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The Hannah Research Institute, founded in 1928 to undertake research into milk production and milk utilisation, is situated close to the town of Ayr, Scotland. It is administered through the Department of Agriculture and Fisheries for Scotland, Edinburgh, and the Agricultural Research Council advises on the programme of work. There are currently three main areas of research: (i) the efficient production and utilization of feed nutrients for milk production, (ii) the chemistry and physical chemistry of milk constituents, especially protein, in relation to the nutritive role and processing characteristics of milk, and (iii) the effect of environment on the physiology of cattle.

This paper aims to describe the progress of the project to ensure the long‐term availability of low use print serials for the research community.

The paper takes a descriptive approach.

With the agreement for stage 2, UKRR is sparking interest worldwide as well as in the UK and is set to become an effective resource for low use serials for the research community.

The paper gives an up to date description of this important project.

This article describes the Records and Information Management Training Course run for the first time at the University of Glasgow in autumn 1996. Developed as a joint initiative between The Royal Bank of Scotland and the University of Glasgow. It was aimed at those working in the field without formal qualifications. In the article the author describes the background to the project, gives an overview of the course itself, summarises the feedback and evaluation and outlines the future for the course and its delegates.

The field of education continues to become more diverse with respect to race and gender. Specifically, research on the educational and professional experiences of African American and female scholars have increased (Cubillo & Brown, 2003; Philipsen, 2008; Wolfinger, Mason & Goulden, 2008; Wyche & Graves, 1992). With respect to the field of education, there are a few studies of women's experiences as faculty in educational leadership (Mertz, 2009; Sherman, Beatty, Crum, & Peters, 2010). However, there is a silence in research regarding the experiences of Black (African American) women faculty in the field of educational leadership/administration. The field of leadership is written typically by and for a mainstream, masculine audience. To this end, women and African Americans are “othered” in this discourse. This chapter examines the experiences of four African American female scholars in programs of educational leadership/administration.

It has been at least twenty years since I was first alerted to the notion that my interest in a research topic arises from my unconscious. More recently, feminist theorists have developed the insight by arguing that integration of experience is helpful in defining research questions, as a source of data, to test findings and, in the words of Jean Bethke Elshtain, in assisting them to be less removed from the ‘wellsprings’ of their own ‘thought and action’. My aim in this article is to reconnect my experience with constructions of teachers in Australian children’s literature and to explore ways in which they are imagined in the literature. In my initial foray into this topic, I used Maurice Saxby’s historical review of Australian children’s literature as a guide for data gathering. This linear, chronological approach, while probably a helpful place to start, is not one I can sustain with any passion. In this article, I am returning to my experience to find a starting point, acknowledging that history is a ‘process of intellectual production as well as discovery’

The Langholm Library is a historic subscription library in Dumfriesshire, Scotland. The aims of the project were to record the Library′s stock, to store and conserve its important books, to make the Library more accessible and to research and publicize its history. Describes the history and present condition of the Library and discusses the project. Draws conclusions from the project, relating both to the Library itself and to performance standards set in the course of the project.

This article explores how within a climate characterised by a national moral panic and an institutionalised imperialist xenophobia school history textbooks in the early years of the 20th Century came to present an intensely hostile discourse of Germans and Germany. The approach is multi‐disciplinary as a single discipline approach would not provide a full and coherent understanding of the development of Germanophobia within school history textbooks. Consequently, the evidence base for this analysis is drawn from a variety of representations including political perspectives; popular culture; children’s literature; newspaper and magazine depictions. The purpose is to provide a framework through which to link cultural depictions of Germans and Germany with how history was taught, what was to be learnt and how this was mediated through school history textbooks.

Policing in much of the developing world has always been, in many respects, both dominated by the nonstate and pluralised. Yet, plurality and the nonstate are predominantly conceptualised, by scholars and practitioners alike, as problematic, noninclusive and/or undemocratic. Yet the reality is far more complex than this. In this chapter, we turn the tables on conventional wisdom by looking to the positive features of plural or polycentric forms of security governance by asking how these features might be utilised to provide for more inclusive forms of security governance in the Global South. Drawing on empirical research in South Africa on plural policing arrangements, this chapter considers how Sustainable Development Goal 16 which seeks to ‘promote peaceful and inclusive societies’ might be realised within plural governance systems. This chapter seeks to demonstrate that certain conditions need to be in place for plural or polycentric systems of security governance to coprovide effective and inclusive security for the collective good and, furthermore, that the positive features of the nonstate can be harnessed to give effect to the SDGs.