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Discusses the benefits of recycling packaging, the most obvious being cost savings. But other benefits are often more important, such as better storage facilities and ease of handling direct into retail display. Points to difficulties of quantifying benefits in advance. Lists areas where reusable packaging systems work best.

Maintaining an adequate nutritional state, important at all times, is never more so than during the dark days of Winter. The body reserves are then taxed in varying degrees of severity by sudden downward plunges of the thermometer, days when there is no sight of the sun, lashing rains and cold winds, ice, frost, snow, gales and blizzards. The body processes must be maintained against these onslaughts of nature — body temperatures, resistance against infections, a state of well‐being with all systems operating and an ability to “take it”. A sufficient and well balanced diet is vital to all this, most would say, the primarily significant factor. The National Food Surveys do not demonstrate any insufficiency in the national diet in terms of energy values, intake of vitamins, minerals and nutrients, but statistics can be fallacious amd misleading. NFS statistics are no indication of quality of food, its sufficiency for physiological purposes and to meet the economic stresses of the times. The intake of staple foods — bread, milk, butter, meat, &c., — have been slowly declining for years, as their prices rise higher and higher. If the Government had foreseen the massive unemployment problem, it is doubtful if they would have crippled the highly commendable School Meals Service. To have continued this — school milk, school dinners — even with the financial help it would have required would be seen as a “Supplementary Benefit” much better than the uncontrolled cash flow of social security. Child nutrition must be suffering. Stand outside a school at lunch‐time and watch the stream of children trailing along to the “Chippie” for a handfull of chip potatoes; even making a “meal” on an ice lollie.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

This chapter presents a critical analysis of administration and its dysfunctional relationship to teaching and learning. Researchers conducted an ethnographic study over the course of 2 years. The reflective narrative (Nielsen, 1995) is of an iteration of Smith and Geoffrey's (1968) insider–outsider technique revealed systemic dysfunction, professional deference, and disregard. It provides the framework from which to view the dysfunctional behavior of both teachers and administrators. The critical analysis provides a research to practice component, which informs the preparation of future administrators through the revelation of the study's administrative challenges and expectations in the field of education.

The purpose of this study is to explore the leadership experiences of four female secondary principals (two Black, two White) in one south‐western state to create significant discourse for understanding school leadership nested in complex social, political and cultural contexts. These women confronted education challenges of social justice, democracy, and equity in their schools.

The philosophical tradition of phenomenology was chosen as the qualitative methodology for this study “which is understood to be a concern for human meaning and ultimately for interpreting those meanings so that they inform our practice and our science”. As a secondary analysis of a specific finding (i.e. female leaders who exemplified a values‐orientation around issues of social justice in their leadership practices) from the original study the lived experiences of four female secondary school leaders were further explored.

All four women engaged in leadership praxis by: transforming school practices to promote equity and access for all students and embracing diversity of their student populations; connecting the world of research and practice; adopting democratic and participative leadership styles that relate to female values developed through socialization processes including building relationships, consensus building, power as influence, and working together for a common purpose.

While the focus is secondary school female leaders and educational leadership in a North American context, the implications have a broader transnational focus, exploring themes and issues that may span national boundaries and cultures.

For purposes of this article, the original data were revisited to conduct secondary analyses of the experiences of four women. Research contends that this approach can be used to generate new knowledge, new hypotheses, or support for existing theories; and that it allows wider use of data from rare or inaccessible respondents.

IPSWICH gave an interesting lead to the libraries of this country in its Book Week, which occurred last month. By a wise co‐operation between the National Book Council, the Local Booksellers and the Public Library, two book exhibitions—one of new publications in the local Y.M.C.A., and the other of book‐making processes at the Public Library—were held, and lectures at the Library by Sir Ernest Benn, representing publishers; Mr. Maurice Marston, booksellers; Messrs. G. A. Stephen and Berwick Sayers, librarians; and Mr. Michael Sadleir, authors, attracted good audiences. Posters of a most original kind “declared war” on the ignorance of the value of books in the town. The affair must have stimulated reading to some extant in Ipswich; and we hope it may find imitators elsewhere.

The decline in attendance at historically Black colleges and universities and their existence is as much about the theoretical frameworks of social knowledge that exist within a putative post-racial society as it is about the systemic destabilization of educational institutions that produce a critical mass of Black and Brown professional through, inter alia, neoliberal narratives of individualism. What impact does framing have on erroneous beliefs about the efficacy of HBCUs? In the context of America's historical and current sociopolitical environment, HBCUs are more than educative spaces for Black students. HBCUs are places where the transformative practices of rhetorical criticism and collective action can uproot attitudes and theories that lead Blacks students to believe the marginalized outcomes they experience are their own fault over systemic racial discrimination.

Looking back over the scores of thrillers that have cheered my leisure in the past two decades, I cannot recall a solitary example which featured a professional librarian in the rôle either of hero or villain. Many an admirable murder has been committed in a library; if my memory serves me right, Francis Bonnamy has even located two slayings in the hallowed precincts of the Library of Congress. But every time it is the professor, the doctor, the lawyer, the priest—yes, sometimes even the ordinary policeman—who fits the pieces of the puzzle together, and brings the evildoer to justice. It is a sobering reflection that the clever people who write detective stories obviously regard the librarian as being insufficiently agile in mind or in body to cope with homicide. At the same time it is good to know that those same authors see no possible talent for the commission of crime among the ranks of librarians. For all that, it is a trifle humiliating. To be a potential Moriarty, or a Marlowe, a Father Brown, or a Dr. Syn, is something. Even the Watsons, even the Bunters have some distinction. Not so the librarian. Like the postman, the plumber's mate, or the sanitary inspector, he is in the eyes of the thriller writer a nondescript, a familiar object of blameless mediocrity.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

AN ESTEEMED correspondent points out that there are about two dozen library magazines of all sorts and sizes in circulation, whereas when he started his career there were no more than three. Our correspondent has himself had considerable editorial experience, and it may be that he is still in harness in that regard. One of his earliest efforts was in running the magazine of the old Library Assistants' Association, and it is not likely that that magazine has ever reached the same heights of excellence as it attained in his day. He observes that there are far too many library magazines now in circulation. We agree.