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Explains how US‐based consulting firm, Philip Crosby Associates, encouraged workers at its South Africa operations to become more involved in the smooth running of the company. States that this was a difficult task having to solve problems such as apartheid and social and cultural differences, but was done in order to aid successful ongoing activity. Concludes that this has resulted in improved communications with clients, better teamwork and improved labour relations without the need to invest in additional labour, raw materials or facilities.

A great deal of money is spent by grocery retailers in various advertising media, but much of it, in Malcolm Hughes' view, is depressingly similar, especially the campaigns which appear in the national daily press. Radio has possibilities, but until boundaries are more clearly defined, it can present difficulties as far as prices are concerned. There will probably be more local press advertising in the future, but less in the national press. This is a summary of a talk given by Malcolm Hughes at a recent IGD seminar on advertising. Since the seminar he has resigned his position as marketing director of Fine Fare in order to take up a senior post with the Nationwide Building Society. The views expressed in this paper are Malcolm Hughes' own personal opinions and do not necessarily reflect those of his former company.

Argues that branch security systems have to be designed to balance a number of often conflicting requirements since a totally secure branch could be created, but it would be impossible to operate as a retail unit. There are, nevertheless, significant technical developments in the security industry concerned with a range of electronic and physical devices for use at branch level and there is no doubt that these have a significant effect on deterring robbery. There is a need, however, for higher standards of co‐operation between financial services institutions, manufacturers and installers of branch systems and the various regulatory authorities.

Let me tell you about yourself. You're most likely a member of the baby boom generation, and, despite the belt‐tightening 1990s, you're doing pretty well. You're probably a senior manager (owner, president, CEO, CFO, or VP) with a household income exceeding $90,000. You're very well educated. You almost certainly have a college degree, and odds are very good that you also have a graduate degree. And you're on the road a lot, with at least a dozen domestic trips and one international trip scheduled each year.

Up until 1973 advertising by grocery retailers was not spectacular, but in 1974 it leaped ahead, especially that put out by the big multiples and voluntary groups. Clearly, a realisation of what advertising can do for the retailer has penetrated, if somewhat belatedly. But too many retailers, in their anxiety to emphasise price, fail to put over a sufficiently distinctive image which will make an impact on the housewife.

Sustainability is far from being a new concept, having been around since the mid-1970s, notably through ‘The Natural Step’ developed in Sweden by Dr. Karl-Henrik Robèrt. Recently, the Bruntland's Commission's report ‘Our Common Future’, published in 1987, defined sustainable development as ‘meeting the needs of the present generation without compromising the ability of future generations to meet their needs’ (WCED, 1987, p. 43). Although the Bruntland's definition has arguably become the most widely used, the debate about what sustainability is and what it is not most certainly continues.

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.

Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.

The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.

Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.