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IN the last article it was pointed out that any form of starch as a substitute for milk sugar, the natural carbohydrate of human milk, was highly undesirable in an infant's food unless such food was to be administered under the supervision and control of a medical man. The same remark would also apply more or less to invalids' foods, and especially to brands containing raw, or only very slightly altered starch. Having regard to the object for which such preparations are intended ease of digestion is of the utmost importance, and it cannot bo contended that any starches in their natural condition can lay claim to this property. It is, however, possible so to prepare them that a very largo proportion of their weight is soluble in cold water, and where so prepared the objection is very largely removed.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012).

An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards.

The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning.

The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

The first of a series of lectures arranged by the Wine Trade Club for the present session was given on March 8th, at Vintners Hall, London, when Mr. R. H. Monier‐Williams, B.A., read a paper on “ Legal Matters in the Wine and Spirit Trade ”. Capt. F. H. T. Ree, R.N. (Rtd.), occupied the chair, and in opening the proceedings said that probably most of those present were aware of the fact that Mr. Monier‐Williams was the greatest authority on the problems which beset their trade and he had steered them very successfully through more troubles than he cared to remember. In the course of his address Mr. Monier‐Williams referred to the question of misdescription of an article, and more particularly in relation to wine labels. The Merchandise Marks Act provided that every person who applied any false trade description to goods should be guilty of an offence unless he proved that he acted without intent to defraud. The most usual way in which a trade description was falsely applied was on a label, but the delivery of an invoice containing a false trade description of goods was an “ application ” of that description, and a retailer who gave such an invoice was, prima facie, guilty of an offence under the Act. To establish the defence that he acted without intent to defraud, the defendant must satisfy the Court that he did not know that the trade description which he applied to the goods was false, because he was mistaken as to what the goods really were. For instance, a wine merchant bought, in all good faith, several dozen bottles of wine labelled “ sherry”. It was invoiced to his customers as “ sherry ”, to which it was found to bear no resemblance except possibly in colour. The wine merchant was entitled to be acquitted, but he must have acted in good faith. If the prosecution proved that the merchant knew or must have known perfectly well that the stuff was not sherry, or that he applied the description without caring whether it was true or false he should be convicted. In answering charges a defendant would establish a defence if he proved that he was mistaken as to what the goods were and did not know, therefore, that the trade description was false. Nevertheless, his defence would fail unless he could establish certain matters laid down in the Act, namely that, having taken all reasonable precautions against committing an offence, he had at the time no reason to suspect the genuineness of the trade description, and that, on demand made by or on behalf of the prosecution, he gave all the information in his power with respect to the persons from whom he obtained the goods.

This chapter provides an introduction to the problematic notion of teaching excellence in higher education, which is a focus of this collection. It draws on an extensive review of relevant literature to explore how teaching excellence is defined and conceptualised and what factors underpin different conceptions. It notes that definitions are disparate, often context-specific and are influenced by a range of different ‘players’. It then examines how different conceptualisations play out at the macro, meso and micro levels and highlights the tensions between performative and transformative notions of teaching excellence. It notes the move from ‘surface’ to ‘deep’ excellence and efforts to articulate a more holistic conception of teaching excellence that emphasises the relational, emotional and moral dimensions of teaching. It suggests that, rather than seeking singular definitions and conceptions, it may be more useful to talk of ‘teaching excellences’, to reflect a stratified and plural sector, a diverse student body and different disciplinary families. Equally, it argues for further investigation of the intersections of teaching excellence with other key drivers of institutional change, such as student engagement and well-being, inclusion and diversity, widening participation and retention and success.

AT the Exeter Conference, Dr. Kenyon, in his presidential address, touched upon an aspect of library work in such a manner as found a ready agreement in my mind as to its importance and far‐reaching effects. His address was based upon the solid ground of the public utility of libraries, and he proved, right to the hilt, the necessity of the advancement of the library movement on wide lines.

The purpose of this paper is to explore beginning teachers’ perceptions of the role of the mentor in the early stages of developing a professional identity. The beginning teachers in the authors’ study are defined as having been awarded qualified teacher status at the end of an initial teacher education programme or having completed their first term as a new teacher with responsibility for a class of pupils.

The research design was a qualitative, inductive study. The concepts of communities of practice, legitimate peripheral participation and power dynamics within a community underpinned this study. The data set was collected over a period of 18 months, through six focus groups and 40 questionnaires with beginning teachers across 34 schools altogether. The data set was analysed using interpretive phenomenological analysis (IPA).

The findings indicated that the ways in which mentors use their power to recognise (or not) the legitimacy of beginning teachers as being part of the school community influences the development of beginning teachers’ professional identities. The thematic analysis of the data indicated the different types of support that mentors may provide: “belonging”, “emotional”, “pedagogical” and “space”.

Further research into how mentors perceive their role in supporting new entrants into the profession is needed.

These findings are pertinent in England, as the increase in school-based initial teacher training provision will intensify the role of school mentors. These findings will be of value to other countries that are moving towards an increase in school-based teacher training.

For most people, especially those with fixed incomes, household budgets have to be balanced and sometimes the balance is precarious. With price rises of foods, there is a switch to a cheaper substitute within the group, or if it is a food for which there is no real substitute, reduced purchases follow. The annual and quarterly reviews of the National Food Survey over the years have shown this to be so; with carcase meat, where one meat is highly priced, housewives switch to a cheaper joint, and this is mainly the reason for the great increase in consumption of poultry; when recently the price of butter rose sharply, there was a switch to margarine. NFS statistics did not show any lessening of consumer preference for butter, but in most households, with budgets on a tight string, margarine had to be used for many purposes for which butter had previously been used. With those foods which have no substitute, and bread (also milk) is a classic example, to keep the sum spent on the food each week about the same, the amount purchased is correspondingly reduced. Again, NFS statistics show this to be the case, a practice which has been responsible for the small annual reductions in the amount of bread consumed per person per week over the last fifteen years or so; very small, a matter of an ounce or two, but adequate to maintain the balance of price/quantity since price rises have been relatively small, if fairly frequent. This artifice to absorb small price rises will not work, however, when price rises follow on one another rapidly and together are large. Bread is a case in point.

Traditional studies in the sociology of science have highlighted the self-organized character of the academic community. This article focuses on recent interrelated changes that alter that distinctive governance structure and its related patterns of competition and cooperation. The changes that we identify here are contractualization and large-scale cooperative research. We use different data sources to exemplify these new patterns and discuss the illustrative role of research clusters in German academia. Research clusters as funded by the German Research Foundation (DFG) are both a highly prestigious scarce good in the competition for reputation and resources and a means of fostering cooperation. Our analysis of this German example reveals that this new institutional configuration of universities as organizations, academic researchers, and the state has a profound effect on organizational practices. We discuss the implications of our empirical findings with regard to collegiality in academia. Ultimately, we anticipate a further weakening of collegial bonds, not only because universities and the state have become more active in shaping the nature of academic competition and cooperation but also because of the increasing strategic and individualistic orientation of academic researchers. In the final section, we summarize our findings and address the need for further research and an international comparative perspective.