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Research demonstrates that the PFI process in its current form is not well designed for the procurement of housing and residential care within the Health Service. This paper draws conclusions and recommendations for using the PFI more effectively in this domain.

THE Manchester School of Librarianship was founded in October 1946, one of the original five schools opened in the autumn of that year. It was attached to the Department of Industrial Administration in the Manchester College of Science and Technology and was thus something of an exception, as the majority of schools of librarianship were attached to Colleges of Commerce or general Colleges of Further Education. As accommodation was very limited in this rapidly expanding college, the then City Librarian of Manchester, Charles Nowell, kindly offered the use of two rooms in the Central Library, so after a brief period in the College building, the students were moved to the Central Library, though the School remained administratively a part of the College. Many former students must have memories of those two curving rooms, the Manchester Room and the Lancashire Room, with their old‐fashioned school desks.

The expected return on major investment by Aerospace Forgings Ltd, in CAD/CAM and computer‐controlled die‐sinking machine tools has only been fully realized with a switch from high speed steel (HSS) to solid and inserted carbide cutting tools which have been supplied by Stellram of Melksham.

This paper aims to provide a history of relational perspectives in marketing practice from the nineteenth through to the twentieth century.

This paper engages in a systematic reading of published histories of retailing practice using the key attributes of transaction and relationship marketing as a conceptual framework to interrogate whether earlier practitioners were committed to either approach.

This paper supplements the studies conducted in other domains that undermine the idea that relational practices were rejected in favor of transaction-type approaches during the industrialization of the USA and Canada.

The content of this paper provides textbook authors with a means to fundamentally revise the way they discuss relationship marketing. It has a similar pedagogic utility.

This paper studies the writings of practitioners known to be pioneers of retailing to unravel their business philosophies, comparing and contrasting these to known attributes of relationship marketing. It deals with an historical period that has not previously been studied in this level of detail by marketing historians.

This chapter adopts a reflective approach exploring and setting out the contrasting factors that led to the establishment of the subdiscipline in both countries. The factors included the role of key individuals and their respective academic backgrounds and specialisations within each country’s higher education system. Furthermore, attention is given to the particular circumstances in a case analysis comparison of the oldest programs in Aotearoa/New Zealand and Australia. This sheds light upon the factors linked to the disproportionate success profile for the sociology of sport in Aotearoa/New Zealand. An analysis of scholars and programs within each country reveals important differences aligned with the politics of funding and the variety and extent of systematic structures. Additionally, scholars’ specialisations and preferences reveal a broad offering but are primarily linked to globalisation, gender relations, indigeneity and race relations, social policy, and media studies. This work has been undertaken variously via the critical tradition including Birmingham School cultural studies, ethnographic and qualitative approaches and, more recently by some, a postmodern poststructuralist trend. Lastly, along with a brief discussion of current issues, future challenges are set out.

Describes the circumstances surrounding, and difficulties in, the publication of the original edition of the Directory of Rare Books and Special Collections in the United Kingdom and Ireland in the early 1970s. Explains the need for a revised edition and describes work in progress to update the information, as well as the problems involved in the revision. Indicates the likely publication schedule of the new edition.

In this chapter, we contribute to the conceptualization of self by engaging in a self-study of teacher education practices in which we distilled our perspectives on incorporating mindfulness in teacher education. Mindfulness is currently incorporated in teacher learning and education mostly toward stress-reduction and well-being, yet its ancestries stress its role as a path toward self-knowledge. Working in teacher education departments set in Israel, on the one hand, and Canada, on the other, we describe the place of the practice in our personal lives and articulate how we view its contribution to teacher education. Specifically, we focus on how “self” features in our endeavors, by examining “who it is” in the teacher that we seek to evoke/invoke by the application of mindfulness? We engaged in dialogue and reflective writing, in which each of us served as the other's critical friend in an attempt to clarify our different views. Oren emerges with a view of mindfulness as invoking “self as moment-to-moment experience” and the “teleological self,” both crucial for teachers. These senses of self mobilize us away from sociopolitical identities toward human-to-human relationships and reground teachers in the values they view as core to their call to teach. Conversely, Karen stresses the practice as a primer for situating the self in the sociopolitical. It enables deeper engagement in critical pedagogy, invoking teachers' “fluid self” situated in open-mindedness. Here mindfulness becomes a practice of social justice that allows us to acknowledge marginalized voices. Highlighting these different approaches, we contribute to the understanding of the role of mindfulness in teacher education. In particular, we extend the practice's main positioning within teacher well-being to its role within the discourse of teacher identity.

We have observed in the reports of those engaged in the administration of the Acts several references to the practice of milking so that a portion of the milk is left in the udder of the cow, this portion being removed subsequently and not included in the milk sent out to customers. The inspector for the southern division of the county of Northampton reports that on a sample of milk being found deficient in fat to the extent of 17 per cent., a further sample was taken at the time of milking when a milkman was found to be not properly “stripping” the cows. He was warned. The analyst for the county of Notts writes: “The first strippings obtained before the milk glands have been normally excited by the milking are very low in fat yet are “genuine” milk in the sense that nothing has been added to or taken from it. It is nonsense to talk of genuine milk in the sense that everything that comes from the udder of the cow is to be taken as genuine milk fit for sale.” In a case tried before the Recorder of Middlesbrough, one witness said that among some farmers it was a common practice not to “strip” cows until after the milk was sent away.

This paper focuses on the role of myth in group identity maintenance. It begins by looking at the occupational group, but broadens to show how subsociety and the larger society affected the group's identity and actions. Mississippi Delta blues performers’ use of myth serves as the historical example, and this analysis shows how the group reacted to living in a segregated and racist society. Analysis of songs demonstrates how myth can play a role in tying together this subordinated group in society and perpetuate myth. How the blues subculture still employs these myths today is also addressed.