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Many university students in the UK experience mental health problems and little is known about their overall mental health literacy and help-seeking behaviours. The purpose of this paper is to ascertain levels of mental health literacy in UK university students and to examine whether mental health literacy is associated with better mental health outcomes and intentions to seek professional care.

A total of 380 university students at a university in the south of England completed online surveys measuring multiple dimensions of mental health literacy, help-seeking behaviour, distress, and well-being.

Mental health literacy in the students sampled was lower than seen in previous research. Women exhibited higher levels of mental health literacy than men and postgraduate students scored higher than undergraduate students. Participants with previous mental health problems had higher levels of mental health literacy than those with no history of mental health problems. Individuals were most likely to want to seek support from a partner or family member and most participants indicated they would be able to access mental health information online. Mental health literacy was significantly positively correlated with help-seeking behaviour, but not significantly correlated with distress or well-being.

Strategies, such as anonymous online resources, should be designed to help UK university students become more knowledgeable about mental health and comfortable with seeking appropriate support.

This study is the first to examine multiple dimensions of mental health literacy in UK university students and compare it to help-seeking behaviour, distress, and well-being.

SHROPSHIRE is one of the few remaining rural counties in England—there are parts where nothing appears to have happened for 20 or 100 years; where the people are leisurely in speech and manner and one can catch a glimpse of England as it was before the industrial revolution. And yet Shropshire was the birthplace of the Industrial Revolution. Abraham Darby and his foundry are proudly spoken of; soon the new Dawley will be built over that industrial shrine.

Alcohol, tobacco, marijuana and other drugs use typically increases in prevalence and frequency during middle and late adolescence. School health instruction often focusses on providing facts and rarely provides tools for addressing the psychosocial risk factors needed to prevent substance use. The purpose of this paper is to report about the effectiveness of a prevention programme delivered in US high school health classes. The intervention augments typical instruction by providing teachers with activities that can be infused in their daily teaching.

In total, 26 schools were randomly assigned to receive the intervention or serve as controls. Pupils were pretested near the beginning of the school year, posttest near the end of the school year and administered a final test near the beginning of the following school year. Teachers in treatment schools were provided with activities designed to target psychosocial variables known to mediate substance use onset and self-initiated cessation. These include normative beliefs, intentionality, lifestyle incongruence, beliefs about consequences of use, peer pressure resistance skills, decision-making skills, goal setting skills and stress management skills.

Hierarchical modelling analytic strategies revealed the intervention to have definable positive impacts on alcohol and cigarette use. Moreover, the intervention had strongest effects on alcohol and cigarette use among pupils who were identified at pretest as being lower-than-average risk.

This research provides support for providing teachers with a strategy for preventing alcohol, tobacco and other drugs that can be used in a flexible manner to augment the instruction they are already mandated to provide.

The purpose of this paper is to offer a viewpoint on the challenges that assistant principals (APs) face and to make the case for intentional mentoring, coaching, and sponsorship of individuals in these roles.

The authors provide a professional viewpoint based on scholarly literature and their practitioner observation.

The authors propose that by focussing on APs, being systematic about supporting APs, and expanding and deepening understandings of the hurdles and dilemmas they face, the schools will have a more robust leadership pipeline and more satisfied and effective APs. They recommend that school districts, whether in the USA or internationally, consider adopting specific and intentional strategies to mentor, coach, and sponsor new APs, with what they call Mentor-Sponsor Models.

The author recommendation for school districts to create Mentor Banks of qualified, exemplary senior principals who can sponsor and mentor new APs as an “in house” model for developing district talent is an original idea that could be easily implemented in larger school districts.

The purpose of this paper is to explore the contexts in which part‐time academics pursue their professional development practices at one Lebanese higher education institution.

A case‐study was carried out at the Western Oriental University (WOU) (a pseudonym) where 23 part‐timers and three full‐timers (ex‐part‐timers) were interviewed. To triangulate the data, four of the participants were asked to participate in diary writing. In addition, document checking was carried out. The part‐timers were chosen to represent the wider population of part‐timers at the University. Thus, they were chosen to illustrate particular factors characterizing part‐timers, such as gender, seniority, educational standing, number of work sites and type of part‐time choice. Thematic and discourse analysis were used to analyze the data and investigate the contexts and their impacts on the professional development practices carried out by the participants under study.

Analysis revealed that professional development efforts are greatly curtailed for the part‐timers under study by the unfortunate circumstances of part‐time work in general, coupled with the more specific country situation and particular university practices. Professional development practices which are essential for securing “lifetime employability” of the participants seem, as a result, to be seriously abridged, making them insecure – both in the short and long run.

Reflecting upon the practices taking place at the WOU could be used to give an idea about the difficulties encountered by other part‐timers at other universities in the region.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

Business alliances can assist organisations to acquire the means to compete within an ever complex and changing environment. For small and medium‐sized enterprises in non‐metropolitan areas these alliances can provide the means to extend business activity and compete against nationally based competitors. What is the nature of alliances formed by businesses in regional (non‐metropolitan) settings and how do those alliances contribute to business development? This research first examines theory supporting the classification of alliances in the literature, and then explores managers’ perceptions on motivation driving the formation of alliances and the role of alliances in a business’s strategic direction. When data identifying the purpose for entering the alliance and benefits received from the alliance were linked to data measuring alliance performance, three major dimensions emerged, which together describe strategic motivation or intent for the range of alliances observed in the data. The framework developed through this research provides a management perspective of building alliances, which supports Sheth and Parvatiyar’s (1992) prior classification of strategic (exclusive arrangements that create new opportunities), and operational (enhancing current business capabilities) alliances, with the addition of alliances created to defend past strategic activities against competitive and/or environmental threats.

Despite being increasingly touted as the kind of fundamental transformation needed for union survival, “community unionism” is typically ill‐defined and poorly explained. This paper seeks to provide greater precision of terminology and context through a series of geographically‐informed historical studies.

Through explaining and synthesising the work of a number of scholars from different disciplines, the paper develops a framework for a “geo‐historical” analysis. It begins not with community unionism as such but with a more open exploration of the relationship between unions and social formations at, for the most part, the local scale. Empirical material, based on original qualitative studies, is presented for one industry, Australian mining, across different places and time periods but concentrating most upon the iron ore regions in Western Australia where recent struggles over union renewal and form have been particularly intense.

This paper argues two things about community unionism: that this union form is not without historical antecedents and, more importantly, that its structure, nature and prospects can be better understood if analysed through a number of concepts which geographers have recently developed to explore the intersections between work, community and employment relations. More needs to be done to explain not only the nature and emergence of community unionism but also the very real problems it faces in sustaining itself, let alone transforming union movements overall. The findings point to the varied forms which so‐called community unionism may take as well as to the challenges to its current forms, including from within the labour movement itself.

The value of the paper lies in its theoretical innovation, drawing on a range of disciplines, and its attempt to situate community unionism precisely – conceptually, historically and geographically.

The purpose of this monograph is to present the first English translation of a unique French colonial report on women living under colonial rule in West Africa.

The issue begins with a discussion of the contribution this report makes to the history of social development policy in Africa, and how it serves the on‐going critique of colonisation. This is followed by the English translation of the original report held in the National Archives of Senegal. The translation is accompanied by explanatory notes, translator’s comments, a glossary of African and technical terms, and a bibliography.

The discussion highlights contemporary social development policies and practices which featured in identical or similar forms in French colonial social policy.

As the report demonstrates, access to basic education and improving maternal/infant health care have dominated the social development agenda for women in sub‐Saharan Africa for over a century, and will continue to do so in the foreseeable future in the Millennium Development Goals which define the international community’s agenda for social development to 2015. The parallels between colonial and post‐colonial social policies in Africa raise questions about the philosophical and cultural foundations of contemporary social development policy in Africa and the direction policy is following in the 21st century.

Though the discussion adopts a consciously postcolonial perspective, the report that follows presents a consciously colonial view of the “Other”. Given the parallels identified here between contemporary and colonial policy‐making, this can only add to the value of the document in exploring the values that underpin contemporary social development practice.