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This paper looks at the link between levels of library acquisition and interlibrary loan demand, using data from 12 libraries over the period 1975/76 to 1984/85. The authors suggest that the link between the two items is less simple than might at first appear; the results of their survey show no clear correlation between cuts in acquisitions spending and increased demand for interlibrary loans. They suggest that this is an area which might repay more detailed study in the future.

This paper describes and discusses collaboration between history teachers in England and Japan. The purpose of this paper is to explore the ways in which history is taught in each country as a part of a general commitment to international collaboration and as a means by which we could explore the connection between history education and global citizenship education.

The teachers created two lessons (one from England and one from Japan) about the Russian revolution. Both lessons were taught in each country. Data were gathered from students and teachers to aid reflections on the nature and outcome of the collaboration.

The collaboration was very positive. Teachers and students were excited to work together and to experience different ways of learning about the past. There were different approaches to the ways in which knowledge was characterized in each country (teachers in England emphasizing contextually based historical interpretations; teachers in Japan emphasizing content and contextual knowledge).

This work contributes to the limited amount of research that is currently available about professional collaboration between high school teachers and students of history in Japan and England. The arguments that are made about the opportunities for international collaboration in the context of different characterizations of pedagogical content knowledge contribute to a relatively unexplored field. The authors contribute to our understandings of the relationship between history education and global citizenship education.

The news last December that the U.S. Food and Drugs Administration had banned at central level about eleven million pounds of chicken for human food because minute quantities of the synthetic oestrogen, stilboestrol, had been found in them was bound before very long to produce lurid speculation on the possible effects on humans, quite apart from the fact that the substance is considered to be a possible carcinogen. The speculation has arrived. It is in fact more than speculation, since it alleges that because Americans consume so much chicken—more than any other race—they must also be consuming more synthetic oestrogens and that American men are acquiring feminine curves and contours, a direct result of upsetting their oestrogen balance by eating oestrogenised chicken! Without doubt, American men do bulge in various places, as men who eat and sit too much have always done, but the bulges do not have a feminine distribution! All of which is by no means to say that the increasing use of synthetic hormones and similar substances is without risk or that some form of control is not necessary, even though their object is an increase in food production.

This is a selective annotated bibliography of the literature on Christopher Columbus from 1970 to 1989. The subject is particularly relevant considering the approach of the Quincentenary of the “discovery” of America in 1992. For that same reason, there has been an outpouring of literature on the subject since 1990, a significant subset of which contributes to are interpretation of Columbus the man, his voyages, and their impact on the new world. It is hoped that this more recent literature will be part of a subsequent annotated bibliography.

The purpose of this paper is to describe and discuss current challenges for citizenship education in England.

This paper provides a relatively brief overview of the reasons for the introduction of citizenship education into the National Curriculum. Then, it describes the different versions (in 2002, 2008 and 2014) of the National Curriculum for citizenship. Finally, this paper draws attention to the issues that explain the reasons for the radical change in status and nature of citizenship education evidenced by the 2014 version of the subject.

Following the period 1998-2010 in which citizenship education became research informed and professionally developed, policy makers now since 2014 seem to be involved in the development of citizenship education in the National Curriculum in the form of promoting knowledge about civics, willingness to volunteer and a commitment to manage responsibly personal finances. In 2014 policy makers have confirmed the place of citizenship education in the National Curriculum but its nature, the relative lack of attention devoted to it and the growing official commitment to character education which emphasises personal morality rather than citizenship education suggests that it has lost a lot of ground. This paper argues that there are parallels between what we felt had happened at earlier points, principally, the early 1990s, when political education had been rejected in favour of a particular form of citizenship education (i.e. volunteering); and the situation in 2014 when volunteering and character education are now officially preferred.

This paper argues for a need to address key current challenges in citizenship education in the context of earlier development.

This chapter reports on a qualitative study that investigated the functioning of school governing bodies as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practiced at both schools and that it was characterized by shared decision-making and acknowledged rights of individuals, representation, participation and equality. Two structures for promoting democracy were found to be in existence in both schools, and these are school governing bodies and representative councils for learners. Such structures were found to be functioning effectively and contributing to the democracy in schools. However, although the learner voice was represented at both schools, learner participation in crucial issues in both the schools was limited. The study recommends that all teachers, learners and parent representatives on the SGBs be trained in skills such as deliberation, debate, dialogue and managing differences. Furthermore, training or capacity building related to advocacy skills and leadership development should be provided for all members of the SGB including teachers. The more learners, parents and staff are involved in school policy and decision-making, the more there is a genuine community involvement in schools, and the more effective a school becomes. Also, schools need to move towards learner-initiated decision-making where learners initiate the process and invite adults to join them in decision-making. Also, there is need for teachers to be trained in democratic ways of operating in the school and classroom, which will possibly help them learn ways of working democratically in both the whole school and the classroom.

This chapter clarifies our understanding of the project-based firm (PBF) by sharpening the theoretical foundations of project capabilities. It emphasizes the differences between project capabilities that eliminate variance in project outcomes (to control costs and add value) and economies of scale that reduce costs across multiple projects. It also highlights how the different ways in which value is captured by project-based organizations can feedback to influence how these capabilities and scale economies are generated. This opens up new typologies of project-based organizations, with implications for theory and practice.

Examines the methodological issues that arise in generating standardised transaction data for use in analysing the determinants of retail rents. Looks at the issues raised by the use of comparative information and the existence of widely accepted conventions for adjusting comparative evidence to allow for the specific physical and legal characteristics of individual properties. Concludes by questioning the need to test valuation convention against market evidence and the notion of open market value is reassessed.

Whilst none would dispute the efficiency of present methods of sampling and analysis of foods—they extend elaborately to the widest range of edible commodities—they are few indeed who would agree that this applies to the sampling and testing, the quality control, of drugs. This has been a statutory duty of food and drugs authorities since the first of the Food and Drugs Acts and the measures have continued with little change down to the Food and Drugs Act, 1955. Annual Reports, however, show that rarely does the ratio of drug samples to those of food exceed 1 to 20 and more often is about 1 to 30. The range of drug samples is also limited to time‐worn household remedies, some of which are almost Victorian and have been supplanted by newer remedies. Samples of dispensed medicines are conspicuous by their almost complete absence. Obtaining samples from test prescriptions, however, has always been a great difficulty not only in food and drugs administration, but in other relevant fields.