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JUNE, from the enemy aerial view, has been a quiet month. Hitler, as was demonstrated on June 22nd, had turned his attention to Russia, and so more English libraries have not been added to his bag. The lull has given some of us a space in which to clear out debris and to get our damaged libraries more shipshape. In this, our new volume (Vol. xliv. No. 500), we glance rapidly back over a momentous year. It is difficult to realize that eleven months ago not a volume had been lost or a brick displaced in British libraries; that, in spite of the agony and triumph of Dunkirk, out attacks on Germany had been mainly of the paper kind; and that most, but by no means all, of our young librarians were still with us. The change has been great. True, the Battle of Britain, 1940, was won; but the night bomber introduced death and disaster unprecedented in this country, though well‐known in invaded lands. We went to bed at night hopeful and woke thankful, but not certain that there would be an awakening. Libraries suffered with other military objectives such as the small homes of suburban and country folk. We have been praised by our American brethren as heroic, and that is pleasant to hear, but we have not felt heroic; we have stood up to it because no other course is possible or thinkable. The problems of librarians in evacuation areas have been great; large numbers of their people migrated, and in some cases there were defence areas to which no visitor might go; falling revenues made existence almost impossible, and staffs were dismissed or transferred, the posts of librarians of years of service being endangered. Yet these sent out books for children in reception areas where, of their own kind, the problems were also great. Some libraries were overwhelmed by the demands made upon them, and although some towns (for example, Newton Abbot) have been prosperous beyond their experience as a result of the new settlers, the local authorities have had such “war economy” in their minds that they have been unwilling to do their obvious duty to libraries. This was, however, not universal. The year saw, unfortunately, the beginning of the new Roll of Honour for librarians, which in this case contains a few names of those killed in air raids over us; some, too, have been injured, although all, we believe, have now recovered. Active work has been done by many librarians for the Forces—some with a rather heavy loss of books. The Camps and Services Libraries movement, good as has been its limited activity, has not achieved much in the way of “libraries”. We have hopes, however. Everything is still, in most matters of the present and the future, in an undecided state—except the will to win through: that is universal and certain. The encouragement we receive from our American friends has been a heartening feature of a year of immense, and we believe hopeful, importance to men.

The purpose of this paper is to examine the cultural implications of James Henry Pope’s selection of fables for his 1886 Native School Reader designed to teach English to Māori students in Native Schools.

The essay takes a historical approach. It surveys attitudes towards the fable as a pedagogical tool prior to 1880 and reviews Pope’s choice of 50 from the 300 available fables in the Aesopic canon.

The study finds that Pope was well informed and well intentioned, but nonetheless appeared to be unaware of potentially unsettling interpretations of his selected fables.

While it may be relatively easy for twenty-first-century readers to perceive the cultural tensions of Pope’s work, exploring the historical context helps us to understand both why Pope compiled the text he did, and why he and his books were well regarded by both Pākehā and Māori, despite almost certainly not conveying the values the settlers wished to inculcate in Māori.

Defines the significant role of the repair facility in customer satisfaction. Defines elements of the repair cost and discusses alternative repair strategies. Illustrates the relationship between repair strategies and total cost of repair and determines the strategy that provides the highest repair quality at a minimum total cost. Provides guidelines for implementing the optimal strategy.

Capacity is generally considered only in one sense – to provide the means for producing a product or service. Defines capacity as serving two functions – to provide the means for producing a long‐run, stable level of a good or service, and to provide the means to adapt to fluctuations in demand over the short run and intermediate runs. Given this definition, develops the implications for strategic capacity planning and offers a model for firms to carry out this planning. Presents examples of where this model has been followed and discusses the implications.

Students studying operations management often lack a framework for relating their experiences to the subject at hand. Describes the university decision making process in the context of the closed‐loop MRP model. The university is familiar to students, so it gives them a point of reference in their studies. Using the university as a frame of reference also shows how manufacturing concepts may be applied to service organizations. For each step in the process, describes the decisions at hand, who must make them, and the timeframe in which they must be made.

Written official and formal accounts such as Inspectors’ Reports provide a summary of the teachers’ work, conduct, interactions with pupils, as well as a glimpse of the skills, knowledge and dispositions brought to their work. What can be concluded from these reports is that teachers had little occupational control of their work. What was taught and how they taught were prescribed by the curriculum and mediated against the standards pupils attained. In addition, teachers’ and pupils’ successes and failures were made public in Inspectors’ Reports, although it was the teacher who was more readily identifiable if not explicitly named. This is not to suggest that teachers did not act as agents of change. Increasingly, teachers sought to professionalize their work through qualifications, training and exposure to new ideas and practices. Against this backdrop of the professionalization of the workforce were the increasing bureaucratization of schools and teaching and the institutionalization of teacher preparation and training.

This chapter traces the early beginnings of schools and schooling in Aotearoa New Zealand. We have drawn on archival evidence to identify shifting tensions between Māori and missionary, between Church and State and between local and national priorities. Despite its relative size, the history of New Zealand’s schools highlights their complex and competing origins. This educational landscape has been marked by emerging concerns and unresolved tensions regarding entry standards, academic and professional training, recruitment, and the knowledge, skills and dispositions a teacher ought to possess. There has been little consensus about how teachers should be prepared and where this training ought to occur. The absence of any uniform understanding or agreement about the effective professional training and preparation of teachers has induced a level of bureaucratization as competing interests sought to control the work of teachers.

This paper aims to examine areas of tax difficulties encountered by corporate taxpayers in complying with tax obligations under the self-assessment system.

A two-phase exploratory mixed methods approach was employed. The first phase involves eight focus group interviews with 60 tax auditors from the Inland Revenue Board of Malaysia (IRBM) and the second phase adopts a mixed-mode survey among selected Malaysian corporate taxpayers. Thematic analysis and descriptive and inferential analysis were used to examine the qualitative and quantitative data in achieving the objective.

Three dimensions of tax complexity encountered by corporate taxpayers were tax computations, record keeping and tax ambiguity. The first two complexity dimensions were faced largely by smaller companies. On the other hand, the least difficult tax-related areas were dealing with tax agents, submitting tax returns within the given time and dealing with the tax authority.

In a tax policy context, this study enables international tax authorities in general, and Malaysian tax authority in particular, to have greater confidence in developing and administering tax laws and policies to maintain and/or increase the overall level of corporate tax compliance.

Unlike prior studies that mainly used individual taxpayers or students as research participants, this study employed corporate tax auditors from the tax authority and corporate tax officers. Tax auditors and corporate taxpayers provide invaluable insights into the possible determinants of compliance variables. These insights are based on their practical experience in handling corporate tax audits and managing corporate tax matters, respectively.