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In collaboration with the London Regional Management Centre and South West London College, ABE sponsored a one‐day Workshop on Paul Brown's approach to this new tool for the management kit. It would be inappropriate for ABE to sing Paul's praises — he is one of our Vice‐Presidents. Accordingly we invited Bernard Dixon to report on the workshop; Bernard was, of course, Director of the Institute of Personnel Management before leaving to develop his own consultancy Personnel Management International. He is currently Vice‐President of the European Association of Personnel Management. The following is a summary of his report.

“All things are in a constant state of change”, said Heraclitus of Ephesus. The waters if a river are for ever changing yet the river endures. Every particle of matter is in continual movement. All death is birth in a new form, all birth the death of the previous form. The seasons come and go. The myth of our own John Barleycorn, buried in the ground, yet resurrected in the Spring, has close parallels with the fertility rites of Greece and the Near East such as those of Hyacinthas, Hylas, Adonis and Dionysus, of Osiris the Egyptian deity, and Mondamin the Red Indian maize‐god. Indeed, the ritual and myth of Attis, born of a virgin, killed and resurrected on the third day, undoubtedly had a strong influence on Christianity.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.

This study examines key adaptations that occurred in the Zimbabwean Results-Based Financing (RBF) programme between 2010 and 2017, locating the endogenous and exogenous factors that required adaptive response and the processes from which changes were made.

The study is based on a desk review and thematic analysis of 64 policy and academic literatures supplemented with 28 multi-stakeholder interviews.

The programme experienced substantive adaption between 2010 and 2017, demonstrating a significant level of responsiveness towards increasing efficiency as well as to respond to unforeseen factors that undermined RBF mechanisms. The programme was adaptive due to its phased design, which allowed revision competencies and responsive adaptation, which provide useful insights for other low-and-middle income countries (LMICs) settings where graduated scale-up might better meet contextualised needs. However, exogenous factors were often not systematically examined or reported in RBF evaluations, demonstrating that adaptation could have been better anticipated, planned, reported and communicated, especially if RBF is to be a more effective health system reform tool.

RBF is an increasingly popular health system reform tool in LMICs. However, there are questions about how exogenous factors affect RBF performance and acknowledgement that unforeseen endogenous programme design and implementation factors also greatly affect the performance of RBF. As a result, a better understanding of how RBF operates and adapts to programme level (endogenous) and exogenous (external) factors in LMICs is necessary.

American police agencies' swift adoption of body-worn camera (BWC) technology, coupled with the ubiquity of smartphones and social media, has led to a “new visibility” of policing. Video recordings are often touted as objective evidentiary accounts of police-civilian interactions. Yet even these recordings are rarely seen in a vacuum, but instead accompanied by headlines and accounts.

Using a diverse sample of young American adults (N = 943) and an experimental design incorporating a short poorly recorded BWC video embedded within a survey, this study investigates perceptions of the appropriateness of police behavior in an ambiguous situation where officers used deadly force on a Black civilian. All respondents viewed the same video, but were randomly assigned to one of four ultimate outcomes.

Respondents overwhelmingly reported the BWC video was personally important and significant for a subsequent investigation and public opinion. The experimental manipulation, along with background factors, exerted a substantial effect on perceptions of the officers' actions. Respondents found the officers' actions more appropriate when told the civilian held a weapon.

Americans are divided on the role of police in a democratic society. Objective accounts like video recordings may be used to build consensus, but our results, derived from a novel method and dataset, suggest deeper cognitive biases must also be overcome.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).

Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.

Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.

Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.

Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.

Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.