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For most of those affected, the entrance into the 18‐month to two‐year long nightmare roller coaster ride precipitated by the onset of the diamorphine ‘shortage’ in late December 2004 was sudden. Alarmingly, as one patient's representative put it, most patients only found out that there was a problem on New Year's Eve of 2004 when they walked in to their pharmacists to make their regular collection of diamorphine ampoules only to be told either that there weren't any, or that supplies were becoming extremely scarce and hard to source.

The study of humor has a long tradition in philosophy, sociology, psychology, anthropology, and communications. Evidence from these fields suggests that humor can have effects on creativity, cohesiveness, and performance, but organizational scholars have paid it relatively little attention. We hope to “jump-start” such a research program. To do this, we first outline the theoretical rationale underlying the production and appreciation of humor, namely, its motivational, cognitive, and emotional mechanisms. Next, we review the literature linking humor to creativity, cohesiveness, and other performance-relevant outcomes. In particular, we note how this literature is theoretically well-grounded, but that the empirical findings are largely correlational and/or based on qualitative research designs. Finally, we go beyond the current humor literature by developing specific predictions about how culture might interact with humor in organizational contexts. Throughout the paper, we discuss possible research directions and methodological issues relevant to the study of humor in organizations.

LOST CAUSES.—They find a home in Oxford, we are told: “lost causes, and forsaken beliefs, and unpopular names, and impossible loyalties.” Every bookcase is haunted by some antic ghost, which peers fleetingly from your friend's shoulder as he talks of literature, and cannot be exorcised by aspersions of laughter. Here sits a phantom Galsworthy, toying with a gold albert; there flit the twin spirits of Mrs. Woolf and Miss Sackville‐West, and “like smoke vanish away, twittering”; my own room is beset, as you see, by the sober shade of Arnold; and the banshee shriek of Shaw is still loud in the land. These survivals have a piquant inconsistency, and we take a perverse pride, like Pater's Marius, in murmuring old rites and feeding the hoary Lar which drags its slow colubrine length about our hearth But not every author becomes a private deity. Millions now living are already dead: often, indeed, they themselves make it difficult to diagnose the continuance of life.

The purpose of this paper is to explore the educative experiences of Arthur Wesley Wheen – his socialisation and indoctrination within a devout family, on the one hand, and his elite classical schooling on the other hand. Such influences laid the seeds of internal conflict and were compounded at Teachers College, the Arts Faculty of the University of Sydney and at New College Oxford. It is argued that profound educative influences and the trauma of First World War shaped and redefined his life, work and personality as a scholar, cultural critic and translator. The impact of the curriculum and ethos of elite schooling on life interests is a major theme. Attempts will be made to discover from the vast mosaic of classical learning what eventually became inscribed on Wheen’s psyche.

In this paper the author uses a critical biographical and life-study approach in the broad parameters of historical research by a close examination of primary and secondary sources including a rich vein of correspondence and related unpublished writings; school, teachers college and university records, battalion and personal war records and published literature, frequently contemporary in nature. In design subtle iconographic and psychoanalytic nuances will be drawn from the raw material of history.

This research is intended to demonstrate how the traumatic requirements of a frontline soldier affected a profound disillusionment with imperial institutions. The study attempts to show how Wheen lost his religious convictions in the heat of total war and later became a passionate expatriate pacifist, social theorist and scholar. It is intended to reveal the complex layers of personal conviction. The author glances at the literary impact of AW Wheen’s translation of Erich Maria Remarque’s All Quiet on the Western Front and the Hollywood film version in terms of his contribution that has not been well recognised.

The paper demonstrates how educative experiences led to significant literary outcomes and how elite classical educative forces shaped style and scholarly endeavour. It draws from history, theology, education and cultural studies and synthesises them.

Investigates the importance of English language sources of Friedrich Theodor Althoff (1839‐1908), a German of great influence both in his own country and, indirectly, in the United States. Explores some measures of his influence in education and international understanding. Examines a wide variety of sources. Explains how it could happen that an influential person would end up in intellectual history with almost no recognition. Challenges several conventional assessments. Althoff′s most important contributions are in print and more almost certainly exist in university archives, but the material is scattered and unorganized. Because we do not yet have the full story of this remarkable and complex man, firm conclusions about his influence are not yet possible.

This is a selective annotated bibliography of the literature on Christopher Columbus from 1970 to 1989. The subject is particularly relevant considering the approach of the Quincentenary of the “discovery” of America in 1992. For that same reason, there has been an outpouring of literature on the subject since 1990, a significant subset of which contributes to are interpretation of Columbus the man, his voyages, and their impact on the new world. It is hoped that this more recent literature will be part of a subsequent annotated bibliography.

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.