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The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom.

This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching.

The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class.

This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy.

One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.

The purpose of this paper is to examine the provision of audiovisual materials in UK public libraries and their economic value.

A questionnaire survey of all the public library authorities in the UK was used to investigate current provision of audiovisual material, expected future provision, and the amounts spent on and generated by audiovisual collections. Data collected, together with those available from other reputable sources, were then used to estimate the cost benefit or value of audiovisual provision.

The provision of audiovisual material in UK public libraries is widespread and varied. While audiovisual collections provide economic value and generate income from charging for loans, there are significant costs inherent in providing such services. Concerns are raised about the constant developments in media formats and the ability to make adequate provision. A cost benefit of 1:1.34 using the PVB (present value benefits) based on maximum loan charges was found, meaning that the UK gets £1.34 direct benefit from every £1.00 spent on the audiovisual service.

There are different methods used by economists to estimate value of public services, all having limitations. The method used in this research is no exception. The cost‐benefit ratio found is based on maximum loan charges. However, this figure would be higher if the PVB had been based on purchase costs or lower if the PVB had been based on mean loan charges. Further, the figures do not include indirect benefits or option benefits, so are likely to be underestimates of the true cost benefit of the audiovisual service.

This research is likely to be of interest to public library managers and funding bodies needing evidence for the value of audiovisual provision.

This is the first attempt to put a monetary value on audiovisual provision in the UK. It also provides insights into current and future audiovisual provision.

Bath University Comparative Catalogue Study. Final report; J. H. Lamble, project head; Philip Bryant, project leader; Angela Needham, research officer. Bath University Library, 1975. 9 vols. BL‐R & D Report Nos. 5240/9

Using a recent philosophical account of trustworthiness, the author evaluates whether Bitcoin can be considered trustworthy in each of its three most common uses: as a medium of exchange, as a store of value, and as a speculative investment. Primarily because the entity that controls Bitcoin, its community of users, does not take actions to stabilize and secure the cryptocurrency – that is, in the manner that nations’ monetary policies can stabilize and secure national currencies – the author evaluates Bitcoin as untrustworthy. The author then offer an argument that its untrustworthiness undermines Bitcoin’s ability to serve both as medium of exchange and as store of value. Bitcoin’s untrustworthiness does not, however, undermine its usefulness as a speculative investment. Finally, the author discuss the extent to which – and how – other cryptocurrencies can avoid the evaluation that they are untrustworthy.

The purpose of this paper is to explore some of the ethical and practical dilemmas faced by an experienced researcher in undertaking research with a person with dementia (whom we have called Amy). Amy died shortly after a period of observation had ended and the family subsequently consented to the data being shared.

This individual case study presentation was nested within a larger study conducted in England and Scotland between 2013 and 2014. The overall aim of the main study was to investigate how healthcare professionals and informal carers recognised, assessed and managed pain in patients living with dementia in a range of acute settings.

The presented case study of Amy raises three critical reflection points: (i) Researcher providing care, i.e. the place and positioning of compassion in research observation; (ii) What do the stories mean? i.e. the reframing of Amy's words, gestures and behaviours as (end of) life review, potentially highlights unresolved personal conflicts and reflections on loss; and (iii) Communication is embodied, i.e. the need to move beyond the recording of words to represent lived experience and into more multi-sensory methods of data capture.

Researcher guidance and training about end of life observations in dementia is presently absent in the literature and this case study stimulates debate in a much overlooked area, including the role of ethics committees.

The purpose of this paper is to reveal how instructors discuss student data and information privacy in their syllabi.

The authors collected a mixture of publicly accessible and privately disclosed syllabi from 8,302 library and information science (LIS) courses to extract privacy language. Using privacy concepts from the literature and emergent themes, the authors analyzed the corpus.

Most syllabi did not mention privacy (98 percent). Privacy tended to be mentioned in the context of digital tools, course communication, policies and assignments.

The transferability of the findings is limited because they address only one field and professional discipline, LIS, and address syllabi for only online and hybrid courses.

The findings suggest a need for professional development for instructors related to student data privacy. The discussion provides recommendations for creating educational experiences that support syllabi development and constructive norming opportunities.

Instructors may be making assumptions about the degree of privacy literacy among their students or not value student privacy. Each raises significant concerns if privacy is instrumental to intellectual freedom and processes critical to the educational experience.

In an age of educational data mining and analytics, this is one of the first studies to consider if and how instructors are addressing student data privacy in their courses, and the study initiates an important conversation for reflecting on privacy values and practices.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).