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This paper aims to examine whether greater consideration should be given to the timing of sexual health interventions within the calendar year.

The paper uses a review of the literature.

The evidence points to seasonality in a number of areas of sexual health among young people, including: the timing of first intercourse and conceptions, both of which peak in the summer and over Christmas; abortions which peak approximately two months later in February and late summer and sexually transmitted infections, which peak over the summer and autumn. In the case of conceptions there is evidence that the seasonal pattern among young people is different from that of adults. Potential explanations fall into four main categories: biological; behavioural; social, and service‐related.

Many of the studies included in this review are from the USA, and some are based on either small samples or specific risk groups, which raises questions of representativeness and generalisability. Further, it is notable how little research there has been regarding seasonal variations in other aspects of sexual behaviour, such as risk reduction practice and other potential explanatory factors such as health‐seeking behaviour and availability of services.

The findings consistently point to periods of heightened sexual activity among young people in the summer and over Christmas, and suggest that greater consideration should indeed be given to the timing of sexual health interventions within the calendar year.

To the best of the authors' knowledge, no other review of this kind has yet been found.

New Zealand continues to struggle with interpreting and implementing its current policy of inclusion, especially as it relates to children traditionally known as having “special educational needs”. The purpose of this paper is to trace the discursive development of institutionalised Special Education in New Zealand and examines how the funding and policy mechanisms of neoliberalism within which rights-based inclusion was introduced have complicated the planning and delivery of services in schools.

The paper draws on Gillian Fulcher’s (1989) discourses of disability as they are expressed through policy documents and educational reports to examine the language and values that have underpinned the development of Special Education policy and provision in New Zealand.

The paper has identified and attempted to explain the extent to which traditional forms of exclusion have continued to structure current policy and practice despite a paradigm shift to inclusion. It argues that this has militated against clear understanding, acceptance and success of this major paradigm shift.

In examining the social nature of disability, and its implications in the structures of education today, it is possible to consider opportunities for acting to address these.

The value of this work is in taking an historical approach to help understand why there continues be a distance between policy rhetoric and the reality of its implementation in practice.

Innovation is widely considered critical for organization’s success. We know that innovation happens in the presence of certain values and behaviors, hence it is a question of culture. Culture in turn has one critical influence: the leaders of an organization. That is why understanding how to design leadership for innovation should be of interest to anyone who wants to improve their organization’s innovation performance.

While leading by example is generally the best way to establish the desired values and behaviors, it is not in every leader's ability and comfort zone to exhibit the kind of leadership that emulates innovation. Therefore, I have started to differentiate between “leadership of” and “leadership for” innovation. Each has a different skill and mindset, and a different role to play in making innovation happen.

This chapter starts by looking at the drivers behind the context of the twenty-first century to answer the question: “Why innovation matters more in the twenty-first century than ever before?” This is followed by an introduction of a framework that focuses on areas where innovative companies do something different from their less innovative counterparts. The chapter continues with some insights on why organizations and their leaders struggle with embracing innovation before taking a look at “leading of” and “leading for” innovation and introducing the concept of “ARTISTIC Leadership.”

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

Despite the availability and accessibility of standardized screening services, such as preventative health services, many individuals avoid participation. The extant health literature has indicated that health locus of control (HLOC) influences engagement and uptake of health services. The purpose of this paper is to explore how the microfoundation, HLOC, contributes to value co-creation via service-generated and self-generated activities in standardized screening services.

A qualitative study of 25 consumers who have experienced one of the three standardized screening services in Australia was undertaken, followed by thematic analysis of the data.

Service-generated activities elicit reactive responses from consumers – compliance and relinquishing control – but when customers lead co-creation activities, their active responses emphasize protecting self and others, understanding relationship needs and gaining control. Consumers with high internal HLOC are more likely to take initiative for their health, take active control of the process and feel empowered through participating. Consumers with low internal HLOC, in contrast, require more motivation for participation, including encouragement from powerful others through promotion or interpersonal dialogue.

These findings can be used by policymakers and providers of preventative health services for the betterment of citizen health.

The integration of the DART framework, customer value co-creation activities, and the delineation of self-generated and service-generated activities provides a holistic framework to understand the influence of HLOC on the co-creation of value in standardized screening services.

The purpose of this paper is to identify and examine emerging trends in event and festival research and also in the themes and topics being studied in this area.

Taking an innovative approach, this paper used an abridged version of Q methodology to seek the opinions of events experts on the topics and themes that will underpin the future development of an events and festivals research agenda.

The results of this research revealed that events experts feel that there are several areas that have been comprehensively researched and where further research is unlikely to provide any new information. These include definitions and types of events, and events logistics and staging. Directions for future events and festivals research include the need for studies on the socio‐cultural and environmental impacts of events along with a better understanding of the relationship between events and public policy agendas. This research has also highlighted a lack of research in the area of Indigenous events.

The identification of these gaps in our current knowledge provide opportunity for further development of a research agenda for events and festivals, which will have substantial implications both for academia and for the events and festivals industry. Limitations include a relatively small sample size, and the resulting abridgement of the full Q methodology.

This paper represents a comprehensive overview of existing studies, providing vital information for events researchers in all areas of the field. Further, the research highlights research gaps that would benefit from future study, and also identifies those areas where further study is unlikely to provide new knowledge.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.