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Being literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.

This investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.

Findings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.

The preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.

This research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.

While the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.

The purpose of this study was to develop an initial understanding of sport brand ambassador participants' experiences in sponsored user generated branding (UGB) programs to assist sport organizations in developing the most mutually beneficial brand ambassador programs possible.

Semi-structured interviews were held with six individuals who serve as brand ambassadors for various sport brands. Data were analyzed using qualitative thematic analysis.

Participants were intrinsically motivated to serve in brand ambassador roles. Their experiences were impacted by whether their personal expectations were met, perceived relationship with the brand, perceived value to the brand, and perceived amount of work involved. They reported the best aspects of participation were a sense of community and free products and/or discounts. The most challenging aspects included not wanting to come across as a marketer, self-inflicted pressure to perform a certain way for the brand, pressure to purchase products, and lack of clear communication from the brand.

As this study was qualitative, the findings are unique to the participants and the brands they represent. Therefore, the findings may be used to guide other research and brands but are not generalizable.

Sport brands wishing to employ sponsored UGB strategies such as brand ambassador programs must set clear expectations for ambassadors, communicate regularly, and develop a sense of community with and among ambassadors.

This study contributes to the limited sport management research on sponsored UGB and offers theoretical and practical implications in the areas of sport marketing and branding.

Improvements were delivered in the care of patients on anti‐coagulants through a collaborative improvement methodology within one primary care organisation. Although a key clinical governance priority, the project was conducted in a low‐key manner with minimal support. Practice teams were encouraged to apply evidence through small‐scale testing of changes, using measurements to monitor improvement and to share what they learned amongst themselves. No specific model of care was pursued and instead the emphasis was on demonstrating an improvement at the practice level, by whatever means worked best. The methodology used was similar to that applied in major national and regional collaborative programmes. This project demonstrates how it can be simplified and implemented within one primary care organisation to deliver improvements in care as well as to support the building of teams and learning about measurement and quality improvement.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

1. In accordance with instructions we visited Holland on 18th August, 1927, and after calling at the British Legation and making some preliminary inquiries at the Department van Binnenlandsche Zaken en Landbouw and the Department van Arbeid, Handel, en Nijverheid we spent the ensuing week visiting condenseries, creameries and farms in various parts of the country and making inquiries of managers and experts employed at the creameries and condenseries and of farmers and farm hands at the farms which we visited. We were able' to see the various activities involved in the production of condensed milk, butter and cheese, the actual milking and care of the cows, the transport of the milk and its handling at the creameries and condenseries, and the various processes through which it passed in its conversion into condensed milk, butter and cheese. The regulations and organisation for the hygienic control of these processes were explained to us by officials at the two Government departments mentioned above, and in certain of the districts visited we took the opportunity of calling upon the respective directors of the Keuringsdienst van Waren for each of these districts and ascertained the scope of their activities and their procedure for enforcing the regulations.

The aim of this paper is to explore Whitehall motivations underpinning the Sub‐national Review of Economic Development and Regeneration.

The paper is based on interviews conducted with senior Whitehall officials involved in regional working.

The Sub‐national Review seeks to streamline regional structures and provide regions with enhanced autonomy. However, findings indicate that there are distinct differences of opinion across Whitehall departments regarding the future trajectory of English regionalism and what powers and functions regional bodies should acquire. These contradictory positions raise questions about the implementation and effectiveness of the proposals.

An examination of these phenomena is intended to provide greater clarity regarding the opportunities and constraints presented by the latest phase of regional restructuring.

Given the now well‐recognised risk of Alzheimer's Disease (AD) for adults with Down's Syndrome (DS) as they reach middle age, services for people with learning disability (LD) need to meet this new challenge. Good practice guidance from the Foundation for People with Learning Disabilities (Turk et al, 2001) recommended that every service for people with learning disability should set up a register of adults with DS, conduct a baseline assessment of cognitive and adaptive functioning before the age of 30 years, develop specialist skills in this area, offer training to other professionals, front‐line staff and carers, and seek high‐quality co‐ordination between agencies. This article reports the progress of one LD service in meeting these challenges, highlighting the successes and difficulties that may guide other teams considering such a development.

The purpose of this paper is to contribute to the literature on the many dimensions of the principal's positionality by using a unique research approach to link the experiences of the policy implementing principal to embodiment.

The researchers employed a form of critical policy analysis that utilized photovoice to examine the experience of two principals in South Carolina, USA.

The findings suggest that these two principals do feel, beyond a cognitive emotional level, the experiences of being the policy implementing principal, where the multiple physically imprinted identities typified one principal's experiences and the highly entropic world of her high school causes another principal to physically and metaphorically integrate situations into her physiology.

In this paper, the authors are able to expand discussions of the principals’ engagement with policy by using a unique theoretical and methodological approach.

This study contributes to existing scholarship on democratic education by focusing explicitly on the affective dynamics of teaching with and for discussion. More specifically, the purpose of this research is to critically analyze the first author’s efforts to address the role of emotion in democratic dialogue within the context of classroom-based discussions and the work of preparing future social studies educators for their role as discussion facilitators. We found that despite the instructor’s stated goals and her efforts to teach about the constructive role of emotion in learning to communicate across difference, overall, students continued to judge dispassionate and disembodied speech acts as appropriate, while expressions of anger, frustration, or exaspe-ration were judged inappropriate. More specifically, if a female student spoke with anger or frustration during class discussions, her concerns, ideas, and questions tended to be ridiculed, ignored, or dismissed, while the same emotional rule did not apply to male students. If our intent is to facilitate communication across difference, we must actively attend to the ways in which social hierarchies inform discussion by carefully considering how emotional expression and experiences are positioned.