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This study aims to highlight the perspectives of one black male middle-school mathematics teacher, Chris Andrews, about developing black students’ positive mathematics identities during his first year of teaching middle-school mathematics in a predominately black school. The author’s and Chris Andrews’ shared experiences as black Americans opened the door to candid conversations regarding the racialized mathematical experiences of “our” children, as he referred to them during the interviews.

The author used case study methodology (Yin, 2009) to illuminate Chris’s salient academic and personal experiences, approaches to teaching mathematics and ways that he attended to mathematics identity in practice. The author used sociopolitical and intersectional theoretical framings to interpret the data.

Chris’s perspective on teaching mathematics and developing mathematics identity aligned with taking a sociopolitical stance for teaching and learning mathematics. He understood how oppression influenced his black students’ opportunities to learn. Chris believed teaching mathematics to black children was his moral and communal responsibility. However, Chris’s case is one of tensions, as he often espoused deficit perspectives about his students’ lack of motivation and mathematical achievement. Chris’s case illustrates that even when black teachers and black students share cultural referents; black teachers are not immune to the pervasive deficit-oriented theories regarding black students’ mathematics achievement.

The findings of this work warrant the need to take intersectional approaches to understanding the ways of knowing that black male teachers bring to their practice, as Chris’s identity as a black person was an interplay between his black identity and other salient identities related to ability and social class.

Chris, even while navigating deficit-oriented perceptions of his students, provides an example of bringing a sociopolitical consciousness to teaching mathematics and to support novice black male teachers in their content, pedagogical, and dispositional development.

This work adds to the limited body of literature that highlights the experiences of black teachers in a subject-specific context, particularly in science, technology, engineering, and mathematics (STEM) subject areas that have historically marginalized the participation of black people.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

This study examined business sustainability from a sustainability standpoint with a focus on corporate social responsibility (CSR) and operational perspective by attempting to uncover, for the latter, whether Namibian local businesses would outlive their owners given the customary system in place for managing such businesses. Desktop research showed that Namibian businesses were engaged with issues of promoting indigenous culture, ethical conduct and were socially responsible. However, beneficiaries of the CSR initiatives of one of the corporate players were not impressed with their interventions. Key informants’ interviews with businesspersons revealed that the customary practices were still in place and were combined with modern business operating systems. But the results were mixed with successes and failures recorded for business managed by customary means and those combining both approaches, hence the recommendation for wholesale adoption of modern business management approaches that would result in the best person taking over the reins as opposed to family members.

There have been various articles and news items in the training press about the application of new computer technology to training. Most of these have emphasised the hardware element. By this I mean what the equipment is and an excessive concentration on the superficial impression given by the initial impact. We have all read that video disks can provide immediate access to a still frame anywhere on the disks and that the quality is fantastic but nobody seems to be answering the question, how do I go about trying it out, or maybe is it really a commercial idea for me anyway? Video disks are only one aspect because the new technology includes a whole range of communications equipment. The clue to the likely training applications is the computer: a word which strikes terror into the heart of many otherwise confident human beings. This is a new series of articles aimed at the practical training and education practitioner who wants to know more about the applications of the new technology with a view to having a go.

The development of banking in Africa followed the demand of exchange networks from traditional indigenous economies to colonial exchange with the European world. The establishment of European banking institutions reflected the needs of the capitalist economy introduced by colonialism. The banking management of late nineteenth century and early twentieth century European banks adhered to the interests of shareholders. This chapter shows the emergence of well-managed banks in Africa, but after decolonization the political economy of African independence resulted in state capturing of financial institutions in most African countries. The South African banking system developed in close adherence to the British model. State-owned post-independence banks in Africa failed to deliver the development envisaged. The chapter shows the adverse impact of global economic developments on Africa, resulting in high debt levels. Structural adjustment of African economies and new market-oriented policies allowed the development of locally owned private banking institutions. The high-cost structure of the formal banking system from the dominant South African banks incentivised the mobile money innovation, an arena where African entrepreneurs lead global markets. Financial inclusion remains low in Africa.

During the Vulcan Series last year, a number of points were explored which attempted to extend current thinking and methods in the traditional training man's area of work. Some examples were given of approaches which are finding favour in certain applications. The following article describes the extension and combination of several training approaches as applied to a practical, highly skilled operator training problem.

In my last article I outlined briefly what CBT is and gave some information on its background. One of the biggest problems in understanding this new field is precisely its newness. There are very few people about who have any experience, and the few who have usually have only been involved in one or two projects. The technology is still evolving and although some patterns are beginning to emerge they are by no means established yet. One thing that has proved true is that the technical experts, the computer men, do not make the best authors. This means there is a big need for training experts to get into this field. So, what follows is the lay trainers' guide to CBT.

The purpose of this paper is to examine the shifting roles of medical professionals as stakeholders in opioid substitution treatment (OST) policies and practices in Denmark and the UK within the past 15 years.

The paper is based on literature reviews, documentary analyses and key informant interviews with a range of stakeholders involved in OST and policy in Denmark and UK. The study is part of the EU-funded project: Addictions and Lifestyles in Contemporary Europe: Reframing Addictions Project.

Denmark and the UK are amongst those few European countries that have long traditions and elaborate systems for providing OST to heroin users. The UK has a history of dominance of medical professionals in drugs treatment, although this has been recently challenged by the recovery movement. In Denmark, a social problem approach has historically dominated the field, but a recent trend towards medicalisation can be traced. As in all kinds of policy changes, multiple factors are at play when shifts occur. We examine how both countries’ developments around drugs treatment policy and practice relate to broader societal, economic and political changes, how such divergent developments emerge and how medical professionals as stakeholders enhanced their roles as experts in the field through a variety of tactics, including the production and use of “evidence”, which became a key tool to promote specific stakeholder’s perspectives in these processes.

The paper contributes to current policy and practice debates by providing comparative analyses of drug policies and examination of stakeholder influences on policy processes.

WHAT is this thing called… accountability?