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Partnerships for public mental health are common. At a national and regional level, partnerships are frequently developed in order to co‐ordinate programmes to deliver public health outcomes, such as tackling stigma (see me, 2010) or promoting recovery (Elament, 2010; Scottish Recovery Network, 2010). At a European level, public mental health partnerships commonly exist to enhance learning and knowledge exchanges commonly between countries. While these partnerships are valuable, there is an increasing recognition that public mental health programmes must be embedded, shaped and realised at a regional level. Thus regions are not ‘implementers’ of national public mental health policy, but instead should be recognised and empowered to inform policy and practice. This approach was taken in Scotland when the national programme for mental health was renewed through a highly devolved and participatory consultation process and publication of Towards a Mentally Flourishing Scotland (Scottish Government, 2009). Against this backdrop, we examine a different model of partnership working; regional‐level international collaborations. This case study explores 'FINLAN': a collaboration between Lanarkshire Mental Health Improvement Group in Scotland and The South Ostrobothnia Project in Finland.

Considers rhetoric and discourse in financial accounting and how rhetoric/discourse was employed by the directors of a New Zealand property company. The particular case cited is that of the New Zealand Land Company 1882‐1890. Shows how land may be transferred from indigenous owners and redistributed by means of various discursive and accounting techniques. The sources used include archival records, parliamentary reports and articles from contemporary colonial newspapers. Concludes that the accounting information available provided a legitimizing discourse, which enabled some to benefit at the expense of others. Many of these observations are believed to be timeless.

This study examined and traced the relationship between, and the influence of, the official standards documents of the Commonwealth of Virginia, and the related day-to-day lesson planning and implementation of a pair of co-teachers. Using a case study methodology alongside a conventional content analysis we traced the processes of how these policy texts (the Standards of Learning [SOLs] for World History) were connected to and activated within the daily routines of these teachers who taught struggling students in a high-stakes testing context. The findings illustrated how the policy texts and discursive practices emerging from the State’s SOLs constituted a level of pedagogical governance that saw these teachers organize instruction clearly designed to support student recall on the end of year multiple choice test. Our work recognized the power of policy texts as they interact with teachers. The significance of unpacking policy documents in order to examine issues of power, symmetry and potential areas of negotiation in the planning and implementation of instruction for teacher educators is discussed.

This paper aims to argue that in the short history of New Zealand banking, political experimentation, based at first upon socialist ideology of the 1940s led to the nationalisation of The Bank of New Zealand (BNZ), followed by a period of neo‐liberalism in the 1980s and early 1990s in which the bank was privatised. It further argues that the establishment of Kiwibank Ltd in New Zealand at the dawn of the twenty‐first century was a return to the political ideology of the 1940s.

The paper discusses the nationalisation and subsequent privatisation of the BNZ and draws a parallel between the perceived banking environment as it existed in New Zealand in the twentieth century and as it existed at the establishment of Kiwibank. By way of context setting it also discusses the political environment as it relates to the nationalisation of the Bank of England.

The paper finds that in New Zealand, political experimentation, not commercial pragmatism, was the underlying motivating factor for the state's involvement in banking.

The paper contributes to the pool of knowledge regarding the political motivations behind nationalisation and state ownership of banking assets. The article is of interest to economic and political historians as well as those who study New Zealand political party history. Future policy makers could do well to reflect upon the motivations for state ownership of banking assets by asking if their decisions are driven by ideology or economics.

Engages in debate regarding immigrants and ethnicity in the USA. Research, based on second‐generation West Indian immigrants, shows ethnicity has very real implications for immigrants’ life experience. Suggests that black immigrants complicate the slight understanding of blackness in general, but also the understanding of identity development.

In recent years, concern has been expressed that emphasis upon scientific and technological progress may have resulted in the relative neglect of the humanities, both in societal culture generally and in preparation for positions of social leadership. At present, the role of the humanities in educational administration preparatory programs is, by and large, negligible. A review of the literature suggests that there are at least three rationales which would support the introduction of humanities content into such programs: (1) to generally “liberalize” the student through broad exposure to humanistic content; (2) to train the administrator in purpose definition and value sensitivity through focused reading of philosophy and literature; and (3) to develop creative capacities in the prospective leader through the study of literature and other arts. It is recommended that attempts should be made to incorporate humanities content into preparatory programs in educational administration, that initial efforts should stress the latter two of the three above rationales, and that the endeavor should be undertaken in a preparatory institution by a three‐man team consisting of a humanities scholar, a professor of educational administration, and a school administrator.

SO much interest has been aroused by our Editorial in the July number of The Library World, that we have decided to open a discussion of the project by all librarians who may be interested in the subject. As will be gathered from the communications printed below, the proposal which we made has been received with favour, namely :—That, in order to secure the full value of his magnificent endowed libraries for the public benefit, Mr. Andrew Carnegie should follow his action of creating numerous libraries to a logical conclusion by establishing a College of Librarianship, from which competent officers could be obtained to organise and manage his libraries. Indeed, it is the only practical solution of the difficulty which must presently arise, unless it is Mr. Carnegie's desire that local authorities be left as heretofore, to appoint as librarians any political or local pet who happens to be in the ascendency at the moment.