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An earlier study of health and social services professionals in community teams for people with intellectual disabilities (CTIDs) identified a number of significant gaps in their knowledge of mental capacity issues. The present study aims to ascertain the knowledge of staff working in residential services for people with intellectual disabilities.

Participants were staff working in three specialist residential settings catering to people with intellectual disabilities: qualified nurses working in the UK National Health Service (NHS) and in independent‐sector continuing health care settings; and senior staff in residential houses. They were administered the same structured interview as in the earlier study, which was constructed around three scenarios concerning a financial/legal issue, a health issue, and a relationships issue, as well as a set of ten “true/false” statements. Their performance was compared with that of two reference groups, the earlier CTID participants, and a group of staff working in generic (i.e. other than specialist intellectual disability) NHS services.

No differences in interview performance were found between the three groups of residential carers, who performed better than generic NHS staff but worse than CTID professionals. However, the three residential groups did differ in their self‐ratings of how well‐informed and confident they felt in relation to mental capacity issues.

The study shows that staff working in residential services for people with intellectual disabilities have only a limited understanding of mental capacity issues and their confidence in their own knowledge may not be a good guide to their ability to deal with such issues when they arise in practice.

The ELINOR electronic library system is a well integrated, fully functioning system implemented at De Montfort University in 1993. The system currently contains the full contents of some 35 000‐page course materials assisting the teaching and learning of one undergraduate course. The core software for the system is PixTex/EFS, a free text retrieval system with well integrated imaging functions. A usage statistics collection and management subsystem and a printing control subsystem were developed in‐house later for copyright management and other management purposes. This paper presents the various aspects of the ELINOR electronic library system including its database, browsing, searching, printing, document capturing, managing, architecture, the user aspect, and the pros and cons of the system.

The Information Centre at De Montfort University Milton Keynes is carrying out a three year research project known as the ELINOR Electronic Library project, which will work towards the creation of a large, indexed collection of electronic texts and images accessible to the students and staff via desktop workstations. The pilot phase will build on the existing information network and use the latest document image processing (DIP) and text retrieval technologies to set up a central and secure location for the data. At this stage of the project, the recommended course texts are not available in electronic formats, so the priority was to assess the suitability of a DIP system for converting printed works into machine‐readable text and image files. Each electronic document will contain a searchable table of contents, abstract, back‐of‐the‐book index data, and, appended to this information will be a folder of image pages. This paper outlines the investigative stages in evaluating and selecting a DIP system, and finally, covers the shortcomings of using a commercial DIP system for electronic libraries.

The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity among students exploring complex questions. The challenge has been an opportunity for social innovation programs (from the nascent to the established) across Canadian post-secondaries to engage both with their own communities and with social innovators internationally, connecting social innovation spaces as part of their third mission. Across the organizations, students valued the interdisciplinary and systems thinking qualities, and organizations benefited from the external competition, there remain questions about organizational engagement in social innovation as a deeply transformative process internally.

All Canadian post-secondary institutions who participated in the 2020 MTS competition (17) were invited to a digital roundtable to discuss their experiences. Ten were able to participate, representing a range of post-secondaries (including large research institutions, undergraduate-only universities and colleges). To facilitate discussion, participants met to discuss format and topics; for the roundtable itself, participant educators used a google form to capture their experiences. These were summarized, anonymized and redistributed for validation and clarification. To reflect this collaborative approach, all participant educators are listed as authors on this paper, alphabetically after the organizing authors.

For students participating in MTS, they have built both their interdisciplinary and systems thinking skills, as well as their commitment to achieving meaningful change in their community. But MTS arrived in fertile environments and acted as an accelerant, driving attention, validation and connection. Yet while this might align with post-secondary education’s third mission, educators expressed concerns about sustainability, internal commitment to change and navigating tensions between a challenge approach and collaborative work, and internal work and national competition limitations. This complicates the simple insertion of MTS in a post-secondary’s social innovation-related third mission.

This study was limited to Canadian post-secondaries participating in MTS, and therefore are not representative of either post-secondaries in Canada, or all the MTS participants although Canada is well represented in the challenge itself. Additionally, while the authors believe their approach to treat all participants as authors, and ensured multiple feedback opportunities in private and collectively, this is a deliberate and potentially controversial move away from a traditional study.

More than half of Canadian universities (a subgroup of post-secondaries) had at least one social innovation initiative, but questions have been raised about whether these initiatives are being evaluated internally, or are triggering the kinds of transformative internal work that might be an outcome. Understanding the impact of MTS one example of a social innovation-related initiative can help advance the broader conversation about the place (s) for social innovation in the post-secondary landscape – and where there is still significant work to be done.

As Canada has only participated in MTS for four years, this is the first inter-institution consideration of its related opportunities and obstacles as a vehicle for transformational social innovation. As well, educators talking openly and frankly to educators reinforces the collaborative quality of social innovation across the post-secondary landscape.

Purpose – In this chapter, the use and organization of conditional threats are analysed in relation to preschool children's disputes.

Methodology – Using conversation analysis, naturally occurring examples of children's threats observed in preschool classrooms demonstrate how conditional threats are placed, used and analysed by children in their talk-in-interaction.

Findings – The function of threats – specifically in terms of the outcome of children's disputes – cannot be classified by the content of the inducement. ‘You can’t come to my birthday party’, for example, is commonly heard in young children's discourse, but this threat is implicated in both the resolution and dissipation (abandonment) of dispute episodes. Accordingly, the meaning and analysability of threats is explored with respect to their relative value and their practical rationality.

Research limitations – This small data set presents the opportunity for the phenomena of children's threats to studied further in a larger collection.

Originality/value of chapter – This chapter makes a unique contribution to the study of language and social interaction by illustrating young children's competent use of conditional threats in the closings of peer disputes.

We issue a double Souvenir number of The Library World in connection with the Library Association Conference at Birmingham, in which we have pleasure in including a special article, “Libraries in Birmingham,” by Mr. Walter Powell, Chief Librarian of Birmingham Public Libraries. He has endeavoured to combine in it the subject of Special Library collections, and libraries other than the Municipal Libraries in the City. Another article entitled “Some Memories of Birmingham” is by Mr. Richard W. Mould, Chief Librarian and Curator of Southwark Public Libraries and Cuming Museum. We understand that a very full programme has been arranged for the Conference, and we have already published such details as are now available in our July number.

The development of information technology (IT) networks in the delivery of a range of material to learners in higher education is explored. Factors which influence the application of IT are described and learner characteristics and needs are enumerated. The range of learning material appropriate to, and the mechanisms for, IT delivery are examined. Some examples of provision are noted. Strategic issues and the strengths and weaknesses of networked access are analysed. Prospects for developing systems and the requirements are discussed. The results of a small scale survey of provision in academic institutions are reported and discussed in a second part of the paper.

Contends that networking and licensing texts for electronic libraries give rise to a number of significant issues, notably copyright and how to set a price which will give the publisher a reasonable return on investment and will be regarded by libraries as a fair and realistic scheme. Describes the experience of one university which has been carrying out extensive electronic library work over the last three years and draws conclusions which could have relevance at the national level.

Contends that networking and licensing texts for electronic libraries give rise to a number of significant issues, notably copyright and how to set a price which will give the publisher a reasonable return on investment and will be regarded by libraries as a fair and realistic scheme. Describes the experience of one university which has been carrying out extensive electronic library work over the last three years and draws conclusions which could have relevance at the national level.