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Evidence from the USA/Australia suggests whole‐school interventions designed to increase social inclusion/engagement can reduce substance use. Completeness of implementation varies but contextual determinants have not been fully explored. Informed by previous interventions, the paper aims to examine these topics in an English pilot of the Healthy School Ethos intervention.

This intervention, like previous interventions, balanced standardization of inputs/process (external facilitator, manual, needs‐survey and staff‐training delivered over one year to enable schools to convene action‐teams) with local flexibility regarding actions to improve social inclusion. Evaluation was via a pilot trial comprising: baseline/follow‐up surveys with year‐7 students in two intervention/comparison schools; semi‐structured interviews with staff, students and facilitators; and observations.

The intervention was delivered as intended with components implemented as in the USA/Australian studies. The external facilitator enabled schools to convene an action‐team involving staff/students. Inputs were feasible and acceptable and enabled similar actions in both schools. Locally determined actions (e.g. peer‐mediators) were generally more feasible/acceptable than pre‐set actions (e.g. modified pastoral care). Implementation was facilitated where it built on aspects of schools' baseline ethos (e.g. a focus on engaging all students, formalized student participation in decisions) and where senior staff led actions. Student awareness of the intervention was high.

Key factors affecting feasibility were: flexibility to allow local innovation, but structure to ensure consistency; intervention aims resonating with at least some aspects of school baseline ethos; and involvement of staff with the capacity to deliver. The intervention should be refined and its health/educational outcomes evaluated.

The Co‐ordinated Management of Meaning (CMM) is a social constructionist theory of human action which provides insight into the structure and process of multi‐person decision making. In the CMM analysis presented here, the Hughes family′s vacation decision making supplies an episode within which the family′s socially constructed resources are expressed and recreated. CMM is a technology offering considerable promise to new paradigm consumer researchers.

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

Investigates how a particular work team interprets and comes to understand quality management initiatives centered around customer service. The study set out to add to the understanding of how work team members interpret and learn as a part of a functional work based team operating within a quality management work environment. Data sources, including field notes, an extensive reflective journal, strategic plans, annual reports, e‐mail messages and office memos, provided rich, in‐depth information. The study argues that, contrary to much of the management‐based learning literature, learning is used as a way to mold and shape attitudes of workers and to control them.

The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history.

The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years.

State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment.

This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.

THE CIVIL CODES of most European countries have, for several decades, required official publication of company details in government gazettes. Thus librarians in each EEC country have enjoyed the availability of an official bulletin, published daily or bi‐weekly: in France, for example, it is called Bulletin officiel des annonces commerciales, a daily document of 70–80 double column pages containing full details of registrations, changes and cessations of all forms of business enterprises, (not only limited companies), together with an index to all personal and business names mentioned. The publication started in 1926 and now costs 50 centimes per issue or Frs 60 in France (c £5) per year. Similar documents at comparable prices are published by the other EEC governments and Denmark too.

The purpose of this paper is to offer a state of the art description of open air markets (OAM), a little-known phenomenon that is indispensable in Africa’s consumer packaged goods industry.

A qualitative methodology comprising in-depth semi-structured interviews and direct observation was employed.

Analysis of data from Nigeria, Africa’s largest economy and most populous country, reveals that channel members have roles that are different from that of their Western counterparts. For example, distributors often do not distribute and principals are expected to actively sell on behalf of their distributors to empty the latter’s warehouse. Also, while many end-users in developing countries expect credit sales and opportunity to bargain, extant literature does not include these demands in the formal list of service output demands. Another major finding is the surprising order underlying OAM. It is the bedrock of commercial activities: for most consumer packaged goods manufacturers, sales through OAM account for over 90 percent of revenue.

The focus on one industry and country limits the generalizability of the above findings.

Africa is the next growth frontier. Tapping into this growth requires a deep understanding and appreciation of the important role played by its unique marketing channels.

Given the dearth of documented knowledge about marketing channels in emerging markets, this study addresses an important gap. Its findings could inform theory development and encourage more research on marketing channels in developing countries.

SEPTEMBER this year will be unique in the history of the librarian in England in that for the first time in nearly sixty years the annual conference of the Library Association has already become a memory only. There are those who profess to believe that the conference should be restored to the autumn months. It may be suggested on the other hand that the attendance at Margate lent no assistance to that point of view; indeed, the Margate conference was one of the most pleasant, one of the most successful, of which we have record. Nevertheless, if it can be proved that any large body of librarians was unable to be present owing to the change of month, it appears to us that the matter should be considered sympathetically. Although no one holds any longer the view that one week's attendance at a conference will teach more than many months' study in hermit‐like seclusion—the words and sentiments are those of James Duff Brown—because to‐day there is much more intimate communication between librarians than there was when that sentiment was expressed, there is enormous value, and the adjective is not an exaggeration, in one large meeting of librarians in body in the year. It is an event to which every young librarian looks forward as the privilege to be his when he reaches a high enough position in the service; attendance is a privilege that no librarian anywhere would forego. And this, in spite of the fact that there is usually a grumble because the day is so full of meetings that there is very little chance of such recreation as a seaside, or indeed any other, place visited, usually provides for the delegates.

The purpose of this LOEX‐of‐the‐West keynote is to discuss ways to think about the future and the future of libraries.

Bringing in poems and meaningful paragraphs from other authors to illustrate his message, the author adopts the structure of a musical symphony to organize his presentation.

While the future may be impossible to predict accurately, the paper considers several possible futures for libraries.

The paper provides a futurist perspective on the potential role of libraries in the society of the future.

The purpose of this paper is to propose a re‐scripting of how it should educate students in light of a changing environment.

This paper shares a conceptual framework and provide examples from the service learning (SL) courses and data from students (from course‐based reflection and evaluation) to support the framework and recommendations.

Through the experiences, SL to transform students' learning and ability to adapt to the changing, global marketplace has been found.

The paper hopes that faculty and educational institutions will consider the outcomes and recommendations to challenge traditional modes of educating and utilize SL as one means for building competencies that facilitate personal and professional success in the current environment.

The paper challenges the prevailing wisdom about the role of curricula to focus primarily on knowledge and skills. The context of the unscripted future can quickly render knowledge and skill sets obsolete. Due to this age of uncertainty, it argues that curricula be built around capabilities (adaptability, behaving morally, cultural sensitivity) that enable students/future employees to adapt to a changing, global marketplace to leverage the knowledge base, and that SL be utilized as a meaningful pedagogical approach to instill this capability.