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In 1958 the Daily Express began publication of a comic strip adaptation of Casino Royale authorised by Ian Fleming, predating the original film version by four years. For the next 10 years adaptations of the novels and short stories appeared in the newspaper with Bond’s appearance fashioned firstly by John McLusky and then Yaroslav Horak. When the supply of Fleming’s stories was exhausted, new adventures were penned by Jim Lawrence with artwork by Horak, McLusky or Harry North. From 1977 publication switched to the Sunday Express and then the Daily Star. Eventually, the strips were reprinted for a whole new audience by Titan Books.

Subsequently, Bond appeared in a number of other comic book adaptations and reworkings, including key adaptations by the independent publishers Dark Horse and Dynamite, offering contemporary re-imaginings of this iconic, but always controversial, male icon. Taken together they provide a run of Bond adventures over more than 50 years. As such, they contain an alternative Bond universe, where his embodiment of male heroism mimics and varies Fleming’s original and the images constructed in the film franchise. This chapter will consider these mirror images and their responses to changing societal pressures as Bond adapts to new definitions of what constitutes the male hero.

This chapter considers the current state of lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) librarianship in the United Kingdom. It begins with a question: at the time of writing, there seems to be more of a focus on LGBTQ+ issues in museums and archives than there is in libraries. Why is this so? To answer this, the chapter focuses briefly on the wider social setting; looks at current library provision; discusses what “queer librarianship” might involve; considers whether LGBTQ+ library staff’s and LGBTQ+ library users’ voices are heard; and then looks at the question of mainstreaming provision, and considers whether this would be a positive step forward.

In the literature on product branding, significant attention is given to brand equity in the consumer context, but relatively little attention is paid to the application of the concept in the business-to-business (B2B) context. Even less research exists on the role of brand equity in the retailing context. Retailers are often seen as irrelevant to the source of brand value, resulting in manufacturers not targeting retailers to help them build stronger brands. Potential occurs, therefore, for some channel conflict to exist between manufacturers and retailers. On the one hand, retailers tend to focus on building their own, private brands to differentiate themselves from other retail competitors and to increase their power in relation to manufacturer brands. At the same time, most retailers still need to create a good image in the consumer marketplace by selling famous, manufacturer-branded products. In other words, retailers often have to sell famous brands even if they would prefer to sell other brands including their own. Manufacturers tend to focus their brand-building efforts on the consumer market to entice consumers to insist that retailers stock their brands, rather than placing any real emphasis on building a strong and positive brand relationship with the retailer directly.

Purpose – The purpose of this chapter is to explore and make visible narrative thinking as an interpretive act in moving from field texts to research texts.

Approach – The chapter shows a collaborative meaning-making process of three teacher educators/researchers as they inquire into their identities as teacher educators. The chapter is framed around a focus on temporality, one commonplace within the three-dimensional narrative inquiry space and also shows connections with the two other commonplaces of sociality and place.

Findings – The researchers deepen the understanding of identity as situated in a continuity of experience in relation with others. They highlight how stories beget a storied response. They demonstrate that the experiential dimensions of sociality, temporality, and spatiality are interconnected. They find, through thinking narratively, that the relational is critical – both historically and in the present. Relationships shape a sense of self. This relational aspect of their research introduces ethical considerations. It is in honoring the stories they carry and the stories that are given to or shared with them that the possibility exists for shaping a responsive and attentive life.

Research implications – Numerous authors have written about the relational aspects of narrative inquiry as a research methodology. This chapter shows ways in which the relational aspects of narrative inquiry shaped both our inquiry into and our understandings of our identities as teacher educators. These foundational aspects of the relational both in terms of narrative inquiry as a research methodology and in identity inquiry open up many future research possibilities which extend far beyond narrative inquiry into teacher educator identity.

Value – Researchers utilizing a narrative inquiry approach will find a helpful explanation and demonstration of the process of making meaning of field texts by situating them within the three-dimensional narrative inquiry space.

How can we understand the colonial state? Specifically, what explains variation in “native policy,” the cornerstone of colonial rule? This article examines the development of German colonialism in Southwest Africa (with respect to the Hereros, Witboois, and Rehoboth Basters), Samoa, and Qingdao, China. I emphasize five main determinants of policy: (1) precolonial ethnographic representations; (2) colonial officials' competitive jockeying with one another for cultural distinction; (3) colonial officials' psychic processes of imaginary identification with the colonized; (4) practices of collaboration and resistance by the colonized; and (5) the structure of the colonial state as a determinant of its own policies.