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Sirsi Corporation markets an automated system called the Unicorn.™ Unicorn is available in several models to serve the needs of libraries of several different sizes. The smallest system is designed for libraries with fewer than 5000 titles; the largest system has a 600 Megabyte hard disk.

Unicorn and STILAS are multiuser client/server systems developed in and for the Unix environment to automate all aspects of information management, from cataloging and authority control to intelligent access of non‐SIRSI databases. In keeping with the client/server concept, SIRSI has introduced a graphical user interface (GUI) to Unicorn and STILAS. The SIRSI system provides a path to information both inside and outside the library. SIRSI provides a standard interface, an “Intelligent Interface” client to diverse database systems and other vendors' library automation systems. SIRSI's Reference Database Managers provide an intelligent connection to locally mounted reference databases. SIRSI's VIZION, a stand‐alone desktop client, provides an automatic graphical user interface to hundreds of online sources of information and services available through the Internet and via modem. Furthermore, SIRSI has recently introduced WebCat, which facilitates mounting and access to the complete catalogs and other services of libraries over the Internet's World Wide Web.

Sirsi Corporation has developed a CD‐ROM interface for its integrated library system that provides access to MARC databases now available in that format. The MARC databases can be used in either an online or interactive mode. In the online mode, a host computer directly accesses the CD‐ROM via a microcomputer. In the interactive mode, a staff member selects records from the CD‐ROM and uploads them to a host computer.

The Unicorn Collection Management System, developed by Sirsi Corporation, is an integrated library system consisting of the following modules: bibliographic and inventory control; circulation; enhanced public access with Boolean, truncation and adjacency searching; academic reserves; acquisitions; serials control; authority control; materials booking; and electronic mail. The system stores and displays records either in a short form, full‐MARC, or library‐designed format. Online and offline interfaces to biblio‐graphic services such as OCLC are available. Written in C for use with the UNIX or XENIX operating systems, Unicorn can be acquired as a total turnkey system or as software only. A sidebar describes the installation and use of Unicorn at Nashville Tech.

Six vendors discuss the issues that most affect their role in the implementation of integrated systems within libraries. Major areas of concern include: 1) expectations versus reality, 2) the nature of the vendor‐library relationship, and 3) the challenges of incorporating new technology and standards.

Have you ever wished your IBM‐compatible PC ran faster? Not everyone can afford a new AT, but for a few dollars and an hour's effort, you can increase the speed of your PC from five to ten percent. The secret of this increase is the new NEC V20 chip.

This paper aims to discuss how sex and relationship education (SRE) could benefit from considering current levels of young women's empowerment in (hetero)sexual relationships and challenge popular notions of twenty‐first century young women “having it all” and occupying powerful relational and sexual positions.

This study employed a qualitative research design. Young women were interviewed in focus group and follow‐up single interview discussion. The generated talk was then transcribed and critical discourse analytical techniques were employed to analyse the dialogues of the more sexually experienced young women to explore their narratives.

In contrast with popular images of sexually experienced young women enjoying promiscuity and caring little about the consequences of their sexual actions, this paper displays how some young women continue to struggle with their (hetero)sexual relationships, and particularly their first experiences of sexual intercourse. The young women in the study did not necessarily experience “empowered” love and sexual relationships, rather their talk about their relational and sexual experiences revealed uncertainties, dissatisfactions and compromises.

This study explores eight discourses from the sexually experienced, six of whom were young mothers, and two discourses of whom were not mothers at the time of interviewing. Accordingly, the discussed perspectives and experiences originated from the sexually experienced, and predominantly from young mothers, and the conclusions drawn are specific to this research context. Future studies could explore the extent to which the discussed findings may also be relevant to other groups of young women.

This paper contributes towards considerations of the inter‐relationships between current public health and wider social, cultural and educational issues. By taking young women's own concerns seriously and organising the content of educational classes around young people's interests and concerns, SRE can increase its potential to impact on the quality of young people's love and sexual relationships over and above reducing teenage pregnancies and sexually transmitted infections (STIs).

The historian Patrick Wolfe reminds us that the settler colonial logic of eliminating native societies to gain unrestricted access to their territory is not a phenomenon confined to the distant past. As Wolfe (2006, p. 388) writes, “settler colonizers come to stay: invasion is a structure not an event.” In the Gulf of Carpentaria region in Australia’s Northern Territory this settler colonial “logic of elimination” continues through mining projects that extract capital for transnational corporations while contaminating Indigenous land, overriding Indigenous law and custom and undermining Indigenous livelihoods. However, some Garawa, Gudanji, Marra, and Yanyuwa peoples are using creative ways to fight back, exhibiting “story paintings” to show how their people experience the destructive impacts of mining. We cannot know yet the full impact of this creative activism. But their body of work suggests it has the potential to challenge colonial institutions from below, inspiring growing networks of resistance and a collective meaning-making through storytelling that is led by Indigenous peoples on behalf of the living world.

The probable effect of an ageing population on the recruitment of employees in the car rental business is examined. Fewer young people will be coming forward. Older workers and women may fill the gap but new patterns of employment may be needed: both full‐time and part‐time, job sharing and second careers. Productivity targets and insurance and pension costs may need to be adjusted but older employees, in particular, can be more disciplined and loyal and bring with them a wealth of talent and experience.

The purpose of this paper is to present learning on the strategies used by cooking skills practitioners and the programme theories, behaviour change mechanisms/contexts and intended outcomes associated with these in varied contexts.

Grey literature from Scottish cooking skills courses were reviewed using realist principles. Intervention implementation variables were identified and iteratively coded to uncover intended intervention strategies and programme theories. The lack of robust evaluation processes and outcome data in the grey literature prevented the testing of intended programme theories against outcomes. Alternatively, implementation strategies were aligned against behavioural-theory constructs contained in national guidance. Prioritised theories were further clarified/refined using practitioner and participant focus group data. Learning was used to inform future practice/evaluation.

Courses targeted and reached vulnerable individuals. Practitioners articulated multiple theories and assumptions about how strategies may work. Numerous strategies and behaviour constructs were used to target, tailor and reinforce cooking/food and wider social outcomes. Mechanisms were assumed to be triggered by different contexts and lead to varied outcomes. Strategies used were consistent with evidenced behaviour change constructs and guidelines. Interventions aimed to achieve non-cooking/social outcomes as well as cooking ones – including potential mediators of cooking behaviour, e.g. self-confidence. Contexts facilitated/limited the use of certain strategies. Limitations in course design, reporting and self-evaluation need to be addressed.

Recommendations for improving intervention commissioning, design and evaluation using realist principles are provided.

Learning addresses gaps in knowledge about the implementation of cooking skills interventions identified from systematic reviews and can improve course design and evaluation.