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This chapter explores the leadership role of Catholic Sisters in Africa and the changing understanding of their role in the larger society. The study draws on field research examining the impact of a leadership training program for women leaders of Catholic Sisters in East Africa. The chapter notes how the Sisters readily identified with how leadership among local women functions in a group-based and situational manner, rather than alone or in terms of clear hierarchical protocols more typical of men.

The program encouraged the women religious to become more active in the public sector to advocate for policies related to their experience of providing services to the people to have a multiplier effect. Some were initially not too open to the idea of their Sisters engaging with politicians.

However, after completing the training program many congregational leaders came to understand the importance of encouraging their more articulate members to become proactive in promoting public policies in the areas of basic education, health, and social development.

Along this line, Major Superiors of women's congregations quickly recognized that the UN-declared Sustainable Development Goals (SDGs) not only describe much of the work that their Sisters have been doing for years but also the need to prod their governments to make good on their commitments to realize them. These opened the door both for advocacy and eventual partnerships in the service of the common good of their people.

Stagl, Salas, Rosen, Priest, Burke, Goodwin, and Johnston (this volume) conducted a review of distributed team performance and discussed some of the implications of distributed, multicultural operations for individual, team, and organizational decision making. Expanding upon Stagl and colleagues’ discussion, Alutto (this volume), and Coovert and Burke (this volume) provided thought-provoking commentary on these issues. The current note briefly responds to some of the questions posed and comments made by Alutto, Coovert, and Burke and concludes by calling for a continued dialogue by all stakeholders concerned with fostering effective distributed teams.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

A key challenge for cost-effective Intelligent Tutoring Systems (ITSs) is the ability to create generalizable domain, learner, and pedagogical models so they can be re-used many times over. Investment in this technology will be needed to succeed in developing ITSs for team training. The purpose of this chapter is to propose an instructional framework for guiding team ITS researchers in their development of these models for reuse. We establish a foundation for the framework with three propositions. First, we propose that understanding how teams develop is needed to establish a science-based foundation for modeling. Toward this end, we conduct a detailed exploration of the Kozlowski, Watola, Jensen, Kim, and Botero (2009) theory of team development and leadership, and describe a use case example to demonstrate how team training was developed for a specific stage in their model. Next, we propose that understanding measures of learning and performance will inform learner modeling requirements for each stage of team development. We describe measures developed for the use case and how they were used to understand teamwork skill development. We then discuss effective team training strategies and explain how they were implemented in the use case to understand their implications for pedagogical modeling. From this exploration, we describe a generic instructional framework recommending effective training strategies for each stage of team development. To inform the development of reusable models, we recommend selecting different team task domains and varying team size to begin researching commonalities and differences in the instructional framework.

Distributed performance arrangements are increasingly used by organizations to structure dyadic and team interactions. Unfortunately, distributed teams are no panacea. This chapter reviews some of the advantages and disadvantages associated with the geographical and temporal distribution of team members. An extended discussion of the implications of distributed team performance for individual, team, and organizational decision making is provided, with particular attention paid to selected cultural factors. Best practices and key points are advanced for those stakeholders charged with offsetting the performance decrements in decision making that can result from distribution and culture.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

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