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This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics.

Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on “learning about climate change,” “advocating for climate change mitigation” and “advocating for climate change adaptation.” Three open-ended questions were used to identify student experiences with civic engagement and/or service-learning, as well as topics in which they advocate and how they advocate.

Regarding advocacy in general, over 50% of the sample did not advocate for any topic, with 24.5% of students stating they advocated for the environment/climate change. Students who identified as female, democratic and 1st or 2nd year in school were more likely to be engaged with environmental advocacy. Regarding civic engagement, seniors were more actively engaged with their communities and also more likely to vote in local, state and national elections.

Time of data collection was a potential limitation with schools conducting data collection at different time periods. Students who identified more progressive politically were also more likely to participate in the study.

While research exists regarding student civic engagement levels, this research project identified ways in which students engaged in advocacy, identifying potential links with civic engagement and enhanced participation in climate change adaptation and mitigation strategies.

To explore how Critical Management Studies can be used to frame a strategy to effect change and promote diversity and inclusion in organizations.

Drawing on the experience gained from a large multi-sector action research project aimed at promoting equality, diversity and inclusion in organizations, this chapter proposes a multilayer [Critical] Ecological Model.

While early critical theorists were committed to effecting change, the rise of post-modern critical theory eroded the ground on which to stand, widening the gap between theory and practice. Secondly, the chapter asserts the importance of linking empirical research and critical theory in order to advance equality seeking projects. Thirdly, the chapter provides a [Critical] Ecological model that bridges theory and action in Critical Management Studies, based partly on experience from a large community-based research project. The need for a multifaceted approach to advance equality and inclusion emerged as a way to bridge ideological differences among actors and academics committed to effecting social change.

By addressing directly the challenges of theoretical rifts as well as differences in research focused on micro, meso and macro levels, the chapter builds a framework to allow different stakeholders – scholars, practitioners, activists and change agents across sectors – to take action in advancing inclusion and equality as well as an understanding of interactions between levels.

While sharing similar goals, many approaches to change are fragmented on the level of analysis and by underlying paradigms. This chapter is unique in its focus on ways to bridge theory and practice and to develop a framework for action that accommodates equality seeking theorists and activists working on several levels.

This paper reports on the first eight years of a community‐based forensic team for people with learning disabilities. The authors give an overview of current research and government guidance regarding the prevalence, care pathway and treatment of people with learning disabilities who offend. The role and function of the community forensic team is described and an analysis of referrals to the service is given. The authors reflect on the frustrations as well as the achievements associated with providing this service.

WE ask our readers to accept the old wish for a Happy Christmas, although we know that in some minds there may be a thought that happiness in such times as these is problematical. Yet we are, so far, a fortunate people, in spite of our difficulties. As a nation we survive and increase in Strength as in confidence. As librarians we have given the best of our men and women to the active services, and most of those who remain are immersed in one way or another in the national effort. We have lost fine libraries in a night, but the will to survive, to win and to create Still survives and kicks. The days are full of difficulties, problems to be solved, high fences and dangerous to be climbed, but we have got through so far, and are convinced we shall continue. It is the most absorbing age in human memory, and we are happy to be alive to overcome its challenges.

In February 1922 the editor of the SA Teachers’ Journal introduced a ‘Country Corner’ column that was to be contributed by a member of the Women Teachers Progressive League (WTPL) under the pen name ‘Tish’. Tish was Phebe Watson, the WTPL secretary (a position she had held since its inauguration in 1915), Women’s Warden at the Teachers College and Mistress of Method in charge of the short course of training for country teachers. This article focuses on representations of the country teacher in the Country Corner column in the interwar years. I argue that Phebe invoked contemporary discourses of youth and femininity to construct the rural teacher as a youthful, responsible, attractive and marriageable woman. Following on from recent research into ways in which city functioned both as a place and representation in education, I also begin to identify discourses of the country and the city in constructions of the teacher and teachers’ work.

The purpose of this survey is to find a significant sample of reference resources for electrical engineering as they are presented in subject-specific LibGuides.

The survey is based on a detailed observation and collection of sources designated as Reference Resources in LibGuides, titles found were compiled and organized.

The results are substantial; they offered a body of specialized resources, which includes e-book collections, dictionaries, handbooks, encyclopedias and other resources that are important to electrical engineering students and researchers.

A considerable amount of resources were found; nevertheless, they represent the resources found in a randomly selected sample of LibGuides; therefore, the result is limited to the group of libraries selected.

The results of this survey are valuable to subject librarians interested in comparing resources with a pool of libraries and to discover titles that can be of interest to their collections.

The work is original, as this is the first paper publishing the results of a survey of electrical engineering guides.

To highlight content of interest to this journal’s readership that promotes current thinking and activities in Information Technology.

Selective conference report of the annual meeting of the American Library Association and pre‐conference.

The largest conference of librarians, the variety of programs, activities, exhibit halls, creates one of the best professional development opportunities for librarians. Attracting librarians from all sectors and work environments from around the globe, this conference is hard to describe in a brief way except to say it is an experience. The article documents relevant programs about information technology was the goal of this contribution.

Contains information of particular interest to readers who did not attend these sessions. Introducers them to presenters and important hot topics. Provides an alternative to not being present while gaining some information and coverage.

A Crown Court hearing of a charge of applying a false A description under S.2, Trade Descriptions Act, 1968, is given in some detail under Legal Proceedings in this issue of BFJ. It concerns using the word “ham”, ie., the natural leg of a single pig, to various pieces from several pigs, deboned, defatted, “tumbled, massaged and cooked” in a mould shaped to a leg of ham, from which the average purchaser would find it impossible to distinguish. As the defence rightly claimed, this process has been used for at least a couple of decades, and the product forms a sizeable section of the bacon trade. Evidence by prosecution witnesses, experienced shop managers, believed the product to be the genuine “ham”. There is nothing detrimental about the meat, save that it tends to contain an excess of added water, but this applies to many meat products today; or that the manufacturers are setting out to cheat the consumer. What offends is the description given to the product. Manufacture was described in detail—a county trading standards officer inspected the process at the defendant company's Wiltshire factory, witness to the extent of their co‐operation—and was questioned at great length by defending counsel. Specimens of the product were exhibited and the jury were treated to a tasting test—presumably designed to refute prosecution's claim that the meat was of “poor value”. The trial judge said the jury had no doubt been enlightened as to the methods of manufacturing ham. The marketing of the product was also a subject of examination.

E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.