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The purpose of this paper is to investigate the potential susceptibility of eyewitness memory to the presence of extraneous background speech that comprises a description consistent with, or at odds with, a target face.

A between-participants design was deployed whereby participants viewed an unfamiliar target face in the presence of quiet, or extraneous to-be-ignored speech comprising a verbal description that was either congruent or incongruent with the target face. After a short distractor task, participants were asked to describe the target face and construct a composite of the face using PRO-fit software. Further participants rated the likeness of the composites to the target.

Recall of correct facial descriptors was facilitated by congruent to-be-ignored speech and inhibited by incongruent to-be-ignored speech compared to quiet. Moreover, incorrect facial descriptors were reported more often in the incongruent speech condition compared with the congruent speech and quiet conditions. Composites constructed after exposure to incongruent speech were rated as worse likenesses to the target than those created after exposure to congruent speech and quiet. Whether congruent speech facilitated or impaired composite construction was found to depend on the distinctiveness of the target face.

The results suggest that the nature of to-be-ignored background speech has powerful effects on the accuracy of information verbally reported from having witnessed a face. Incongruent speech appears to disrupt the recognition processes that underpin face construction while congruent speech may have facilitative or detrimental effects on this process, depending on the distinctiveness of the target face.

This is one of the first studies to demonstrate that extraneous speech can produce adverse effects on the recall and recognition of complex visual information: in this case, the appearance of a human face.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

In this paper, it is argued that previous estimates of the expected cost of equity and the expected arithmetic risk premium in the UK show a degree of upward bias. Given the importance of the risk premium in regulatory cost of capital in the UK, this has important policy implications. There are three reasons why previous estimates could be upward biased. The first two arise from the comparison of estimates of the realised returns on government bond (‘gilt’) with those of the realised and expected returns on equities. These estimates are frequently used to infer a risk premium relative to either the current yield on index‐linked gilts or an ‘adjusted’ current yield measure. This is incorrect on two counts; first, inconsistent estimates of the risk‐free rate are implied on the right hand side of the capital asset pricing model; second, they compare the realised returns from a bond that carried inflation risk with the realised and expected returns from equities that may be expected to have at least some protection from inflation risk. The third, and most important, source of bias arises from uplifts to expected returns. If markets exhibit ‘excess volatility’, or f part of the historical return arises because of revisions to expected future cash flows, then estimates of variance derived from the historical returns or the price growth must be used with great care when uplifting average expected returns to derive simple discount rates. Adjusting expected returns for the effect of such biases leads to lower expected cost of equity and risk premia than those that are typically quoted.

We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.

In a Report, issued on July 9, 1896, the Select Committee on Food Products Adulteration recommended the establishment of a central government scientific authority, who should act as a court of reference upon scientific questions arising under the Adulteration Acts, and who should be empowered, at their discretion, to prescribe standards and limits as to the quality and purity of food. It was rightly held by the Select Committee that the constitution of such an authority is an absolute necessity in order that the all‐important question of food standards may be duly considered and dealt with, and that all matters affecting the administration of the Acts and involving scientific considerations may be placed on a more satisfactory footing. The Committee also expressed the opinion that the formation of such an authority would result in the removal of many practical difficulties met with in the administration of the Acts, and would largely obviate the costly litigation in which public bodies, traders, and others are constantly liable to be involved under existing conditions. Nothing whatever has been done to give effect to the recommendation of the Committee in spite of the fact that the necessity for some such course of action as that indicated has been demonstrated beyond possibility of question, and that further evidence proving the wisdom of the Committee's suggestion is constantly afforded. The Islington brandy case provides the latest illustration of the extremely unsatisfactory conditions under which public bodies are required to administer the Acts and under which traders have to answer charges made against them. A local grocer was summoned by the Islington Borough Council for selling, as brandy, a liquid which was certified by the Public Analyst to contain 60 per cent. of spirit not derived from the grape, and which was therefore not of the nature, substance and quality of the article demanded. The vendor naturally referred the matter to the firm who had supplied him. The case was taken up by a traders' association, and, after five lengthy hearings, in the course of which much expert evidence was given on both sides, resulted in a conviction and the infliction of a penalty of £5 and £50 costs—an amount which probably represents only a fraction of the expense involved. For the present we do not propose to review the scientific evidence which was put forward by the prosecution and by the defence. There is no doubt that Mr. FORDHAM, the magistrate who heard the case, was perfectly right in taking the view that the term “brandy,” when unqualified, means a spirit distilled from wine or from fermented products of the grape. It is also perfectly plain that when a person asks for brandy and is supplied with coloured grain spirit, or with a mixture of grain spirit and true brandy, he is prejudiced, and that the vendor commits an offence under the Acts. The fact that the term “brandy” has been commonly applied to “silent spirit” coloured and flavoured to imitate true brandy, or to mixtures of brandy and alcohol derived from other sources than the produce of the grape, is not a legitimate excuse for the sale of such factitious articles as “brandy.” The great difficulty lies in differentiating by analytical means between the genuine article and the imitation. The vast majority of people, being utterly ignorant even of the elements of chemistry, labour under the impression that all that need be done in a matter of this kind is to tell the Public Analyst to “analyse,” and that full, exact, and absolutely definite information which nobody can call in question, will be forthcoming as a matter of course. The evidence given in the case under consideration is quite enough in itself to show the absurdity of this assumption. On the one hand the Public Analyst stated that he was satisfied, from the results of his general investigations in regard to brandy and from the results of his analysis of the sample submitted to him, that this sample contained 60 per cent. of spirit other than that derived from the produce of the grape. On the other hand, a number of analytical experts called for the defence asserted that in the present state of analytical knowledge it was perfectly impossible for any Public Analyst to arrive at the conclusion mentioned in regard to the sample in question, and that, as a fact, the analytical evidence adduced did not justify the statement made in the certificate on which the proceedings were founded. The defence do not appear to have denied that the Public Analyst might be right. In reality it appears only to have been contended that his analytical evidence was not, sufficient to prove that he was so. At any rate the experts called for the defence certainly did not prove by scientific evidence that he was wrong.

This issue is a selected bibliography covering the subject of leadership.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

To provide a video reflection model based on interactivity for teachers to facilitate disciplinary literacy and a culturally responsive pedagogy during video reflection. The model presents multiplicity of voices within the context of classroom activity crossing boundaries to expand teachers beyond their zone of proximal development for enhanced pedagogical practices.

Expansive learning as model of learning originates from the Cultural Historic Activity Theory framework. It enables viewing learner–teacher–technology interactions embedded within classroom walls that embrace diverse socio-cultural-historical practices. Given its connectedness to a responsive teaching-learning approach the model is adapted with the tenets of interactivity to help teachers with a professional learning tool to include, promote, and expedite pedagogical practices that reflect learner background through video reflection.

The video reflective model using four central question and five principles of the expansive learning matrix examines the various interactivities during a science class period to embrace and enhance a disciplinary literacy approach to teaching. The chapter provides details of opportunities on how the teacher uses this model to adopt a disciplinary literacy and responsive pedagogy approach. It provides directions on how to improve learner–technology interactivity and assist teachers to orchestrate other classroom technologies along with videos as teaching and learning artifacts.

Knowledge construction occurs in spaces that are hard to identify, that is to say that it is difficult to measure when, why, and how knowledge construction happens. By identifying, drawing connections, and making interconnections of the various activities and interactivities from their classroom worlds to lived practices through the tenets in our proposed reflective model the teacher will initiate, facilitate, and eventuate expansive learning and teaching processes. Thereby videos can highlight teacher’s motivations and contradictions when paired with this model and promote the examination of one’s practices to cross-boundaries that embrace the dynamics of learning and knowledge construction as and when it occurs.