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The political and economic changes in eastern European countries and the increasing attraction of cheap labour countries as production locations for western European companies give rise to the notion that western European employment can only be secured by a constant increase in production coupled with better quality in goods and services. This requires a highly skilled workforce; indeed the human potential within an organization is a major competitive factor. In global competitiveness, where shorter life cycles, benchmarking and faster information transfer are the keys to success, human resources provide a mid‐ to long‐term advantage for companies. They play a strategic role: today’s investment in the workforce secures the innovation and competitiveness of tomorrow. Therefore, company training and development should be viewed as an important management task. Discusses the management tasks for company training: analysing training requirements, preparation and implementation, know‐how transfer within a company and controlling training and development, while highlighting the importance of training and development within the overall strategic planning process.

Anonymous peer review is an important part of the process by which academic information is evaluated. Some of the problems associated with the process are discussed below. Although the history of peer review is well documented, there appears to be no record of when it became anonymous. Since most criticisms associated with the practice result from the anonymity of referees, this is significant. A number of well‐known and long‐established journals were approached in an attempt to determine when they adopted the process but none of the correspondents at the journals knew.

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

Division D was one of a number of post‐primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached crisis point. This paper explores the origins of the problem of teacher supply and locates the establishment of Division D within the ideological and practical context within which the problem was posed and confronted. It suggests that, because the students entered the profession without the university qualifications which had traditionally defined eligibility to teach in New Zealand secondary schools, the course presented contradictions as both a solution to the Department’s problem of supply, and a problem for status within the profession.

The purpose of this paper is to report on an evaluation of the UK Healthy Universities Network (UKHUN), which explored engagement of network members; identified what members value about the network; examined facilitators and barriers to engagement; and informed the network’s future development.

The study was a two phase mixed-method study, with participants being staff from Higher Education institutions. Phase 1 involved a documentary review and an online 14-question survey (n=32). Phase 2 comprised follow-up semi-structured interviews and focus groups, conducted using Skype (n=11). These were audio recorded and transcripts were thematically analysed in a two-stage process.

A number of key themes emerged from the thematic analysis: value of network meetings and events; popularity of the network website; increased communication and collaboration; sense of leadership offered by the network; interest and inclusion of an international perspective; importance of institutional support.

Only six universities who are involved in the network took part in Phase 2. Although a range of organisations were chosen purposively, it is possible that additional key issues at other universities were excluded.

The UKHUN is valued by its membership, particularly its biannual meetings, online presence, leadership, ethos and communication methods. Key barriers include the capacity of staff to attend meetings and contribute to the network, influenced by a lack of institutional commitment and prioritisation. Findings from the evaluation have informed a “refresh” of the network’s website and a revision of its membership structure, as well as guiding its positioning to achieve greater strategic influence.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.

Anthropology was a late‐comer to the Caribbean and only after World War II did the study of Caribbean culture and societies become less exceptional. Early in this century when anthropology was first making itself over as an ethnographic science, anthropologists concentrated on tribal peoples. For most of the post‐Columbian era, the Caribbean region, with a few minor exceptions, was without indigenous tribal societies. Even after anthropology turned its attention to the study of peasantries, Caribbean peasantries were ignored in favor of more stable and tradition‐oriented peasant societies in other parts of Latin America. When anthropologists began to study Caribbean peoples in a more serious and systematic fashion, they found that they had to develop new concepts to explain the variation, flexibility, and heterogeneity that characterized regional culture. These concepts have had a significant impact on social and cultural theory and on the broader contemporary dialogue about cultural diversity and multiculturalism.

Question: What do Scotland Yard's Black Museum, Raymond Brigg's Snowman, Welsh harpists, the East Lancashire Railway, and the Sensible Footwear Theatre Company have in common?

This study aims to investigate what the crucial elements are when it comes to using a mascot to brand a destination. This study applies the proposed framework of “mascot usage for destination branding” to two mascot cases, namely, Kumamon and Sukjai. In particular, the Kumamon mascot is first investigated, looking at how it is used to promote Kumamoto, one of the key cities in Kyushu, Japan. Sukjai, another mascot, is then analysed in a similar light. The dominant factors that lead to the success of Kumamon mascot are analysed on the case of Sukjai mascot. The disparity between the two mascot cases allows for a better understanding of the dimensions and practices or lack thereof, that can occur in mascot creation and implementation.

A qualitative methodology is applied, and thematic and content analyses are applied to the three data sources, namely, secondary data collection from different data sources in the English and Japanese languages; researcher onsite observation in Kumamoto; and an in-depth interview with purposive sampling experts.

The findings indicate that according to the proposed framework, Kumamon has shown all three elements of the framework, namely, promoting destination identity and personality, creating differentiation for the location and having strong stakeholder involvement. On the other hand, these elements were found not to be as strong in the Sukjai case. The findings from the case comparison determine several underlining factors, including the national culture, which can help or hinder in laying the groundwork for the successful application of a mascot in destination branding.

This study complements the previous literature on mascot branding and elaborates on the framework of mascot usage for destination branding based on a combination of the three proposed elements.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.