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Two elementary teacher educators redesigned a methods course to integrate social studies and science. Using the framework of science-technology-society (STS) literature and the major themes from Paul Hurd, social studies and science content and methodology converge to create an integrated curriculum for preservice teachers. Concepts, processes, content knowledge, skills, and critical issues are among the interrelated themes of the course. This paper describes the design of the course and discusses how preservice teachers internalized the content. In addition, the successes and challenges of creating and teaching the course along with implications for teacher education are discussed.

DAVID HERBERT (1830–99), classical tutor, journalist and aficionado of eighteenth‐century literature and history, was born on 15 April 1830 in Glasgow, at the home of his parents on Castle Street. He spent his early life in Glasgow where his father, James Herbert, worked in a shop.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

This paper discusses findings from qualitative research exploring young asylum seekers' (aged 18‐25) definitions and experiences of ‘home’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. Previous research on refugees and asylum seekers has focused largely on either children or adults, often failing to highlight the particular experiences of those in young adulthood. It will be argued that young asylum seekers of this age have specific needs and experiences associated with the dual transition they face, in both adapting to life in the UK and becoming adults, and the changing support network and entitlements available to them as they go through this process.

In discussing this topic at an Aslib Annual Conference one is very conscious of the role past annual conferences have played in the development of this subject field. The first paper of note in this country on the theme was delivered by H. E. Potts at the 1926 conference. At the seventh annual conference in 1930 a resolution of the general session recognized the vital need for training students in the efficient use of libraries and urged university and other education authorities to consider the organization of systematic instruction in this subject in all faculties. More significant was Hutton's paper in 1942 which listed the objectives of such instruction—no one had done this previously and very few have since. One is also conscious of the fact that no action was taken as a result of these three initiatives—so it is with no great hope for change that I speak today.

The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems.

A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application.

The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects.

The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained.

The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success.

Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

This paper seeks to examine workplace learning strategies, learning facilitators and learning barriers of public accountants in Canada across three professional levels – trainees, managers, and partners.

Volunteer participants from public accounting firms in Nova Scotia and New Brunswick completed a demographic survey, a learning activities survey, a learning barriers survey, and a learning facilitators survey. Quantitative analysis provided total scores for key variables and compared these across the three levels.

The paper finds that accountants across different levels use a variety of formal and informal learning strategies, although informal strategies predominate. Accountants encounter numerous facilitators and barriers. There are variations in strategies, barriers and facilitators based on professional level; for example, trainees make more use of e‐learning than do either managers or partners.

Future research could focus on the efficacy of accountants' formal and informal learning strategies as well as how e‐learning can be appropriately managed and utilized.

Allocation of work and relationships with people are important to the learning process and should be considered in work assignments. One implication is to encourage informal learning and provide appropriate learning activities and feedback so that informal learning is maximized. There could also be more emphasis placed on assisting partners and managers in developing their roles as coaches and mentors.

The paper provides information on workplace learning for an understudied group of professionals in a Canadian context.

The last winter meeting for the 1960–1 season will be held at 2.30 p.m. on Tuesday 9th May at the Royal Aeronautical Society, 4 Hamilton Place, London, W1. Sir Frank Francis, Director of the British Museum, and Professor R. S. Hutton will speak about the proposed National Reference Library of Science and Invention as envisaged in a symposium published in the Journal of Documentation, vol. 17, no. 1, March 1961.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.