Harry Potter, Riding the Bullet and the Future of Books: Key Issues in the Anglophone Book Business

2008 ◽  
Vol 24 (4) ◽  
pp. 277-284 ◽  
Author(s):  
Iain Stevenson
Keyword(s):  
Harry Potter ◽  
The Future ◽  
Key Issues

scholarly journals Children being children: the value of an “importance filter”

2007 ◽  
Vol 1 (1) ◽  
pp. 15 ◽  
Author(s):  
Dr Jonathon Sargeant
Keyword(s):  
Information Processing ◽  
Young Children ◽  
Social Issues ◽  
Global Issues ◽  
Making Sense ◽  
The World ◽  
The Future ◽  
Key Issues ◽  
Internal Information ◽  
Processing Mechanism

The perspectives of young children are of considerable interest to the community yet remains largely misunderstood. This paper posits that children demonstrate an optimistic view of the world and the future that is also encased in a deeper understanding of key global, local, and social issues than previously thought. This study challenges the notion that children are either adversely affected by knowledge or ignorant of global issues outside their control. The effects of external media and the reputed social decay of society and the pessimistic worldview reportedly held by young children are questioned. In acknowledging the children’s understanding of key issues, this research identifies that children engage in an internal metacognitive processing of information that allows them to maintain their optimistic view of the world. This paper introduces the concept of an Importance Filter, an internal information processing mechanism that assists children in making sense of their world.

Pathways to the Future? An Initial Assessment of RDA Strategies and their Contribution to Integrated Regional Development

2001 ◽  
Vol 16 (2) ◽  
pp. 142-159 ◽  
Author(s):  
Peter Roberts ◽  
Paul Benneworth
Keyword(s):  
Regional Development ◽  
Initial Assessment ◽  
Action Plans ◽  
General Terms ◽  
Economic Strategies ◽  
Subject Specific ◽  
The Future ◽  
Key Issues ◽  
Development Agencies

The English Regional Development Agencies (RDAs) were established in April 1999 as part of the wider package of devolution measures. One of the first tasks undertaken by the RDAs was the preparation of Region al Economic Strategies (RESs). These strategies were intended to be a means of securing agreement on a single regional vision and programme of development. However, the RDAs are n ot the only actors present in the English regions and the RESs are not the only region al-level planning exercises. This paper reviews the guidance given to RDAs regarding the preparation and content of RESs. It also provides an initial assessment of the strategy documents an d the extent to which they are coordinated with other regional plans and programmes. The eight RESs differ in terms of their structure, content and emphasis. In general terms, and accepting the constraints under which they were prepared, it is clear that they represent positive attempts to develop strategies for the regions. Key issues for the future include the need for RDAs to agree detailed subject-specific action plans, to establish stronger links with other regional actors and to en sure that they add value to regional development.

A kingdom of horror

2015 ◽  
Author(s):  
Johnny Walker
Keyword(s):  
The Future ◽  
Key Issues

This chapter, as a means of closure, will reflect briefly on the key issues that have been addressed over the last six chapters, before considering some of the directions that the study of British horror cinema could – or, indeed, should – take in the future. It is hoped that this chapter will provide a springboard for further scholarship that will be as dynamic as the films themselves.

Virtual Teams in the Traditional Classroom

2008 ◽  
pp. 789-805
Author(s):  
Stephen A. Rains ◽  
Craig R. Scott
Keyword(s):  
Virtual Teams ◽  
New Technologies ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Electronic Meeting Systems ◽  
The Future ◽  
Key Issues ◽  
Collaboration Tools ◽  
Level Of Training ◽  
Different Levels

This chapter examines the technologies available to virtual teams and issues associated with training virtual teams. We first evaluate the benefits and limitations of technologies to aid communication and collaboration. We consider the merits and limitations of asynchronous and synchronous discussion tools, groupware and collaboration tools, and electronic meeting systems. We then offer three different levels of training possible for virtual teams and discuss some key issues associated with training. Each level of training varies in intensity and is dependent upon the nature of the assignment and team objectives. The chapter concludes with some predictions and recommendations about the future of new technologies and virtual teams in the educational setting. Throughout the chapter, special considerations are made for those virtual teams operating in the traditional classroom.

Reflections on Knowledge Management Research and Practice

2011 ◽  
pp. 1-8
Author(s):  
Murray E. Jennex
Keyword(s):  
Knowledge Management ◽  
Management Research ◽  
Research And Practice ◽  
The Third ◽  
The Future ◽  
Key Issues

This is the third volume in the Advances in Knowledge Management and I thought it appropriate to start this volume with some reflection on where KM is at and where it is going. This chapter reflects on two key issues—the need to ensure KM is relevant and the risk of KM becoming a fad. The chapter concludes with reflection on the future of KM.

Virtual Teams in the Traditional Classroom

2006 ◽  
pp. 268-292
Author(s):  
Stephen A. Rains ◽  
Craig R. Scott
Keyword(s):  
Virtual Teams ◽  
New Technologies ◽  
Traditional Classroom ◽  
Educational Setting ◽  
Electronic Meeting Systems ◽  
The Future ◽  
Key Issues ◽  
Collaboration Tools ◽  
Level Of Training ◽  
Different Levels

This chapter examines the technologies available to virtual teams and issues associated with training virtual teams. We first evaluate the benefits and limitations of technologies to aid communication and collaboration. We consider the merits and limitations of asynchronous and synchronous discussion tools, groupware and collaboration tools, and electronic meeting systems. We then offer three different levels of training possible for virtual teams and discuss some key issues associated with training. Each level of training varies in intensity and is dependent upon the nature of the assignment and team objectives. The chapter concludes with some predictions and recommendations about the future of new technologies and virtual teams in the educational setting. Throughout the chapter, special considerations are made for those virtual teams operating in the traditional classroom.

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