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The purpose of this paper is to determine how the presence of an embedded, centrally placed, solid but heat-conducting block affects the onset and development of Darcy-Bénard convection.

Steady solutions are obtained using finite difference methods with SOR as the smoother. A detailed presentation is given of how the interface conditions are modelled, and how a continuity of pressure argument is used to determine the value of the streamfunction on the solid block.

The presence of the block affects strongly both the onset of convection and the nonlinear properties such as the mean Nusselt number and the strength of the fluid circulation. The smallest possible critical Darcy-Rayleigh is found to be 22.0152, which is smaller than 4π2, the value when the block is absent.

The Darcy-Rayleigh number is restricted to values at or below 200, which is five times the critical value without a solid block, but the size and conductivity of the block vary between all admissible values.

This is the first investigation of the effect of internal obstacles on Darcy-Bénard convection.

WE publish this issue on the eve of the Brighton Conference and our hope is that this number of The Library World will assist the objects of that meeting. Everything connected with the Conference appears to have been well thought out. It is an excellent thing that an attempt has been made to get readers of papers to write them early in order that they might be printed beforehand. Their authors will speak to the subject of these papers and not read them. Only a highly‐trained speaker can “get over” a written paper—witness some of the fiascos we hear from the microphone, for which all papers that are broadcast have to be written. But an indifferent reader, when he is really master of his subject, can make likeable and intelligible remarks extemporarily about it. As we write somewhat before the Conference papers are out we do not know if the plan to preprint the papers has succeeded. We are sure that it ought to have done so. It is the only way in which adequate time for discussion can be secured.

IN The verdict of you all, Rupert Croft‐Cooke has some uncomplimentary things to say about novel readers as a class, which is at least an unusual look at his public by a practitioner whose income for many years was provided by those he denigrates.

Even since this book went to press it has acquired a savage irony the author had not foreseen due to the collision between the DC9 and a Coronado near Cognac and the subsequent in‐fighting between French air control and the Spanish airline.

Purpose – This chapter highlights two studies, one in Canada and one in the United Kingdom. The Canadian study focused on the examination of student experiences with respect to specific ‘difficult’ content in the classroom. The purpose of the study was to identify ways that were effective and engaging for students to learn. The UK study examined issues of access, retention and drop-out of non-traditional students in higher education. The study examined the learning experiences of women who returned to learning after being out of the education system for some time.

Methodology – The Canadian study used surveys and interviews. Participants were recruited on the basis of their enrolment in specific classes. The UK study used interview samples drawn from student data in three universities. In each university, a cohort was followed and interviewed three times while in another cohort students were interviewed in their first year of study and different cohort in their final year of study.

Approach – Both studies use a feminist, narrative approach that relies on reflexive engagement in the research process.

Findings and implications – The studies highlight that the classroom is a place where dialogue and engagement occur; where the identities of the participants and their learning are in a dynamic process; and where the learners challenge attitudes and ideologies such as capitalism and forms of marginalisation. The studies revealed that learning has a social value and entreats women to reconsider their lives, work and citizenship.

The purpose of this paper is to present a case study of an innovative, three-module pathway designed by the Department of Law and Criminology at Edge Hill University (England) in 2014. In addition to supporting the work of its campus pro-bono law clinic, the first-two modules aim to enhance and evidence the legal skills of EHU’s undergraduate LLB students, to embed a deeper awareness of the (legal) ethics needed for sustainable legal practice (within PRME), and to highlight the increasing need for socially responsible advocates, able to defend the rights of marginalised, vulnerable clients.

The critical analysis of the content and scope of an innovative, work-based learning LLB module pathway, which furthers the aim of the UN Global Compact and the PRME, and ties them firmly to socio-legal issues and advocacy involving recent jurisprudence.

The case law used within the modules, and the practical work of the students in the campus law clinic, are relevant to social justice issues and to the promotion of PRME values—they promote awareness of human rights principles, highlight the importance of access to legal services and provide students with knowledge of legal ethics. Enhanced employability skills flow from this.

This is a narrow case study but still provides a useful analysis of an innovative, PRME relevant module pathway. The model mirrors international trends in clinical legal education and also offers a template for other law schools keen to promote the concept of ethical, just legal practice.

The paper posits that enhanced employability can flow from real world tasks such as advocacy for marginalised or disadvantaged groups and presents an exemplar for other law schools wishing to embed ethics/clinical law practice into their curriculum.

The paper highlights how the campus law clinic serves the public in a deprived region—it raises awareness of human rights and of social justice issues. It has the potential to feed into litigation on social welfare issues (housing, social security, child welfare, etc.).

The discussion of the human rights case law that is used in the Year 2 “bridging module” (which prepares students for working in the law clinic in their final year) is particularly relevant and is analysed in detail, highlighting how this module pathway is aimed at promoting PRME and UN Global Compact principles.

The present study attempted to replicate the findings of Kolb's research identifying two groups of mediators, which she labeled “Dealmakers” and “Orchestrators.” Seventy‐seven mediators were presented with a written dispute and asked to react the likelihood that they would use each of nine different mediation techniques. The techniques corresponded to Sheppard's taxonomy of Process Control, Content Control, and Motivational Control techniques. They also rated the perceived effectiveness of each of these three types of control with the dispute. Based upon their responses, the mediators were separated into groups using average‐link cluster analysis. The results suggested four clusters: Cluster 1 members corresponded to Kolb's “Dealmakers,” relying upon Process, Content, and Motivational Control techniques. Cluster 2 members did not correspond to either of Kolb's classifications, choosing to use Content and Motivational Control strategies. Cluster 3 members were similar to Kolb's “Orchestrators;” members of this cluster relied upon Process and Content Control techniques only. Cluster 4 members were reluctant to use any of the control strategies. These findings suggest a partial replication and extension of Kolb's initial work. Implications for future research are discussed.