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The paper aims to investigate the motivations, goals, challenges, successes and needs of older women starting new ventures.

In-depth semi-structured interviews were conducted with ten successful female entrepreneurs who had created their businesses at age 50 or over. The key areas of focus included the women's motivation for starting a business, their previous work experience, potential barriers/enabling factors (including their human, social and financial capital), and the performance of their ventures. Responses were taped, transcribed, coded, grouped and analyzed.

The primary trigger for older women to start a new venture appears to be the need to find a creative outlet (self-actualization). Further, more than half the women stated that because they now had significantly reduced family responsibilities, this was the time for them to pursue their own goals. Interestingly, a majority of the women had started new ventures in an area completely unrelated to their previous work experience. Family support, particularly from their spouse/partner, was acknowledged by virtually all the women as an important factor contributing to the success of their ventures. All the ventures were profitable and growing.

The findings suggest that well-trained mentors could make a significant difference to this older cohort of female entrepreneurs, particularly in terms of helping them to grow their businesses.

This study fills a gap in the literature by providing an understanding of the motivations and needs of older female entrepreneurs.

The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s.

The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument.

Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment.

The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.

The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level.

The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent.

The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school.

The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.

By the end of this chapter, you should be able to demonstrate an understanding of:

The connectivity between society, global events, current philosophy and trends.

How each period is characterised by available technology, knowledge and globalisation relevant to the time?

How culture is shaped by societal philosophies?

Emerging characteristics that capture the ‘zeitgeist’.

Building on work that explores the relationship between individual beliefs and ability to recognize discrimination (e.g., Kaiser and Major, 2006), we examine how an adherence to beliefs about gender essentialism, gender egalitarianism, and meritocracy shape one’s interpretation of an illegal act of sexual harassment involving a male supervisor and female subordinate. We also consider whether the role of the gendered culture of engineering (Faulkner, 2009) matters for this relationship. Specifically, we conducted an online survey-experiment asking individuals to report their beliefs about gender and meritocracy and subsequently to evaluate a fictitious but illegal act of sexual harassment in one of two university research settings: an engineering department, a male-dominated setting whose culture is documented as being unwelcoming to women (Hatmaker, 2013; Seron, Silbey, Cech, and Rubineau, 2018), and an ambiguous research setting. We find evidence that the stronger one’s adherence to gender egalitarian beliefs, the greater one’s ability to detect inappropriate behavior and sexual harassment while gender essentialist beliefs play no role in their detection. The stronger one’s adherence to merit beliefs, the less likely they are to view an illegal interaction as either inappropriate or as sexual harassment. We account for respondent knowledge of sexual harassment and their socio-demographic characteristics, finding that the former is more often associated with the detection of inappropriate behavior and sexual harassment at work. We close with a discussion of the transferability of results and policy implications of our findings.

Salicylate intake and lifestyle have been implicated in the aetiology of prostate cancer, but the purpose of this paper is to evaluate their influence on established cancer progression.

A randomised, double blind, phase II study involving 110 men whose prostate specific antigen (PSA), had risen in three consecutive values, >20 per cent over the proceeding six months. Men were counselled to eat less saturated fat, processed food, more fruit, vegetables and legumes; exercise more regularly and to stop smoking. They were then randomised to take sodium salicylate (SS) alone or SS combined with, vitamin C, copper and manganese gluconates (CV247). Patients took this daily, without other intervention, but were withdrawn if their PSA doubling time (PSAdt) shortened or their PSA rose >20 per cent from baseline.

Although there was no difference in outcome between the SS or CV247 (21 v 19 p = 0.92), the intervention slowed or stopped the rate of PSA progression in 40 patients (36.4 per cent) for over one year. A further ten patients were stabilised for ten months. Patients least likely to stabilise had received previous radiotherapy or had a Gleason ≥7. These men welcomed this addition to active surveillance.

A further RCT in the sensitive subgroup, would determine the role adding SS to lifestyle counselling alone. These data suggest that this intervention would be welcomed by patients as if substantiated, it could potentially delay the need for more radical therapy and their associated toxicities

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century.

This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers.

A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted.

The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.