Integrating environmental sustainability into universities

Universities play a fundamental role in addressing global environmental challenges as their education, research and community involvement can produce long-lasting environmental effects and societal change. By demonstrating best practice in their operations, research and teaching, universities have both multiple and multiplier effects on society. For universities to comprehensively address sustainability, a ‘learning for sustainability’ approach needs to be embedded across every aspect of institutional operations in a synergistic way. Using semi-structured interviews, this research explored the factors that influence the integration of sustainability into the operations, teaching and research activities of universities in Australia and England. The research found that individuals, committed to the goal of a more sustainable world, play a vital role in the success of integrating environmental sustainability into universities. The factors critical to enabling universities to undertake the transformational changes necessary to embed environmental sustainability into all university areas included: a strong policy environment, resourcing of strategies, and encouragement of leaders and environmental sustainability advocates. Educating and building the awareness of university staff of the importance of environmental sustainability to future generations was key to a successful strategy.     

A Library Compliance Strategy for Regional Accreditation Standards: Using ACRL Higher Education Standards with Community and Junior Colleges in the Western Association of Schools and Colleges

The standards of the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges provide accreditation guidance for two-year libraries in their jurisdiction. These standards are the basis for a successful evaluation of the libraries. However, the ACRL Standards for Libraries in Higher Education and the associated workbook provide significant guidance and assistance in crafting a successful assessment. The library at Windward Community College is used as an example of successful employment of this strategy to provide a thorough assessment, which was validated by the ACCJC accrediting visit. Appendices provide materials used by Windward library in the successful evaluation and are recommended for use by other libraries.     

Practical Guides

THE DESIGN OF ADVERTISING by Roy Paul Nelson (Dubuque, IA: Wm C. Brown, 1989—price not given, ISBN 0-697-04374-6)

EXPLORING COLOR PHOTOGRAPHY by Robert Hirsch (Dubuque, IA: Wm. C. Brown, 1989—$30.00, paper, ISBN 0-697-06132-9)

VIDEO HELD PRODUCTION by Ron Whittaker (Mayfield Publishing Co., 1240 Villa St., Mountain View, CA 94041—$34.95, ISBN 0-87484-836- 9)     

Provo City Library: Building across a Century

The public library in Provo City, Utah, has undergone significant changes since the founding of the original 1906 building that was funded by Andrew Carnegie. The library has changed according to the needs of the community as it has adapted from its pioneer heritage to a modern service-information organization. As it has adapted, however, the Provo Library has maintained its focus on community service with its physical facilities, collection development, community outreach, and quality staffing.     

Discursive Struggles in Families Formed through Visible Adoption: An Exploration of Dialectical Unity

This study is the first to provide best practices exclusively for communication about crises that involve issues of culture, ethnicity, and/or race from expert crisis managers' perspectives. Using complexity theory as a framework, this study provides an in-depth, theoretically grounded understanding of managing issues and crises involving culture, ethnicity and/or race through the experiences of 34 senior crisis communicators. Complex insider perspectives suggest that responsibility for crisis management must move beyond any managerial bias to become more organic, normative, inclusive, and community spirited. First, issues and crises involving culture, ethnicity, and/or race are defined, laying a foundation for future theory development on ways these issues can become or exacerbate crises. Second, research participants’ stories coalesce to produce best practices and a useful decision-making framework for practical application in organizations.     

Serial Argumentation Goals and Their Relationships to Perceived Resolvability and Choice of Conflict Tactics

The present study utilized a scale that measured Bevan, Hale, and Williams' (2004) serial argumentation goals and associated these goals with the perceived resolvability of the serial argument and serial argument conflict tactics. College students reporting on current and former dating partnerships completed a written survey containing close-ended items. Six of Bevan et al.'s (2004) ten original goals again emerged from data analyses, and the four remaining goals combined to form a single goal. These seven serial argument goals were related to perceived resolvability and conflict tactics in generally expected ways.     

Measuring Successful Aging in Southern Black Older Adults

With the growing size of the population of aging Black individuals, it is important to understand successful aging in this group. This study, therefore, piloted the Successful Aging Inventory (SAI) with a convenience sample of Black older adults. Participants completed a demographic form, the SAI, Purpose in Life Test, Life Satisfaction Inventory-A, Mastery Scale, and Center for Epidemiologic Studies Depression Scale. Internal reliability and convergent and discriminant validity were acceptable. The SAI appears suitable for examining successful aging in Black older adults.     

Values education for gifted adolescents

Teaching values should have an important place in the curriculum of gifted adolescents     

The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika

In a previous article, we provided a review of the literature pertaining to the potential misdilagnosis of giftedness as ADHD, as well as a small‐scale study to illustrate this potential misdiagnosis. In this issue of Roeper Review, Mika provides several criticisms of that paper. In this article, we provide responses to her arguments by discussing the “symptoms” of giftedness; the relationship between ADHD, giftedness, and overexcitabilities; and the diagnosis of ADHD.