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The purpose of the paper is to describe the development of a series of forums on issues of the information age, created to address ACRL Information Literacy Competency Standard Five.

The paper presents a case study, including citations to relevant literature.

The paper provides a technique for addressing ACRL Information Literacy Standard Five, examples of topics, discussion of logistics, and value to students.

The ideas and methods presented in the paper may be used by other librarians to arrange forums at their own institutions. A checklist to assist in preparation is also included.

This paper situates geopolitical economy in light of a broader rethinking of the history of capitalism and international power. It discusses why the ideas of British and American hegemony are problematic. Specifically, it argues that categorizing these powers as hegemonic leaves out a more complex history that theories of hegemony have excluded, and cannot include, else the concept of hegemony would collapse. Finally, I suggest geopolitical economy may be a starting point for writing a new history of capitalism and world order.

At the Royal Society of Health annual conference, no less a person than the editor of the B.M.A.'s “Family Doctor” publications, speaking of the failure of the anti‐smoking campaign, said we “had to accept that health education did not work”; viewing the difficulties in food hygiene, there are many enthusiasts in public health who must be thinking the same thing. Dr Trevor Weston said people read and believed what the health educationists propounded, but this did not make them change their behaviour. In the early days of its conception, too much was undoubtedly expected from health education. It was one of those plans and schemes, part of the bright, new world which emerged in the heady period which followed the carnage of the Great War; perhaps one form of expressing relief that at long last it was all over. It was a time for rebuilding—housing, nutritional and living standards; as the politicians of the day were saying, you cannot build democracy—hadn't the world just been made “safe for democracy?”—on an empty belly and life in a hovel. People knew little or nothing about health or how to safeguard it; health education seemed right and proper at this time. There were few such conceptions in France which had suffered appalling losses; the poilu who had survived wanted only to return to his fields and womenfolk, satisfied that Marianne would take revenge and exact massive retribution from the Boche!

The purpose of this chapter is to adopt and demonstrate the value of a political ecology approach in examining sport stadia, particularly stadia in the United States. We attempt to highlight how in the development of stadia key decision-makers sometimes overlook questions of community and environmental health and security.

We took an ontological approach in considering what it means for the stadium to exist in the current political ideological time period. For us, this meant raising questions about how we understand the varying human and nonhuman components of the stadium, and how they connect and influence one another. From there, we outline why political ecology is a useful framework for examining the environmental costs of stadia and their development. We utilize the city of Detroit's decision to provide funding for Little Caesars Arena – home to professional basketball and hockey competitions – to argue that investment in sport stadia creates environmental opportunity costs to the “host” community.

In the case of Detroit, we argue that private economic gain took precedence over community and environmental health and security when decisions were made on infrastructure. Specifically, despite the city going through bankruptcy and locking citizens out of water, the decision was made to provide millions of dollars for the construction of Little Caesars Arena and the development of the land immediately surrounding the arena. Through this, we suggest the need to produce informed case studies surrounding the environmental consideration.

The focus on community and environmental health and security is lacking from the discourse of stadia development in the United States. This chapter seeks to bring this consideration to the forefront by offering a way to examine these issues from a political ecological standpoint, and we urge researchers to conduct case studies using a political ecological framework with a community focus.

Analysis of the responses of 131 local union officers to a questionnaire found that a number of variables are related to the attitudes of union leaders toward quality of worklife (QWL). Unions are morelikely to participate in a QWL program if local officers feel that unions can influence government policy, their members expect them to make progress on QWL issues, and if it is important to have good local‐member relations. Unions are less likely to participate in a QWL program if officers believe that unions are strong, feel employers favor severe tactics, and place a priority on traditional bargaining issues. For unions involved in a QWL program, union strength and perceived influence over government policy were related to positive attitudes regarding the long‐term future of QWL. For unions without QWL experience,severe management policies toward unions, and higher member expectations for local performance on QWL issues were related to more favorable attitudes toward QWL, while the officer’s tenure in position was related to a less favorable view of QWL. For locals involved in a QWL program, satisfaction with QWL increases if officers feel the labor movement needs to change its attitude and approach to problems, the labor relations climate is favorable, the local has sufficient bargaining power, and the overall performance of the local is satisfactory. The results suggest that “get tough” management policies toward unions will negatively affect union participation in and satisfaction with QWL efforts.

The purpose of this paper us to summarize the remarks of the Commissioners and participants in several panel sessions and workshops during the 2013 annual “SEC Speaks” conference held by the Practising Law Institute in cooperation with the US Securities and Exchange Commission, discussing the SEC's accomplishments in 2012 and its agenda for 2013.

The paper summarizes remarks by Chairman Walter and Commissioners Aguilar, Paredes, and Gallagher; provides highlights from panel sessions and workshops concerning the Division of Corporation Finance, the Division of Trading and Markets, the Division of Enforcement, the Division of Investment Management, the Office of Compliance Inspections and Examinations as well as highlights from the panel sessions relating to Accounting, Risk, Strategy and Financial Innovation. Judicial and Legislative Developments, and Ethics.

The summaries provide an overview of the SEC's most important current rulemaking, projects and policy priorities.

The paper presents current SEC issues and developments addressed by experienced SEC lawyers.

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

The primary school in any rural village is a significant and vivid institution. Its classrooms, playground, buses, staffroom, governing body, PTA committee, religious celebrations, educational visits and community events are a focus not just for village pride but for parental and social aspirations and tensions. Village schools are special local spaces, in which the bite is keenly felt of national education policies. They are sources and sites of friendships, rivalries and divisions amongst both children and adults; places where celebrations and disappointments occur on a daily basis; an important local employer and reliant on a range of committed volunteers. Village schools are genuinely lively and dramatic places.

But not in The Archers. The mostly invisible children of Ambridge simply board a bus to Loxley Barrett aged five, then mysteriously alight aged 11 at Borchester Green or the fee-paying Cathedral School. During those primary years Ambridge’s children, parents and listeners seem blissfully unaffected by tests, snow, bullying, crazes, curriculum change, poor teachers, brilliant teaching assistants, academisation, Ofsted inspections, fussy governors, budget crises or any other rural educational reality.

In this chapter we consider why primary education, a topic that dominates the lives and conversations of real village families from all backgrounds, seems to be of such insignificance to the inhabitants of Ambridge?