Impact Sourcing is an emerging sub-field of global Information Technology (IT) and business

There are growing numbers of business-development hybrids that combine a commercial orientation with an intent to deliver development goals. Yet, within development studies research to date, there has been limited conceptualization of these organizations. Borrowing from the extensive literature in other disciplines, this paper argues that the concept of institutional logics can be used as a basis for understanding business-development hybrids. The lens of institutional logics is used to analyze two hybrid case studies of 'impact sourcing' that outsource IT work to disadvantaged groups in Pakistan and India. Synergies between business and development logics were managed by combining those logics, but tensions between the two required techniques of compromising or decoupling the logics. Organizations also managed the logics by presenting a more business-oriented face to clients and a more development-oriented face to workers, by protecting their development logic from commercial pressures, and by seeking to institutionalize both logics. Implications are considered for practice and for future development research.

A small scale study was undertaken to explore classroom provisions to enhance creative thinking. Such provisions included modification of the classroom environment and subject material, processes, specific strategies and teaching models. The paper questions whether today's teachers are providing these opportunities and suggests reasons why creative thinking is not being promoted in our schools for all children but in particular the creatively talented child. The literature reveals that teachers need to become aware and interested in teaching strategies to encourage creative thinking in the classroom. Using results from this study and suggestions from the literature the research sought to determine if the attitudes of teachers and children today towards creative thinking are developing or static. While teachers are working without definitions of creativity and with limited training as a whole, their attitudes seemed to be slowly developing in favour of creative thinking. Children, while developing an awareness of creativity, are perhaps not keeping pace with what is required for our nation's development. BackgroundCreative thinking not only results in invention, discovery, scientific theories, improved products and arts but is important for the development of the total person, including personality and mental well-being. (Dalton, 1985:2) Understanding Creativity Clear operational definitions of creativity have been lacking in the research (Hennessy and Amabile, 1988) -as in the classroom. Today's teachers in order to identify creative children need to understand what creativity means. There is, however, "no universal agreement on what creativity actually is" (Wallace, 1986:68). Lack of agreement on the conceptualisation of creativity stems from the many different ways creativity manifests itself and the behaviours that can be associated with the diverse forms of creative efforts.While it may well be the wrong tack to want to pin down a concept that resists definition one needs to be aware of some of its facets in order to encour-

Information and communication technologies (ICTs) are increasingly used by developing countries in strategies that see the new technology as having the potential to deliver economic growth, employment, skills generation and empowerment. There is growing agreement, however, that the impact of ICTs in developing countries is not gender neutral, necessitating an engendered approach to ICT-based projects. This

The literature has yet to reach a consensus as to the stability of severe psychiatric diagnoses in youth. Previous studies among youngsters tracked over set follow-up periods have reported diagnostic stability estimates that are similar to or slightly lower than those of adults. Less is known, however, about the stability of youth psychiatric diagnoses across multiple episodes of psychopathology, such as recurrent inpatient hospitalizations. The present study investigated diagnostic stability among inpatient youth with multiple hospitalizations through longitudinal and cross-sequential designs. Results indicate that diagnostic stability, as measured by positive concordance rates and the kappa coefficient, is highest for mood disorders, especially bipolar disorder. Externalizing disorders and schizophrenia displayed moderate to low stability, with oppositional-defiant disorder displaying the lowest stability. Substance use disorders were found to have moderate stability. Overall, across-episode diagnostic stability among hospitalized youngsters appears to be lower than that of adults. This finding appears to be due to lower stability among certain externalizing disorders and substance use disorders, whereas mood disorders display stability rates resembling those of adults. Potential explanations for and implications of these findings are discussed.