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This article describes the evaluation of the ACE club, a service for younger people with dementia in North Wales. The evaluation was conducted by the ACE club members and conducted through a relationship‐centred approach expressed through the Senses Framework (achievement, belonging, continuity, purpose, security, significance) (Nolan et al, 2006). Members of the ACE club found the sense of significance to be the most important and meaningful ‘sense’ in helping to structure their evaluation and use of the ACE club. The clinical interventions outline is shared within the text to help provide a grounded and inductively generated practice structure. The funding of ‘normalising’ activities for younger people with dementia is an area of dementia care that needs urgent attention.

Early in 1996 South Ayrshire Libraries submitted a proposal to the British Library Research and Innovation Centre’s Digital Libraries Programme, outlining a plan to enhance public library support to users who were engaged in open or distance learning by identifying and classifying a range of learning resources which could be accessed via the Internet. This was to be accomplished by designing and developing a Web‐based directory to support open learners. In addition it was planned that references to locally held open learning material should also be included in the directory. The proposal included a preliminary stage which involved collaboration with the Robert Gordon University School of of Information and Media, to develop information and skills training for independent learners. It was envisaged that this would take the form of a Web‐based resource which collated various learning skills packages which are currently available on the Internet. This could then be used as the basis for developing information skills courses which could be run locally by public library staff. The aim of this paper is to describe the procedure and rationale for developing the Information Skills Web site and to report on progress to date. Examines the question of why information skills training was seen to be a key starting point for the project and the issues and challenges which have surfaced during the development and implementation of the Web site designed to facilitate this training. The Web site itself can be accessed at http://www.rgu.ac.uk/∼sim/staff/mmcc/ ayr/intro.htm

The present climate in education is one of change with increasing emphasis on independent learning and resource‐based learning. The decisions facing today's youngsters will require that they know how and where to “find out” for themselves, whether it is where to collect the relevant form, how to locate a useful contact address or how to make sense of the wealth of information available in any particular field of knowledge. Central to this ability to think and learn for oneself is the ability to make the best use of available information.

IN 1975 an observer visited the multi‐media centre at Kennoway in Fife. There he was shown by an enthusiastic Head Teacher, classes of children being taught “information skills” They were given carefully prepared assignments which necessitated the use of various types of media and instruction on how to use the resources of an excellent multi‐media library. They went about their work with an assurance and, so it seemed, an enjoyment rare in secondary school pupils.

The British countryman is a well‐known figure; his rugged, obstinate nature, unyielding and tough; his part in the development of the nation, its history, not confined to the valley meadows and pastures and uplands, but nobly played in battles and campaigns of long ago. His “better half”—a term as true of yeoman stock as of any other—is less well known. She is as important a part of country life as her spouse; in some fields, her contribution has been even greater. He may grow the food, but she is the provider of meals, dishes, specialties, the innovating genius to whom most if not all British food products, mostly with regional names and now well‐placed in the advertising armentarium of massive food manufacturers, are due. A few of them are centuries old. Nor does she lack the business acumen of her man; hens, ducks, geese, their eggs, cut flowers, the produce of the kitchen garden, she may do a brisk trade in these at the gate or back door. The recent astronomical price of potatoes brought her a handsome bonus. If the basic needs of the French national dietary are due to the genius of the chef de cuisine, much of the British diet is due to that of the countrywoman.

We expand on the use of monuments and memorials in the social studies classroom, while further promoting a more inclusive curriculum that better represents women in the social studies. The way and frequency in which history textbooks and social studies classrooms represent women has improved over the decades; though, it still needs refining. The imbalance goes beyond the social studies classroom and includes the very resources we are advocating social studies teachers use, the United States’ historical monuments and memorials. We, therefore, offer social studies teachers a rationale, resources, and suggested activities for incorporating monuments and memorials commemorating the role of females in U.S. history. Considering less than eight percent of the United States’ cataloged, public outdoor statues honoring individuals are of women.

The following annotated bibliography of materials on orienting users to libraries and on instructing them in the use of reference and other resources covers publications from 1981. A few items from 1980 have been included because information about them was not available in time for the 1980 listing. A few items have not been annotated because the compiler was unable to secure copies of these items.

THIS was my first experience in my home country of a conference in a university campus, and an impressive experience it was too. Away from the attractions and allurements of sea and coast, I found it particularly conducive to study and reflection, for the atmosphere of learning was all around us in this red‐brick university, the prototype of a civic university, founded in 1900 and with a student population of nearly 5,000.

This was my first experience in my home country of a conference in a university campus, and an impressive experience it was too. Away from the attractions and allurements of sea and coast, I found it particularly conducive to study and reflection, for the atmosphere of learning was all around us in this red‐brick university, the prototype of a civic university, founded in 1900 and with a student population of nearly 5,000.

This paper aims to examine the complex issue of the social cost of carbon. The authors review the existing literature and the strengths and deficiencies of existing approaches. They introduce a simple methodology that estimates the amount of “legal looting” in the fossil fuel industry as an alternative approach to calculate an unpaid social cost of carbon. The “looting amount” can be defined as society’s failure to charge fossil fuel firms for the damage that their activities cause represents an implied subsidy.

The methodology used in this paper combines decisions in the form of policymakers setting carbon taxes and rational investors investing in carbon emission markets.

The authors show that the unpaid social cost of carbon in the fossil fuel industry was US$12.7tn over 1995-2013, but may be as high as US$115.5tn.

Over the same period, the sum of industry profits, emission trading scheme carbon permit and carbon tax revenue totalled US$7tn, indicating the industry would not be viable if it was made to pay for damages to society.