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The first careers master to be appointed in a public school was almost certainly Stephen Foot, who took on the job at Eastbourne College in 1920. Until then careers advice had been regarded as mainly the province of headmasters. In his autobiography Three Lives, published in 1934, Mr. Foot attributed the rapid spread of such appointments to other schools partly to a series of articles he wrote in Daily Telegraph, following which he was overwhelmed with requests for help not only from schools and parents all over the British Isles but also from countless parents stationed abroad. He wrote:

We've been living in a homogenous world, you know a world centered on and seen through the language perceptions of men. The consequences of this for everything that we take for granted, for all our assumptions are very deep. Feminism, in the sense I use it, is a radical complexity thought in the process of transforming itself. It is a kind of breaking open of not only the oversimplification but of the lies and the silence in which so much of human experience has been cloaked. Too much has been left out, too much has been unmentioned, too much has been made taboo. Too many connections have been disguised or denied. (Interview with Adrienne Rich, Christopher Street, Jan. 1977, pp. 9–16.)

The Personnel and Training Management Yearbook and Director appears in its seventh edition from its consultant editorial board of Michael Armstrong, Terry Ball and Terry Page — a formidable team combining business, personnel, and journalistic interests and experience.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).

Serially published bibliographies raise a number of issues across all areas of library operations and generate a bewildering array of policies, procedures, and problems. Initially there is the question of collection development and acquisition: Are these titles to be identified and purchased individually for their specific subject coverage, or are they to be placed on standing order? The answer to this question may depend on whether the individual titles are to be classified together as a series or separately by subject. A library may choose to purchase such series selectively or comprehensively. Sometimes the format of the series is a factor. Are the individual volumes numbered or otherwise prominently identified as part of an ongoing series, or are they a little more separate in their identity? Their physical location within a given library's collections may also be a consideration: Will they be located in the reference collection, in the general book stacks, or in a special collection or branch? Ultimately, there is the question of their access and use. Will patrons be able to find these bibliographies through public catalogs and/or indexes and abstracts (in whatever their formats), or will reference librarians have to direct users to them? The answer to this question will very likely influence how the other questions are answered.

Some multi-owned housing developments do not appoint an external strata manager. The purpose of this paper is to highlight how governance is negotiated when there is no strata manager in place.

A semi structured interview was conducted as a case study to contrast and highlight issues that occur where no strata manager is in place.

The lack of a manager presented particular difficulties when negotiating outcomes. A market gap is identified highlighting implications for how strata managers may increase future market penetration.

The number and spatial occurrence of strata titled complexes operating without a formal governance structure in situ is not known. Further research needs to be undertaken in this area.

The resilience of Australia’s densification policies is dependent on how owners perceive and adjust to additional layers of governance. Difficulties arise for the individual and the scheme as a whole where no formal mechanism is operational.

As cities become more dense, multi-owned property is increasing. Where governance mechanisms fail, or fail to be implemented, sound governance outcomes may be problematic.

The issue of multi-owned property operating without or outside a governance structure has not previously been considered.

On April 2, 1987, IBM unveiled a series of long‐awaited new hardware and software products. The new computer line, dubbed the Personal Systems 30, 50, 60, and 80, seems destined to replace the XT and AT models that are the mainstay of the firm's current personal computer offerings. The numerous changes in hardware and software, while representing improvements on previous IBM technology, will require users purchasing additional computers to make difficult choices as to which of the two IBM architectures to adopt.