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This paper analyses Environmental Sustainability (ES) policies of the hotel industry in New Zealand (NZ) and compares them with a recognised global standard – the Global Reporting Initiative (GRI).

The study considered ES policies of ten major hotel groups (consisting of 208 accommodation providers) in NZ and employed content data analysis using Leximancer software to identify the themes relating to ES and benchmark them against the GRI standards.

Firms in the sample are lagging behind in regard to ES practices in comparison to GRI. Firstly, they did not follow the global standard guidelines strictly in reporting their environmental impact; secondly, they have not quantified the impact or related reductions to environmental damage and thirdly, they did not cover all relevant impact areas as outlined by the GRI in reporting some ES initiatives already in place.

The research findings are based on the content data from websites and their executions were not validated. In addition to GRI, there could be other global organisations that can be used for future research.

This study confirms the prior research findings on environmental impact in NZ, induced by tourism-hospitality sector, and provides an opportunity for the practitioners to reflect upon and develop environmental policies in line with global practices such as GRI.

Prior studies on analysing ES of the businesses in the hotel industry are scarce. To the best of our knowledge, no prior study has attempted to analyse online content data of the NZ hotel industry to examine sustainability policies and practices and compare them against any global standard.

This paper explores sexual health, the problems faced by women with severe and persistent mental illness (SPMI) in attaining sexual health, and concerns about sexual vulnerability. It goes on to look at the difficulties faced by women detained in a medium secure unit. It describes the development, running and evaluation of a pilot sexual health group aimed at meeting some of the needs highlighted in the literature.

This chapter outlines the successful community engagement process used by the authors for the Kinship Online project in the context of Indigenous methodological, epistemological, and ethical considerations. It juxtaposes Indigenous and western ways of teaching and research, exploring in greater detail the differences between them. The following chapter builds on and extends Riley, Howard-Wagner, Mooney & Kutay (2013, in press) to delve deeply into the importance of embedding Aboriginal cultural knowledge in curriculum at the university level.

The chapter gives an account of an Office for Learning and Teaching (OLTC) grant to develop Indigenous Online Cultural Teaching and Sharing Resources (the Kinship Online Project). The project is built on an existing face-to-face interactive presentation based on Australian Aboriginal Kinship systems created by Lynette Riley, which is being re-developed as an online cultural education workshop.

A key consideration of the researchers has been Aboriginal community engagement in relation to the design and development of the project. The chapter delves deeply into the importance of embedding Aboriginal cultural knowledge into curriculum at the university level. In doing so, the chapter sets out an Aboriginal community engagement model compared with a western research model which the authors hope will be useful to other researchers who wish to engage in research with Aboriginal people and/or communities.

Hardly surprisingly, like many fellow Glaswegians, I grew up believing that the language of the majority of my fellow citizens was slang¹ and hence to be disparaged, if not altogether despised. The fact that we were all equally able to express ourselves in Glaswegian or varying degrees of “Standard” English was conveniently overlooked. The hegemonical dominance of the “Standard” was total. Our native tongue was to be extirpated as rapidly as possible if we wanted any social advancement at all and in working class Glasgow in the 1960s and 1970s social advancement was a major item on many a personal agenda. The multilingualism now so much à la mode was never an issue. Implicitly we were indoctrinated with notions of transient bilingualism whose goal, like that of the 19th and 20th century social missionaries in the Celtic areas of Scotland (and elsewhere), was to teach us the English in order that we forget the Glaswegian.

This Institute announces a joint Printed Circuit Symposium to be held in conjunction with the European Institute of Printed Circuits, known as the ‘European Printed Circuit Convention’. The venue will be The Old Ship Hotel, Brighton, and the dates 4th and 5th June, 1986.

This chapter came about, after five years of working with the Ngadjuri community on speculative student cultural centre designs. Ideation for those conversations and studio-based interactions, in addition to time and cultural tours spent on Country, revealed a variety of opinions and hopes that exist within the Ngadjuri community for a place to celebrate their cultural heritage. This heritage has an incredible history, and the idea of a cultural centre has been topical since the late Uncle Vince Copley Senior worked with other Ngadjuri community members such as Robert Rigney, on Country and in an advocacy role for Ngadjuri more than 30 years ago. This series of yarnings from a two-part transcription process re-awakens those desires of Elders now passed. The transcriptions are complemented with literature around yarning as a research methodology that delivers current, immediate, and insightful personal thoughts, although only as personal as the lead yarner wishes to share. In addition, the literature contextualises the key themes of which the yarnings divulge. Research has indicated how yarning interactions and interrelationships create a unique dynamic between the researcher and the community members. It is these rich experiences where knowledge is shared in a two-way exchange that is noteworthy for the galleries, libraries, archives, and museums [GLAM] sector. GLAM sector priorities must implement policy to pursue future Indigenisation of their epistemological methods and ontological systems. To address any future data curation of Ngadjuri cultural heritage materials on Country or in GLAM, hearing the personal stories and desires seemed timely and necessary.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.

LIBRARY ASSOCIATION CONFERENCE affairs occupy our foreground this month of course. The Llandudno meeting will, we understand, be the last to be held in the spring. Various considerations, weighty enough, have made the early meeting undesirable. Municipal and county library authority members are occupied with elections and university and college librarians are pressed with imminent examinations. September, therefore, will hereafter be conference month, which, for those who so regard conferences, makes them a welcome extension of summer holidays. It also intrudes them into the holiday season and increases their cost and the difficulty of accommodating so large an assembly in halls and hotels.

As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), nonrecursive chains of effects (“domino effects” in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how the application of this framework can help intervention scientists to achieve their goal of positively influencing students’ lifelong trajectories, especially in times of change and uncertainty.