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The purpose of this paper is to describe and analyze how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990.

The activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analyzing historical archival and parliamentary material.

The work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors.

In comparison with the few other studies of subject associations, this paper is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.

The purposes of this study are to identify the types of brand association and examine the relationship between association characteristics and brand equity. Based on a literature review, two types of brand association are identified. One is product association including functional attribute association and non‐functional attribute association. The other is organizational association including corporate ability association and corporate social responsibility association. An empirical study measures the numbers of association, deriving from free association, and examines its differences between three pairs of high and low equity brands. We found that the corporate social responsibility association is almost absent across four high equity brands from subject’s free associations. Based on the other three contents of brand association, we use its total number of association to identify the orientation of association for each brand. The results are the same as that of using the favorable association. In addition, we also found that the number of brand association and total association have a significant relationship with brand equity. But the core of the brand association, instead of total association, is the key factor of driving brand equity building. The greater the numbers of the core brand association, the higher the brand equity. However, there is no significant difference for the other brand associations between the high and low equity brands. Marketers should develop the core association to position its brand strategy to create competitive advantages.

THE proposition that British library schools should examine their own students is not a new one. As long ago as 1954, Roy Stokes put the question bluntly to the profession. In those days his was a voice crying in the wilderness. The profession at large was not ready for such a development, and continued to adhere to its long held view that the Library Association should examine the products of the schools, while the schools confined themselves to teaching.

Reports on an experimental study where the effects of ad‐brand incongruency on a familiar brand and an unfamiliar brand, respectively, are measured. Building on theory on information incongruency, tests the notion that ads that are incongruent with the brand image may be more effective in raising brand interest and brand memorability. However, this depends on the familiarity of the brand: the incongruency reinforces the existing associations for a familiar brand by increasing elaboration of the brand message, whereas the incongruent associations may take the upper hand for an unfamiliar brand with weaker existing associations. The results show that ad‐brand incongruency enhances brand attitude and brand memorability and reduces ad memorability for the familiar brand. The only significant effect of ad‐brand incongruency for the unfamiliar brand is a reduced brand memorability.

Since the passage of the Smith‐Hughes Act of 1917, which established vocational‐technical education, more than 17,000,000 students annually are served by some type of vocational school program. In spite of this impressive figure, vocational schools are still considered by many people as a place to send students who are “good with their hands” and who are less academically inclined than their counterparts in comprehensive schools. Yet, the simple hands‐on training experiences, so commonly employed as the main method of instruction, no longer assure that one will have the necessary knowledge to be a competent and employable tradesperson or technician. With advances in technology in all areas (e.g., automotive mechanics, data processing, printing, electronics, aviation, agriculture, etc.), it is now necessary for students in vocational schools to study the related technical sciences and mathematics and the continuing technical developments in an area in order to gain employment. With these advances in technology there has been a large growth in the literature, but no one up to this time has examined collection development.

Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline‐specific research skills development, co‐ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject‐specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs.

Purpose – This chapter focuses on the challenges of introducing a nationally consistent and credible system for recognizing and rewarding accomplished teachers − a standard-based professional learning and certification system. Such systems aim to provide attractive incentives for professional learning for all teachers, in contrast with competitive merit pay or one-off bonus pay schemes.Methodology – The chapter provides a case study of one country’s progress in reforming teacher career structures and pay systems, and it also draws on the experience of other countries that have been pursuing similar policies, such as Chile, England, Scotland, and the United States. Using document analysis and interviews with key stakeholders, the chapter describes progress in Australia’s latest attempt to introduce a system for the certification of teachers, this time at two levels – the Highly Accomplished Teacher and Lead Teacher levels.Findings – Despite strong support in principle by the main stakeholders, implementation is proving difficult in changing political and economic contexts. Reasons for these difficulties are compared with problems in other countries as they seek to implement advanced certification schemes.Practical implications – The Australian case indicates the importance of ensuring that agencies established to provide professional certification have the independence, stability, and professional ownership they need to carry out their function effectively.Social implications – Recent Organization for Economic Co-operation and Development (OECD) reports highlight the relationship between the degree to which the work of teaching has been professionalized and student performance. An independent professional certification system is a concrete and relevant way for countries to “professionalize” teaching and treat their teachers as trusted professional partners; however, the Australian case indicates some of the challenges involved in making this a reality.Value – The chapter is the first to compare professional certification schemes in different countries and analyze factors affecting their success.

The directory is arranged alphabetically by subject and the associations under each subject are sub‐divided into countries. Details given in most entries include title of the organization in the original language and any authorized translation of the title, address, date of foundation, membership, activities, e.g. conferences, research, statistics and publications. The editors give a detailed introduction describing the coverage, limitations, sources and method of compilation of the directory and include the questionnaire which organizations were requested to complete.

The Internet is full of resources on China and Chinese studies. However, many new users are often overwhelmed by the vast amount of information on the Web. This paper is to offer a starting point for inexperienced users interested in finding information over the Internet on Chinese culture, art, language, literature, history, philosophy and current affairs, etc. It focuses on the World Wide Web resources only, and choices of entry are selective rather than exhaustive.

I. THE AMATEUR READER. MAKE no mistake: reading is an art, though it may seem as much an instinctive action as eating. It is by no means necessary to read every word of a book to have read it to the best advantage. Skipping and skimming are often condemned as vices of the desultory and idolent, and so indeed they often are, when they are involuntary. But the really expert reader skips and skims deliberately. Like Dr. Johnson, he “tears the heart out of a book.” He has not the time to waste on reading the unessential. Very likely only certain parts of a book are of service to him. Why should he do more than glance over the rest to see that he is missing nothing important to him? You will notice that as you read you take in, not single words at a glance, still less (as a child does) single letters, but whole sentences. That is, I believe, the common rate of reading. But Shelley could read, his eye and mind grasping at one glance an entire paragraph or even page. It does not matter how fast you read, so long as you read with your mind awake. As we all know, very much reading only half holds the attention, and is almost a vice. The morbid craving for printed matter, for any printed matter, no matter what, is not a help, but an active impediment to thinking.