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This paper aims to discuss the contours and consequences of simplified, toxic forms of masculinity in schools and society.

Using a lens influenced by a feminist cultural critique, the author situates concerns about gender, power and inequality in current events in the American culture.

The author argues that toxic masculinity supports and is supported by gendered patterns of power that perpetuate broad inequalities and that schools have an important role to play in challenging these inequalities.

The paper includes concrete steps that educators can take to interrupt and teach against toxic masculinity and to involve young men and boys in this work as allies.

The author argues that these steps have powerful social implications given schools’ influence as socializing institutions.

In this way, the paper’s value lies in highlighting how, by including discussions of masculinity and involving men and boys, schools can build on previous successes in fighting gender inequality that were aimed at girls and young women to effect a broad cultural transformation and help create a more just and equitable society.

SEPTEMBER finds the summer irrevocably over, although there will still be one or two very beautiful months in the English autumn remaining. It is usually the time when the older librarian thinks of conferences, and today he realizes regretfully that these have receded into what already seems a remote past. This month as we write we have to repeat the expectation we have expressed every month since May that before these words appear in print the threatened lightning attack on the life of England will have been made by the Nazis. It is becoming so customary, however, that one can only suggest that so far as circumstances allow we proceed with our normal work. The circumstances may make this difficult but they should be faced. One thing stands out: that in public libraries, at anyrate, the demands made by readers have gradually returned to their usual level and in some places have risen above it. This does not always mean that the figures are as high as they were, because in many of the great cities and towns a part of the population, including a very large number of the children, have been evacuated. In spite of the pressure on the population as a whole, it would seem that head for head more books are being read now than at any previous time.

In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive labor force, able to learn and solve problems, was questioned. During this past decade, renewed concern about educational quality in the United States motivated over one hundred reports analyzing the shortcomings in our system of education and endorsing reform. All of the principal curriculum areas have been reviewed in this process; moreover, science education has been deemed particularly deficient. Major reports sponsored by the National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS) recommend both content revision of science courses and methodological changes in the way science is presented throughout the elementary and secondary grades.

We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.

Although it is widely acknowledged that health care delivery systems are complex adaptive systems, there are gaps in understanding the application of systems engineering approaches to systems analysis and redesign in the health care domain. Commonly employed methods, such as statistical analysis of risk factors and outcomes, are simply not adequate to robustly characterize all system requirements and facilitate reliable design of complex care delivery systems. This is especially apparent in institutional-level systems, such as patient safety programs that must mitigate the risk of infections and other complications that can occur in virtually any setting providing direct and indirect patient care. The case example presented here illustrates the application of various system engineering methods to identify requirements and intervention candidates for a critical patient safety problem known as failure to rescue. Detailed descriptions of the analysis methods and their application are presented along with specific analysis artifacts related to the failure to rescue case study. Given the prevalence of complex systems in health care, this practical and effective approach provides an important example of how systems engineering methods can effectively address the shortcomings in current health care analysis and design, where complex systems are increasingly prevalent.

Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.

Off-price fashion retailers are expected to dominate the retail sector over the next five years. Surprisingly, selling excess designer labels, in what some describe as a disorganized manner, appeals to certain shoppers who enjoy the “thrill of the hunt.” Recent research conceptualized consumers, whose motivation for, and outcomes from, fashion shopping set them apart from previously reported shopper types. Referred to as “Sport Shoppers,” they view fashion shopping as an achievement domain. The purpose of this paper is to quantify such shoppers through the development of a valid psychometric scale.

Four studies, comprising depth interviews and online surveys, across two countries were employed to develop a three-dimensional scale of the sport shopping experience. Factor analyses and structural equation modeling were used to analyze and test a theoretically hypothesized model.

Study 1 generated items aligned to the three theoretical dimensions of the sport shopping experience. Study 2 confirmed reliability and factor structure of the psychometric scale. Study 3 provides evidence of convergent and discriminant validity with previous shopper types. Finally, Study 4 demonstrates nomological validity through a theoretically hypothesized model of the sport shopping experience.

This is the first study to employ achievement goal theory in a consumer behavior context to delineate an emergent shopper type. The developed scale is the most comprehensive, multi-dimensional measure of the experience of this new consumer type. As such, it represents a valuable contribution to fashion retail and consumer behavior literature. The scale enables practitioners to quantify target markets and identify relationships to other factors, such as overall satisfaction and brand repurchase intentions.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.