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People are a company′s most valuable resource. Protection of this investment is, therefore, very important. In today′s business world, never before has so much attention been paid to the health and safety of people at work. Explains the part played in this by occupational health management. Defines occupational health and outlines the ways in which occupational health services can help to improve productivity. Identifies the elements that need to be included in an occupational health plan.

These days buildings have to stand up and justify themselves. They have to be carefully organised and controlled—made to function as separate entities, intelligent and cost‐effective. In last month's Analysis on materials handling, the organic image was clearly established, presenting the building as an entity, with cycles of decline and regeneration. Keeping buildings healthy and alive entails setting up the right systems and procedures: keeping the right records: planning and controlling maintenance: and knowing when and what to replace.

This paper aims to describe how a sustainability-focused program in higher education can provide training and key experiences for implementing transdisciplinary approaches. The case is a fieldwork-based training course called the Global Field Exercise (GFE) at the Graduate Program in Sustainability Science, The University of Tokyo. The GFE is a methodological training course that emphasizes generating locally relevant research questions on sustainability.

This research is a case study regarding how a sustainability science program can offer a fieldwork-based training course that focuses on a transdisciplinary approach. Five students from diverse academic disciplines and cultural backgrounds participated in the GFE in QwaQwa where they conducted semi-structured interviews with six local entrepreneurs to identify the challenges and opportunities of entrepreneurship. The authors investigated the learning process and outcomes of the students through participatory observation in preparatory meetings, daily reflection sessions during fieldwork and a content analysis of feedback reports.

Four learning outcomes of the students were suggested: the reexamination of assumptions, managing misunderstanding and miscommunication, mutual learning and being empathic toward the local people.

This paper suggests three key opportunistic experiences for the transdisciplinary approach: discuss the normative dimension of sustainability; build intersubjectivity among team members and adopt methodological pluralism; and become empathetic to diverse stakeholder groups to facilitate the cogeneration of knowledge.

How to design training on a transdisciplinary approach in educational programs remains an area for further exploration. This study addresses this knowledge gap by establishing a link between sustainability education and sustainability in practice.

The research presented in this article aims to extend our understanding of the symbolic and experiential values of shopping through the investigation of consumers' grocery shopping and consumption experiences.

The research approach was based on the existential phenomenological interview; ten women living in the UK who were in paid employment outside the home at the time of the study, who were married (or living with their partner) and who had at least one child living at home participated in the study which explored their lived experiences of grocery shopping and consumption.

The findings reveal that consumers can construct various dimensions and levels of self/identity through their food shopping and consumption practices through their shopping experiences and in conjunction with various resources and support provided by retailers. Four key themes are identified and explored: “I am in control”; “I am me”; “I share and I love”; and “I belong”.

The present study is exploratory in nature; it identifies four key themes which appear significant and provides a starting point for further research.

This paper explores the ways in which shopping confirms consumers' personal identity, social position and social identity and contributes to the literature in two ways: the research extends our understanding of the experiential values of shopping by extending the domain of enquiry from consumers' experiences in‐store to the actual consumption phase and consumers' self identity is investigated through the exploration of individual consumers' lived shopping and consumption experiences from an holistic perspective.

The purpose of this study is to extend the Blevins et al. (2020) study by empirically examining the benefits of using a customized study abroad host-country provider (hereafter referred to as “SAA”) of logistical and other services that support non-native host country (hereafter referred to as non-indigenous) college of business study abroad educators. This study also makes a significant contribution by extending Strange and Gibson’s (2017) call by examining transformative learning experiences (TLEs), a high-impact practice, from educators’ and students’ perspectives of two types of study abroad experiences (i.e. one with and one without an SAA).

A mixed methods and multiple perspectives triangulation of the three studies (i.e. student survey, student-produced artifacts data and faculty interviews conducted in Canada, Spain and the UK) was used for this study to increase confidence in the findings by providing a comprehensive picture of the results. A mixed methodology provides rich, in-depth data for analysis as to how study abroad experience [hereafter referred to as experience(s) abroad] benefits from contracting with an SAA to work with a non-indigenous business course educator.

This study's findings demonstrate the positive impact of transformative learning from a short-term study abroad experience from contracting with an SAA.

Benefits of contracting with a host-country SAA are increased time and a reduction in the emotional toll on educators. Educators are free to provide memorable international business educational experiences abroad, resulting in student satisfaction and transformative learning.

The originality of this study is the mixed methods and multiple perspectives approach to the topic.

Martin’s Big Words: The Life of Dr Martin Luther King, Jr is a timeless book well-known among K-6 teachers, students, librarians and book-lovers throughout the USA. This multi-award winning picture book provides readers with insight into Dr Martin Luther King Jr’s life and the oppression and progress of African Americans before and during an era known as the modern US Civil Rights Movement (CRM). The biography outlines the period’s equity issues, and serves as a springboard for this upper elementary lesson. While Dr King played an iconic role, there were many other individuals involved in the CRM, most of whom students do not know. The purpose of this paper is to offer varying perspectives related to lesser known CRM leaders, protesters, advocates, perpetrators and bystanders.

Technology is incorporated through online research, videos and productions; thus, students actively engage in making connections to various individuals’ points of view, those both supportive and oppositional. Students conduct research while responding to higher-order, critical-thinking questions regarding groups and forces of the CRM. Then, they expand knowledge through jigsaw research activities by collecting information, responding to inquiry questions and presenting relevant evidence-based information about CRM contributors, perpetrators and bystanders.

This is a National Council for the Social Studies (NCSS) Notable Tradebook Lesson Plan.

This is a NCSS Notable Tradebook Lesson Plan.

In a rapidly changing and unpredictable business environment, a major source of sustainable competitive advantage is likely to be the ability to learn faster than competitors. Reviews the literature on strategic change and competition and explores their relationship to organizational learning. Develops a conceptual framework for a competitive learning organization. The proposed model promotes learning at different organizational levels and a learning focus which encompasses the need to understand the dynamics of competitive forces, the satisfaction of changing customer needs and the importance of systems thinking. In their quest to achieve competitive learning, organizations are likely to go through static and teaching phases.

In the 1970s, the United States Congress enacted two statutes that have had dramatic and far‐reaching effects on the education of handicapped children by public schools. These two laws, Section 504 of the Rehabilitation Act of 1973 and the Education For All Handicapped Children Act of 1975 (known as Public Law 94–142), have required local public school agencies to provide new eductional programs for thousands of handicapped children not previously served by the public schools. Counselors, principals, and teachers were quickly informed of the law's requirements and willingly began the task of main‐streaming and assimilating these children into various curricula. Their physical needs were attended to rapidly; their societal and emotional needs, unfortunately, lagged behind. Within the past seven years, there has been an increase in books, articles, and films specifically addressed to counseling the handicapped. Unlike past literature which focused only on the vocational aspect of rehabilitation counseling, current writing emphasizes personal counseling meant to assist a disabled child to participate fully in the problems and joys of daily living.

THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties. Anything that Mr. Jast has to say is said with originality even if the subject is not original; his quality has always been to give an independent and novel twist to almost everything he touches. We think our readers will find this to be so when he touches the important question of “The Library and Leisure.”

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).