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APART FROM FRANCE, Great Britain is one of the most centralised states of the Western European democracies; all roads lead to Whitehall and Westminster, and the pattern is repeated in town halls at the lower tier of local government. However, as a contrast, and perhaps as compensation for this centralism, British society has completely contradictory and counter‐vailing tendencies. At the grass roots Britain is a nation of associations, clubs, fellowships, societies and local organisaitions of various kinds. For the purposes of this article I will call them all societies. We are all familiar with national societies through G P Henderson and S P A Henderson's book, Directory of British associations (edition 6, cbd Research Ltd, Beckenham, Kent, 1980), but almost nothing is heard of their local equivalents. It is this phenomenon, and its implication for libraries, that I want to discuss.

The notion that asset diversification reduces risk is ancient and can be traced as far back as the Talmud which states, “A man should always keep his wealth in three forms: one-third in real estate, another in merchandise, and the remainder in liquid assets” (Baba Metzia, verse 42a). Somewhat more recently, in 1738, Daniel Bernoulli observed, “it is advisable to divide goods which are exposed to some small danger into several small portions rather than to risk them all together” (1738/1954, p. 30). Arguably, however, it was not until 1935 that the future Nobel laureate J. R. Hicks offered some early direction for modern portfolio theory. Although his research was more concerned with explaining the demand for money, he points out two important considerations for modeling risk. Hicks writes, “The risk factor comes into our problem in two ways: First, as affecting the expected period of investment, and second, as affecting the expected net yield of investment” (Hicks, 1935, p. 7). Regarding Hicks' first point, both Markowitz (1952) and Roy (1952) emplace their analyses in a one-period investment horizon. Second, and even more relevant to modern portfolio theory, is Hicks' suggestion of using an expected value calculated with subjective probabilities. Hicks continues, “It is convenient to represent these probabilities to oneself, in statistical fashion, by a mean value, and some measure of dispersion” (1935, p. 8). Clearly, Hicks comes very close to articulating a mean–variance solution. Crucially, and unlike Roy or Markowitz, Hicks does not develop this line of reasoning nor does he suggest the particular use of variance or standard deviation as that measure of risk. Nonetheless, Hicks' suggestion anticipates the work of Markowitz and Roy.¹

The purpose of this paper is to provide a discussion on the construction of followership identity among teachers in Kenya which has had less attention. Further, as Kenya is currently implementing a new education curriculum (competency-based curriculum) which requires teachers to be more proactive in their work, an understanding of how they construct their followership identity in schools is paramount, as this is linked to the attainment of learning outcomes.

Symbolic interactionism theory, which suggests that individuals respond to phenomena based on the meaning they give such phenomena and through interactions with others, has been used to support arguments in this paper. This theory is relevant to this paper, as it helps in understanding the meaning that teachers give to ‘followership’ through interactions with others in their schools.

The arguments in the current paper suggest that as Kenyan teachers interact with colleagues, their meaning of ‘followership’ is defined and refined. The resulting identity is important for these teachers, especially as they embrace the new curriculum in the country which requires them to be more proactive, unlike the previous one.

As this is a conceptual paper, there is no empirical data to ground validate the arguments given.

The use of symbolic interactionism in the discussion of this paper adds another dimension to the followership and identity construction among followers. Much of the literature has focused on followership in general but not from the lens of symbolic interactionism.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.

This paper discusses the American debate over price controls and economic stabilization after World War II, when the transition from a war economy to a peace economy was characterized by bottlenecks in the productive system and shortages of food and other basic consumer goods, directly affecting the living standard of the population, the public opinion, and political discourse. Specifically, we will focus on the economist Franco Modigliani and his proposal for a “Plan to meet the problem of rising meat and other food prices without bureaucratic controls.” The plan prepared by Modigliani in October 1947 was based on a system of taxes and subsidies to foster a proper distribution of disposable income and warrant a minimum meat consumption for each individual without encroaching market mechanisms and consumers’ freedom. We will discuss the contents of the plan and its further refinements, and the reactions it prompted from fellow economists, the public opinion, and the political world. Although the Plan was not eventually implemented, it was an important initiative for several reasons: first, it showed the increasing importance of fiscal policy among postwar government tools of intervention in the economic sphere; second, it showed a third way between direct government intervention and full-fledged laissez faire, in tune with the postwar political climate; third, it proposed a Keynesian macroeconomic approach to price and income stabilization, strongly based on econometric and microeconomic foundations. The Meat Plan was thus a fundamental step in Modigliani’s effort to build the “neoclassical synthesis” between Keynesian and Neoclassical economics, which would deeply influence his own career and the evolution of academic studies and government practices in the United States.

Purpose – The discourse about civil society is closely tied to the role of collective action in general, and of social movements in particular. Yet the origins of the recent emphasis on civil society are located in the 1980s – the time period during which the wave of neoliberalism began its rise and spread.

Design/methodology/approach – In order to properly situate the concept of civil society and related debates, they must be linked to efforts to delegitimate and demonize the state that also started gaining momentum during that decade.

Findings – The historical context of its emergence suggests that civil society may not be so much an analytical category for purposes of social research, but a theoretical category that is imbued with political content, both positively and negatively – both as a means to promote progressive ends, and as an expression of the context in which those ends started to face mounting resistance.

Research limitations/implications – At the very least, the concept of civil society has a tendency to distract – both by design and by default – from important questions and challenges, such as those related to the role and persistence of structures of inequality in early 21st century global civilization.

Originality/value – A promising starting point to circumnavigate the counterproductive consequences of the use and abuse of the civil society concept and debate for social research may be its explicitly dynamic conceptualization.

This survey covers civil, electrical and electronics, energy, environment, general, materials, mechanical, and traffic and transportation engineering. Areas such as biomedical and chemical engineering will be dealt with in future issues. Readers may find that the classifications included in this survey are not mutually exclusive but do occasionally overlap with one another. For instance, the section on environmental engineering includes a review of a book on the environmental impact of nuclear power plants, which might as easily have been part of the section on energy technology. Before we go into a discussion of data bases and indexes, I would like to note in this introductory section some recent bibliographic aids published during the period surveyed. Most engineering libraries will find them very valuable in their reference and acquisition functions. Since normal review sources will cover these books, I am merely listing them below: Malinowski, Harold Robert, Richard A. Gray and Dorothy A. Gray. Science and Engineering Literature. 2d ed., Littleton, Colorado, Libraries Unlimited, 1976. 368p. LC 76–17794 ISBN 0–87287–098–7. $13.30; Mildren, K. W., ed. Use of Engineering Literature. Woburn, Mass., Butterworths, 1976. 621p. ISBN 0–408–70714–3. $37.95. Mount, Ellis. Guide to Basic Information Sources in Engineering. New York, Wiley, Halsted Press, 1976. 196p. LC 75–43261 ISBN 0–47070–15013–0. $11.95 and Guide to European Sources of Technical Information. 4th ed., edited by Ann Pernet. Guernsey, Eng., F. Hodgson, 1976. 415p. ISBN 0–85280–161–0. $52.00.

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.