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Many referrals to our mental health of learning disability service focus on concerns about behaviours that present risks to the referred person and to those around them, including support workers. If the referred person has good verbal ability, psychological therapy may be requested and offered, but the person may find it too difficult to engage for a number of reasons. Even when they do engage in therapy, the authors recognise the importance of helping staff better understand their attachment needs. This paper aims to demonstrate an innovative approach to helping staff provide Trauma-Informed Care (TIC).

The authors developed a training programme for support workers using psychodynamic concepts, such as splitting, transference and counter-transference, to help them develop insight into the processes that get enacted during their work. In this paper the authors have generally used the term “care staff”, recognising that an important aspect of the role of those staff is to provide care within an attachment framework; as well as support to maximise independence.

The feedback from staff who have attended has been very positive, both at the time and later. Staff who have attended have talked to multidisciplinary colleagues about the impact their learning has had on their ability to work with service users who present great challenges, in the context of their trauma histories.

The importance of providing TIC is gaining traction across varied settings. The authors are in the process of developing both qualitative and quantitative research programmes to evaluate this approach to increasing TIC for adults with learning disabilities, reducing staff burn out and placement breakdown.

The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.

A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).

Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.

This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.

Coffee—next to sugar the most important product imported from the tropics—is the seed of a small tree or shrub, Caffea Arabic L. (order Rubiaceae), a native of Abyssinia and other parts of Africa. In the fifteenth century the tree was introduced into Arabia, where the beverage became popular with all classes, not‐withstanding the opposition of the Mohammedan priests. Coffee drinking was soon taken up by all the Saracenic races, and later by the European nations.

The purpose of this paper is to evaluate the latest mounting evidence reporting associations between the important role of whole grains and fibre in lowering the risk of chronic diseases and health.

A general systematic review was conducted to locate and summarise up-to-date published studies within the field. A Medline search identified human-controlled trials and observational studies published in the past five years.

A total of 49 studies were identified. In observational studies, higher intakes of whole grain and dietary fibre were associated with a significantly lower risk of cardiovascular disease, diabetes, abdominal adiposity and certain cancers. This was further supported by human intervention trials, which reported benefits for appetite control, blood lipid levels, glycaemic control, digestive health and secondary cancer prevention. Mechanisms may relate to the micronutrients and phytonutrients present in high fibre foods.

Practical advice is needed to help people identify foods rich in whole grains, e.g. breakfast cereals. UK fibre recommendations should be aligned with European guidelines and food labelling regulations, and a whole grain dietary recommendation, e.g. similar to the US guideline of three portions a day, could be introduced. Government and industry should play a role in communicating dietary fibre guidelines and the health benefits associated with whole grain and fibre, particularly insoluble fibre.

This paper develops knowledge about whole grains, health and the importance of establishing whole-grain dietary recommendations.

THE past month has brought no dramatic change in the general situation, great as have been the events that have been passing. So far as librarians are concerned, the remarkable fact has been that in most towns the demands made upon them have exceeded anything in their record. We do not know if this is the universal experience; it certainly is a well‐spread one. Our difficulties are not eased by the continuous call‐up of women assistants and the replacements which ensue. Some towns are unable to offer salaries to new comers which enables them to obtain competent assistants. Many of the temporary workers are doing well, however. Another progressively disturbing matter is the paucity of books, new or reprinted, and the small return for money spent on such as we do get. The only good thing about the “war‐time economy” book is its slenderness; we can get a hundred on a shelf where previously only thirty could be housed. The times do not lack small interests of this sort.

THE question of the advisability of exercising a censorship over literature has been much before the public of late, and probably many librarians have realised how closely the disputed question affects their own profession.

In 1899 the medical practitioners of Dublin were confronted with an outbreak of a peculiar and obscure illness, characterised by symptoms which were very unusual. For want of a better explanation, the disorder, which seemed to be epidemic, was explained by the simple expedient of finding a name for it. It was labelled as “beri‐beri,” a tropical disease with very much the same clinical and pathological features as those observed at Dublin. Papers were read before certain societies, and then as the cases gradually diminished in number, the subject lost interest and was dropped.

The necessity of standards of purity for certain kinds of agricultural produce being now recognised by the new Adulteration Act—4, (1)—no apology is needed for attempting to bring the application of the principle into actual practice. Some few standards have already been generally adopted, and the legalization of limits relating to many of those substances with which the Adulteration Acts deal would undoubtedly be welcomed.

There are very few individuals who have studied the question of weights and measures who do not most strongly favour the decimal system. The disadvantages of the weights and measures at present in use in the United Kingdom are indeed manifold. At the very commencement of life the schoolboy is expected to commit to memory the conglomerate mass of facts and figures which he usually refers to as “Tables,” and in this way the greater part of twelve months is absorbed. And when he has so learned them, what is the result? Immediately he leaves school he forgets the whole of them, unless he happens to enter a business‐house in which some of them are still in use; and it ought to be plain that the case would be very different were all our weights and measures divided or multiplied decimally. Instead of wasting twelve months, the pupil would almost be taught to understand the decimal system in two or three lessons, and so simple is the explanation that he would never be likely to forget it. There is perhaps no more interesting, ingenious and useful example of the decimal system than that in use in France. There the standard of length is the metre, the standard of capacity the cubic decimetre or the litre, while one cubic centimetre of distilled water weighs exactly one gramme, the standard of weight. Thus the measures of length, capacity and weight are most closely and usefully related. In the present English system there is absolutely no relationship between these weights and measures. Frequently a weight or measure bearing the same name has a different value for different bodies. Take, for instance, the stone; for dead meat its value is 8 pounds, for live meat 14 pounds; and other instances will occur to anyone who happens to remember his “Tables.” How much simpler for the business man to reckon in multiples of ten for everything than in the present confusing jumble. Mental arithmetic in matters of buying and selling would become much easier, undoubtedly more accurate, and the possibility of petty fraud be far more remote, because even the most dense could rapidly calculate by using the decimal system.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.