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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.

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.

This paper argues that all parties in care settings ‐ that is, older people and their carers, qualified and unqualified staff and students ‐ have learning needs, and that an appreciation of these needs is essential if high‐quality care and a positive work environment are to be achieved. It describes the rationale for, and the development of, the Profile of Learning Achievements in Care Environments (PLACE) approach. Building on the notions of relationship‐centred care and underpinned by the 'Senses Framework', PLACE seeks to provide a toolkit for identifying learning needs, establishing what seems to be working well and agreeing areas in need of improvement. The theory underpinning PLACE and the methodology for its development are described and potential areas for application are considered.

The authors of two new books advise: Throw out your five‐year plan—in an era of relentless change, long‐term planning is futile.

To alert high frequency trading firms to the increased regulation and prosecution of manipulative trading practices during 2014 and early 2015.

Reviews four significant proceedings against high frequency trading firms (and/or individuals employed by such firms) and other developments from the relevant government agencies as a possible preview of the enforcement and prosecution of high frequency trading practices in 2015. Provides advice to high frequency trading firms on how to decrease the risk of regulatory or criminal actions against them in this changing environment.

Although the focus on high frequency trading has only recently begun to intensify, firms should be aware of the increased enforcement activity of the past year. These actions, both regulatory and criminal, have already resulted in large penalties and have helped initiate a strengthening of rules and regulations regarding manipulative trading practices, of which firms need to be aware and stay current.

High frequency trading firms should be aware of the recent regulatory and criminal actions in order to better evaluate their own practices and controls, to ensure that their trading patterns do not resemble manipulative practices, and to avoid similar actions.

Practical guidance from experienced litigators and securities regulatory lawyers, including a former SEC Assistant Chief Litigation Counsel and a former federal prosecutor, that consolidates and describes several recent actions and developments in one piece.

School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals.

To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed.

The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship.

This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored.

It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders.

Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

Outlines a framework for social justice, describes both the social and educational context of South Africa, highlights inequitable funding practices, and then advocates for policy changes in the form of vertical equity.

Provides a retrospective review of mandated segregation by race to hypothetical de‐segregation by post‐apartheid policies to de facto re‐segregation by class, in the “new” South Africa.

Describes how overt racism in the form of apartheid laws has been replaced by covert racism and class domination in the form of school fees.

Reveals how “new” educational injustices are preventing poor and marginalized groups from getting universal access to high‐quality education in the “new” South Africa.

THE beginning of a new volume is necessarily a time for reflection. Our journal is now forty‐four years old and has appeared without intermission, always with the purpose, enunciated by its founder, James Duff Brown—to furnish librarians of all kinds and ages with a thought‐exchange and a medium of expression independent of any other control than the editor's conviction that what was published was sincere in intention and likely to be of use to the profession. This does not mean, as our pages to‐day witness, that matters of controversy or even of severe criticism of those who lead the profession officially are excluded. On the contrary, we believe that the best spur to advance is a critical vigilance. Thus it has occurred occasionally that our writers have been at variance with some current policy of the Library Association, some phases of its examinations or its conference policy. Occasionally, too, there have been criticisms of library authorities which an official journal might hesitate to make because those authorities may be in membership of the Library Association. Such criticism was never more necessary than now. The library movement has to be kept alive under the greatest strain in history; indeed, it should progress.

Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.

The current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.

This study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.

Despite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.