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Ageing populations are national and global phenomena. These older residents are likely to be among the most disadvantaged nationally and in comparison with younger neighbours. The benefits of active ageing are attracting attention from policy makers globally, as it is increasingly recognised that age‐friendly cities encourage active ageing. Resources to sustain active ageing are becoming scarce. Older people's health, social activity, needs, aspirations and the barriers to realising them are at the centre of this investigation. The purpose of this paper is to explore inclusion and exclusion within some of England's most deprived areas.

Between 2002‐2007, over 600 older Liverpool people, key informants and policy makers in five of Liverpool's poorest electoral wards were consulted via semi‐structured questionnaires, key informant interviews and focus groups about their needs and aspirations.

Barriers to active ageing arose primarily from participants' poverty, ill‐health and deprivation, poor neighbourhoods, ageism, and insecure, gendered, racialised and sectarian space.

This in‐depth investigation into active ageing consulted over 600 older people in some of Liverpool's poorest neighbourhoods. In disseminating knowledge of Liverpool's situation, the paper adds significantly to knowledge around the severe challenges to active ageing in localities characterised by multiple deprivation.

This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community‐based learning courses. Specifically, the purpose of this paper is to examine the similarities and differences between American students' and international students' development of leadership skills through senior level service‐learning (SL) courses and analyzed the role of teaching methods on those outcomes.

Over 150 SL courses from students representing 30 countries were examined at a major university in the USA. US and non‐US student leadership and learning outcomes were cross‐tabulated with instructional techniques to analyze for statistically significant differences.

Facilitating leadership skill development is a function of utilizing transformational rather than traditional classroom teaching techniques.

Transformational teaching and learning methods such as collaborative projects, student‐selected readings, and group decision‐making in SL courses help transform students' views of themselves, their communities, and the world as they consider their roles as leaders in an unscripted future.

Few studies have examined the instructional elements in SL that transform student knowledge and leadership skills especially across such a breadth and variety of SL courses and student cultural backgrounds.

Nach 1953 ist die Internationale Vereinigung wissen‐schaftlicher Fremdenverkehrsexperten zum zweiten Mal in Wien zum jährlichen Kongress versammelt. Damals nach Kriegsende ging es darum, einem langsam wiedererstarkten Tourismus eine solide wissenschaftliche Basis zu geben. Es waren auch die Tourismuswissenschafter der klassischen Fremdenverkehrsländer Italien, Spanien, Österreich und der Schweiz, welche sich 1949 erstmals in der Schweiz trafen, um diesem Vorhaben eine konkrete Struktur zu geben. Prof. Paul Bernecker, als einer dieser Promotoren — genannt seien hier die andern: Prof. Walter Hunziker (bis 1973 Präsident), Prof. Kurt Krapf (erster Generalsekretär) und Prof. Angelo Mariotti — übernahm es, den Wiener Kongress zu organisieren. Er war dem Thema “Marktforschung und Werbung im Fremdenverkehr” gewidmet, übrigens ein nach wie vor aktuelles Thema, auch wenn die Terminologie heute in Marketing bzw. Marktbearbeitung oder Kommunikationspolitik erweitert wurde.

Comme l'a relevé le Gouvernement suisse dans son message du 23 septembre 1991 au Parlement sur la poursuite de la collaboration renforcée avec des Etats d'Europe orientale et centrale, les pays occidentaux ont un intérêt direct à une évolution contrôlée en Europe occidentale, afin de ne pas mettre en péril la stabilité internationale. La crise d'alors dans les Etats qui ont pris la succession de l'Union soviétique a été en particulier provoquée par des facteurs économiques. La stabilité recherchée ne peut par conséquent être garantie que si la situation économique est relativement bonne dans ces Etats d'Europe orientale et cet objectif nécessite un soutien de la Suisse. En outre, le Gouvernement helvétique était d'avis qu'au sens d'une coresponsabilité solidaire, la Suisse a le devoir “de contribuer à la réussite du processus de réforme en Europe de l'Est, afin de surmonter la partition européenne et de prendre part à l'édification de l'Europe”. Cela doit tre compris comme une politique de paix au sens large de cette expression. En 1990 déjà, le Parlement suisse avait approuvé un crédit de programme conférant au Gouvernement un instrument “qui lui permettait d'oeuvrer à la coopération avec l'Europe orientale sur divers plans: économie, politique, culture et société”.

In this article I will first explore current research definitions, uses and roles of yarning. From this I will argue yarning is undervalued and underutilised as a potentially rich source of data collection. Second, I will discuss how yarning can be used in research design development, application and data collection. Last, I will use my research in the history of education to demonstrate the effectiveness of yarning in historical narratives, in particular my study of an Aboriginal community’s journey towards Aboriginal student integration in Collarenebri, a small, remote and rural town, in northern New South Wales (NSW). I show how the local Aboriginal community lobbied successfully for their children to be transferred from a segregated Annex to the main school during the mid 1940s to the early 1950s. Utilising yarning as a research methodology added depth and relevance for participants, their local communities and the narrative paradigm that informs it.

The study seeks to contribute to a deeper understanding of the relationship between remediations and participation in new media. By lending some transparency, the analysis hopes to contribute toward generating a critical optics aware of the potentials and pitfalls of emergent media.

The methodology is visual semiotic analysis. The author make no claim for one, true interpretation or critical judgment about the images.

In demonstrating some shortfalls of Instagram affordances, the analysis shows how social media sites can develop tools that encourage users to engage in civic consciousness and respectful political debate. The study makes clear that new media tools can hamper or aid participatory logics.

To author’s knowledge, no other study that has analyzed remediated images related to the controversial confirmation of Brett Kavanaugh to the U.S. Supreme Court. It is also important to place these images in the contexts of “iconicity” in emergent media (a concept increasingly being eroded in new media environment).

Common sense tells us that management styles affect people like the weather. The chilly climate and sudden storms of autocratic leadership can turn work into a permanent winter of discontent. In contrast, the consistent and predictable temperatures of an organization founded on empowerment and involvement make people relaxed and willing to contribute. Our own working experiences tell us these are incontrovertible facts. However, the recent history of one company reveals some surprising gaps between the emotional truths and measurable facts of working life.

What is the Purpose of the Library? The question is exercising not only the English librarian but his American colleague, and we notice that one of our contemporaries there has given some space to this fundamental question. The simple reply to the question would seem to be “To provide the community with the books it needs.” Such a reply, however, is likely to be regarded as an over‐simplification. Nevertheless, we may adhere to it because the operative word in our definition is “needs” and not “wants.” To discover the needs of a community, which are as manifold as there are people in it, is in itself a formidable task; to supply the books which are likely to satisfy them is a life‐work worthy of the ablest of men. These considerations should never be lost sight of in the attempts which occur from time to time to define a programme of library work. We are the last to believe that our province should be a limited one and we deprecate any attempt to thwart the enthusiasm of any librarian, young or old, who has something constructive to contribute. Our definition, however, is indisputable. The addition to it that the librarian makes was defined years ago in Brown's Manual, which declared his work to be the exploiting of books. A programme then, if there is to be one, is merely of the best methods of exploitation by good technique, tactful advertisement, and a personal service which radiates willingness. The librarian must always beware of the many attempts that are made to harness the library to particular movements, shibboleths or partisan‐ships: the so‐called programmes which endeavour to define a purpose for the library will often be found to be influenced by one of these three evils. The matter thus stated seems trite enough, but it would seem that there is necessity for its fequent re‐statement.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.