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The purpose of this paper is twofold. First, propositions in an existing conceptual framework are empirically explored to note whether and how brand meaning gaps exist for internal and external stakeholders of a focal brand. Second, a typology of brand meaning gaps, characterised by meaning assonance and valence, offers new insight for brand management strategy.

The authors use case study methods to explore the research propositions about brand meaning gaps among stakeholder groups. The focal firm is The Black Dog Company of Martha's Vineyard, Massachusetts in the USA. Data from brand owners (internal stakeholders) and consumers (external stakeholders) are collected using in-depth interviews, observation, document analysis, and an online survey that includes a picture association task. Further inductive analysis of secondary data helps develop the typology of brand meaning gaps and dynamics.

The research propositions are supported. Brand meaning gaps exist between internal and external stakeholders, and they exist among two external stakeholder groups. Brand meaning for owners, primarily defined as family heritage, is largely unknown to consumers. Among consumers, brand meaning for stakeholder group 1 is “coastal New England”; brand meaning for group 2 is “dog lovers.” Although multiple brand meanings exist for stakeholders, the meanings are relatively assonant (harmonious) and positively valenced. The findings regarding the polysemic nature of brand meaning are useful to brand managers seeking to leverage offerings to multiple target markets. These findings, along with additional secondary data, serve as the basis for a typology of brand gaps and dynamics characterized by assonance and valence. Four types of meaning gaps may lead to situations where brands are beloved, on-the-cusp, hijacked, or facing disaster.

This work addresses calls from the literature to empirically explore brand meaning among multiple stakeholder groups.

Charlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through autobiographical fiction. The aim is to link contemporary research into boarding school trauma to the relevant events, thereby identifying what she wrote as a testimony contributing to the long history of the problematic nature of boarding schools.

Autobiographical fiction is discussed as a form of testimony, placing Jane Eyre in that category. Recent research into the traumatic experiences of those whose parents chose to send them to boarding school is presented, leading to an argument that educational historians need to analyse experience rather than limiting their work to structure and planning. The traumatic events the Brontë sisters experienced at the Clergy Daughters' School are outlined as the basis for what is included in Jane Eyre at the fictional Lowood School. Specific traumatic events in the novel are then identified and contemporary research into boarding school trauma applied.

The findings reveal Charlotte's remarkable insight into the psychological impact on children being sent away to board at a time when understandings about trauma and boarding school trauma did not exist. An outcome of the analysis is that it places the novel within the field of the history of education as a testimony of boarding school life.

This is the first application of boarding school trauma research to the novel.

Junior doctors rotating through psychiatry often practise in isolated environments with little prior experience in this field. This can cause anxiety amongst doctors, and may potentially lead to patient safety concerns. The paper aims to discuss these issues.

A novel peer-led simulation style teaching session was developed to improve junior doctor knowledge and confidence when working with psychiatry rotations out of hours.

Following successful completion of two iterations of the teaching, junior doctors reported increased confidence, reduced anxiety and a more positive attitude following the session. Facilitators were similarly positive in their feedback, being able to gain formal teaching experience and appraisal.

A novel, inexpensive and easily replicable teaching session is introduced, which can improve junior doctors’ practice and experience when working in psychiatry settings out of hours.

This article examines ways in which graduates of an online teacher certification program integrate technology into social studies instruction. With dramatic growth in the number of online teacher certification programs, educators are faced with how to ensure their graduates incorporate effective teaching strategies, including technology, into classrooms. Research over the past decade indicates that teachers do not integrate technology within social studies instruction in meaningful ways, beyond traditional approaches to teaching (Ravitz & Wong, 1999; Van Fossen & Shively, 2003, 2009). Results from this study indicate that online teacher education graduates, who have access to technology within their schools, find meaningful ways to integrate such technology into social studies instruction. Teacher educators must conduct more research, and receive more funding, to follow online teacher education graduates. Today’s new generation of tech-savvy students deserve teachers who can competently integrate technology into all content areas.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This paper aims to respond to a number of pleas for interdisciplinary – or integrative – approaches to psychology and criminology in exploring the value of simultaneously applying micro and macro analytical tools.

The study reported in this paper applies both the revised psychopathy checklist (PCL‐R) and structural analysis to the historical case of Mary Ann Cotton, a nineteenth century British serial killer.

Findings suggest that multi‐level approaches to analysis are valuable in developing holistic understandings into serial murder, which are appreciative of both the psychological characteristics of the individual offender and their location in the broader social and historical context. Micro analysis would now label Cotton a psychopath, but we need to broaden the analysis and to consider macro questions related to gender, poverty and the wider social structure in which Cotton operated.

In the absence of an interview with the offender, this study has supplemented alternative materials and as such, prompts debate into the application of contemporary tools to historical cases.

The findings imply that the application of PCL‐R alongside structural analytical tools reveals more in‐depth and socially rooted insights into the study of historical cases of serial murder and as such, provide a valuable addition to both criminological and the psychological methodology frameworks.

This research prompts academic debate within psychology and criminology into the potential value of a combined, integrative approach to historical cases drawing upon both micro and macro analytical tools.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the eighteenth to be published in Reference Services Review, includes items in English published in 1991. A few are not annotated because the compiler could not obtain copies of them for this review.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

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.

It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.