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The purpose of this paper is to provide a greater understanding of the role of team learning by examining the link between team centrality and organisational learning.

This paper is a conceptual paper that examines a range of literature related to team learning. It is the first paper in a series of three. The final paper examines the propositions developed in this and a subsequent paper by exploring team learning in over 30 large companies across a range of industries. Team processes are all but defined by pre‐existing organisational processes. At one extreme, they are directive and driven. At another, they are dynamic and fluid and underlie a degree of self‐managed activity. Team processes accordingly are potentially dynamic or rather basic depending on the level of structured or unstructured activity. The paper suggests that potentially dynamic teams are those that display superior learning routines that are embodied within each team's processes. This paper contends that team learning is a centrally located variable within organisational learning processes.

To date, team characteristics, team building, and team structures have been the focus of much research, but team learning routines have been underplayed in the team's literature. Teams are central in the organisational learning process.

This paper establishes the theoretical underpinning for a final paper that will make significant recommendations. There are practical implications, however, of various links across the themes, particularly the centrality of the team in the learning process.

This paper is a highly valuable due to very little research being completed to date on this topic.

Trauma-informed care and practice (TICP) has gained international attention since the mid-1990s, but its recent adoption in Australia has been met with various barriers, including a lack of training and education opportunities to enhance professional knowledge and practice. This paper aims to identify and further understand what is occurring in TICP training and education for health and human service professionals in Australia; specifically, what is known about TICP content and training strategies being used.

A scoping methodology was used to undertake a systematic search of the literature to identify and map the scope and nature of research activity on TICP training and education for professionals in Australia. Based on the predetermined inclusion and exclusion criteria, removal of duplications, abstract review and full-text screening, six studies met the inclusion criteria for content analysis in this review.

The studies showed that TICP training and education was occurring predominantly in the Australian health sector for nursing professionals and improved knowledge, confidence to respond to disclosures of trauma and approaches to care. Training was commonly delivered through one-day workshops and brief Web-based approaches. The findings suggested that there is a need for consensus on TICP content to ensure that fidelity to the principles of TICP is promoted in unique workplace settings and for ongoing commitment by relevant stakeholders and funding bodies.

To the best of the authors’ knowledge, this is the first review exploring what is happening across disciplines and sectors for trauma-informed education. The findings have implications for clinicians, professionals, educators and researchers.

The purpose of this paper is to consider effective leadership in Africa and the African diaspora. This paper reports the results of emic research in Uganda, Barbados, Canada and the USA.

A Delphi technique using open‐ended questions solicited ideas regarding leadership from knowledgeable participants, avoiding researcher bias.

There were differences among the groups on several attributes that made leaders effective. Ugandans suggested a good leader was “honest and trustworthy”; Canadians and respondents from the USA said “being inspirational/charismatic” Barbadians cited “being a visionary”.

Having data for only one African country and the small sample sizes from all countries limit the generalizability of the findings. The results do, however, provide a base of knowledge on which to build future studies on Africa and the diaspora.

The emic approach overcomes the western bias identified by scholars in most African research. Similarities and differences identified provide evidence of the importance of culture in effective leadership. The results provide a basis for developing further research studies.

Conversations around diversity, race and science fiction and fantasy films/television have sparked in response to recent casting decisions made in the upcoming live-action The Little Mermaid, The Lord of the Rings: The Rings of Power and Star Wars' Obi-Wan Kenobi (Deggans, 2022; Romano, 2022). Backlash against casting of actors of Color in these genres highlights racial projects where a cultural memory of whiteness comes up against multicultural change. The authors of this paper feel that there is great potential in using current-day racial issues around fantasy films/television to explore these racial projects with students in social studies classes (Omi and Winant, 2014).

Using a qualitative textual analysis (Peräkylä, 2005), the authors examined online news media outlets addressing the casting of actors of Color in the aforementioned media pieces. After reviewing over twenty articles, the authors determined two major themes that would serve as the findings.

In this paper, themes of nostalgia for an imagined ‘way things were’ and future-based fears of how things will become emerged from the analysis, revealing a need for engaging students in the history of sci-fi and fantasy media, and the existing, diverse histories of storytelling featuring multiple races.

The authors argue that examining racial projects found in contemporary sci-fi and fantasy casting are chances for students to understand complex racial histories and how they blend into current-day cultural landscapes, and are opportunities to practice analysis of real-life racial histories and richly-imagined fantasy worlds, noticing how and why the two often collide when it comes to race.

The purpose of this paper is to understand the factors influencing young children’s (aged three to five years) understanding of brand symbolism.

Multiple hierarchical regression was used to analyse the relationships between age, gender and environmental factors, including family and the media, on the development of brand symbolism in pre-school children based on 56 children and parent dyad interviews.

Results confirmed the primary influence of age, television exposure and parental communication style on three to five-year-old children’s understanding of brand symbolism. The study demonstrates that the tendency to infer symbolic user attributes and non-product-related associations with brands starts as early as two years, and increases with age throughout the pre-school years. Children exposed to more television and less critical parental consumer socialisation strategies are more likely to prefer branded products, believe that brands are better quality and that they make people happy and popular.

Identifying the factors that influence the development of symbolic brand associations in pre-school children provides an important contribution to public policy discussions on the impact of marketing to young children.

The paper extends existing research by considering, for the first time, the role of environmental factors in pre-schooler’s understanding of brand symbolism. The results provide a more informed basis for discussion about the impact of marketing messages on very young children and the environmental factors that may lead to a more critical engagement with brands.

Circular 381 MINISTRY OF HEALTH, Whitehall, S.W. 1. 20th March, 1923. I am directed by the Minister of Health to state that he has received communications from a number of local authorities with regard to the presence of boric acid in cake, some samples (especially of sponge cake) having been found to contain a somewhat high proportion of this preservative.