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The paper seeks to deal with vernacular roofing practices within the North York Moors National Park.

Initially the paper carries out a literature review of the geography and geology of the area and identifies what makes it physically unique. The paper then examines the development of various roofing materials, including thatch, stone slates and pantiles with case studies of old practice and modern methods from around the Park.

Roofing styles are simplistic and have steered away from the intricate in favour of the indigenous or readily available. The paper demonstrates the much‐regionalised nature of the roofing materials and recognises this as one of the special cultural features worthy of conservation.

The results are limited to the North York Moors National Park but the approach taken could be extended to other conservation areas.

The results of the research will benefit those involved in the conservation of vernacular buildings in the North York Moors National Park.

The paper calls for additional guidance for roofers and specifiers on traditional vernacular techniques and for existing funding under the Environmental Stewardship Scheme to be extended to include rural communities in National Parks.

Jonathan Becker is an assistant professor in the Department of Educational Leadership of the School of Education at Virginia Commonwealth University, Richmond, Virginia, USA. Jonathan's teaching and scholarly endeavors occur at the intersection of educational technology, policy, law and leadership. Currently, Jonathan is serving as the evaluator of a multi-million dollar, multi-year grant program funded by the U.S. Department of Education to develop simulations and to support leadership preparation and is a co-investigator of an NSF-funded grant targeted at research and development of science curriculum modules for students in underserved areas.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

As head of the European bureau of Meeting Planners International and marketing director of the European Federation of Conference Towns, Geoffrey Smith has checklists galore for assessing conference facilities and services. For selecting a hotel, he asks such questions as: How handy is it for airport transfers and road and rail arrivals? Is the car parking accommodation satisfactory? How many spaces are there? What public transport and taxi services are available? How many function rooms and sleeping rooms are there? How attractive is the price? What can be negotiated? Is it possible to benefit from seasonal and group rates? What other meetings are scheduled at the venue at the same time? (An overworked and exhausted staff is not desirable). Which hotel executive will be responsible for the event? Will he be easy to work with? Is the property handy for places which delegates or accompanying persons may want to visit — shops, entertainment, cultural attractions, restaurants, etc? Does it have a pool, gymnasium, sauna, nearby jogging, tennis, golf? Are the bar prices and hours acceptable? Will the hotel provide a special check‐in desk for your delegates, with quick service or pre‐booking? Will the meeting registration desk be well sited? What about in‐house restaurants, coffee shop, menus and prices? Does it cater for handicapped people? Are the halls and public rooms fresh and clean? Is the front office a cheerful place? Is the surrounding area safe at night? If the conference includes overseas delegates, do some staff speak their languages?

Workforce diversity has become an important issue in Australia. This study examined the extent to which human resource management practices were being used by organisations in Australia to manage workforce diversity. The study also assessed the perceived challenges and benefits of diversity in the workforce. The findings of this study indicated that overall, management of workforce diversity is only “mediocre”. In particular, inadequate diversity management practices were found in the areas of recruitment and selection and training and development. As migrant employees do not create any problems and are very compliant, the challenges that workforce diversity presents does not receive adequate attention by organisations in Australia. However, these organisations seek several benefits from their multicultural workforce. The implications of these findings are discussed.

This article draws on longitudinal research into the establishment of co‐principalships. It discusses this innovative approach to school management in relation to women’s negotiations of their motivations, aspirations and strategies for career advancement and work/life balance. Longitudinal case studies of three primary school co‐principal initiatives were carried out between 1995 and 2000. Repeat interviews and observations with co‐principals, board chairpersons and school staff were conducted. Interviews were also undertaken with parents; students; and representatives of state education agencies, national governing boards, principals’ associations and teacher unions, alongside analysis of school and state policy documents. The resulting case study narratives described how each co‐principalship was initiated and either established or dis‐established. A discourse analysis of these narratives then examined how links between discourse, knowledge and power were being negotiated and challenged, as the new subject position of “co‐principal” was being constructed in New Zealand. This article analyses the significance of the similarities and differences in the women’s career backgrounds, motivations and strategies for moving into management positions. As they initiated their co‐principalships, the women variously went “against the grain” and/or co‐opted elements of the new public management corporate executive model for school leadership, which was introduced within the radical state restructuring during the late 1980s and early 90s in New Zealand.

Women and marketing have had a complicated relationship for a considerable time. They have often been involved with marketing‐type practices for longer than we have appreciated to date. Against considerable odds, some have carved out careers in academia and practice that have to be admired. The purpose of this paper is to explore the work of two pioneer contributors to marketing.

This paper engages in a close reading of the work of two female contributors. Their writing is placed in historical context which helps reveal the obstacles they had to overcome to succeed.

Female teachers, lecturers and practitioners had an important role to play in theorising consumer practice and helping people to successfully negotiate a complex marketplace replete with new challenges, difficulties and sometimes mendacious marketers seeking to profit from the limited knowledge consumers possessed.

This paper explores the writings of a practitioner and scholar respectively whose work has merited only limited attention previously. More than this, it links the arguments that are made to the papers that appear in the rest of the special issue.

THE thoughts of all librarians, chief librarians in particular, are now turned upon the annual conference of the Library Association at Manchester. We understand that all the projects of the conference, which we have commented upon in earlier issues, are proceeding satisfactorily. By this time most of our readers who intend to go will have obtained their accommodation in the city. But we advise those who have not done so to delay no longer.

National and international ethics associations serve an important purpose in the development of resources which can lead to ethical behaviour in organisations. They bring practitioners and academics together, promote discussion and foster excellence through the presentation and subsequent publication of papers. One purpose of this journal is to publish selected papers from the annual conference of the Australian Association for Professional and Applied Ethics. Our intention is that each year there will be one issue devoted to a theme and one to papers from the conference. Volume 8 was the first themed volume under our editorship, the festschrift in honour of Patrick Primeaux; Volume 10 will have the theme moral saints, moral exemplars and moral heroes.