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I suppose most librarians carry around something to read in case they have a spare moment, for example on a train journey or while waiting for the One Really Interesting Bit on the usual dull agenda paper. It is not always assumed that librarians read, of course. Was once stopped walking home in what we used to call the wee small hours by the motorised Law who wanted to know what I was carrying in that large army pack — an enquiry with the heavy and well‐seasoned implication that “we're not taking at face value anything you say, so you might as well show us”. On seeing the load of books they asked, “What are you, then, a student?” Revealing myself as a librarian was obviously insufficient evidence and I was further quizzed as to what I was doing with the books.

Suggests that it is possible to develop a performance appraisal system (without performance‐related pay) that can be integrated into a total quality process. Examines the problems inherent in management by objectives; presents an alternative culture whereby rewards are given for team goal achievement. Provides a comprehensive examination of what a TQ appraisal process might look like and how to go about it.

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of putting theory and research into practice. Using a qualitative case study research strategy, we focused on the single case of the teacher’s experience. We identified four categories related to the implementation of EE elements into her classes: (a) teacher’s values, (b) students’ values, (c) teacher directedness versus student directedness, and (d) accountability. We used the teacher’s values as the central category for our discussion to explore how these values conflicted and coordinated with manifestations of the other categories. Through this study, we learned more about the importance of teachers as researchers and the value of university and school collaboration. However, the critical result was the disconnect between what is valued by the teacher and what is assessed and the need for a continued examination of this issue.

In Richmond Fellowship Workschemes, supporting people in open employment is a team effort. Barnet's Qest team write about how they structure their work and share some of the things they have learned.

This paper considers the challenges and solutions in relation to older lesbian, gay, bisexual and trans (LGB&T) housing in the UK. The purpose of this paper is to identify the key housing issues and concerns affecting older LGB&T people in the UK, and ways in which these might be addressed.

This is a practical discussion which focusses on the issues of policies and provision in relation to older LGB&T housing in the UK, both specialist and mainstream housing.

There is a growing body of literature from both the voluntary sector and academic researchers highlighting the housing issues affecting older LGB&T people. There is a need for both specialist and appropriate mainstream housing provision. However, policy and funding issues constrain the creation and/or development of such provision.

Policy makers and housing providers in the UK need to address, and meet, the diverse housing needs of older LGB&T people.

Until their housing needs are met, many older LGB&T people remain concerned about their housing futures, and may end up living in housing which is not their preference and which is not suitable for them.

This paper is the first to provide a comprehensive overview of the work of Stonewall Housing’s network for older LGB&T people, and the challenges and solutions which have been identified in relation to their housing issues and concerns.