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Since 2016, the authors have been teaching an interdisciplinary module on the global clothing industry to students enrolled in an introductory psychology course and a second year chemistry course at the University of Auckland in New Zealand. In 2016, the module also involved third year chemistry students, and in 2017, second year sociology students and graduate students in English literature from the University of Stuttgart in Germany took part. The module has the following features: (1) it focuses on a complex industry with ramifications for social and environmental sustainability, (2) it involves an issue of direct relevance to the students, (3) students teach those from another discipline as “subject experts,” and (4) students are assessed on their learning within their home course. An evaluation of the 2018 iteration with psychology and chemistry students (N = 185) showed post-test decreases in participants’ materialistic values, increases in knowledge and concern about the social and environmental impacts of the clothing industry and reported changes to clothes buying practices. The authors discuss the institutional barriers faced and provide five recommendations for other university teachers considering integrating an interdisciplinary sustainability module into existing courses.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa.

The paper is a feminist analysis and uses conventional archival sources.

The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society.

The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

The purpose of this paper is to describe and analyze changes in the descriptions and requirements of professional communicators in Swedish job advertisements between 1960 and 2010.

Through a quantitative content analysis, this study approaches organizational requirement information in order to better understand changes in the description of the ideal candidate and professionalization.

The results show that job titles have gradually become more specified and strategically orientated. Tactical qualifications dominated the first decades but operational and strategic skills were increasingly required in the material over the last two decades.

Even if job advertisements could expose the historical changes in expectations and demands on communicational professional practitioners, further studies could entail complementary material such as interviews with senior communications managers and headhunters.

In order to be legitimized as a field of profession, scholars, teachers and practitioners need to create ideals and ideologies that can justify and defend business and education. This paper stimulates practitioners to reflect critically on such issues.

The key contribution of this paper is to explicate how the image of communication practice and the demands on communication practitioners have changed during the last 50 years.

Recent work in change management has emphasized the role of feedback in creating a readiness for, and contributing to acceptance of, the need for change. This article illustrates the development and application of an intervention protocol where differences in perceptual location among team members of an R&D team were used as a springboard for inducing them to talk more openly about their differences and to help them see how change could be constructed through dialogue as a medium. To the extent that team members were willing to create shared meaning, rather than gaining agreement on one meaning, they were more able to learn from each other and to “criss‐cross” their views with each other, thus enhancing their understanding of the sorts of issues that are impeding their ability to perform.

Dialog files suit against ACS On 7 June 1990, Dialog Information Services filed a suit against the American Chemical Society (ACS) in the United States District Court for the District of Columbia. In its suit, Dialog charged that the Society had caused the company $50 million in lost revenues by limiting Dialog's access to information in the CAS database, by withdrawing access to previously available data, and by other monopolistic practices. It seeks recompense of $150 million, including $100 million in punitive damages, and relief from outstanding royalty claims from the ACS.

THIS number will appear at the beginning of the Leeds Conference. Although there is no evidence that the attendance will surpass the record attendance registered at the Birmingham Conference, there is every reason to believe that the attendance at Leeds will be very large. The year is one of importance in the history of the city, for it has marked the 300th anniversary of its charter. We hope that some of the festival spirit will survive into the week of the Conference. As a contributor has suggested on another page, we hope that all librarians who attend will do so with the determination to make the Conference one of the friendliest possible character. It has occasionally been pointed out that as the Association grows older it is liable to become more stilted and formal; that institutions and people become standardized and less dynamic. This, if it were true, would be a great pity.

The Micro Gallery is an ambitious project to allow public access to the National Gallery's catalogue of holdings, and much other information on paintings, periods, artists and locations, via large format touch screen VDUs and image processing software. The system is designed to be used by the inexperienced. Images of paintings and other information may be printed for a small fee; tour maps showing locations of selected paintings may be printed without charge. The article describes the use of the system as well as outlining the background to the project and its development.