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Natural disaster stories narrate unsettling natural events and proffer scripts for social action in the face of unforeseen and overwhelming circumstances. The purpose of this study is to investigate stories of natural disasters recounted for New Zealand school children in the School Journal during its first 100 years of publication.

Content analysis is used to categorise the disaster event and to identify two distinct periods of disaster stories – imperial and national. Textual analysis of indicative stories from each period centres on the construction of social scripts for child readers.

In the imperial period tales of individual heroism and self‐sacrifice predominate, while the national period is characterised by stories of ordinary families, community solidarity and survival. Through this investigation of natural disaster stories for children, the paper identifies the shifting models of heroic identity offered to New Zealand children through educational texts.

This study adds to the existing literature on the School Journal and to the broader study of the history of imperialist and nationalist education in New Zealand. In these times of increased disaster awareness it also draws attention to the significance of disaster narratives in offering social scripts for children to draw on in the event of an actual disaster experience.

Reports on findings of a study of North‐West libraries and their service provision to the deaf and hard of hearing. Part 1 reports on current thoughts within the library profession and developments in staff training, the improvement and promotion of stock, and user education. A second article will report on material and technological developments such as minicom and building adaptations. Throughout, a sensitivity to the range of needs within the deaf community is encouraged, as is the need to make service initiatives ‐ at least for the more traditional library services ‐ reliant not on the keenness of key staff but on policy decisions. Action is being taken ‐ staff in 88 per cent of public libraries and 17 per cent of academic libraries had undergone deaf awareness training, stocks of relevance to learning British Sign Language and about deaf culture are being acquired, and libraries are promoting subtitled and closed‐captioned videos.

This year’s annual bibliography includes materials reflecting various aspects of library instruction and information literacy. The academic literature continues to generate the greatest number of citations in these areas, but a small increase in the special libraries area was noted for 2000. The themes of standards for information literacy and assessment were apparent in all areas of the literature.

Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s.

The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources.

The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public.

Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses.

Victoria's former secondary technical schools provide an important insight into current social and vocational problems.

Stadium naming rights programs have proliferated over the past decade, yet we have no direct evidence that these types of sponsorship programs help companies develop their long-term brand equity or even provide a short-term boost to corporate value. This paper examines the impact that naming rights programs have had on the stock values of the corporate sponsors. Using event study analysis, it is found that there are mixed responses to these types of programs. A discussion is provided which helps to explain the mixed results and provides communications mangers with some suggestions on creating more effective naming rights programs.

THE year 1954 opened more brightly, in some respects, than most previous years. Salaries are better than they used to be, staffs are larger, and hours are shorter. But there is even less room for complacency or even bare satisfaction than there was forty years ago. Then, however poor was the pay and however long the hours, there was every indication that librarianship was gradually becoming recognized as a profession which in time would rank with the great professions. Principles and objectives were clear and were never lost sight of, but librarians and assistants of that day realized that the great professions were dependant, not only on principles but upon absolute mastery of technique; that no lawyer could survive who merely talked grandiloquently about the principles and objectives of his calling; that the medical man endured—and in many instances enjoyed—a severe and lengthy training in technique and practice, and that even when he became a specialist his prime need and principal qualification was absolute mastery and up to date knowledge of technique and practice in his field of specialisation. In the light of that fad a detailed study of library technique became accepted as essential, and a mass of practical and technical literature was studied and mastered by more than one generation. For examination purposes, perhaps more than for any other reason, the present generation of assistants continues that study, but there has been a change of weight. Today we hear frequently that technique is relatively unimportant and that principles and objectives are the vital essentials.

Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.

There is high incidence of dementia in individuals with Down’s syndrome. Much of the emphasis has been on Alzheimer’s disease as being most prevalent; however, it is apparent that other dementia types are also likely, to which this patient cohort may be predisposed. Specifically, this paper aims to highlight the potential for subcortical dementias in Down’s syndrome, suggesting a role for broader cognitive screening in aging individuals.

This paper describes a case of a female with Down’s syndrome and mild intellectual disability who presented with early signs of distinctive cognitive impairment and radiological calcification of the basal ganglia.

An active 42-year-old lady, who was mostly independent of activities of daily living and in part-time employment, presented with a three-year history of progressive cognitive deficit, characteristic of subcortical decline. She had no personal or known family history of mental illness, epilepsy or dementia. Routine blood tests showed chronic renal impairment, mild hypocalcaemia and vitamin D deficiency, managed by her GP. CT scan showed only bilateral basal ganglia calcification.

There is a widespread appreciation for the link between Down’s syndrome and Alzheimer’s disease but lesser consideration of the possibility of subcortical dementias. Given the differential nature and presentation of the two dementias, this case report highlights a need for clinicians to consider both to effectively manage these patients in the longer-term. Screening is discussed as a potential means of achieving this.

Since 1973, Reference Services Review has published an annual annotated bibliography of materials focused on library instruction and, most recently, information literacy. Publications addressing academic library activities continue to be represented in the largest numbers. The continuing growth of electronic information has made librarians, in all types of libraries, more aware of the need to provide ongoing instruction to library users.

Most past research on formal mentoring has investigated its antecedents, outcomes and benefits with little attention given to what goes on inside the dyadic relationship. The purpose of this paper is to explore the types of mentor and mentee behaviours that are perceived as critical factors contributing to either a positive or negative mentoring experience for the mentee and the mentor.

Concrete examples of “effective” and “ineffective” mentor and mentee behaviour were collected from the research participants using Flanagan's Critical Incident Technique (CIT). The obtained CIT data were analyzed using forms of open and axial coding. Variants of content analysis were then used for conducting a series of subsequent comparative analyses.

From a total of 187 coded critical incidents the study identified 11 positive and four negative behavioural criteria of mentoring effectiveness as perceived from the mentee perspective, and nine positive and three negative behavioural criteria of mentoring effectiveness as perceived from the mentor perspective. Comparisons against “theoretical” and “best practice” models and taxonomies of positive and negative mentoring reveal varying degrees of overlap and commonality.

There are two main limitations. First, the number of research participants was at the bottom end of the typical sample range for qualitative research, which means the collection of critical incidents did not reach the point of data saturation. Second, the study explored the “start‐up” and “ongoing” phases of the mentoring lifecycle but not the “end” phase.

The findings provide new insights into mentor and mentee behavioural effectiveness within formal mentoring relationships, and thereby add to a sparse empirical knowledge base in this substantially neglected area of mentoring research. Also, they provide a foundation against which to compare and contrast future empirical research that may be conducted on perceived effective and ineffective mentor and mentee behaviours within formal mentoring relationships.