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Examines the past, present and future of library provision in rural areas. Various solutions to the problems of providing a library service to such areas are critically assessed. The mobile libraries operated by Clwyd Library and Museum Service are examined as a case study. A selection of possible future developments is described and evaluated and recommendations are made for research into user studies, co‐operation and children′s needs.

The purpose of this paper is to examine the available judicial precedence using both the United Arab Emirates and UK laws to bring up a much broader understanding of wrongful and fraudulent trading concepts and provide a critical analysis of potential personal liabilities of directors in the UK and UAE jurisdictions for the acts of fraud and mismanagement.

This paper seeks to understand corporate fraud from the aspect of trading. It will take an in-depth look into wrongful trading and fraudulent trading in the UAE and UK jurisdictions while analyzing the punishment for the same. The study will also look at famous cases for the same while seeking to understand the mitigation measures undertaken in various nations across the world.

The author studies the contents and provisions of the UK Insolvency Act 1986, truly the concepts of wrongful trading and fraudulent trading are not explicitly mentioned in the UAE Law, but the said terms associated with “lifting of corporate veil” are notionally existent under the UAE Federal Law No2/2015, otherwise known as Companies Law (Articles 84 and 162-1), and under the UAE Bankruptcy Law (Federal Decree Law No. 9 of 2016), which provides legislation governing trading while the company is insolvent.

In the current paper, the author is keen to examine the available judicial precedence to bring up a much broader understanding of the mentioned concepts and provide a critical analysis of potential personal liabilities of directors in the UK and UAE jurisdictions for the acts of fraud and mismanagement.

The purity of the milk supply is intimately related to the health of the community. There are very definite reasons why milk stands apart from other foods in its peculiar liability to be associated with human disease. These reasons are briefly the following:—

Concepts equip the mind with thought, provide our theories with ideas, and assign variables for testing our hypotheses. Much of contemporary research deals with narrowly circumscribed concepts, termed simple concepts herein, which are the grist for much empirical inquiry in the field. In contrast to simple concepts, which exhibit a kind of unity, complex concepts are structures of simple concepts, and in certain instances unveil meaning going beyond simple concepts or their aggregation. When expressed in hylomorphic structures, complex concepts achieve unique ontological status and serve particular explanatory capabilities. We develop the philosophical foundation for hylomorphic structures and show how they are rooted in dispositions, dispositional causality, and various mind–body trade-offs. Examples are provided for this emerging perspective on “Big concepts” or “Big Ideas.”

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.

The purpose of this paper is to outline how the food acculturation of British expatriates in Toulouse (France) translates into their shopping behaviours. Having established this population’s specific food acculturation outcomes, mechanisms and motivations, it then studies their buying behaviours and shopping experiences.

This qualitative research is based on 70 semi-directive interviews of British expatriates in Toulouse. Specific emphasis was placed on facilitating respondents’ expression and analysing the wealth of their answers. The transcribed interviews were thus manually analysed.

This food acculturation process proves simpler than what seminal papers outlined, i.e. fewer acculturation outcomes, but also more complex: respondents show intertwined outcomes. The marketing channels and store formats respondents privilege in their food provisioning show discrepancies with French buyers’, and the retailers’ mix variables they particularly react to are identified, leading to managerial implications. Overall, both acculturated consumption and shopping practices display fluid behaviours.

This paper investigates a specific situation. Research on other populations or circumstances should confirm its results, especially migrants’ acceptance and satisfaction with local marketing channels and store formats.

Local retailers should address the shopping expectations of this affluent target through minor alterations to their operations without antagonising the locals.

This paper’s main contribution is to extend consumer acculturation literature in two dimensions. First, by studying wealthier migrants escaping “dominated acculturation”, the paper outlines respondents’ “embraced acculturation”. Then, by extending its scope beyond consumption, to shopping experience and store selection, it bridges the gap between consumer acculturation and retailing literatures.

Anna Julia Cooper and Septima Poinsette Clark were two prominent late 19th- and early 20th-century educators. Cooper and Clark taught African American students in federally sanctioned, segregated schools in the South. Drawing on womanist thought as a theoretical lens, this chapter argues that Cooper and Clark’s intellectual thoughts on race, racism, education, and pedagogy informed their teaching practices. Influenced by their socio-cultural, historical, familial, and education, they implemented antioppressionist pedagogical practices as a way to empower their students and address the educational inequalities their students were subjected to in a highly racialized, violent, and repressive social order. Historical African American women educators’ social critiques on race and racism are rarely examined, particularly as they pertain to how their critiques influence their teaching practices. Cooper and Clark’s critiques about race and racism are pertinent to the story of education and racial empowerment during the Jim Crow era.