Search results

The public library service for the County of Cheshire administered by the former Cheshire County Council since 1922 was mainly a book lending service to the more rural areas of the county with village library centres staffed by volunteers and later a mobile library service. Branch libraries served small towns and the suburban fringes of the larger towns with a student library postal loan service as support. Library services in most of the larger towns were run by the borough or urban district authorities, and in all there were eighteen library authorities in Cheshire by 1964. In 1965 S. G. Berriman, the former County Librarian of Middlesex, was appointed to the new post of Director of Libraries and Museums for Cheshire County Council, and with the support of an independent Library Committee, rather than a Sub Committee of the Education Committee, he proposed and achieved a massive development programme. Between 1964 and 1973 the face of the Cheshire Library Service was transformed as substantial money both capital and revenue was made available for the very first time and many new libraries were built. With the advent of local government reorganisation and the proposed changes to the shape of Cheshire that exciting developmental period was over, and Berriman decided to retire early as Director of Libraries and Museums to allow a new man to steer the service into the new Cheshire. Appointed in 1972, that man was Alex Wilson.

An appeal under the Food and Drugs Acts, reported in the present number of the BRITISH FOOD JOURNAL, is an apt illustration of the old saying, that a little knowledge is a dangerous thing. In commenting upon the case in question, the Pall Mall Gazette says: “The impression among the great unlearned that the watering of the morning's milk is a great joke is ineradicable; and there is also a common opinion among the Justice Shallows of the provincial bench that the grocer who tricks his customers into buying coffee which is 97 per cent. chicory is a clever practitioner, who ought to be allowed to make his way in the world untrammelled by legal obstructions. But the Queen's Bench have rapped the East Ham magistrates over the knuckles for convicting without fining a milkman who was prosecuted by the local authority, and the case has been sent back in order that these easygoing gentlemen may give logical effect to their convictions.”

DOUGLAS FOSKETT has accepted the nomination to the LA Presidency for 1976, a fitting seal upon many years of service, in a variety of offices, to the association and to the profession both at home and overseas.

I WAS lunching recently with a friend who reckons he has about ten more years to go in libraries before retirement, and he raised an interesting question. Given the realisation that one will not, at his age, now be likely to make chief, what can a senior and experienced librarian do by way of interesting alternative to just serving out time?

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.

Social media, network capabilities, and digital communication technologies are changing the nature of work for individuals in WIL programs; further challenging the connections between industries and universities in their efforts to ensure individuals are work ready. However, digital technologies have provided new resources to help individuals socialize into the workplace and develop new skills for meeting the challenges of the information age that will also impact on how they get a job, and then do that job. The current literature on WIL, organizational behavior, and remote working, provides a theoretical framework for identifying the key points on the transitions experienced by individuals through WIL using the prism of social media, digital technologies, and the changes in work culture through remote working. Key issues in relation to transition are illustrated using two examples: one French and the other Canadian. The French study examines the effects of social media and digital technologies on individuals in WIL programs in relation to developing work readiness skills and communicating with supervisors and coworkers. The Canadian example examines the challenges internship students face when their workplace is predicated on remote working. The impact of social media, digital and communication technologies present new challenges for fulfilling the objectives of WIL programs and ensuring students are ready for work now and in the future.

The fundamental premises of three different models of diffusion of new technologies are described; the similarities and differences in prediction which are derivable from the three perspectives are highlighted. These perspectives include (1) diffusion of innovation; (2) technology transfer; and (3) critical mass theory. The article examines these predictions within the context of the unique social, cultural and political environments of developing countries. To illustrate the results of this approach, these theories are applied retrospectively to three technologies introduced into developing countries. They differentially explain diffusion and the subsequent use of these technologies. Implications for change management and technology policy are presented and future research is suggested.

The inaugural meeting of the newly established National Party was held in the Queen's Hall, Langham Place, on Thursday, October 25th, under the presidency of Admiral Lord Beresford. There was a large and distinguished audience numbering about 3,000 persons, among those on the platform being Lord Montagu of Beaulieu, Brigadier‐General Page Croft, M.P., Mr. Havelock Wilson, Miss Constance Williams, the Hon. G. J. Jenkins (all of whom addressed the meeting), Earl Bathurst, Sir C. Allom, Major Alan Burgoyne, M.P., Colonel Cassal, Mr. G. K. Chesterton, Sir R. Cooper, M.P., Capt. Viscount Duncannon, M.P., Sir W. Earnshaw Cooper, Mr. H. A. Gwynne, Mr. Rowland Hunt, M.P., Lieut.‐Col. Lord Leconfield, Lord Leith of Fyvie, Admiral Sir H. Markham, The Earl of Northesk, Colonel R. H. Rawson, M.P., Lord Edward St. Maur, Admiral Sir Edward Seymour, Lord Stafford and others.

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.