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Library provision for children in specially furnished areas of the library began in the United Kingdom in the late 1890s although this early provision was sketchy. Where they did exist, children′s facilities were often provided in a separate children′s room, often resembling a “cut‐down” adult library. The advent of open‐plan libraries provided areas specially designed and furnished for children of all ages. The influence of Scandinavian and North American children′s library design has been evident for some years. A library′s appearance is now recognized as an important factor in marketing services to children. Despite the problems caused by old and unsuitable buildings, library staff often take considerable care to provide a welcoming environment for children. However, children′s work in the 1980s ad 1990s has had to face cuts in expenditure, staffing levels, hours of opening and in some cases compete with new “priority areas” – services to ethnic minorities; housebound services; business or community information. The children′s librarian with a knowledge of children′s reading needs and library design needs would seem to be a dying breed.

This article shares an academic library's transition from traditional reference services to a peer support model during a campus reopening post-COVID-19 closure. It examines the conception, implementation and implications of the Peer Mentor program amidst shifts in campus priorities, Library research and reference paradigms and the Library workforce, from the perspectives of library faculty and staff, alongside feedback from student workers.

The article uses a case study approach to detail the Library's Peer Mentor Program by authors involved in various stages of the program's lifespan and discusses the beginnings, implementations and challenges of the program and introduces the unique curriculum used to train student Peer Mentors.

The authors chronicle their own experience after two semesters of the Peer Mentor program alongside qualitative feedback from the first cohort of Peer Mentors. The Peer Mentor feedback points to positive impacts in other academic pursuits and in gaining a greater understanding of the information landscape and the library field.

The case study presented is a valuable example for academic librarians considering beginning peer-to-peer learning models within their own research and reference services units, especially those who may be creating these peer learning networks in the wake of library service disruption or restructure (such as due to the COVID-19 pandemic).

Different interpretations of what constitutes educational equity have shaped public policies and practices for students with disabilities over the past century. These differences are apparent in the clash between access to education as defined in the Least Restrictive Environment (LRE), and access to more intensive educational services which smaller special education classrooms are designed to provide. This chapter examines these differences within the context of how services have historically been provided and how students have been assessed and have achieved academically. Specifically, this chapter also describes relevant literature and current data related to services and outcomes for youth with disabilities. We describe academic and behavioral interventions and strategies that have been used in different settings. We conclude by offering recommendations for future research in developing effective interventions to help close the achievement gap and move toward true educational equity.

The Serious Fraud Office (SFO) has received a larger number of cases for the third consecutive year. This perhaps reflects the increasingly common affliction of fraud in England. 1995–96 has provided the SFO with a number of high‐profile cases such as the Barings collapse and the Guinness appeal. The Barings collapse is still under investigation.

This discussion paper supports the new development of Apprenticeships at Level 8 of the UK’s Framework for Higher Education Qualifications (QAA, 2014). This exciting development, one that employers and universities had been waiting for paves the way for, apprenticeships, sold as the ladder of opportunity, to go all the way to the top.

Here, we explore in brief the emergence of the new apprenticeship landscape and the importance of the addition of this new highest of levels.

Importantly, however, we make the case that such progress needs to be met with an equally progressive approach to the design of the new doctoral pathway.

We sketch out a possible shell for the assessment of a Doctoral Apprenticeship, one that allows for flexible occupationally relevant inputs to create an applicable role-based and academically rigourous whole.

The importance of such a design is discussed within the context of the potential for impact in three priority areas: social justice, broadening the talent pool and ensuring the relevance and sustainability of the doctoral award.

This paper aims to present an analysis of a “county lines” safeguarding partnership in a large city region of England. A critical analysis of current literature and practice responses to “county lines” is followed by the presentation of an analytical framework that draws on three contextual and social theories of (child) harm. This framework is applied to the partnership work to ask: are the interconnected conditions of criminal exploitation of children via “county lines” understood?; do interventions target the contexts of harm?; and is social and institutional harm acknowledged and addressed?

The analytical framework is applied to a data set collected by the author throughout a two-year study of the “county lines” partnership. Qualitative data collected by the author and quantitative data published by the partnership are coded and thematically analysed in NVivo against the analytic framework.

Critical tensions are surfaced in the praxis of multi-agency, child welfare responses to “county lines” affected young people. Generalising these findings to the child welfare sector at large, it is proposed that the contextual dynamics of child harm via “county lines” must be understood in a broader sense, including how multi-agency child welfare practices contribute to the harm experienced by young people.

There are limited peer-reviewed analyses of child welfare responses to “county lines”. This paper contributes to that limited scholarship, extending the analysis by adopting a critical analytic framework to a regional county lines partnership at the juncture of future national, child welfare responses to “county lines”.

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

Repetitive lifting tasks have detrimental effects upon balance control and may contribute toward fall injuries, yet despite this causal linkage, risk factors involved remain elusive. The purpose of this paper is to evaluate the effects of different weights and lifting postures on balance control using simulated repetitive lifting tasks.

In total, 20 healthy male participants underwent balance control assessments before and immediately after a fatiguing repetitive lifting tasks using three different weights in a stoop (ten participants) or a squat (ten participants) lifting posture. Balance control assessments required participants to stand still on a force plate with or without a foam (which simulated an unstable surface) while center of pressure (CoP) displacement parameters on the force plate was measured.

Results reveal that: increased weight (but not lifting posture) significantly increases CoP parameters; stoop and squat lifting postures performed until subjective fatigue induce a similar increase in CoP parameters; and fatigue adversely effected the participant’s balance control on an unstable surface vis-à-vis a stable surface. Findings suggest that repetitive lifting of heavier weights would significantly jeopardize individuals’ balance control on unstable supporting surfaces, which may heighten the risk of falls.

This research offers an entirely new and novel approach to measuring the impact that different lifting weights and postures may have upon worker stability and consequential fall incidents that may arise.

Work-related low back disorders (LBDs) are prevalent among rebar workers although their causes remain uncertain. The purpose of this study is to examine the self-reported discomfort and spinal biomechanics (muscle activity and spinal kinematics) experienced by rebar workers.

In all, 20 healthy male participants performed simulated repetitive rebar lifting tasks with three different lifting weights, using either a stoop (n = 10) or a squat (n = 10) lifting posture, until subjective fatigue was reached. During these tasks, trunk muscle activity and spinal kinematics were recorded using surface electromyography and motion sensors, respectively.

A mixed-model, repeated measures analysis of variance revealed that an increase in lifting weight significantly increased lower back muscle activity at L3 level but decreased fatigue and time to fatigue (endurance time) (p < 0.05). Lifting postures had no significant effect on spinal biomechanics (p < 0.05). Test results revealed that lifting different weights causes disproportional loading upon muscles, which shortens the time to reach working endurance and increases the risk of developing LBDs among rebar workers.

Future research is required to: broaden the research scope to include other trades; investigate the effects of using assistive lifting devices to reduce manual handling risks posed; and develop automated human condition-based solutions to monitor trunk muscle activity and spinal kinematics.

This study fulfils an identified need to study laboratory-based simulated task conducted to investigate the risk of developing LBDs among rebar workers primarily caused by repetitive rebar lifting.