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Scotland's Teacher Induction Scheme, which covers new teachers in the state sector, was introduced in 2002, before which there was a 2-year probation period. This chapter covers teacher probation prior to 2002; the components of the Teacher Induction Scheme; allocation of induction year teachers; the Standard for Full Registration; support and professional learning and tensions in the scheme, namely mentors' dual support and assessment roles, the vulnerable position of induction year teachers and the role of universities in teacher induction. While there have been some minor changes to the Teacher Induction Scheme and the Flexible Route (originally called the Alternative Route) to Registration, there has not been an official review or overhaul since their introduction in 2002. Therefore, this chapter concludes with suggestions on possible future developments.

Tribalism is at the forefront of public discussion across the political spectrum in America today. Zombie stories have also risen to unprecedented popularity. Amid present-day racial, political, and otherwise tribal tensions, the story I Am Legend has particular resonance. As the original inspiration behind the modern zombie trope, it was published as a novella in 1954 and has been remade as a film multiple times, in 1964, 1971, and 2007. Using grounded theory, I explore each film regarding what moral attitudes are portrayed concerning confrontation between rival milieus. My findings center on four themes: identification, compassion, ambivalence, and condemnation. Overall, in chronological order, the different renditions of the story exhibit decreasing compassion for the other and decreasing ambivalence about relations with the other. The most dramatic change is between the 1971 and 2007 remakes. Implications for what the changes in the morals presented in the story might reflect in terms of social changes in America are discussed.

The purpose of this chapter is to provide the rationale for the public authorities’ direct interventions to realise benefits for the city and region of Glasgow acting as host city for the 2014 Commonwealth Games.

The methodology relies on an extensive literature review of the impact of large sporting and cultural events and of the evolution of the partnership approach to social and economic development and regeneration. One of the authors was critically involved in the construction of The Commonwealth Games legacy for Glasgow and so the chapter uses a participant researcher methodology.

The findings are consistent with the lessons from previous mega events as proposed following recent Olympic and Commonwealth Games and World Cups. The City Council was able to introduce a partnership approach which intervened to establish a viable legacy programme.

Research implications, as previous studies have argued, are of a need for evaluation of the legacy programme over a period of several years.

Practical implications follow from the success of the Glasgow Games which confirm the advantages of a partnership-based legacy programme being established early by the host city.

Social implications have been addressed over the short term by others and the longer term impacts of public sector interventions need to be analysed.

Originality/value of the chapter come from the description and assessment of the first legacy programme to be established before the event with wide stakeholder support.

The re-establishment of the Scottish Parliament in 1999, with education in schools being a devolved area, meant that school education would be area of focus for the labour–liberal democrat coalition. The consequent impact on Teacher Education of changes to school education is explored. This chapter will consider changes such as Curriculum for Excellence to discuss how Initial Teacher Education (ITE) at universities was impacted and, additionally, how changes to teacher conditions, following the McCrone Agreement, effected change in teachers' working conditions, and which influenced a range of professional standards under the guardianship of the General Teaching Council for Scotland. These factors engendered a fundamental shift in teachers' professional development. The chapter also explores the context of ITE with its locus firmly in Higher Education Institutions and how operational and strategic issues impacted the discipline of ITE within universities. In relation to ITE specifically, the two-stage review is discussed but the chapter concludes that the most change and innovation occurred at the post-qualification level rather than within ITE in universities. The reasons for this are explored.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The proliferation of social networking sites (SNSs) has drawn attention to different parties in realising their goals. Advertisers utilise SNSs to promote new products and services; politics optimise SNSs to gather support from the public, while ordinary users use SNSs as a unique platform to practice self-disclosure, develop networks, and sustain relationships. This study explores how social anxiety affects self-disclosure on SNSs and well-being. It also examines the moderating effects of two contextual factors, namely, online disinhibition and psychological stress. Two hundred and thirty-four valid responses were collected via an online survey. A positive relationship between social anxiety and self-disclosure, and self-disclosure and well-being was found. Furthermore, a positive moderation effect among social anxiety, online disinhibition, and self-disclosure was revealed. This research contributes to the development of social networking literature. It also enhances the understanding of disclosure patterns on SNSs among socially anxious individuals, thereby providing important insights for practitioners, educators, and clinicians.

The analyses of trends in prosecutions under the Food and Drugs Act, 1955 and the various regulations, which we have prepared every two years or so, covering a three‐month period, have been so much appreciated by readers, both in the administration and the industry itself, that we have prepared a more extended survey, covering the whole of 1966. The survey, as before, takes the form of a month‐by‐month analysis of reports of legal proceedings received by us from all parts of the country, and as formerly records the prosecutions under similar groupings; cases under Section 2, subdivided into those relating to compositional offences, the presence of foreign bodies and those relating to mouldy food: false description cases under Section 6 of the Merchandise Marks Acts; Section 8, the unfit food provision, also subdivided with special categories for foreign bodies and mouldy food; Section 32, milk cases; cases under the Food Hygiene Regulations, 1960, with smoking offences separated; the Milk and Dairies Regulations, consisting almost entirely of prosecutions under Reg. 27, Meat Regulations, Preservative Regulations, Colouring Matter in Food Regulations, etc.