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This paper argues, from the perspective of a medical student, for management training in medicine. The author suggests that medical students in the UK are ill‐prepared for working — as a house officer in the first instance, or as a manager at any level. Training should include administrative skills and personal organisation, financial management and the management of work relationships. In order to remedy these weaknesses, medical education will need to include learning to be part of management and doctors will have to train in a system which takes management seriously.

History, culture and geography have linked the regions of Hampshire and Lower Normandy for many centuries. Only the English Channel separates the two regions, but with the advent of the Single European Market, links are currently being strengthened through the Hampshire/Basse‐Normandie Accord.

Some libraries and information services are quite definitely user‐centred; some think they are but are not always; some seem to be designed for librarians rather than users. The purpose of this monograph is to encourage the development of libraries to meet the perceived needs of users — I hope it will be found useful by librarians and information workers as well as by students.

The Chairman of the Representative Body of the British Medical Association, Dr Alexander Macara, is Consultant Senior Lecturer in Community Medicine (Public Health Medicine), University of Bristol; Co‐Director of the World Health Organi‐zation Collaborating Centre on Environ‐mental Health Promotion and Ecology; an elected member of the General Medical Council and a member of Gloucester Health Authority; and Secretary‐General of the World Federation for Education and Research in Public Health. He is a former Treasurer of the Faculty of Com‐munity Medicine and former Chairman of the BMA Medical Ethics Committee.

This paper traces the demise of joined up ILL across the Regional and National Libraries of the UK by the setting up of Unity (Combined Regions) and the change of status of LASER. It also documents the long‐term development of Viscount/V3 and the effect upon resource sharing along with other significant developments. Examines the new regional bodies and The People's Network in their contribution to, and effect upon, resource sharing. Details the history of LASER's development of electronic messaging and resource sharing from Viewdata through to Viscount and on to V3.Web.

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.