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There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography.

A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data.

Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms.

One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity.

The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.

The article sets out primarily to fill in some of the gaps in the biography of Lucy Arabella Stocks Garvin (1851–1938), first principal of Sydney Girls High School. As a reflexive exercise stimulated by this biographical research, the second aim is to explore the transformative work of digital sources on the researcher's research processes that in turn generate possibilities for expanded biographical studies in the history of education.

This article encompasses two approaches: the first uses traditional historical methods in the digital sources to provide an expanded biography of Lucy Garvin. The second is a reflexive investigation of the effects of digitisation of sources on the historian's research processes.

The advent of digital technologies has opened up more evidence on the life of Lucy Garvin which enables a fuller account both within and beyond the school gate. Digital sources have helped to address important gaps in her life story that challenge current historiographical understandings about her: for example, regarding her initial travel to Australia; her previous career as a teacher in Australia and the circumstances of her appointment as principal; her private and family life; and her involvement in extra school activities. In the process of exploring Garvin's life, the researcher reflected on the work of digital sources and argues that such sources transform the research process by speeding up and de-situating the collection and selection of evidence, while at the same time expanding and slowing the scrutiny of evidence. The ever-expanding array of digital sources, despite its patchiness, can lead to finer grained expanded biographical studies while increasing the provisionality of historical accounts.

The article presents new biographical information about an important early female educational leader in Australia and discusses the impact of digital sources on archival and research processes in the history of women's education.

HAVING outlined the scheme for monotyped catalogues, it only remains to consider it in its financial aspects. At Hampstead tenders were obtained for the same catalogue by monotype, linotype, and by ordinary setting up. It may be mentioned that the catalogue is of royal‐octavo size, in double columns, each being fifteen ems wide and fifty deep. Main entries are in bourgeois; subject‐headings are set (by hand) in clarendon, and the entries under such headings are put in brevier. Notes and contents were specified for either minion or nonpareil, and many lines break into part‐italics. The monotype machine provided all these founts except the two already mentioned—italic numerals and clarendon. We had to do without the former type, but the latter not being numerous are easily carried in as wanted from an ordinary case. Naturally, I cannot give the exact figures of the accepted tender, but it may be stated that in our particular case the cheapest quotation was for linotype work, although there was not much difference between that and monotyping; whilst for both these methods worked out at appreciably less than the quotations for ordinary hand‐work.

The Library Association Conference has once more been held, and in spite of the smaller attendance and the omission of most of the usual social and local functions, there was a spirit of camaraderie and interest displayed that has made the meeting a decided success. It met at a time of such national strain that we may surely hope will never recur during the experience of the present generation, a time when all professions, occupations and business enterprises seem of small interest in comparison to the great national effort being made to defend the positions of ourselves and our Allies, against the overbearing aggression of a military despotism, so organised and trained, so powerful and unscrupulous as to call for the highest self‐devotion and sacrifice of all and every member of our immense Empire. It is therefore not a matter of surprise that although the number of members present was somewhat smaller than usual the tone of the Conference was kept at a high level, and attention was mainly focussed upon business matters.

The City Council of Westminster has considered difficulties which may arise from the fact that a Food and Drugs Authority has to decide, before instituting prosecutions, whether to lay information against the seller of unsatisfactory food or against a previous supplier thereof. The Council therefore suggested to the Minister of Food that he should introduce amending legislation giving local authorities power to decide in court whether they should prosecute the retailer or the supplier of an article. The Council pointed out that it might be difficult to decide in any particular case who should be prosecuted as they (the council) would not be in possession of all the evidence which would ultimately be available to the court. If the proceedings against the selected defendant failed, the council pointed out, it might not be possible to proceed against another defendant within the time limits prescribed.

DEAR SIR,—Failing being able to provide a really well equipped Reference Library, does it not seem a pity to waste the few funds at the disposal of the average public librarian in a desperate attempt to provide a collection of local books, with the forlorn hope of stimulating interest in the department, or in buying a handful of standard reference works for the benefit of those “serious” readers who frequent the library?

Bridge programs constitute institutionalized interventions to provide equitable educational opportunities for low-income, first-generation, and disadvantaged traditional undergraduate students (Gullatt & Jan, 2003). These are typically pre-college transition programs that serve to facilitate college access and readiness. This chapter discusses the role of bridge programs at American colleges and universities and the recommends integration of the Dynamic Student Development Metatheodel (DSDM) student success model (Frederick, Sasso, & Barratt, 2015). This chapter outlines the typology of bridge programs at the federal, state, and campus levels and highlights the target populations of these programs. Evaluation and outcomes regarding the efficacy of these programs are also highlighted. Implications and considerations for practice are provided integrating specific constructs from the DSDM to inform the further development of bridge programs to increase student development.

The Department of Homeland Security (DHS) states in 2018 that safeguarding “civil liberties is critical” to their official duties. The Office for Civil Rights and Civil Liberties within DHS, as its website explains,

reviews and assesses complaints from the public in areas such as: physical or other abuse; discrimination based on race, ethnicity, national origin, religion, gender, sexual orientation, or disability; inappropriate conditions of confinement; infringements of free speech; violation of right to due process … and any other civil rights or civil liberties violation related to a Department program or activity.

My chapter tracks the centrality of deportability in shaping the civil liberties and rights that DHS is tasked with enforcing. Over the course of the twentieth century, people on US soil saw an expanding list of civil liberties and civil rights. Important scholarship concentrates on the role of the courts, state and federal governments, advocacy groups, social movements, and foreign policy driving these constitutional and cultural changes. For instance, the scholarship illustrates that coming out of World War I, the US Supreme Court ruled that the First Amendment did not protect something the Justices labeled “irresponsible speech.” The Supreme Court soon changed course, opening up an era ever since of more robust First Amendment rights. What has not been undertaken in the literature is an examination of the relationship of deportability to the sweep of civil liberties and civil rights. Starting in the second decade of the twentieth century, federal immigration policymakers began multiplying types of immigration statuses. A century later, among many others, there is the H2A status for temporary low-wage workers, the H2B for skilled labor, and permanent residents with green cards. The deportability of each status constrains access to certain liberties and rights. Thus, in 2016, when people from the Office for Civil Rights and Civil Liberties within DHS act, they are not enforcing a uniform body of rights and liberties that applies equally to citizens and immigrants, or even within the large category of immigrants. Instead, they do so within a complicated matrix of liberties and rights attenuated by deportability, which has been shaped by the history of the twentieth century.

This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing multidisciplinary approaches to conceptualizing community namely space, place, and context to envision social spaces of virtual community engagement by architects and designers.

This conceptual article utilized narrative literature review as the primary method for conducting a transdisciplinary theoretical integration. First, the authors defined the metaverse as all manner of human-technological interaction. Second, the authors discussed theories of place from architecture, social geography, and human ecology and employed neoecological theory to describe the interactional processes inherent in research and practice with virtual communities. Finally, the authors documented specific types of virtual engagement strategies in architectural research and practice.

Virtual environments provide varied opportunities for effective collaborations among architects, designers, and community members. The primary strategies identified by the literature review of virtual community engagement were collaborative, augmented reality, and situated digital experiences. In addition, researchers have found that the most effective community engagement bridges interactions in the physical space and digitally mediated interactions.

The authors advocate for increased research towards understanding how the expanded availability of more complex technological tools, such as future versions of artificial intelligence (AI) software, may further layer the landscape of community engagement in ways that may be unpredictable and currently less understood. Additional research is also needed to address participants' perspectives in virtual community engagement and explore how the building of communities in the meta-context is felt, lived, and understood by those who act in them.

The availability of new technological tools and digital platforms challenges diverse professionals to expand their community-engaged practice into the metaverse. Although not every community has broadband Internet or software access, many physical locations whether community centers, libraries, schools, or one’s own home may serve as safe spaces for novel virtual engagement experiences by individuals and groups. Digital engagement can increase opportunities for involvement from persons who are home-bound, lack transportation or child-care to attend in-person community events, or may desire the anonymity afforded by virtual engagement.

Virtual environments can provide varied opportunities for effective collaboration among architects, designers, and community members by overcoming physical or nonphysical barriers to in-person engagement. For example, recent case studies of civic and community organizations have successfully integrated physical and virtual community engagement during the global COVID-19 pandemic by overcoming physical or nonphysical barriers to in-person engagement. Community development theorists have referred to such contexts as a “post-place community” in which individuals find solidarity through digital global networks.

This article theorizes virtual community engagement in the metaverse from a transdisciplinary perspective and coins the innovative concept of meta-contexts to describe a global “post-place” community. Integrating theories of place from architecture, social geography, and human ecology guides an original review of effective strategies for meta-contextual digital community engagement by architects and designers.

Civil engineering encompasses such a wide array of subject areas that it would be very difficult to cover all of them in one survey. Basically, civil engineers are concerned with the planning, design and construction of buildings, transporation facilities and other structures required for human health, safety and welfare. A major part of their job relates to achieving a coherent relationship between the “built environment” and the “natural environment.” They are required to fulfil this function within the framework of constraints imposed by the present day building codes, union regulations and economic considerations. This survey concerns itself mostly with the general civil engineering reference books and some selected sources on specialized topics like construction engineering, foundation engineering, structural engineering, highway and dam engineering and codes and specifications. A forthcoming survey will deal with the major area of environmental and sanitary engineering.