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The article alerts investment companies and insurers of important SEC staff interpretive guidance regarding reliance on industry-standard exemptive relief.

Current industry practices and the SEC staff’s guidance are summarized, followed by a brief discussion of the potential implications to insurance companies and investment companies.

The SEC staff recognizes that the current approach to mixed and shared funding may be outdated, with the result that insurance companies and investment companies may be able to reduce compliance and regulatory burdens.

It is still too soon to gauge industry reaction, but insurance companies and investment companies should monitor industry practices relating to mixed and shared funding to determine whether they need to obtain and comply with industry-standard exemptive relief.

The SEC staff clearly recognizes that insurance companies issuing variable insurance contracts, and the funds that serve as their underlying investments, may be able to reduce compliance monitoring burdens and simplify their operations.

The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency.

The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research.

Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives.

This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future.

This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.

GUEST editor of this South African issue of THE LIBRARY WORLD is Hendrik M. Robinson, Director of Library Services, Transvaal Provincial Administration, Pretoria.

The Beagle Bay Immersion Program is a Christian Service-Learning experience, which facilitates opportunities for secondary school students to experience unique expressions of cultural diversity found in remote Aboriginal communities of Western Australia. Through engagement in the program, students undergo a process of experiential learning, identifying core social justice issues present in a broader Australian social context, and helping to address identified community needs. This immersion program is conducted as part of the Christian Service-Learning Program at a Perth-based Catholic Secondary College in Western Australia. The Beagle Bay Immersion Program serves as an opportunity for students to engage in acts of discipleship, modeling values of social and cultural inclusivity as a means of enriching their own communities. Underpinned by core Gospel values, the program aims to actively promote a “spirit of solidarity and service to others” (Prendiville, 2016, p. 42) both among the immediate participants and the wider school community. Presented in this chapter is an examination of the values which guide the College’s Service-Learning Program and the ways in which the Beagle Bay Immersion Program facilitates attitudes of inclusivity by exposing students to diverse populations. Christian Service-Learning can serve as a means through which students can circumvent barriers that preclude exposure to diversity. The Beagle Bay Immersion Program seeks to build relationships through service, which benefit both the College and Beagle Bay Communities, providing students opportunities for personal, spiritual, and academic growth while fostering a culture of inclusion.

Asylum seekers and refugees experience substantial barriers to successful transition to a new society. The purpose of this paper is to explore the value and meaning of a community drop-in service offering social support for refugees and asylum seekers in the northeast of England and to identify the occupational preferences of the service users.

A qualitative approach using semi-structured interviews was conducted with refugees and asylum seekers using a community drop-in service. In total, 18 people participated from ten countries. Data were analysed using interpretive phenomenological analysis.

The value and meaning of the service was expressed through four key areas: the need to experience a sense of community; being able to make an altruistic contribution within the community; the need for societal integration; and having the opportunity to engage in meaningful and productive occupations.

Community and altruism have profound cultural meaning for asylum seekers and refugees and the need to integrate, belong and contribute is paramount to successful resettlement. Community-based drop-in services can aid this at deep, culturally relevant levels. This study may inform policy and practice development, future service development and highlight potential opportunities for health and social care services provision amongst this growing population.

To date there are no studies that provide empirical evidence on how community-based drop-in services for refugees and asylum seekers are received. This study provides a cultural insight into the deeper value and meaning of such services, and is particularly relevant for professionals in all sectors who are working with asylum seekers and refugees.

This article examines the development of social services and studies the structural properties of nine departments. The research was undertaken in two stages:

THE “power of the Press” is infinite in almost everything, and none the less in Public Library Administration. In addition to notices of important accessions to the Library, reports of library lectures, paragraphs on every happening with the object of keeping the institution constantly in the public eye the idea of contributing special “publicity” articles to the local newspapers may be worthy of general consideration.