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Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching.

Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge.

Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem.

The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”.

The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.

The purpose of this paper is to investigate the relationships between specific gender combinations of mentor‐mentee and distinct mentoring functions.

Of the 500 participants, 272 were mentees and 228 were mentors from public‐ and private‐sector organisations, representing all four gender combinations of mentor‐mentee. Participants completed a 36‐item measure of mentoring functions.

Hierarchical regression analyses revealed few significant relationships between gender and mentoring functions. As far as mentees were concerned, female mentors provided personal and emotional guidance to a greater extent than male mentors; female mentors provided career development facilitation to a greater extent than male mentors and female mentees were provided with career development facilitation to a greater extent than male mentees; also female mentees were provided with role modelling to a greater extent than male mentees. As far as mentors were concerned, there were no significant differences in the functions provided to female and male mentees.

The study emphasized the need to use measurement tools that examine distinct, rather than categories of, mentoring functions. The findings also suggest that gender may not be as influential, with regard to mentoring functions, as has previously been proffered. Knowledge about the relationships between gender and particular mentoring functions may be beneficial for potential and actual mentees and mentors as they make decisions about becoming involved in mentoring relationships, engage in contracting processes, and monitor and review their relationships.

The study was the first to explore the perceptions of both mentees and mentors on gender differences in mentoring functions provided, using an adequate sample and a mentoring instrument designed on a gender representative sample.

The purpose of this paper is to create a parallel timeline between the Zimbabwe Librarian, the national trade journal for librarianship during the 1970s, 1980s, and 1990s, government statistics, non‐governmental information, media reports, and other secondary sources to determine the effects of Zimbabwe's political and economic fortunes on libraries.

The primary methodology is a review of secondary sources in the form of trade journals, economic data and media reports. The approach of the paper is to compare the state of libraries in Zimbabwe during the 1970s, 1980s, 1990s, and 2005, showing the change in librarianship and library services as economic prosperity changed dramatically.

The policies of three successive governments have promised support for libraries but have ultimately been unable to implement a national library system. Libraries in 2008 have fewer resources available than they had in the 1960s.

This paper is based on media sources as well as statistical data. The Zimbabwe Librarian ceased as a quarterly journal in approximately 1997. Since 2000, it has been issued as a semi‐annual journal. The author had access to a limited span of the Zimbabwe Librarian; therefore, this article focuses on the period from 1969‐1995. Media sources available in Zimbabwe after 2001 are frequently propaganda organizations.

This article provides an overview of historical and current events in the Zimbabwe library community in the light of political and economic events.

Australia has struggled to escape its particular variant of the ‘resource curse’. It has also had important economic, social and political ramifications. In this chapter, the authors consider how the recently announced Net Zero Economy Authority in Australia is progressing, but crucially, the authors want to put these developments into a broader context within which it exists. This context includes Australia’s ‘resource’ curse challenges but also the emergence of a new state capitalism (Alami, 2023; Schindler et al., 2023) that has included a Future Made in Australia policy that involves advancing a renewable energy industry but also a militarisation of industry associated with the trilateral security partnership between Australia, the UK and USA (AUKUS). The authors begin by looking at the continued tensions between Australia’s fossil-fuel dependence and efforts to combat climate change and lower greenhouse gas (GHG) emissions. The authors then track developments in the proposed structure and activity of the Net Zero Authority itself. Finally, the authors will review these developments in the light of the ‘resource curse’ and broader Australian government policy such as the AUKUS alliance and the ‘Made in Australia’ policy.

OD conceptualisation has been criticised as being both underdeveloped and too unduly narrow in its focus. Several ways that OD′s conceptualisation might be enhanced are suggested: on the one hand by differentiating its models and theories in terms of their conceptual level or scope, and on the other hand in terms of an enlarged set of fundamental organisational tasks, different levels of change agent intentionality, and the time frame involved in change. These suggested ways of reconceptualising the theoretic possibilities for OD would move it away from its mostly fix‐it, how‐to, internal problem‐solving image.

Visual representations of teachers and teachers’ work over the past century and a half, in both professional literature and popular media, commonly construct teachers’ work as teacher‐centred, and built around specific technologies that privilege the teacher as the active, dominant and legitimate principal agent in the educational process. This article analyses a set of photographs that represent an ‘alternative’ educational approach to normalised mainstream schooling, to explore the ways such practices might enact pedagogy within different social relations. Butler’s discussions of performativity and Foucault’s concept of technologies of self, offer a theoretical framework for understanding the educative and political work such visual representations of teachers work might perform, in the construction of capacities to imagine what teachers’ work looks like, with implications for capacities to enact teaching. The photographs analysed present a pedagogy in which the teacher is less visibly central and less overtly directive in relation to children’s learning than in normalised pedagogy. Thus, in important respects, they offer material from which to construct a different vision of what teachers’ work looks like, and, consequently, to enact teachers’ work differently. In this article I explore a set of photographs of Montessori methods at Blackfriars School in Sydney in the early twentieth century. I do so in order to establish whether such photographs offer a representation of teaching that differs significantly from conventional ‘normalised’ understandings of teachers’ work. This in turn is intended to inform one part of a transformative agenda to address problematic aspects of contemporary schooling.

Despite the theoretical shortcomings of recent historical work on social processes, the historical discipline has a role to play in the theorization of social dynamics. As the work of the late sociologist Charles Tilly (2008, p. 9) has emphasized, the larger-scale theoretical type of social-process analysis may benefit from a more small-scale historical awareness of “the influence of particular times and places.” In Tilly's view, the sociological accounts of social processes that lack the sense of temporal transitions which characterizes historical analysis will “rarely identify the component mechanisms, much less their combinations and sequences.” By contrast, a historical approach to the “big structures, large processes, huge comparisons” (see Tilly, 1984) of social processes may put forward an analytical program that “couples a search for mechanisms of very general scope with arguments that […] lend themselves to ‘local theory,’ in which the explanatory mechanisms and processes operate quite broadly but combine locally as a function of initial conditions and adjacent processes to produce distinctive trajectories and outcomes.” These local elements of history may aggregate together into a more general pattern of theory: “Mechanisms compound into processes: combinations and sequences of mechanisms that produce some specified outcome at a larger scale than any single mechanism.” The temporal dimension of a historical analysis has a capacity to theorize social processes by telling a story of beginnings that carry forward into points of culmination.

There is clear recognition of the relationship between social support and mental health (e.g., Kessler, & McLeod, 1985; Turner, 1981; Winefield, 1979), general health outcomes (e.g., Berkman, 1986; Cohen 1988; DiMatteo & Hays, 1981), work stress (Ganster, Fusilier, & Mayes, 1986), burnout (Etzion, 1984), work adjustment, and work performance (e.g., Fisher, 1985; Ford 1985; House, 1981). Despite the clear correlation between support and more positive outcomes in all these domains, the causal mechanisms and nature of the relationships remain a matter of debate and for research to answer.

The purity of the milk supply is intimately related to the health of the community. There are very definite reasons why milk stands apart from other foods in its peculiar liability to be associated with human disease. These reasons are briefly the following:—