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The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.

I suggest that the search for Adam Smith’s theodicy is likely to be in vain. The paper begins with a brief history of approaches to evil, emphasizing the context in which they arose, and the questions authors were addressing. Approaches most relevant to Adam Smith include those of Augustine and Calvin, and the early modern theodicies of Leibniz, Samuel Clarke and William King, as well as the attacks on them by Bayle and Voltaire. Scottish Enlightenment writers were not terribly interested in theodicy, though Hutcheson and Kames did devote space to their versions of problems of evil. David Hume’s Dialogues on Natural Religion are often taken to be classic statement of the problem of theodicy and argument against religious belief, but his concern was to demolish rationalistic theodicies rather than religious belief or practice. The paper then turns to Smith’s writings, considering similarities and differences to these approaches to evil. Smith emphasizes the wisdom and beneficence of God, and that evils we observe are part of a larger providential plan. He makes no attempt to justify the God in the face of evil, and in this respect Smith shares more with Augustine and Calvin than he does with the early modern theodicists. Smith’s approach to evil is simple and ameliorative. Smith’s approach contrasts with early nineteenth century English political economists, from Malthus onwards, for whom theodicy was important. Whatever view we take of the theodicists project of justifying an all-powerful and good God in the face of evil may, we still struggle to make sense of economic suffering and evil.

A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused.

This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time.

The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront.

This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

IN order to be able to discriminate with certainty between butter and such margarine as is sold in England, it is necessary to carry out two or three elaborate and delicate chemical processes. But there has always been a craving by the public for some simple method of determining the genuineness of butter by means of which the necessary trouble could be dispensed with. It has been suggested that such easy detection would be possible if all margarine bought and sold in England were to be manufactured with some distinctive colouring added—light‐blue, for instance—or were to contain a small amount of phenolphthalein, so that the addition of a drop of a solution of caustic potash to a suspected sample would cause it to become pink if it were margarine, while nothing would occur if it were genuine butter. These methods, which have been put forward seriously, will be found on consideration to be unnecessary, and, indeed, absurd.

Major concern over monopolies and trusts was one of the distinguishing marks of the American Economic Association from its foundation and lasted well into the early 1900s (Coats, 1960). The failed merger attempt of the Northern Securities Company and the subsequent panic of 1902–1903, the 1907 financial crisis and its aftermath, as well as the ostensibly illegal financial practices of many conglomerates, all contributed to keep the trusts issue alive on academic circles. But it was only after the 1911 Court decisions that the debate on the trust problem and the necessary measures to amend the existing antitrust legislation acquired new vigor and incisiveness.³

The method of dealing with the proposed additions varies in different libraries. In the Battersea Library, the librarian makes an author‐entry on a cataloguing slip for each book he proposes, with name of publisher, price, and, if necessary, a note as to the review of the work, and its suitability for addition to the library. Before each committee meeting these are arranged in alphabetical order, and at the committee the librarian calls them over and marks on each the decision arrived at. Afterwards the slips can be sorted into “rejected,” “postponed,” and “ordered,” and dealt with accordingly. The “ordered” slips can again be sorted into two lots, one for books to be purchased new, and the other for those whose purchase is deferred until they can be met with second‐hand. When the books are received from the vendors, the number of copies, and the branch libraries to which they are allocated, are marked upon the slips. By this means a rough record is kept of the additions to the library, which is of great use to the librarian.

Legal process by its very nature cannot be swift; step by step, it must be steady and sure and this takes time. There is no room for hasty decisions for these would tend to defeat its purpose. Time, however, is of the essence and this is set for various aspects of legal action by limitation of actions legislation, which sets periods after which the case is no longer actionable. The periods are adequate and in civil law, generous to avoid injustice being done. The one serious complaint against the process of law, however, is the unwarrantable delays which are possible despite limitation. From the far‐off days of Equity, when Dickens' Jarndyce v Jarndyce, caricatured and exaggerated as it was, described the scene down to the present when delays, often spoken of in Court as outrageous are encountered, to say nothing of the crowded lists in the High Courts and Crown Courts; the result of the state of society and not the fault of the judiciary. Early in 1980, it was reported that 14,500 cases were awaiting trial in the Southeastern Circuit Crown Court alone. Outside the Courts legal work hangs on, to the annoyance of those concerned; from house purchase to probate. Here, the solicitor is very much his own master, unhampered by statutory time limits and the only recourse a client has is to change this solicitor, with no certainty that there will be any improvement, or appeal to the Law Society.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

AT Oxford, on October 8th and 9th, was celebrated the tercentenary of the founding of the Bodleian Library by Sir Thomas Bodley, an Exeter man, who early realised the value of books in the work of education. The occasion was made one of great importance, and there were gathered together distinguished representatives of literature and librarianship from all parts of the world. The list of delegates given below will show how extensive this representation was, although it will occur to some, as a somewhat remarkable circumstance, that not a single municipal library in London was represented, while many of the more important English towns were also ignored. Considering that such libraries are doing so much in the cause of popular education, compared to which the work of many of the colleges and institutions represented is microscopical, it does strike the outsider that the gathering would have been much more impressive and representative had there been more “Town” and less “Gown” in the celebration. The following is a full list of all but the Oxford representatives, who included practically every head of a college, professor, or college librarian, together with various local celebrities:—

This article addresses the critical need for exceptional leaders to shepherd the nationʼs Historically Black Colleges and Universities (HBCUs) in a post-Brown era where African American students enjoy unlimited access to higher education in the United States. The article spotlights the many contributions Black colleges and universities have made to American society against insuperable odds since their inception in the mid-nineteenth century. It studies selected examples of HBCUs whose graduates have distinguished themselves in areas where other institutions enjoy centers of excellence. The article traces the historical inequities between major and minority institutions, the challenges HBCUs face in surmounting these disparities, and the growing tendency of Black students to exercise their options by enrolling at White colleges and universities. With the loss of a pure monopoly on African American students, Black colleges now must find leaders of exceptional talent and vision in order to ensure their survival. The article recommends strategies designed to surmount hurdles and enhance the viability of Black colleges and universities in an increasingly competitive environment.