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The American Library Association is committed to recruiting persons of color and those with disabilities to the profession, yet these groups are underrepresented among librarians. While intentional discrimination was the impetus for the Civil Rights Act of 1964, empirical studies in the workplace have exposed continued discrimination through unconscious bias. Extending such research to the library profession raises the question: How do librarians perceive the underrepresented as potential fellow library staff? In my recently conducted study of public library staff and future librarians, participants agreed that library staff should represent the diversity of the communities served; there was little support, however, for actively attempting to advance proportional representation through education or hiring. © , Published with license by Taylor & Francis.

The nomothetic thrust of personality research has been the subject of some significant recent criticism. One major problem is the failure in much personality research to sufficiently scrutinize its methods and its background beliefs. This produces conceptual schematizations of personality that do not sufficiently take into account the disunity and plasticity that affects what is construed as personality; it also underplays the necessity of more fully theorizing the network of infrapsychic and transpersonal systems, processes, structures, templates, interfaces, flows of stimuli, qualities of embodiment and contingencies that dynamically manifest as personality. It is through unfolding the complexity inherent in this network that personality theorization can move forward in new ways. This paper provides a provisional, beginning taxonomy of this network in order to start a research dialogue about personality that doesn't begin with the operative background beliefs of nomothetic methodology, that doesn't tacitly or overtly construe the individual to be a self-regulating, homeostatic system, and that resists presupposing personality as a cohesive, stable quality of personhood.

Personality theories, as Giordano (2014) argues, often treat Western versions of the self as having universal import. Eastern notions of self, however, offer a dramatically different basis for thinking about what personality might be. This paper, nonetheless, seeks to offer a general framework for theorizing about the epiphenomenon of personality in any culture, asserting that it is an effect of specific histories of ideological practices, semiotic networks and systems, and affect, which engage each other in dialogic and dialectical ways. The interactions of these factors, guided by ideology, regularize behavior and affective dynamics, largely in non-personal ways. Subjects are produced and reproduced from these complex interactions, which are situationally specific and simultaneously transpersonal. The subjects formed through these interactions are the basis for the folk psychology of personality, which treats the transient, varying effects of these interactions as more or less reified qualities that form a basis for the construction of selfhood, however conceived.

As Facebook becomes increasingly more popular as a communication tool for businesses and organizations, it is important that our students learn to transfer personal Facebook skills to professional settings. This article focuses on the lessons learned by two students who used Facebook as part of a social media internship, as well as what the author learned about its use through research and teaching a course on social media and professional writing. © 2011 Association for Business Communication.

Malory elevates Guenevere to abbess ofAmesbury where she heals her soul through a penitential process clarified by Cassian's teachings on attitude and supplication and by the cloister context and devotional formulas of her speech on salvation. (SEH).

This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students’ college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K–12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students’ persistence and success. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

Best practice in curriculum development and implementation requires that discipline-based standards or requirements embody both curricular and programme scopes and sequences. Ensuring these are present and aligned in course/programme content, activities and assessments to support student success requires formalised and systematised review and development processes. These processes are not always in play in higher education, however. Using a descriptive qualitative case study strategy, this article shares how policy outcomes within intermediate and superintendent certification, sixth-year and Ed.D. doctoral courses and programmes at a state university were reviewed, mapped and assessed using an evidence-based curriculum analysis model and tool that mapped standards and outcomes from course syllabus data. Strengths and weaknesses of this approach are discussed and it is suggested that the field might benefit from a curriculum mapping and analysis method that also considers content coverage. A Course-Level Content Scope and Sequence Mapping Tool, developed to map content scope and sequence alongside standards or outcomes mapping, is presented for consideration and testing. The ability to assess and improve curriculum is only as good as the conceptual frameworks, methods and tools available. This critical case study is one effort to advance the field by drawing attention to the importance of curricular content mapping. The study should be of interest to higher education staff, researchers and accreditors concerned with postsecondary programmes and their curricular scope and sequence coherence, quality and improvement. © 2015 UCU.

In this writer’s view, the building of social capital starts with the development of personal individual capital. The author posits that an individual may not be optimally effective in building meaningful social relationships and networks, or in influencing results in one’s community that serve the individual and others well, unless the individual has the prerequisite personal attributes and skillsets to do so. Therefore, in this chapter, the author identifies four key personal capital attributes that he sees as foundational to the building of social capital from the inside out. The dynamic synergistic interface among these four core attributes (Control, Empathy, Awareness, and Resolve), is referred to in this chapter as “Intrapower that is seen as a potent facilitative force in the effective building of social capital.

The Balanced Curriculum is a web-based tool that school districts use to create, align, assess, and manage their curriculum development and implementation. The courses are divided into time-bound units with significant tasks (or assured activities) that local district teachers develop and promise to teach. The significant tasks are aligned to standards and assessment specifications. District curriculum authors also develop assessments for all to use when implementing the curriculum. Results of more than 15 years of implementation show that all districts that have developed curriculum using this model, and ensured implementation, have had significant improvement on their test scores. Implications for teachers, principals, and central office staff are given at the end of the article. © The Author(s) 2013.