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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.

Managing the risk posed by violent and sexual offenders who have a personality disorder is a key priority in forensic mental health services. An important element of service delivery is to maintain client engagement with the care team in order to promote positive change. Service‐user involvement in multi‐method evaluations has been shown to increase involvement and ownership of services and thereby increase engagement. This study presents the findings from a qualitative service user evaluation of a pilot project known as the Forensic Intensive Psychological Treatment Service (FIPTS). The main findings highlight the importance of a good therapeutic relationship and good communication with the care team, how therapy work offers insight and understanding into behaviour, encouraging service users to make positive changes, and how returning to work gives hope, independence and confidence. Service users generally feel supported and able to approach the team with any concerns of escalating risk and also highlight certain areas of improvement.

The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and secondary history teachers in four school districts.

Teachers, teacher educators, and historians collaborated to design and test research lessons grounded in a theory-based framework for problem-based historical inquiry (PBHI) practice. The authors sought to support consonance between the reform ideas of the formal, professional development, curriculum, and the curriculum as enacted in participants’ classrooms.

Project participation was associated with significant gains in content knowledge and the conceptualization and implementation of more challenging instruction consistent with the PBHI model and the standards of authentic intellectual work (AIW). Mean AIW instruction scores for research lessons were more than double the scores for participants’ non-lesson study lessons and indicated noteworthy progress in integrating the formal and enacted curricula. Evidence suggested that many teachers developed more nuanced understandings of historical phenomena, gained greater appreciation for the importance of authentic purpose in motivating student engagement in challenging learning, and began to reconsider what is required to facilitate complex learning and to refine their repertoire of learning strategies.

Evidence from the first year of this project offers hope for the potential of collaborative communities of practice to facilitate a shared professional knowledge base of wise practice that brings the formal, intended, and enacted curriculum into greater alignment. These results also emphasize the evolutionary process of conceptual change.

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).

Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.

To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

Provides an overview of labour‐market diversity issues in Thailand. Examines factors such as religion, ethnicity and gender in the context of Thailand’s rapidly expanding economy. Concludes that religious and ethnic divisions are not especially pronounced in Thailand. However, with its relatively high female labour force participation and few restrictions on discriminatory behaviour, Thailand’s chief diversity issue concerns the role of women in the labour market. Presents an empirical analysis of data concerning job openings for white‐collar positions. Focuses on the role that multinational corporations, a major force in the Thai economy, play in promoting or inhibiting gender‐based employment discrimination. Suggests that multinationals are indeed very important in this process, with significant differences among the effects exerted by the subsidiaries of US, Japanese and European MNCs in comparison to Thai‐owned firms.

The Question Master for this session was Miss Mildred Couldrey. The Panel of Experts included Mr. D. V. Arnold (I.C.I., Ltd., Paints Division), Miss Ruth Jacobs (Department of Scientific and Industrial Research), Miss Barbara Kyle (Royal Institute of International Affairs), Mr. F. A. Sharr (Manchester Public Libraries), and Mr. E. N. Simons (Edgar Allen & Co., Ltd.).

An analysis of two recent decisions concerning both the NASD and the NYSE involving determinations as to whether or not there are colorable claims that each SRO is acting in a “governmental” capacity.

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.