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The purpose of this paper is to consider the processes influencing the nature of the relationship between hospital medical and nursing staff.

Posits the question “how far has this relationship come?” since the influential Briggs Report of the 1970s declared that the nineteenth‐century handmaid model remained a powerful concept. To address whether this still holds true, a series of potentially influencing factors are explored. These include the differing historical development of medicine and nursing. Also how the relative roles, of nursing in particular, are changing and the effects of the external policy and political influences at play. Gender issues are considered, with particular regard to how care is conceptualised, and not least the contribution to relations by doctors and nurses themselves are explored.

The paper discusses how three doctor‐nurse relationship models have attempted to account for the way these two groups interact. A fourth perspective is put forward as a potentially revealing way of viewing group relations, taking from the social psychology‐based theory of social identification.

The paper maintains that a frank and open discussion of the problems that may be encountered in developing the doctor‐nurse relationship is a vitally important ingredient for modern health care. By employing a polemic style the key aim of this paper is to stimulate debate between the relevant parties in this area and to attempt to highlight some of the less obvious factors that may represent tangible barriers to effective partnership.

Tech aide to Romania Sighisoara, Romania, could become a hub of information for doctors and fanners all over Romania. A state‐of‐the‐art computing laboratory is being built there which, when finished, will house some 20 CD‐ROM drives and a library of databases on health, agriculture and nutrition. Because the laboratory is centrally located information will be disseminated from there to the rest of the country.

Stakeholders groups in the educational community are not immune to wider socio‐political events when responding to educational concerns and the purpose of this paper is to use a case study approach to examine how questions over teaching, learning and assessment can become the focus of wider political debates. In particular, this article focuses on the New Zealand Education and Science Parliamentary Select Committee investigation into the 2004 history examination, that was set up in the wake of increasing dissonance over the place of the Treaty of Waitangi in New Zealand and the newly‐implemented senior secondary school standards‐based assessment system.

The contestation of the curriculum is a highly political process that works to reproduce social class patterns and keep particular elite groups in control of the official curriculum. This paper draws on a range of documentary sources to provide a socio‐historical perspective, as well as interviews with key participants in this process.

It is argued that while the educational community’s response to this investigation was varied, all shared aims that were largely educational in orientation. Political debates however are typically polarized and in this case politicians were able to use the contested nature of the school history curriculum to manipulate this educational issue (and the media) to their own political advantage.

This investigation saw history education in New Zealand come under unprecedented public and political scrutiny and as such it provides a rare glimpse into the nature of history curriculum matters in New Zealand in the first decade of the twenty‐first century.

The proliferation or information, created and sustained with the help of technology, has placed increased pressure on librarians to teach/assist library patrons to use the information efficiently and effectively. With decreasing budgets and resulting smaller staffs, academic libraries have been hard pressed to meet the demand. In response to this need, the Ohio State University (OSU) Libraries has developed a microcomputer program that enables library users to identify, locate, evaluate, and select information independently. With the support of three federal grants and one private grant, the OSU Libraries has designed The Gateway to Information in order to guide users to the best information for their needs, regardless of format. The Gateway's evaluations demonstrate that it is an effective and user‐friendly information tool for a wide range of library patrons. The Gateway is now available on all of the Libraries' terminals.

Davenport Group Formed: Common Format for Online Documentation and Publication Systems. A group of over thirty UNIX system vendors, software vendors, and book publishers has formed the Davenport Group in response to the need for a standardized interchange format for computer documentation. The Davenport Group will focus on the establishment of a common interchange format among publishers and UNIX system vendors.