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This paper examines the production of a particular nuclear‐organizational history to illuminate the rhetorical and political practices by which stakeholders engage that history as an opportunity to perform preferred ideological narratives. Analysis utilizes data collected from the authors’ reflective participation in this process, and focuses on the tension between nuclear‐historical and ‐heritage discourses. We use the lens of critical public nuclear history studies to show how nuclear‐organizational history contributes to broader controversy over the commemoration of nuclear weapons production in post‐Cold War US culture.

Most libraries already have some documentation. Software vendors provide manuals for the “out‐of‐the‐box” programs they sell. The bibliographic utilities also provide documentation, which libraries use for guidance on entering data into the utilities. System documentation may exist also in scattered guides, “cheat sheets,” and “how to” manuals that have been developed for staff use as the need has arisen. Relevant documentation may reside even in non‐library sources. With all this existing documentation, one might conclude that there is no need for yet more system documentation. Yet it is precisely because of the scattered nature of the documentation, the selective use of these sources, the inadequacy of some of the sources, and, most importantly, the need for standardized input into the database that there is a need to develop adequate documentation for a particular library's system.

Serves as an introduction to the special issue on the strategic use of the past and future in organizations published in the Journal of Organizational Change Management. The issue of how organizations and their members appropriate the past and future in the context of organizational identity is examined.

The notion of sustainable development, which appears to have become a permanent fixture in political and economic discussions at the national and international level, carries with it approvals of various sorts. At a time when the sheer number of human beings on the planet is ecologically problematic, sustainable development has replaced motherhood as that which everyone unreservedly commends. The different foundations upon which approval rests successfully blanket sustainable development with an all encompassing positive assessment. Positively assessed economically, politically, ecologically and purportedly topped off with moral support from human rights and justice considerations, sustainable development has attained the status of an unquestioned good. Frequently it is touted as the highest good. The means to achieving sustainable development globally and how to contribute to it nationally are seriously debated worldwide. While courses of action plotted to secure the end may rest in pages of committee reports or be poorly implemented, the few voices raised against the recommendation to pursue it are scarcely discernable as a murmur in the cacophony of those who sing its praises. Consequently, when the support from economic, political, ecological and moral theories combines with “the people's” commitment to sustainable development, this notion functions to identify today's most powerful justification for the actions or omissions of governments, individually or jointly.

The business world is all in a lather right now about knowledge. The knowledge of the organization and how to manage it is the talk of the moment. It's the subject of conferences and books too numerous to mention. Newsletters—indeed, whole journals—are being devoted to the subject. Even academic chairs are being funded in its name: witness the Distinguished Professorship in Knowledge recently funded by Xerox at Berkeley. (Its first holder, Ikujiro Nonaka, is jokingly referred to as “Dr. Know.”) Why does it suddenly seem so urgent to attend to something as ancient as knowledge?

The East Midlands factory of K. Stevens (Leicester) Ltd has become the first in the UK to introduce a brightly‐coloured “pod”, which could transform learning in the workplace. The pod which houses the Learning Works system brings online learning into the workplace for employees of the company to use when and where it suits them.

Details how a high technology “pod” is being used to bring online learning into small and medium size firms in the UK’s East Midlands for employees to use when and where it suits them. Describes how the so‐called “Learning Works” project has been made possible through the partnership and support of organizations ranging from Loughborough College and Loughborough University, to the adult learners’ organization, NIACE. Explains how the scheme could serve to increase the flexibility of employees.