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This chapter reflects the findings of a qualitative study of supplementary education in Western Australia, showing a commitment to understanding the broader social context of the individuals receiving educational assistance beyond their normal classroom activities.

The chapter is based on 10 semi-structured interviews conducted with university students who had utilised supplementary education services of a tutor made available through their schools and a variety of secondary sources.

The study also reveals that student access to university is not necessarily enhanced by private tutoring. It uncovers an under-researched component of the overall educational process in pointing to some of the emotional dimensions of the supplementary education industry. While tutoring did not appear to harm the chances of students making it to university, the beneficial effects of tutoring are not as clear-cut as some suggest they are. Overall the research suggests that, emotional support effects notwithstanding, perhaps we should not worry overly much about the inequalities brought by private tutoring as, yet again, the market shows itself to less efficient than some hope it to be and that others might fear it is.

Market-based supplementary education remains massively under-researched in Australia. While qualitative research is unable to address the effects of educational interventions definitively, the study adds important layers of complexity to questions about educational effectiveness and inequality. It helps validate concerns about social and economic inequalities; it also mollifies these concerns, partially because some of the programmes described here aim at addressing some basic inequalities, particularly those related to rural and remote education.

Examines the methodological issues that arise in generating standardised transaction data for use in analysing the determinants of retail rents. Looks at the issues raised by the use of comparative information and the existence of widely accepted conventions for adjusting comparative evidence to allow for the specific physical and legal characteristics of individual properties. Concludes by questioning the need to test valuation convention against market evidence and the notion of open market value is reassessed.

This article examines the history of social work research within the UK from a perspective of evidence‐based practice, as originally advocated in the 1990s. It reviews the progress made to date in relation to the use of experimental studies in the field of children and families, and the reasons why this remains limited. It sets this in the broader context of evidence‐based practice and the education and training of qualifying and post‐qualifying social workers, including postgraduate training.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The value which can be placed upon the rights of property in a name of a commodity, a food or drink, perhaps famous all over the world, which has come down to us through the centuries, is incalculable. Most of such foods and drinks have a regional association, and are prepared according to methods, often secret, handed down from one generation to another and from locally grown and produced materials. Nowhere are such traditions so well established as in cheese‐making and the wine industry. The names do not signify merely a method of manufacture, since this can be simulated almost anywhere, nor even the raw materials, but differences in climate, the soil and its treatment, its produce, harvesting, even in the contaminants of environment. Rochfort cheese, for example, is made from ewe's milk, but most important, with mould growths found only in the caves of that part of France where it is stored.

Rates of suicide in custodial settings continued to rise in the year 2013/2014. Consequently, the Division of Forensic Psychology funded training on “working with risk of suicide” which was delivered by Dr Slade at HMP Grendon. Due to the increasing prevalence of suicide in custodial settings, a review of this training was considered important to enhance professionals’ awareness of self-harm and suicide. The paper aims to discuss these issues.

The review begins with an introduction to the concepts of self-harm and suicide, and an introduction to where the training was held; HMP Grendon, a therapeutic community prison. The four key topics delivered by Dr Slade are then explored with regards to their aims and content. These topics include; the link between self-harm and suicide, why offenders harm themselves, assessment of suicide and finally, care planning. Residents of HMP Grendon also discussed their views of self-harm and suicide during the training day, these are thus explored within this review. Strength and weaknesses of the training were also explored, in addition to future practice considerations.

This review highlights the comprehensiveness of the training and its ability to engage the audience through discussions and activities. The collaboration between professionals and HMP Grendon residents to understand self-harm and suicide was also particularly noted.

This paper offers insight into the staff-resident collaboration at HMP Grendon and how training on self-harm and suicide can be delivered.