Search results

Objectives:

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This qualitative case study provides a detailed description of the ways a Kindergarten/Grade 1 teacher in a Gulf Islands school, located on Canada’s west coast, integrated place-based education in her practice with young learners. The teacher’s integration of place-based knowledge over a school year, and her incorporation of traditional knowledge linked to local Coast Salish ways of knowing, was in response to the British Columbia Ministry of Education’s mandate to include local Indigenous ways of knowing in all classrooms. This study also reveals the ways an Indigenous educator affiliated with the school district and local community members provided the teacher and students with deeper understandings of Salt Spring Island from a historical, place-based, and Indigenous knowledge perspective. Specifically, the Indigenous educator and community members shared their knowledge on the vegetation on the island and shared information about the animals that lived on or near the island. Throughout the study, the teacher drew on a “critical pedagogy of place,” which focuses on the ecological aspects of place and the tenets of critical pedagogy. This study documented the ways the teacher included local Indigenous knowledge in her practice in culturally relevant and appropriate ways – primarily through outdoor learning experiences. The children also shared their perspectives on these learning experiences. In this study, the place-based learning opportunities provided to the children enabled them to acquire rich insight on the history and ecology of their community and island.

This article aims to constructively critique the new global methodology for evaluating the effectiveness of anti-money laundering regimes against defined outcomes.

With surprisingly little discussion at the intersection of the money laundering and policy effectiveness and outcomes scholarship and practice, this article combines elements of these disciplines and recent peer-review evaluations, to qualitatively assess the Financial Action Task Force’s (FATF’s) anti-money laundering “effectiveness” methodology.

FATF’s “effectiveness” methodology does not yet reflect an outcome-oriented framework as it purports. Misapplication of outcome labels to outputs and activities miss an opportunity to evaluate outcomes, as the impact and effect of anti-money laundering policies.

If the “outcomes” of the “effectiveness” framework do not match the crime and terrorism prevention policy goals of nation states, the new “main” component for assessing the effectiveness of anti-money laundering regimes potentially detracts focus and resources from, rather than towards, intended policy objectives.

There is a dearth of scholarship whether the global anti-money laundering “effectiveness” framework is sufficiently robust to assess effectiveness as it purports. This article begins addressing that gap.

I THOUGHT, shall I write a vigorously reproving letter to John Saunders, County Librarian of Surrey, or shall I fulminate in public instead? As you would expect, I chose the latter.

This study investigates perceptions regarding generic skills future entry-level accountants and auditors will require. Such soft or pervasive skills are necessary to operate effectively in the future world of work. Prior research mainly explores generic skills from an attribute-based perspective, while this paper combines it with an activity-based perspective in generic skill profiles of accountants and auditors.

Following a mixed methods research approach through focus group discussions and a survey involving more than 3,000 professional accountants and/or auditors, the study uses data from the Southern African region (South Africa, Zimbabwe and Namibia) to determine views on the competency needs of future accountants and auditors. An exploratory factor analysis was conducted to determine whether categories of generic skills for future entry-level accountants and auditors differ.

Four generic skills factors emerged as essential for future entry-level chartered accountants (CAs): digital, decision-making, organisational and business acumens. Three generic skill factors emerged for future registered auditors (RAs): digital, practice and commercial acumens. The results show that generic skill profiles of CAs and RAs, who are members of an accounting body differ and that both the context, related to an activity-based perspective, and individual or internal abilities, related to an attribute-based perspective, matter.

The study extends generic skill theory by identifying broad categories of generic skills (referred to as acumens) for future accountants and auditors.

Insights from this paper facilitate a comprehensive understanding of the generic skill profile approach, combining attribute-based and activity-based perspectives, and this could assist accounting educators, practitioners and professional bodies to better prepare entry-level accounting and audit professionals for the workplace.

The study identifies broad categories (digital, decision-making, organisational, business, practice and commercial acumens) within generic skill profiles of CAs and RAs and shows that generic skills do not operate independently and should be viewed as an interdependent set or constellation of competencies.

THE proposition that British library schools should examine their own students is not a new one. As long ago as 1954, Roy Stokes put the question bluntly to the profession. In those days his was a voice crying in the wilderness. The profession at large was not ready for such a development, and continued to adhere to its long held view that the Library Association should examine the products of the schools, while the schools confined themselves to teaching.

WE are pleased to devote this Special Number of THE LIBRARY WORLD to a discussion of Irish libraries and librarianship. Our contributors are all distinguished members of the profession in Ireland, none more so than Dermot Foley, to whom we are greatly indebted for having convened this issue.