ongoing practice and way of being – purposeful, present, and openhearted. By starting where they are and committing to continual growth, educational leaders can become leaders in fostering cultures of well-being and transformative learning. The chapter concludes with suggested mindfulness practices for individuals and organizations to support this lifelong journey. Mindful leadership is ultimately a courageous and pragmatic path to more clearly see reality, embrace vulnerability, and wholeheartedly engage in positive change.

This purpose of this paper is to explore to efficacy of influence tactics at the outset of a job interview. Across three empirical studies, five influence tactics were manipulated during a simulated job interview to explore first impressions for candidates with or without a visible disability.

Participants viewed videos of candidates (either in a wheelchair or not) responding to the opening question in a job interview by using one of five influence tactics (i.e. revealing a strong alternative, setting a numerical anchor, demonstrating approachability through imperfections, presenting hard skills that described job-related competencies or presenting soft skills including connecting well with and leading others). Perceptions of trustworthiness, fit for the current job and perceived appropriate salary amount were rated.

Results show that, in general, tactics that might have beneficial effects when used at later moments, including the use of a strong alternate, anchor or imperfection display, may instead harm first impressions of anyone. When discussing specific skills, hard skills helped in both cases. However, the presentation of soft skills helped only the non-disabled job candidate. Trustworthiness acted as a mediator for most of these relationships in both populations.

Results provide insight into how the use of these tactics very early in an interaction unfolds. Further, parsing the use of influence tactics into their effects on specific populations (such as people with disabilities) allows us to better understand the conditions under which they may help or hurt perceptions of employability.

Several explanations for the Royal African Company’s failure around the turn of the eighteenth century have been suggested. The paper argues that these reasons can be integrated into a more comprehensive account of the company’s failure through the introduction of a modified version of principal-agent theory. Instead of focusing on abstract, dyadic relationships, the paper proposes a model that accounts for the meaningful character of principal agent interactions and for the complex networks and multiple role identities of actors within those networks that comprised principal-agent relations within the company. On the basis of this model the failure of the company can be seen as a result of contradictions between its dual role as both agent and principal. The symbolic importance of inefficient trading practices helps to explain why the company was unable to pursue alternative strategies or otherwise benefit from its monopoly.

This chapter assesses how gender and disability status intersect to shape employment and earnings outcomes for working-age adults in the United States.

The research pools five years of data from the 2010–2015 Current Population Survey to compare employment and earnings outcomes for men and women with different types of physical and cognitive disabilities to those who specifically report work-limiting disabilities.

The findings show that people with different types of limitations, including those not specific to work, experienced large disparities in employment and earnings and these outcomes also varied for men and women. The multiplicative effects of gender and disability on labor market outcomes led to a hierarchy of disadvantage where women with cognitive or multiple disabilities experienced the lowest employment rates and earnings levels. However, within groups, disability presented the strongest negative effects for men, which created a smaller gender wage gap among people with disabilities.

This chapter provides quantitative evidence for the multiplicative effects of gender and disability status on employment and earnings. It further extends an intersectional framework by highlighting the gendered aspects of the ways in which different disabilities shape labor market inequalities. Considering multiple intersecting statuses demonstrates how the interaction between disability type and gender produce distinct labor market outcomes.

Social media management is an emerging profession that is growing as companies increasingly adopt social media. The purpose of this paper is to analyze social media managers’ personal branding.

In-depth qualitative data is drawn from 20 semi-structured interviews with social media managers and supported by three years of orienting fieldwork in Toronto, Canada.

Social media managers are responsible for managing and executing organizations’ brands and presence on social media and digital platforms. As lead users of social media, social media managers provide critical insight into the emerging practices of personal branding on social media. “The future audience” is introduced to describe how individuals project a curated brand for all future unknown and unanticipated audiences, which emphasizes a professional identity. Due to workplace uncertainty, social media managers embody the mentality of being “always-on-the-job-market”, which is a driver for personal branding in their attempt to gain or maintain employment.

While personal branding is largely discussed by industry professionals, there is a need for empirical research on personal branding that examines how various employee groups experience personal branding. This research fills this gap by analyzing how people working in social media brand their identity and how their personal branding is used to market themselves to gain and maintain employment. The development of “the future audience” and “always-on-the-job-market” can be used to understand other professions and experiences of personal branding.

Details have now been released of the six research efforts, developing new technologies for digital libraries, which are being funded for four years by the US government. The Digital Library Project's focus is ‘dramatically to advance the means to collect, store, and organise information in digital forms, and make it available for searching, retrieval and processing via communication networks — all in user‐friendly ways.’

OCCASIONALLY some writer is inspired to make the declaration that reference work as understood in America does not exist in Great Britain, or, even more definitely, is not known there. We rejoice at any advance our American friends make, but our enthusiasts for American methods must not undervalue the homeland. In the pages that follow some aspects of reference work receive attention, and the inference to be drawn may be that, if we have not specialized this department of work to the extent that transatlantic libraries have done, if in some smaller places it hardly exists “as the community's study, archive department and bureau of information,” yet in our larger cities and in many lesser places much work is done.

Literature reveals that charter schools were established to improve learning, support low-achieving students, offer innovation and school choice, and create greater competition within the public school system to stimulate continued educational improvement. However, charter schools have political, organizational, and financial challenges that are unique to their settings. Unlike traditional schools that depend on district central offices, charter schools must identify their own sources to sustain organizational needs (Smith, Wohlstetter, & Hentschke, 2008a, 2008b). Conzemius and O’Neill (2001) argue building a community of collaboration among faculty is a key component of charter school success. Studies reveal that the development of school–family–community partnerships is a key component of education reform and school improvement (Bryan, 2005; Sanders, 2003) and building partnerships is necessary for charter schools to acquire much-needed resources. The intent of this chapter is to provide urban charter school and autonomous leaders with the knowledge, skills, and tools to build collaboration among school faculty, engage a variety of community stakeholders, and build and sustain strong community partnerships in ways that lead to school improvement.