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The purpose of this paper is to explore the nature of marketing communications of British shipping lines in the period from c.1840 to c.1970 to establish the extent to which these outputs reflect extant scholarship which points to the lack of innovation as a key reason for the demise of these lines.

The research is built on a survey of >450 posters plotting the shifting nature of advertising messages over this long period in response to the market. This is supported by reading trade press contemporary to the period to establish broader trends in marketing and whether this product sector was aberrant.

What is revealed is a generally static response in the promotion of British shipping lines throughout the timeframe, at odds with trends elsewhere. What stands out is the widespread criticism of the time singling out the shipping poster. This suggests an advanced appreciation of the role of the poster and the effectiveness of promotional messages focussing on emotions- versus a product-centred approach.

Whilst there is an established literature which suggests that the British merchant marine was hamstrung by a pattern of family ownership making adaptation slow, no research to date has expressly read marketing as a window onto that culture. This paper shows that whilst there may have been change within the sector which these British shipping lines responded to, when it came to presenting themselves in public via their communications strategy, they adopted a staid, conservative approach. British shipping lines, throughout the period, had a very fixed idea about who they were and what best represented their business irrespective of dramatic shifts in attitudes concerning how best to reach consumers. Interrogating promotional material, and particularly the ubiquitous shipping poster, provides another insight into the conservative and debilitating corporate culture of British shipping.

The purpose of this article is to share a year-long initiative of a predominantly white liberal arts college library that fostered relationality and inclusive culture through an understanding and critique of White Supremacy Culture.

This case study presents the development and implementation of a library-wide reading group to discuss Okun's (2021) White Supremacy Culture Characteristics through relational meetings (Chambers, 2003). Relational-cultural theory provided a guiding framework for implementation of relational meetings in the context of conversations about race.

After participation in the reading group, participants reported their ability to identify characteristics of White Supremacy Culture in their lives and a greater preparedness to participate in work related to diversity, equity and inclusion. The authors suggest vulnerability, consideration of power and privilege and observations of White Supremacy Culture within the local context frequently occurred in the reading group conversations.

This work operates as an opportunity for library staff to learn about White Supremacy Culture in a way that helps to undermine white privilege and, therefore, holds similar aims to anti-racist affinity work (Michael and Conger, 2009). However, the library staff only has one person of color and, therefore, the authors cannot speak to engaging a more racially diverse staff. The authors include reflections on how their racial identities impact their engagement in this work.

Attention to White Supremacy and white privilege is, according to Gulati-Partee and Potapchuk (2014), an overlooked part of diversity, equity and inclusion work. This case study demonstrates a path toward inclusive culture that focuses on the identification of White Supremacy Culture Characteristics (Okun, 2021) in the authors’ local context and provides rationale for utilizing relational meetings (Chambers, 2003) to emphasize individual and collective reflection.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The practice of transracial adoption often triggers strong emotions, effecting views on its ethical validity, both from individuals who are pro transracial adoption and those who strongly resist transracial adoption. This chapter will consider transracial adoption of children of African-Caribbean origin and its psychological impact along a continuum of psychological wellbeing, psychological adjustment and aspects of mental health. The chapter will draw on literature from the USA and, where available, from the UK.

One of the earliest publications on transracial adoption by Grow and Shapiro (1974) explored the psychological adjustment of African-American children placed within white American families. This study along with later studies (Silverman & Feigelman, 1981) concluded that the children were adjusting well in placement. Further early research appeared to suggest that transracial placements have little negative impact on issues of self-esteem, racial or self-identity or intellectual development (Curtis, 1996; Hayes, 1993; Hollingsworth, 1997, 1998; McRoy, 1994; Simon, Altstein & Melli, 1994; Vrogeh, 1997).

The undermining impact on mental health for transracial adoptees appears to be an argument related to the disconnect between the child’s developing racial identity and lack of preparation for racism and the cultural and ethnic group social devaluation likely to be experienced in a white racist society. The impact of loss of ethnic identity is said to be a key issue in the research on transracial adoption. Ethnic identity is the connection or recognition that one is a member of a specific ethnic or racial group and coming to adopt those associated characteristics into the group associated cultural and historical connections into oneself identity (Rotheram & Phinney, 1987). The establishment of a secure and accurate racial identity is said to be a protective factor in psychological adjustment. This chapter will explore issues and narratives related to this argument.

We analyze heights of Indian scouts in the U.S. army born between ca. 1825 and 1875. Their average height of ca. 170 cm (67 in.) confirms that natives were tall compared to Europeans but were nearly the shortest among the rural populations in the New World. The trend in their height describes a slightly inverted “U” shape with an increase between those born 1820–1834 and 1835–1839 of ca. 1.8 cm (0.7 in.) (p = 0.000) and a subsequent slight decline after the Civil War. This implies that they were able to maintain and perhaps even improve their nutritional status through the Civil War, though harder times followed for those born thereafter. We also recalculate the heights of Native Americans in the Boas sample and find that the Plains Indians were shorter than most rural Americans. The trend in the height of Indians in the Boas sample is similar to that of the scouts.

Public library workers (PLW) in the United States can use critical information literacy pedagogy (CILP) as a framework for working with people who are incarcerated to combat oppression. PLW who teach information literacy in any capacity in carceral settings should honor their involvement in pedagogy and follow Paulo Freire’s pedagogical philosophy by rejecting humanitarian postures in favor of humanistic approaches. This can be accomplished by aiming to have both PLW and people who are incarcerated reach an awareness of and critique multiple information literacies, and for PLW to situate themselves alongside, not above, people in jails and prisons in an effort to authentically empower the incarcerated to re-enter society. This practice promotes social justice because it challenges the idea that information literacies associated with dominant groups – and thus, groups who are in power themselves – are intrinsically more valuable than information literacies engaged in by groups that are systematically disempowered. The chapter will end with prospective examples of PLW who participate in CILP in carceral settings.