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Corporate reputation managers need to put new systems in place to permit timely and appropriate response to the increased level of comment on significant issues that the Internet enables. Collecting the commentary is a preliminary step only. Most of public commentary is on the World Wide Web or in usenet. The originator’s choice of medium is revealing of their objectives and motivations. The management response may be pre‐emptive or consequential, but essentially it is limited to six options, which may be supported by protocols prepared for timely response. The key factors in protocol design are indicated. The need for systematic response mechanisms will increase in future, as the capacity of the Internet to foster debate and create issues is predicted to develop further.

This paper offers a reflection of a research process aimed at listening to young children's voices in their everyday school life through a play-based context in a Scottish school. Throughout the research process, the complexity of conducting this research was kept in mind as listening to children's voices presents methodological and conceptual difficulties and tensions. Reflecting on the research process after the data was collected, the process was critiqued using Deleuze-Guattarian ideas. The critique aims at opening and challenging each researcher, allowing them to think-again about the next research project aimed at listening to children's voices.

The research involved an observation study that took place over one week in a primary school in Central Scotland. As part of the educators' approach to play-based pedagogy, children had the opportunity to engage in free play throughout the day. Observations were chosen as the main approach to “capture” children's voices in their natural settings.

The empirical research brought forth two main ideas, that of children as agents, and how children amplify their voices through play. The reflective part offers the possibility of understanding the intensities and forces when conducting such research and the possibilities of engaging with these.

This paper offers a critique of research aimed at listening to children's voices. The aim is not to limit engagement in researching children's voices but to open, or make complex, such processes.

This article explores the processes and practices of doing participatory research with children. It explores how this process can be represented in writing. The article comes out of a project funded by Creative Partnerships UK, in which a creative agent, three artists and a researcher all worked within an elementary school in South Yorkshire, UK, for two years, to focus on the children’s Reasons to Write. It considers whether it is truly possible for children to enter the academic domain. Using a number of different voices, the article interrogates this. It particularly focuses on children’s role in analysing and selecting important bits of data. It engages with the lived realities of children as researchers. It considers ways in which children’s voices can be represented, and also acknowledges the limitations of this approach for adults who want to write academic peer reviewed articles. Ideas the adults thought were clever were found to be redundant in relation to children’s epistemologies. The article considers the process that is involved in taking children’s epistemologies seriously.

The school environment affects children's health, emotions and learning. The good design of school buildings makes these places more pleasant and more functional. Children's views are important and need to be more effectively integrated in the school design project, especially after the pandemic as many schools had to re-design their spaces. However, there are challenges for academics, designers and policymakers in determining which methods are appropriate for listening to children's views and ensuring their effective participation. The study aims to evaluate the different ways in which children could get involved in designing schools, and to identify spatial design trends from the perspective of the children.

For this study, qualitative and quantitative research methods were used. Various data collection techniques were drawings, model making and questionnaires. The empirical study was undertaken by 120 children (8–10 years old), who designed three spaces in two Primary Schools in England.

This paper discusses the change in use of spaces for current and future (post-COVID) school design and the need for multi-purpose spaces that can flip form one to another. The findings highlight the importance of involving children in the school design process that could then inform the decision-making processes of architects and designers. The findings would have implications for school design practice, demonstrating how research can be embedded in primary schools to evaluate the quality of indoor and outdoor spaces.

More research focusing on diverse spaces, various age groups and in different primary schools would provide reliable and age-appropriate guideline for future school design. It is recommended to gather children's and teachers' views related to the changes that primary schools in the UK have applied in response to the pandemic since June 2020 to assess the impact of social distancing in various indoor and outdoor spaces.

The study is a response to effective involvement of children in school design process as the main user. By identifying appropriate methods to gather children's views, the gap between academics, designers and policymakers can be bridged, especially for innovative post-COVID design of primary schools with radical changes. The study also highlights children's views for design of outdoor and indoor multi-functional spaces and suggests some post-pandemic design considerations to respond to children's preferences as well as their health and well-being.

The Internet has brought about change in the way that public relations is practised. Not only has it provided another channel of communication, but the communication dynamic itself has changed because of the Internet’s unique combination of characteristics. Much public relations practice is still posited on dated theories of the system of communication along the linear lines of sender, channel, receiver (with feedback). The public relations professional is there to transmit a message with the purpose of persuading publics to the point of view being promulgated. There have been suggestions that a new model of communication is required in order to explain the Internet medium. This paper re‐examines three of the older communication systems models to establish whether there are elements within them that can be helpful in explaining the dynamics of Internet‐based communication. The authors use the three models, in turn, to examine this medium by focusing on the message sender, the channel itself and the user of the Internet. The conclusion is that together they can throw valuable light on Internet‐based communication and that there are lessons to be drawn from these models that are useful for the contemporary public relations practitioner.

The aim of this study is to deepen the understanding of corporate web sites – of which corporate social responsibility, corporate citizenship and sustainable development (CSR/CC/SD) issues are included – which stakeholders are privileged, and which mechanisms of inner and outer control are referred to in these web sites.

A specific tool was developed to monitor the treatment of CSR/CC/SD issues on corporate web sites. Content analysis was applied to the complete spectrum of enterprises within the IBEX‐35, which is the selective index of the Spanish Stock Exchange.

The research reported herein shows that the web has become an essential instrument for the communication of CSR/CC/SD issues, although its use is limited to certain content. There is also a disparity between the volume of information and its dispersion; communication is primarily unidirectional/expositive; and companies do not sufficiently use eternal criteria to guarantee the corporate behaviour they report.

The IBEX‐35 company sample analysed in this study represents the companies on the Spanish Stock Exchange that have the most capital. Thus, its results cannot be extended to other top companies or to smaller firms. This research could be expanded by extending the survey to other companies and/or to other countries. It would be especially interesting to compare different external international evaluation criteria to add to the debate on the risks of the present CSR/CC/SD agenda.

This study represents the first investigation of this topic amongst Spanish companies, and a specific tool to monitor the treatment of CSR/CC/SD issues on corporate web sites has been developed.

The Internet is a multi‐channel distributor of data, information and knowledge. Information has value. It is becoming a separate entity to people and artefacts and is taking on the mantle of a commodity. Information affects the value chain and, in the network of networks known as the Internet, information management is an important corporate function. The value of information will decline as the volume of it increases, and it will gain added advantage when endorsed by trusted channels. Without valued information, the value of products is low to non‐existent. Ethics in the provision, management and protection of information is now an important, if not pivotal, management function.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

In Scotland, individuals referred for NHS psychological therapies are expected to commence “treatment” within 18 weeks of receipt of referral. With high demand, high non-attendance rates and limited capacity, this can be a challenging goal. The service discussed here was keen to develop a way of seeing individuals referred sooner and improving the efficiency of the assessment process. The purpose of this paper is to look at the impact of introducing assessment (“Signpost”) appointments on waiting times, attendance, and treatment planning.

Signpost appointments were offered to all existing, and any new referrals, to an adult psychological therapies team (PTT) in NHS Lanarkshire. Clinicians kept a record of the outcomes of these appointments over a six month period. Waiting times and attendance figures were compared before and after the introduction of the Signpost system.

Following the introduction of Signpost appointments, individuals were seen sooner for both assessment and therapy. Attendance at first appointments improved and Signpost appointments helped inform treatment planning. Although alternatives were discussed, the majority of clients were still offered individual therapy. Service user and staff satisfaction was high.

The results from this study led to assessment (“Signpost”) appointments being rolled out across other adult PTTs in NHS Lanarkshire.

There is little research looking at the impact of assessment/signpost appointments on adult mental health services in the UK. In the current climate of public service cuts, this study provides an innovative way of reducing waiting times and maintaining service user satisfaction, without requiring more resources.