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Why do people study Statistics? As a statistician I would like to think that all are fired with enthusiasm to become one — to be able to devise an opinion poll that would correctly forecast the General Election results; to compile unemployment statistics in such a way that Sir Keith Joseph and others would be satisfied; or to devise an experiment so that the best combination of fertilizers could be evaluated to give the highest crop yield at lowest economic cost. I am, however, a realist. Whilst it is true that a very small minority study to become statisticians (ability in Mathematics and a knowledge thereof to at least “A” level is essential) the great majority study simply because it is a compulsory subject in an examination. A glance at my local evening institute prospectus shows numerous classes in Drama, Creative Writing, Languages, etc., most of which are designed for people to improve their knowledge for pleasure or perhaps to help on a holiday abroad. But a class in Statistics? One for the accountants, maybe.

THIS journal is not devoted exclusively to public libraries; they are only part of the library fabric but, because the preponderant number of workers in our craft are in public libraries, they and their work naturally occur more often in our pages than do those of others. We have always urged that the profession is indivisable and that a librarian is a person who, in his fundamental training, should be equipped to serve in any kind of library. The tendency to create distinctions, based upon slight—and they usually are slight—differences of work, are unfortunate and have led to bickerings and sometimes recriminations. Even between the two arms of the public library service, the county and the urban, there has been an emphasis on the differences rather than the likenesses; and every wise librarian knows that the services of a fully‐engaged library in a town are exactly the same as those of a county except that the county has to cover longer distances. The emphasis is even stronger where public and nonpublic libraries are in question.

In this chapter, the process of doctoral research is discussed in relation to narrative inquiry. I was the doctoral supervisor for Cindy and Derek while they completed their PhDs. I examine in this chapter my experiences alongside Derek and Cindy. I consider the process of recruitment, field text collection and generation, the writing process, and considerations based on the methodology on narrative inquiry, with attention focused on the Deweyan ontology of experience, the three-dimensional narrative inquiry space, co-composition of research texts, narrative threads, living and telling narrative inquiries, and the relational quality of narrative inquiry. This chapter closes with thoughts about who we are in relationship with each other in the graduate process and the fluid nature of research.

Autism spectrum condition (ASC) is a lifelong developmental condition. According to research, it is recommended that those diagnosed with ASC should be offered post-diagnosis support to explore their diagnosis (Punshow, Skirrow and Murphy, 2009). The ASC Diagnostic Assessment Service at Gloucestershire Health Care (GHC) NHS Foundation Trust offers an assessment service to adults (18+) located within Gloucestershire. All those who receive a diagnosis are then invited to a 7-week post-diagnostic group facilitated by the multidisciplinary team. This service evaluation aimed to evaluate the aforementioned group so that it can be improved upon and thus provide a better service for future clients.

In total, 14 participants (6 males, 8 females) were interviewed for the purpose of this evaluation following their attendance at these groups.

The interview transcripts then underwent thematic analysis with four themes identified; “Autistic Community”, “Experience of Being Part of an Online Group”, “Opportunity for Consolidation”, and “Design Considerations and Improvements”. Further sub-themes were also identified. Overall, the service evaluation identified that the group provided a platform for sharing experiences and gaining a sense of belonging. It also highlighted that individuals have different preferences for whether groups should be facilitated online or face-to-face, and also different preferences for the duration of sessions. Further analysis also revealed the suggestion that the final session, for family and friends, should be optional so that those without a support network, do not need to attend as this caused unease in some. Further findings were also identified.

To the authors’ knowledge, existing articles have only focused on the evaluation of the availability of post-diagnostic provision and autistic individuals’ general impression of it rather than an in-depth evaluation of a specific type of support.

Purpose – This chapter examines the foundations of community among youth with disabilities.

Methodology – Qualitative data on 52 youth with disabilities were analyzed, based on interviews with the youth and their parents. The sample included youth with intellectual, hidden, physical, and sensory disabilities. Data analysis was guided by grounded theory.

Findings – Four foundations of community were identified: geographic, disability-based, religious, and virtual. Disability-based contexts provided much of the basis of friendship for youth with disabilities. Just under half of youth had community connections within their home towns.

Research limitations – These analyses rely on the self-reported and parent-reported experiences of 52 youth with disabilities in Massachusetts and are not representative of youth with disabilities nationwide. Only youth who were still in high school just before graduation are represented; those who dropped out earlier were not included.

Practical implications – Community connections create opportunities for friendship and for sharing information. Youth enjoyed their connections, whether they were formal (designed and created by adults) or informal (just hanging out with other local youth).

Social implications – Youth's connections with other youth with disabilities may result in bonding social capital, creating friendships, but there are fewer opportunities for bridging social capital, creating connections with typically developing youth.

Originality – This chapter provides an overview of youth's perceptions of their participation in various social and recreational activities and explores and conceptualizes the contexts in which youth with disabilities experience community connections with other youth.

Although there is great potential for diversity, library and information science (LIS) is a relatively homogenous profession. Increasing the presence of librarians of color may help to improve diversity within LIS. However, recruiting ethnic minorities into LIS has proven to be difficult despite various initiative including scholarships, fellowships, and locally focused programs. The central questions explored in this research can be divided into two parts: (1) Why do ethnic minorities choose librarianship as a profession? (2) What would motivate members of minority groups to join a profession in which they cannot see themselves?

The research was conducted through semi-structured, qualitative interviews of 32 ethnic minority students from one of four ethnic minority groups (African American, Asian American, Hispanic/Latino, and Native American) currently enrolled in an LIS graduate program. Eleven themes emerged from the data: libraries, librarians, library work experience, LIS graduate program, career plans and goals, education and family, support, mentors, ethnicity and community, acculturation, and views of diversity.

The findings seem to support many assumptions regarding expectations and career goals. The findings related to libraries, librarians, mentors, and support illustrate that many recruitment initiatives are starting in the right place. However, the most noteworthy findings were those that centered on identity, acculturation, and diversity because they dealt with issues that are not often considered or discussed by many in the profession outside of ethnic minority organizations.

Describes the life history of the British Food Journal, its changing editorial team, ownership and editorial focus. The authors have used much wider source material than the archives of the journal, now in its 100th year. The journal was always closely identified with the safety of food, its adulteration and the government’s duty to safeguard the public. The second section reviews the profession and role of the public analyst, in particular the history and development of the Society of Public Analysts. The next and longest section of the monograph is devoted to an interesting examination of food safety, nutrition and food manufacturing issues over the last 100 years. Many of the points raised are illustrated by excerpts from papers written in BFJ and included as Appendices to the monograph. Food irradiation was first raised as a subject in the journal in 1928! Bread and milk as staples in the British diet are looked at in some detail in terms of their ingredients and health properties. Some appendices have been included just for interest and provide brief snapshots of some of the main food concerns of the time, e.g. The Pure Food Society, the food we eat, food poisoning, a world food policy, the packaging of foods, food hygiene. Plus ça change ...

TED Talks are short videos of experts talking about a variety of topics. This paper outlines six TED Talks that connect with the leadership literature and topics commonly taught with an explanation of how they enhance teaching about a corresponding leadership topic. The researcher shares how introducing TED talks related to leadership can stimulate critical thinking about leadership while keeping the class interesting.