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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.

Hannah King occupies a unique place in missionary and colonial history, the history of education, cross‐cultural relations and material culture in New Zealand. She was the only woman from the first 1814 Missionary settlement of the Church Missionary Society (CMS) in New Zealand to remain in New Zealand for the rest of her life, yet she does not have an entry in the Dictionary of New Zealand Biography, and is rarely indexed in either New Zealand’s general historical works or even works more specifically related to the Missionary era. John and Hannah King were one of three artisan missionary couples who sailed with the Revd Samuel Marsden on his ship, the missionary brig ‘Active’, from Port Jackson, Australia to Rangihoua, in the Bay of Islands, in late 1814. Marsden’s 1814 Christmas Day service on the beach at Rangihoua is recognised as the beginning of missionary activity and planned European settlement on New Zealand soil.

The purpose of this paper is to describe the Making Safeguarding Personal (MSP) programme undertaken in 2013/2014 and summarises the learning and messages from this phase of work. This informed both the subsequent mainstreaming of the programme to all councils, and national policy on safeguarding adults in England.

Following the “test bed” phase in 2012/2013, MSP pilots were developed in 53 councils. They adopted a new outcomes focused and person led approach to adult safeguarding practice. Supported by the Local Government Association and partners, these councils changed their safeguarding practice and how adults were involved in safeguarding processes. Adults’ wishes were identified at the early stages of investigation, and reviewed during and at the end of the safeguarding process. In total, 43 councils provided impact statements on work undertaken, mainly between December 2013 and February 2014.

Key findings from the impact statements evidenced that adopting a personalised approach made safeguarding more effective and provided opportunities for developing social work practice. A range of challenges were encountered and overcome. The experiences of the MSP pilot sites informed the Care Act guidance issued in October 2014.

The MSP programme has stimulated an innovative culture change in safeguarding adults’ practice. It provides a means for Safeguarding Adults Boards to ascertain the effectiveness of local services in achieving the desired outcomes of vulnerable adults at risk of abuse or harm. Practitioners, managers and others will have an interest in this major change.

This paper investigates the integration of the home computer into the domestic sphere through a gender perspective on the notions of domesticity and domestication. The study is based on a series of interviews with seven British families in the late 1990s. The analysis is used to identify some of the characteristics that contribute to make the home computer domestic or undomestic, and to explore the processes of domestication. A focus on fears and anxieties around the computer as well as the emergence of myths and magical notions allows for deeper insights into the gender‐domestication “problématique”.

In July 1999, a consultation paper was issued by the DTI relating to the modernisation of Part V of the Weights and Measures Act 1985. This was in response to issues concerning the complexity of the legislation, the burden it places on traders, and its appropriateness in the modern trading environment. The research described in this was begun shortly before publication of the document, with the aim of establishing the views of Trading Standards Officers on current problems with the legislation and its enforcement, from the point of view of those who are responsible for its enforcement, and for bringing prosecutions. The research was carried out via a survey, results of which were analysed using exploratory Principal Components Analysis, t‐tests, and correlation analysis. Path analysis was used as a final stage in order to produce a model of the factors that significantly influence officers’ perceptions of the legislation/enforcement.

In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic from 1970 through part of 1981, the time period immediately following Kotler and Levy's significant and frequently cited article in the January 1969 issue of the Journal of Marketing, which was first to suggest the idea of marketing nonprofit organizations. The article published here is intended to update the earlier work in RSR and will cover the literature of marketing public, academic, special, and school libraries from 1982 to the present.

THE training model to be discussed is based on an integrated set of manual and mechanised indexing systems, all handling the same body of information from a limited subject field. By extending the scope of the model's operations to include prior and subsequent activities like the selection and abstracting of the documents to be indexed, and the preparation and dissemination of material through the use of the indexes, the model may be used for a wide range of documentation training, principally at three levels: demonstration by the lecturer to the students; use by the students in the retrieval and dissemination of information; and development by the students through the selection and abstracting of documents, the indexing and storage of information and ultimately the use of feedback from the dissemination stage to improve the systems.