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I am moved to write because I am disappointed to notice increasing divisions between records managers and archivists. When I came into this profession I thought of myself as practising archives and records management. The growth in the number of posts in the records field, and divergent interests of the practitioners has led to people specialising in particular areas, but I think it is important to state as a principle, that managing records is an end‐to‐end process which involves the full range of skills from advising on suitable filing systems (electronic or manual) through managing a record centre, to the care of records designated as worthy of permanent preservation.

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.

Purpose – The purpose of this exploratory research study was to bring the experiences of women in contact sport to the forefront of the discussion of gender and sport. The findings that I present here focus on the unique group of six female martial artists between the ages of 40 and 44 and the similarities and differences that emerged in comparison with the younger group of female rugby players and martial artists.

Methodology – A Standpoint Feminist approach was used through in-depth interviewing in a nonprobability purposive sample. The sample consisted of 15 female rugby players and 15 female martial artists.

Findings – In many ways, women in the younger and older groups have similar perceptions about the body and femininity. However, age may produce different perceptions about femininity in terms of gendered life stages. Age also appears to influence women's perceptions about femininity being an issue for athletes. In terms of the body, several of the women in the older group did begin comparing their older body to their younger body, although all mentioned weight.

Limitations – The research concentrated on only two contact sports, future research should be expanded. In addition, only 30 participants were interviewed in Canada. Future research should include a larger number of participants in an international sporting environment. This would increase generalizability.

Originality – This research presents an opportunity to explore age differences in sporting experiences, a topic whose coverage is limited in the literature.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This paper aims to demonstrate how teaching the discourse of critique, an integral part of the video production process, can be used to eliminate barriers for young people in gaining new media literacy skills helping more young people become producers rather than consumers of digital media.

This paper describes an instrumental qualitative case study (Stake, 2000) in two elective high school video production classrooms in the Midwestern region of the USA. The author conducted observations, video and audio recorded critique sessions, conducted semi-structured interviews and collected artifacts throughout production including storyboards, brainstorms and rough and final cuts of videos.

Throughout critique, young video producers used argumentation strategies to cocreate meaning, multiple methods of inquiry and questioning, critically evaluated feedback and synthesized their ideas and those of their peers to achieve their intended artistic vision. Young video producers used feedback in the following ways: incorporated feedback directly into their work, rejected and ignored feedback, or incorporated some element of the feedback in a way not originally intended.

This paper demonstrates how teaching the discourse of critique can be used to eliminate barriers for young people in gaining new media literacy skills. Educators can teach argumentation and inquiry strategies through using thinking guides that encourage active processing and through engaging near peer mentors. Classroom educators can integrate the arts-based practice of the pitch critique session to maximize the impact of peer-to-peer learning.

Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues.

Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses.

The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time.

This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.

The purpose of this paper is to investigate the relationship between distributive justice, procedural justice, and turnover intentions for Millennial employees working in the public accounting environment.

Data collection utilized an online survey sent to members of a regional certified public accountant organization (n=75).

Lower levels of both distributive and procedural justice predicted higher turnover intentions, controlling for gender and job tenure. Procedural justice was found to have a stronger relationship with turnover intentions than distributive justice for Millennial public accountants.

The public accounting industry is facing a crisis based on the shortage of staff and senior level accountants, which are primarily Millennial employees. The study results have practical implications for public accounting firms. The findings suggest that the fairness of organizational processes could impact Millennials’ turnover intentions more than the fairness of organizational rewards. Employers could use this information to manage levels of procedural justice, which could reduce turnover intentions, actual turnover, and other byproducts of the staffing shortage.

This study examined the relationship between organizational justice and Millennial turnover intentions in public accounting. The study replicated the findings of some prior studies in a purely Millennial sample in the public accounting context and addressed some of the contradictory results seen previously related to organizational justice. As the public accounting industry has an abnormally large percentage of Millennial employees, these findings may be applied to other environments as the Millennial population in the workforce increases.

The purpose of this paper is to examine the influence of Shariah board members and managerial networking on zakat observance among executives of Islamic financial firms (IFFs) in Bahrain and Malaysia.

The methodology is based on surveys administered to 106 respondents and personal interviews conducted with individuals holding management positions in IFFs.

The paper finds that: networking among IFF executives in Bahrain positively influences their observance and perception of zakat in their firms; and higher representation of Shariah on the board of directors increases executives’ favorable perception and observance of zakat in Malaysia. Differences in findings may be explained by Bahrain’s global Shariah institutions where networking offers opportunities for socialization of zakat ethics. In Malaysia, on the other hand, Shariah directorship sets the pace and direction of zakat ethics.

The seminal work of DiMaggio and Powell (1991) on neo-institutional theory has drawn attention to executives’ agency in creating cognitive frameworks that help promote the development of firm standards and norms. However, application of the theory to Islamic finance is largely absent. This paper contributes to an empirical understanding of the theory by highlighting sources of IFFs’ social agency in the development of zakat norm and its observance, namely, managerial networking and Shariah directors as change agents.

Time is one of the greatest constraints to any change process. However, finding more time for teachers by reallocating time within a fixed schedule has not brought about desired reforms. This article, based on a qualitative study that explored teachers’ interpretations of time, indicates that the concept of time is more complex and dynamic than the literature implies. It elaborates and illustrates nine aspects of time that teachers in a middle school instructional technology project identified as barriers to the dissemination of learning among colleagues. The article argues that understanding what teachers mean when they say “I don’t have enough time” is a critical first step in avoiding misdirected administrative effort. It also offers suggestions for rethinking time in ways that encourage meaningful teacher participation in individual and organizational learning.

The purpose of this paper is to introduce the idea of the “knowledge front” alongside ideas of “home” and “war” front as a way of understanding the expertise of university-educated women in an examination of the First World War and its aftermath. The paper explores the professional lives of two women, the medical researcher, Elsie Dalyell, and the teacher, feminist and unionist, Lucy Woodcock. The paper examines their professional lives and acquisition and use of university expertise both on the war and home fronts, and shows how women’s intellectual and scientific activity established during the war continued long after as a way to repair what many believed to be a society damaged by war. It argues that the idea of “knowledge front” reveals a continuity of intellectual and scientific activity from war to peace, and offers “space” to examine the professional lives of university-educated women in this period.

The paper is structured as an analytical narrative interweaving the professional lives of two women, medical researcher Elsie Dalyell and teacher/unionist Lucy Woodcock to illuminate the contributions of university-educated women’s expertise from 1914 to the outbreak of the Second World War.

The emergence of university-educated women in the First World War and the interwar years participated in the civic structure of Australian society in innovative and important ways that challenged the “soldier citizen” ethos of this era. The paper offers a way to examine university-educated women’s professional lives as they unfolded during the course of war and peace that focuses on what they did with their expertise. Thus, the “knowledge front” provides more ways to examine these lives than the more narrowly articulated ideas of “home” and “war” front.

The idea of the “knowledge front” applied to women in this paper also has implications for how to analyse the meaning of the First World War-focused university expertise more generally both during war and peace.

The usual view of women’s participation in war is as nurses in field hospitals. This paper broadens the notion of war to see war as having many interconnected fronts including the battle front and home front (Beaumont, 2013). By doing so, not only can we see a much larger involvement of women in the war, but we also see the involvement of university-educated women.

The paper shows that while the guns may have ceased on 11 November 1918, women’s lives continued as they grappled with their war experience and aimed to reassert their professional lives in Australian society in the 1920s and 1930s.

The paper contains original biographical research of the lives of two women. It also conceptualises the idea of “knowledge front” in terms of war/home front to examine how the expertise of university-educated career women contributed to the social fabric of a nation recovering from war.