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The purpose of this paper is to explore the issue of how best to develop teacher capacity in Cambodia. Since the 1990s the Ministry of Education, Youth and Sport (MoEYS), with its development partners, has undertaken the tremendous task of rebuilding Cambodia’s shattered education system. Many of the policies and programmes that have been developed hinge on building teacher capacity. This paper investigates the extent to which the capacity of teachers in the schools in this study was developed under the current cascade model favoured by the MoEYS.

Using a case study methodology data were collected, primarily, through semi-structured interviews with teachers in three government primary schools located in different geographical areas, and ministry officials and advisors based in these locations.

The findings identified that the current cascade model of capacity development, apart from watering down what is taught as it filters along the system, is not developing the requisite capacity of teachers. The findings suggest that the current model limits what constitutes capacity and for whom.

An expanded model of capacity development is forwarded that includes: school-based training for all teachers on an ongoing basis; incremental training; and regular training for trainers and principals.

This paper offers valuable insights that contribute to the ongoing discussion of how best to develop teacher capacity in Cambodia. It may also offer insights on developing teacher capacity to those working in similar situations.

The purpose of this paper is to describe the diversity of trauma Latin American (LA) refugee children in the USA experience across migration. It proposes ways that practitioners and policymakers can use knowledge from existing research to improve services and respect the rights of LA children.

The paper used a systematic review approach supplemented by additional sources to capture current representative knowledge. The paper uses staged migration and social ecological approaches for organization and discussion.

LA children have historically and contemporarily been exposed to more instances and types of trauma than their non-immigrant US counterparts. LA refugee children have a high need for international protection that is not reflected in the US policy.

Knowledge of possible trauma types among LA children can inform practitioner expectations and prepare them for care management. Officers must be well-trained in both potential trauma-related content and geographic context and have excellent interviewing skills. Lawyers, advocates and judges – the latter who create precedent – play a critical role in children’s cases and should have access to high-quality, geographically and historically relevant and contemporary information.

The levels of violence in Latin America; the rate of child trauma; and the spike in unaccompanied children at the border compels the USA to reassess their positions on (a) refugee caps, (b) asylum screenings and (c) interception-related policies, protocol and practice.

This the first review to specifically focus on empirical trauma research specific to the LA child’s migration experience.

The current interest in evidence‐based practice has led to a growing literature on the role of education and training in getting evidence to inform professional practice. This report outlines the findings of an evaluation of a series of evidence‐into‐practice training workshops designed to strengthen evidence‐based practice in the delivery of mental health improvement in Scotland. Evaluation was conducted in two phases, in order to assess the extent to which the training had influenced practice. The findings suggest that, in addition to providing high quality learning opportunities for mental health improvement, considerable attention needs to be given to the barriers that inhibit putting learning into practice. These barriers may need to be taken much more fully into account in the design and delivery of evidence‐into‐practice training.

The principal purposes of this paper are to provide normative advice in terms of managing the British Monarchy as a Corporate Heritage Brand and to reveal the efficacy of examining a brand's history for corporate heritage brands generally.

Taking a case history approach, the paper examines critical events in the Crown's history. It is also informed by the diverse literatures on the British Monarchy and also marshals the identity literatures and the nascent literature relating to corporate brands. Six critical incidents that have shaped the monarchy over the last millennium provide the principal data source.

In scrutinising key events from the institution's historiography it was found that the management and maintenance of the Crown as a corporate brand entail concern with issues relating to: continuity (maintaining heritage and symbolism); visibility (having a meaningful and prominent public profile); strategy (anticipating and enacting change); sensitivity (rapid response to crises); respectability (retaining public favour); and empathy (acknowledging that brand ownership resides with the public). Taking an integrationist perspective, the efficacy of adopting a corporate marketing approach/philosophy is also highlighted.

A framework for managing Corporate Heritage is outlined and is called “Chronicling the Corporate Brand”. In addition to Bagehot's dictum that the British Monarch had a constitutional obligation to encourage, advise and warn the government of the day, the author concludes that the Sovereign has a critical societal role and must be dutiful, devoted and dedicated to Her (His) subjects.

This is one of the first papers to examine the British Monarchy through a corporate branding lens. It confirms that the Crown is analogous to a corporate brand and, therefore, ought to be managed as such.

Hannah King occupies a unique place in missionary and colonial history, the history of education, cross‐cultural relations and material culture in New Zealand. She was the only woman from the first 1814 Missionary settlement of the Church Missionary Society (CMS) in New Zealand to remain in New Zealand for the rest of her life, yet she does not have an entry in the Dictionary of New Zealand Biography, and is rarely indexed in either New Zealand’s general historical works or even works more specifically related to the Missionary era. John and Hannah King were one of three artisan missionary couples who sailed with the Revd Samuel Marsden on his ship, the missionary brig ‘Active’, from Port Jackson, Australia to Rangihoua, in the Bay of Islands, in late 1814. Marsden’s 1814 Christmas Day service on the beach at Rangihoua is recognised as the beginning of missionary activity and planned European settlement on New Zealand soil.

Building on the contributions of chaos and complexity theories, this paper aims to conceptualize how the leadership of Mahatma Gandhi, Martin Luther King and Nelson Mandela were able to transform chaos (randomness) into order (integration). More specifically, it aims to identify the qualities by which such leadership worked in the context of conflict and cultural confrontations, which is, leading at the edge of chaos.

This research follows a qualitative approach in data collection and analysis; it narrates and analyses biographic data as well as literature about these three prominent leaders. Common qualities of these leaders are explored in-depth, discussed and linked.

Success in leading at the edge of chaos was attributed to the following leadership qualities: vision, non-violence and tolerance. This paper conceptualizes Gandhi, King and Mandela's embodiment of these qualities in transforming difference and disagreement to unity and how they inspired and developed their societies at home and all over the world. This paper concludes with the following results: Dr King, Gandhi and Mandela were visionary leaders; the three leaders had a vision about the future of freedom, equality and peace. More importantly, they were able to hearts and minds, and convey their visions to followers and to society at large. They struggled to achieve their goals non-violently, but knew that violence could destroy society due to unbalanced power structures. In the fight for their people's emancipation/freedom, they avoided ethnic, racial and religious discrimination. The three leaders were politically, culturally and socially tolerant.

By identifying their leadership qualities and analyzing their leadership mechanisms, this paper stresses the necessity of the emergence and preservation of leadership as exhibited by King, Gandhi, Mandela and many other influential leaders. Leaders, committed to enrichment and sustainability of cultural diversity and nurturing of tolerance, can play a role in unifying nations. Practically put, today’s leaders need to rethink their strategies, by taking into consideration what Gandhi, King and Mandela have contributed to leadership in dealing with cultural diversity and conflict. Furthermore, leaders must extend the applicability of such leadership to include the ending of violence in every facet of people's lives, and work publicly to overcome the challenges encountering human kind such as nuclear weapons, war, poverty, racism, global warming, drugs, religious bigotry and violence of any kind. That is, today's leaders need to lead at the edge of chaos due to the ongoing conflicts around the globe.

This paper uniquely conceptualizes leadership qualities by analyzing and comparing literature and biographical data of the above-mentioned leaders. The study also contributes to the existing literature on leadership using an interdisciplinary approach by proving the mechanisms by which leadership transforms chaos into order within the context of cultural diversity and confrontation, where studies are rare. This research contributes to the theory of leaderships at three levels. First, it offers an interdisciplinary theory on leadership qualities by linking these qualities with chaos and complexity theories. Second, unlike the majority of literature which views leadership from a business or public leadership perspective, this research provides a new perspective of leadership for cultural diversity. Third, it highlights the role models of three exemplary leaders for each of whom previous literature is lacking.

The annual reports of British university libraries all tell similar stories in the period under review: each year was described as a period of financial constraint, with hopes expressed that future years would bring an improvement. This never proved to be the case as on the whole the situation gradually worsened, the only respite being occasional periods of level funding.