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A unique one‐year programme for teachers during which they have an extended attachment to an organisation, conduct an internal investigation and a guided period of study on school management is described. The experience has enriched the curriculum of all schools, and the attitudes of those seconded, and has enabled some management skills to be enhanced.

Emailing does not preclude emotional exchange and many times it causes us to engage in spiralling exchanges of increasingly angry emailing. The purpose of this chapter is threefold: to explore how factors of temporality are related to anger when emailing, to model circumstances that protect against, but also ignite, anger escalation, and to raise a discussion for practitioners of how to avoid damaging email communication. By intersecting literature on communication, information systems, psychology and organisational studies, factors leading to an ‘emotional verge’ are identified and summarised in a model showing factors likely to prime, but also protect against, anger escalation.

The amount of gas blowing into the molten solder in plated‐through‐holes during wave soldering is dependent upon the moisture content of the board and the strength of the copper barrels to withstand the pressure of gas. This strength is dependent, in turn, upon both the thickness of the copper electroplate and the quality of the original electroless copper deposit. The problem of blowholing may be overcome by improving the copper quality and/or by baking the PCB prior to soldering. This paper gives a scientific framework linking the important parameters involved in the control of blowholing. Full data are given to enable the allowable moisture content of a PCB to be calculated in respect of the pressure generated during soldering and of the strength of the copper barrels. If baking is required to attain the required low moisture levels, then certain data are required to quantify the effects of the storage times and the environment conditions between that bake and the subsequent soldering. These data are given.

We draw from psychological theories of leadership and literature on computer-mediated communication to challenge the received wisdom of the organization change literature about the need to match communication media richness to the equivocality of the task or change situation. We make the counter intuitive proposition that leaner forms of communication can be linked to higher perceptions of leadership charisma and effectiveness even in equivocal situations, and therefore can be more potent in effecting change than richer forms, under certain conditions. We discuss these conditions and the implications for organization change communications.

Little research has explored individual experiences of cyberbullying in working contexts. To start bridging the gap in our current understanding, we used Interpretative Phenomenological Analysis (IPA) to explore individuals' shared experiences of cyberbullying encountered through work. In-depth interviews, conducted with five cyberbullied workers from the pharmaceutical, charity and university sectors, resulted in five superordinate themes: attributions of causality; crossing of boundaries; influence of communication media richness on relationship development; influence of communication explicitness and openness; and strategies for coping. Overall, some similarities emerged between cyberbullying experiences and traditional bullying research, yet the complexities associated with managing relationships, both virtually and physically, were central to individuals' subjective experiences. Practical implications in developing effective leadership and business policies to support virtual groups and manage behaviours are discussed.

Certainly, most academic-disciplinary literacy initiatives in the Ibero-American context have arisen with the purpose of achieving social justice, especially in a territory that has suffered from inequity and whose deepening has increased with the current health emergency situation. However, despite well-intentioned initiatives, these programs, in general, have followed Anglo-Saxon models far removed from Ibero-American needs and reality. Therefore, in their implementation, they have dichotomies that ultimately weaken their sustainability over time and their results in their level of real inclusion, some of these – considering the approaches of Tierney (2018) and others – are: assimilation/accommodation, elitism/inclusion, institutional reform/educational innovation, research/action, remediation/re-mediation, standardization/contextualization, performance/learning, submission/emancipation, monologism/dialogism and homogeneity/diversity. In this way, based on a qualitative and reflective analysis on the experiences of three academic literacy programs in three universities in Argentina, Chile, and Spain, we will make these tensions explicit, and we will reveal practices that are truly contextualized to the communities where they are inserted, such as their eclectic, collaborative, dialogic, and remediated nature, which allows them to be constantly codesigned by the participation of students, professors, and tutors and whose research is promoted through action. In this sense, these countries can be related by sharing the language, a recent tradition of academic literacy and high school dropout rates. Finally, knowing both the strengths and the contradictions they still hold will contribute to continuing the process of contextualizing to the communities and, thus, establishing them as emancipatory pedagogies from the South to the South.

There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14‐16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.

Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three‐year longitudinal study following 20 looked after children in England from years 11‐13 (ages 15‐18).

Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people's lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post‐16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.

The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post‐16 are discussed.

The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.

As financial markets move toward increased globalization, it becomes worth considering whether inherent differences in financial markets across different countries will diminish. For two countries more similar than different in terms of geography, location, government and culture, Canada and the USA remain strikingly different in terms of housing finance. Public policy objectives toward housing followed quite different paths over the past 70 years and fundamental differences in banking practices have led to considerably different outcomes in terms of mortgage finance instruments in the two countries. Examines some of the differences in policy and in competitive practices between Canada and the USA in an attempt to illuminate why differences in rates and terms across the two countries still exist. While a part of the difference remains due to legal constraints concerning the finance of the domestic housing sector, focuses on the economics and public policy choices that have led to the observed differences rather than on an analysis of the legal structure.