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Pre‐employment medical examinations with appropriate testing are required in many industries—a basic tenet of Occupational Medicine—and it has long been a recommendation of many in community medicine and environmental health for those food handlers whose close contact with open food, aspects of its preparation, processing, sale, exposure for sale, make their personal health important and in prevention of diseases and may constitute a health hazard to food consumers. Epidemiological studies have revealed too many instances of a human source of disease, especially in milk and water, for this to be denied or under‐estimated. Food poisioning outbreaks caused by a carrier, of chronic or limited duration, enable those investigating such outbreaks to see there could be advantages in medical screening of certain employees especially in certain areas of food trades. The main problem is to decide the extent of the discipline and who should be subject to it. The fact that by far the majority of the examinations and tests will prove negative should not be seen as removing the need for the service. After all, there are a number of similar circumstances in public health. Meat inspection, for example, in which a 100% inspection of all food animals slaughtered for human food is now fully established, it is not suggested that inspections should in any way be reduced despite the fact that a number of the diseases, eg., tuberculosis, no longer occurs as it once did, which was the prime cause of meat inspection being brought into being. Other areas where routine medical examinations reveal satisfactory health with only a few isolated cases requiring attention, is the school medical service. Here, the “de‐bunkers” have had some success, but if children are not regularly examined at vulnerable age levels and especially in between where the occasion demands, there is no question that much will be missed and ill‐health progress to a chronic state.

The purpose of this paper is to discuss the potential and the challenges of successful integration of ePortfolios and graduate attributes into the curriculum.

An argument is presented about the positioning of ePortfolios, and their links to graduate attributes, that draws upon the experiences of working with teachers to design, implement and support effective teaching practices to inform the challenges and opportunities that ePortfolios present for institutions, teachers and business curricula.

The potential of ePortfolios for supporting student learning must be balanced against the difficulties of embedding the necessary curriculum changes. Institutions expecting to see take‐up of ePortfolios by their teachers will need different strategies than those that accompanied the introduction of learning management systems.

The paper is based on experiences in an Australian context and a small‐scale trial. The limited availability of studies of student learning and the longitudinal use of ePortfolios in the social networking Web 2.0 context are also limitations.

A range of potential uses of ePortfolios is considered with a particular focus on seeing their use from the whole‐of‐program viewpoint, with discussion of the limitations for curriculum if decisions about ePortfolio use are left entirely to teachers to decide.

The paper's value is in its argument about the potential for linking ePortfolios to an integrated curriculum by addressing a common problem with the process of embedding of graduate attributes, and in suggesting a role for changed assessment practices to make this possible.

The Chinese government has increasingly turned to industry policy as a means of promoting rural development. These industry policies have not necessarily led to an improvement in rural incomes nor to the achievement of other social and environmental goals. This paper examines ways of designing these policies to achieve better rural development outcomes.

The approach adopts a detailed micro‐level analysis of industry policy through the window of the cattle and beef industries. Intensive fieldwork and interviews are conducted with all segments of and participants in the industry in all major beef production and consumption regions. A series of normative analyses examines issues of integration, scale of development, regionalism and specialisation.

Industry policy is a powerful mechanism by which to influence regional and rural development. Improving development outcomes requires that central and local government goals converge and that regions in inland China are well integrated with other regions and sectors of the economy. Large‐scale development projects must be carefully designed to avoid displacing individual households from industry development.

By crossing institutional, geographic and industry segment lines in a comprehensive manner, the research will aid Chinese decision makers concerned with rural development in the design of their industry development policies.

Studies of Depression-era financial remediation have generally focused on federal deposit insurance and the provision of equity to banks by the Reconstruction Finance Corporation (RFC). This paper broadens the concept of financial remediation to include other programs – RFC lending, federal guarantees of farm and home mortgages, and the elimination of interest on demand deposits – and other intermediaries – savings and loans, mutual savings banks, and life insurance companies. The benefits of remediation or the amounts potentially at risk to the government in these programs are calculated annually and allocated to the various intermediaries. The slow remediation of real estate loans (two-thirds of these intermediaries' loans) needs further study with respect to the slow economic recovery. The paper compares Depression-era remediation with efforts during the 2008–2009 crisis. Today's remediation contrasts with the 1930s in its speed, magnitude relative to GDP or private sector nonfinancial debt, the share of remediation going to nonbanks, and emphasis on securities markets.

The ability to work effectively in a team is highly regarded by employers of accounting graduates, yet they have expressed concern that many university graduates lack teamwork skills. Furthermore, in the context of the accounting curriculum, a “conceptual vagueness” surrounds a workplace-relevant definition of teamwork. Drawing on the theoretical perspectives of the healthcare sector where teamwork skills are required to be taught and assessed as part of accreditation processes, this study investigates what teamwork means from the perspective of accounting employers.

Semi-structured interviews were conducted with a purposive sample of employers to acquire descriptions of teamwork observed from graduate recruits. Using an analyst triangulation process, resulting teamwork items were analysed and emerging themes were identified.

Teamwork in accounting work contexts were identified, confirmed and explained. Mapped against the healthcare teamwork theories, many teamwork items from the interview analysis clustered around the mutual support competency and the dimensions of traits and motives.

The study was restricted to employers collaborating in one university’s placement program. Further research could investigate more diverse employer groups, determine importance ranking of identified teamwork themes and seek explanations for differences among different employer groups.

An enhanced description of teamwork is significant in supporting student awareness and informing teaching innovations/assessments of this generic skill in the accounting curriculum.

The paper provides a unique contribution of evidence-based descriptions of teamwork expected of accounting graduates, thus addressing conceptual and practical ambiguity of the meaning of teamwork skills in the accounting profession.

Many of the difficulties that have been experienced by Health Authorities in this country in the examination of imported butcher's “offal”—using the term “offal” in its trade sense—would seem to have been due to injudicious methods of packing on the other side. The organs that constitute “offal”—livers, plucks, kidneys, sweetbreads, and so forth—have hitherto been closely packed into a bag, box, or crate, and the whole mass then frozen hard. Hence on arrival at the port of inspection the separate examination of these organs for possible disease conditions was rendered a matter of extreme difficulty. The exporters have now, it appears, almost all arranged for the separate freezing of the larger organs before packing, and in the case of smaller organs, such as kidneys and sweetbreads, some packers now make use of shallow boxes.

After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and through a university-based Faculty of Education practicum, the authors cultivated an understanding of the value of both mentoring and the communities that foster it. The authors observed that pre-service mentors are not offered the same level of support as their induction mentor counterparts. The purpose of this paper is to explore the aforementioned gap by bringing together a small group of pre-service mentor teachers with several highly trained induction mentors from the NTIP program in two full days of professional development: one day of learning and community building among mentors, and the second day of collaboration by pre-service mentors alongside their teacher candidates (TCs). The authors learned that pre-service mentors need and desire professional learning and community mentoring support to develop foundational understandings about the role of mentors and the skills and strategies that support an effective mentoring practice. As a result, the authors advocate for sustainable professional development that leverages existing programs and the clarification of the pre-service mentoring role through continued study and collaboration over time.

This qualitative study was designed to explore, understand, and interpret pre-service mentor teachers’ experience of professional learning about mentoring and the role of the mentor, including their responses to participating in a like community of learners. This study brought together educators serving as pre-service and induction mentors to engage them in formal professional learning about mentoring, within an environment that created the conditions for collaboration and community in the context of learning about mentoring.

This study surfaces the insights related to the types of knowledge and skills that mentors developed in this study in addition to pointing toward the knowledge and skills they perceive to be necessary to their effective participation in their roles as mentors. The study also identifies both the value that pre-service mentors perceived as a result of being invited into a learning space and the dynamics of professional learning and dialogue in collaboration with their induction mentor counterparts and their pre-service mentees.

This research study explores a research gap in the area of mentoring as it relates to pre-service mentors or cooperating teachers. Its unique feature involves bringing together two previously segmented groups of mentors: pre-service mentors supporting developing TCs and induction mentors supporting novice teachers. It describes the value and impact of mentoring as understood by pre-service mentors, in particular identifying the reciprocal benefits they experienced. The authors also investigate and shed light on the value and impact of pre-service mentor participation in a community that is intentionally created to support their professional learning about their role. It provides recommendations for practice and indicates areas of potential research.

This study surfaces the potential benefits of professional learning and community for pre-service mentors who play an integral role in supporting TCs in the completion of their education degrees. It makes practical recommendations which point to uniting pre-service and in-service mentors as participants in learning communities that build leadership capacity and advance mentoring knowledge and skills to impact the mentoring relationship. This study advocates for a restructuring existing practice in the area of pre-service mentoring to encourage professional learning and interaction that connects the work of pre-service and in-service mentors, bridging two currently separate mentoring communities.

This study offers a re-visioning of mentoring as a community endeavor. It advances the notion that, supported by a targeted program of professional development and participation in communities of inquiry, knowledge creation and mobilization, mentors can build their mentoring and leadership capacity and extend their professional impact.

The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university.

Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relation to the new teaching and learning building in particular.

A comprehensive framework should be articulated by the university for its theme of personalised learning so that decisions can be made at lower levels of the university to operationalise the theme across academic and administrative functions. A clear definition of the blended learning pedagogy, which is proposed to be implemented as part of the personalised learning theme, should be articulated. The implications of the blended learning pedagogy for the design of learning spaces should be identified and clear design guidelines for learning spaces should be articulated. Learning spaces in the new building should be reviewed to achieve alignment with the personalised learning framework and the guidelines for learning spaces.

As this is a preliminary study with a small number of participants, a qualitative approach was taken to identify the indicative views of representatives of key stakeholders. The findings relate specifically to the context of this study at a regional Australian university.

This paper provides valuable insights into how a university’s philosophy on learning spaces manifests itself through creation and implementation of high-level policy and how that is interpreted and actioned by a range of stakeholders across campuses, including staff and students.