Special Libraries, October 1961

Volume 52, Issue 8https://scholarworks.sjsu.edu/sla_sl_1961/1007/thumbnail.jp

Special Libraries, October 1961

Volume 52, Issue 8https://scholarworks.sjsu.edu/sla_sl_1961/1007/thumbnail.jp

Lawyers Not in Love, The Defenders and Sixties TV

This essay offers a social history and examination of The Defenders as a popular, criti- cally acclaimed television text that negotiated anxieties regarding crime, law, justice, lib- eralism, and masculinity in the 1960s and 1990s. Both The Defenders television series (1961–1965) and the Showtime motion picture series (1997–1998) by the same name rearticulated enduring tensions between law’s formalism and just desires for compassion and mercy, depicting defense attorneys as men who work both inside and outside of “law” to ensure justice and confront the lack of humanism in “the rule of law.” Such discourses are understood and appreciated in different ways in different times, particularly as the cultural politics of nostalgia are engaged. The Defenders offers clear illustrations of the ways in which popular narratives not only depict juridical roles but also perform them, specifying when and where “law” begins and ends

The Current State of Performance Appraisal Research and Practice: Concerns, Directions, and Implications

On the surface, it is not readily apparent how some performance appraisal research issues inform performance appraisal practice. Because performance appraisal is an applied topic, it is useful to periodically consider the current state of performance research and its relation to performance appraisal practice. This review examines the performance appraisal literature published in both academic and practitioner outlets between 1985 and 1990, briefly discusses the current state of performance appraisal practice, highlights the juxtaposition of research and practice, and suggests directions for further research

Democratic educational leadership in contemporary times

This article seeks to identify the economic and social conditions confronting officially designated education leaders and to set out the parameters for how they might respond. Specifically, it suggests that education leaders are currently faced with changing bases of social cohesion, changing instruments of (economic) control and changing forms of organisation. Informed by these changing conditions and by a recognitive view of social justice (Young 1990; Gale and Densmore 2000), the article makes a case for educational leadership that is characterised by distinctly democratic directions and influences. In particular, democratic leaders are seen as those that enable the formation of social, learning and culturally responsive public educational institutions, in part by enabling contextually-specific struggles to determine what is needed, and by developing a politically informed commitment to justice for all