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WE have to announce with deep regret the death of Mr. I. Chalkley Gould, founder and director of the Library World since its establishment in 1898. Mr. Gould was a member of an old Essex family associated with Loughton and its neighbourhood, and was born in 1844, his father being the late George Gould, of Traps Hill House, Loughton. His connection with the firm of Marlborough, Gould & Co. and other stationery and printing concerns led him many years ago to give some attention to library and museum work, towards which he had always been attracted because of his personal interest in archaeology and literature. In this way he became associated with many museums, libraries and antiquarian societies, and identified himself more particularly with the movement for the preservation of ancient British earthworks. He was a Fellow of the Society of Antiquaries, vice‐president of the Essex Archaeological Society, the Essex Field Club, and the British Archaeological Association. Within recent years he acted as hon. secretary of the Committee for Recording Ancient Earthworks and Fortified Enclosures—a committee for the formation of which he was largely responsible and in the work of which he took a very deep interest. He was chairman of the Committee for the Exploration of the Red Hills of Essex—an important undertaking which is not yet completed. He also contributed several valuable papers to the Victoria History of Essex, and assisted the editor of that publication in revising the earthworks sections of other counties.

The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in the Singapore classroom.

This exploratory study adopts a cultural approach of viewing teaching and learning and compares classroom practice in two countries – Japan and Singapore. Contextually, the cultural differences in beliefs and values define how educators learn about what is “good” teaching.

The cultural script of teaching of the science lesson case values the setting of learning tasks that encourage a variety of ideas. It also sets a tone of inquiry-based learning where students are open to questioning, the formulation of ideas and the presentation of solutions. In the science lesson case, the teacher aimed at providing opportunities for students to think for themselves and to engage in group discussion. This study identifies key aspects of the science lesson for revealing the teaching script based on a cross-cultural lesson analysis. Figure 1 summarizes such facets of teacher teaching and student learning in detail as a result of the lesson analysis. Furthermore, it draws attention to recognizing areas of the lesson script which the Japanese team found effective/ineffective as well as identifying the Singaporean team's reflections on feedback from Japanese educators.

Through this study, the research team raises the following questions. Are there common practices that make for effective learning and if so what are these? From the perspectives of Japanese and Singaporean researchers and educators, what might be the different elements of teaching that will bring about better student learning?

An important avenue for inquiry in teaching is how to create teaching-learning processes that nurture students’ ability to deal with the unexpected as well as their application skills – competencies that are required of students to function in the twenty-first century. The research team suggests a cross-cultural analysis approach for future research investigating the cultural script of teaching.

PERHAPS there is no library topic more interesting both to librarians and to the public whom they serve than the ethical influence of the fiction which forms such a large percentage of the circulation of the average Public Library. Opinions will probably always differ widely as to whether individual novels are moral or immoral, and yet it should be possible to establish some criteria of morality in fiction to which the majority of us would be willing to consent.

Under the terms of a multi‐million pound export deal Crawley‐based Redifon Simulation Limited will supply flight simulators for the new 757 and 767 airliners to the Boeing Commercial Airplane Company in Seattle.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.

The purpose of this paper is to make recommendations to address the four limitations of Singapore’s Corrupt Practices Investigation Bureau (CPIB).

The paper begins by attributing Singapore’s reputation as the least corrupt Asian country to the CPIB’s four strengths: its independence from the police; its adequate staffing and funding; its adoption of the total approach to enforcement; and its impartial enforcement of the anti-corruption laws. It then proceeds to identify the CPIB’s limitations and provides four suggestions to address these limitations.

The sentencing of Edwin Yeo, a senior CPIB officer, to ten years’ imprisonment on 20 February 2014 for misappropriating US$1.76 million for nearly four years reveals that there were weaknesses in the CPIB’s internal controls and procurement procedures in spite of its effectiveness in curbing corruption. This paper recommends that the CPIB addresses its four limitations by strengthening its internal controls and procurement procedures; enhancing public trust and confidence by further improving its outreach to the population; improving the external oversight of its activities; and developing its in-house research capabilities.

This paper will be useful for those scholars, policy-makers, and anti-corruption practitioners who are interested in how the CPIB can further enhance its effectiveness even though Singapore is perceived as the least corrupt Asian country.

This paper considers the determinants of residential values from a hierarchical approach based on market experience using a system of Likert Scaling. The approach is tested initially by statistical methods based on a stepwise selection in an ordinary least squares model. The results, however, seem to indicate the presence of multicollinearity, and ridge regression is used to screen the variables and to help select the appropriate model. The study was carried out in Singapore in relation to the rental value of a cluster of 114 high rise apartments in the prime Orchard Road area. The data were collected by Yeo Swee Ching, and both he and Lee Hin Tak used them as a basis for their student dissertations under the author's guidance. This paper sets out some of the methodology and findings of the investigations.

Two years have now passed since the appearance of the first hushed rumours that certain Local Education Authorities were preparing to make revolutionary changes in the national organisation of craft apprenticeship. Some schemes have been abandoned, others postponed — perhaps indefinitely. One has the impression that some LEA's, themselves with schemes half‐prepared, are waiting to see which way the wind will blow; if there has been a race, it has been one in which the runners were constantly looking over their shoulders. Rumour and doubt were removed by Middlesex County Council in their recent announcement of plans for a County Apprenticeship Scheme. Disarmingly simple and direct, the plan introduces changes which are scarcely perceptible. Yet if adopted unchanged by further authorities the scheme will open the way to a complete revolution — undoubtedly a desirable revolution — in craft apprenticeship.