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In order to rationalise an assortment of automated systems, the IEE Library implemented the CAIRS LMS and IMS modules following extensive flowcharting of procedures and evaluation of available systems. The article concentrates on the implementation of the serials control module, describing the data conversion exercise and day‐to‐day operation of the system.

An article in VINE 91, June 1993, dealt with the lEE's use of CAIRS‐LMS for serials management. This article treats their inter‐library loans operation. Prior to using the CAIRS module, ILL administration was purely manual; due to an increase in volume of requests, it was decided to automate. It was preferable to use a system which was integrated with the other IEE library modules so the choice of CAIRS was without question. The increasing integration of ILL with the other modules is welcomed by the library.

Teachers are constantly involved in emotional management. This chapter focuses on two second year teachers and the self-conscious emotional work of teaching. Both teachers were working in a prep (5-year-olds) class. The teachers engaged in The Participatory Inquiry Program (PIP), which is framed by active and critical reflections on classroom practices. The teachers collaborated with each other, firstly filming the other's practice, and then acting as a critical peer when reviewing the other's film. Teachers also examined internal feelings and thought processes that influenced their actions. The teachers concluded their participation in PIP by narrating their experience and learning. These narratives were then analysed by focusing on how they became cognisant of emotion and emotion regulation that enhances practice and learning outcomes. Emotion work for these two teachers revolved around three key themes: the emotion work with regard to colleagues; the emotional work that arises in relation to students (feelings of love; annoyance, anger), and emotion and self-awareness.

The purpose of this paper is to investigate the impact of a dual medium/content context – the one offered by the online Twitter communication (medium-context) of reporting on elite sports (content-context) – on traditional conceptualizations of genderlect.

A quantitative content analysis, coding for a variety of traditional gendered language markers – was conducted on the tweets of male and female reporters who covered the men’s and women’s NCAA final four basketball tournaments.

Consistent with tenets of social role theory, the duel medium/content context of Twitter and sports produces several language patterns that frustrate attempts to categorize language markers according to traditional conceptualizations of genderlect and thus provides support for a redefinition of genderlect.

This paper’s findings suggest that people adapt their communication patterns to match the context in which they communicate. Whether adaptation takes place with conscious effort or as a natural byproduct of moving from one context to another remains to be discovered. Advice to female sports journalists on being vigilant against unwittingly undermining their credibility and perceived expertise is offered. This inquiry allows researchers to study sociology through sport.

This paper demonstrates that online environments can allow for traditional gender roles and expectations to be challenged and broken down, but some genderlect features appear tenacious and could undermine attempts to break down gender barriers.

If sport mirrors society, then the same communication adaptations that appear in the online environmental context of reporters’ tweets about sport should appear in other societal contexts.

Few studies have investigated differences in reporting by gender, and fewer have investigated differences in sports reporting by gender. Fewer, if any, have investigated differences in sports reporting by gender through Twitter.

This research builds on Jenkins' theory of time, identification and human nature through an empirical study of leaders' experiences in a large UK public sector organisation. By applying Lewis and Weigart's typology of social time to the accounts of the leaders studied within this research, the study finds that the leaders' self‐ identities are constituted through the discourses of self‐time, interaction‐time and organisational‐time which are embedded, stratified and synchronised through social and organisational practices. In the leaders' narratives of career, work, life and family the research identifies dominant discourses of time compression and acceleration, as well as both cyclic and linear discourses of time. Each of these temporal constructs is found to be embedded in and manifested through the continuous construction and shaping of identity. The implications of these findings for our understanding of the contemporary working life of leaders and their careers and identities are discussed.

The mid-1990s marked a paradigm shift in the way physical activity is promoted, and walking is now considered the most suitable type of physical activity for widespread promotion. Accurate measurement underpins public health practice, hence the aims of this chapter are to: (1) provide a typology for the measurement of walking; (2) review methods to assess walking; (3) present challenges in defining walking measures; (4) identify issues in selecting instruments for the evaluation of walking and (5) discuss current efforts to overcome measurement challenges and methodological limitations. The taxonomy of walking indicates that secondary purpose walking is a more complex set of behaviours than primary purpose walks. It has many purposes and no specific domain or intensity, may lack regularity, and therefore poses greater measurement challenges. Objective measurement methods, such as accelerometers, pedometers, smartphones and other electronic devices, have shown good approximation for walking energy expenditure, but are indirect methods of walking assessment. Global Positioning System technology, the ‘Smartmat’ and radio-frequency identification tags are potential objective methods that can distinguish walkers, but also require complex analysis, are costly, and still need their measurement properties corroborated. Subjective direct methods, such as questionnaires, diaries and direct observation, provide the richest information on walking, especially short-term diaries, such as trip records and time use records, and are particularly useful for assessing secondary purpose walking. A unifying measure for health research, surveillance and health promotion would strongly advance the understanding of the impact of walking on health.

Expert evidence is a contentious area with a number of high profile cases highlighting unreliable “scientific” expert evidence, leading to appeals and acquittals. The purpose of this paper is to argue for improvement in the assessment of expert evidence reliability to avoid such difficulties.

A review of the area focused on the history of developing legal criteria for admitting “scientific” evidence. It examined the benefits and difficulties of approaches, and proposes an amendment to criteria for increased transparency and evidenced decision making.

The review indicated a range of difficulties with “expert” evidence admissibility, including inconsistency, an over-focus on narrow elements of evidence, difficulties in interpretation, and the potential to unfairly restrict evidence. An alternative to current approaches is proposed. This takes the form of a two-stage approach to consider whether or not to admit expert evidence. It comprises a preparation and an examination stage. The former seeks to critically review the evidence and define its nature. The latter applies two sets of criteria; a Daubert application for generally accepted physical sciences, and proposes an Abridged-Daubert for novel and social/behavioural sciences. Also proposed is increased involvement by experts in critically reviewing their own evidence and in providing statements of limitations.

The paper concludes by outlining the importance of developing such an approach for the UK legal system. It focuses on the application of specific criterion which could assist both Courts and witnesses to evaluate the quality of evidence prior to submission by accounting for the nature of the opinion evidence provided.

The paper outlines a practical approach to examining evidence which has benefit to practitioners and advocates when opinion evidence is outlined.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

Using Gibson and Tarrant's (2010) resilience triangle model, this study explores how small northwest Himalayan organisations respond to contextual challenges and opportunities and embed sustainability strategies in the organisations' operational values.

A qualitative exploratory design through individual and group interviews with owner-managers and employees was held in five small northwest Himalayan organisations.

The findings reveal multiple contextual challenges facing small organisations in northwest Himalayas, including ecological conditions, remoteness, underdeveloped infrastructure and human competencies. The investigated organisations respond to these challenges through reactive and innovation-based services like eco-tourism, conservation and educational initiatives. The organisations engage communities through participatory and educational activities. Owner-managers adjust the respective vision and mission statements, train employees on sustainability values and lobby the government on policy changes to embed sustainability strategies. Some organisations invest in resources and capabilities and others in process capabilities.

Small organisations can improve how the organisations predict contextual issues by developing the organisations' process capabilities, specifically by creating practical tools with parameters relevant to ecological conditions. These organisations can set the tools through participatory actions with the broader communities to ensure the (un)intended consequences of environmental issues are considered. Furthermore, improvements in process and human capabilities will provide new approaches to raising business opportunities, especially in post-pandemic business environments.

This study develops a framework that enhances the understanding of how process capabilities, leadership, people and knowledge capabilities are critical to developing and embedding sustainability strategies in small organisations.

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori and missionary, between Church and State and between local and national priorities. Despite its relative size, the history of New Zealand’s schools highlights their complex and competing origins. This educational landscape has been marked by emerging concerns and unresolved tensions regarding entry standards, academic and professional training, recruitment, and the knowledge, skills and dispositions a teacher ought to possess. There has been little consensus about how teachers should be prepared and where this training ought to occur. The absence of any uniform understanding or agreement about the effective professional training and preparation of teachers has induced a level of bureaucratization as competing interests sought to control the work of teachers.