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Awareness of the integral and necessary relationship between collection management and development and preservation programs has been increasing in recent years. At long last, collection managers and preservation specialists have begun to work together more closely and to identify areas of common concern.

This chapter focuses on women's descriptions of their own violence in nineteenth-century Ireland, as revealed in prisoner petitions held in the National Archives of Ireland. It uses the case files of women imprisoned or sentenced to death for violent crimes such as infanticide, manslaughter, murder, wounding and assault. This chapter takes an empirical approach and considers the ways that women explained and rationalised their violent acts. An analysis of the petitions offers an insight into women's views of their own violence, gendered attitudes at the time, and women's sense of the factors that might lead to a commutation of sentence. The accuracy or truthfulness of the petitions is not important in this study; instead, the chapter explores the self-image that women wanted to portray and the tactics that they opted to use to seek a reduction in their sentences. As shown in this chapter, most women emphasised their passivity: they typically claimed to be innocent, coerced or provoked into violence.

This content analysis examines the historical representation of Margaret Sanger within trade books. From the framework of the historiography, this paper unpacks how common curricular resources depict an American icon with a complicated past.

In this paper, the author conducted a content analysis of biographies and expository compilations featuring Sanger. The entire data pool were sampled and analyzed.

The trade books, particularly the biographies, historically represented Sanger in most categories. Sanger's international direct action and eugenics were two misrepresented areas. Expository compilations, with more limited space than biographies, contained more omissions and minimized or vague depictions of key areas. Findings did not appear dependent upon date of publication.

This study explores an icon of America's free speech battles and birth control rights at a time when culture wars are shaping current events. No researchers have previously explored Sanger's historical representation within trade books.

Public mental health can be described as the science, politics and art of creating a mentally healthy society. This paper discusses these three concepts with reference to the literature as the necessary components of any strategy or programme to create, promote and maintain mental well‐being at a community and population level. It goes on to describe how they were applied in a cross‐border rural mental health project in Ireland.

The Newcastle upon Tyne conference on 7th December, 1948, was held under the auspices of the Northern Branch of Aslib, but was organized largely by a local committee under the chairmanship of Mr. E. Austin Hinton, City Librarian, Newcastle upon Tyne, and with the help of Mr. M. G. Cahill‐Byrne, of Messrs. Vickers‐Armstrongs, Ltd., who acted as Hon. Secretary. Chairman of the conference was Mr. R. Trevor Jenkins, Technical Manager of Messrs. Vickers‐Armstrongs, Ltd., and the opening ceremony was performed by the Right Honourable the Lord Mayor of Newcastle upon Tyne, Alderman T. McCutcheon, who subsequently entertained many of the delegates to luncheon at the Mansion House. Meetings were held in the lecture hall of the North of England Institute of Mining and Mechanical Engineers, and the Institute kindly provided tea in their library. Space was also given for a small exhibition of Aslib publications and of other reference literature likely to be of assistance to librarians in industrial concerns. The conference was on the general theme of the value of an organized information service to industry and was designed to interest non‐members of Aslib, the last three forming a Symposium on Information Service. The five papers presented at the conference are printed on pp. 51–80. At the close of the meeting Mr. R. Brightman, Chairman of the Northern Branch, spoke of its work, and Miss E. M. R. Ditmas, Director of Aslib, described the ways in which it could serve the industrial librarian.

The purpose of this paper is to better understand women’s working relationships and career support behaviors, by investigating expectations women have of other women regarding senior women’s roles in (and motivations for) helping junior women succeed, and junior women’s engagement in their own career advancement behaviors.

The authors surveyed self- and other-reports of senior women’s engagement in career assistance behaviors on behalf of junior women colleagues, and junior women’s engagement in their own career advancement behaviors. One sample of respondents indicated to what extent they believed senior women did engage in career assistance toward junior women, and to what extent they believed junior women did engage in career advancement. Another sample indicated to what extent they believed senior women should engage in career assistance, and to what extent they believed junior women should engage in their own career advancement.

Results suggest a disconnect between the expectations and perceptions junior and senior women have of each other. Junior women expect senior women to engage in career assistance behaviors to a greater degree than they believe senior women are engaging in such behaviors, and junior women think they are doing more to advance their careers than senior women are expecting them to do. The authors examine individual and organizational implications of these unmet expectations and perception mismatches.

Women-to-women working relationships are under-studied, and typically viewed in either/or terms – good or bad. The findings provide a more nuanced understanding of women’s perceptions and expectations and offer suggestions for how women can influence female career advancement.

At a recent inquest upon the body of a woman who was alleged to have died as the result of taking certain drugs for an improper purpose, one of the witnesses described himself as “an analyst and manufacturing chemist,” but when asked by the coroner what qualifications he had, he replied : “I have no qualifications whatever. What I know I learned from my father, who was a well‐known ‘F.C.S.’” Comment on the “F.C.S.” is needless.

The purpose of this paper is to investigate the emergence of a “researcher” dimension in the academic professional identities of lecturers operating in the teaching‐focused Institute of Technology (IoT) sector of Irish higher education.

Using Margaret S. Archer's social realist conceptualisation of the reflexive formation of personal and social identities as a theoretical lens, life history data from ten research‐active lecturers working in one of Ireland's 13 IoTs were analysed. The research aimed to understand both the factors that influence the development of “researcher” identities in this context and the nature of the identities that develop.

The analysis suggests that sectoral location acts as an obstacle to researcher development but that the restrictions at sectoral level can be counteracted by positive intervention at institutional level. Challenges created by lecturers' involuntary placement in schools and departments that may be home to a range of disparate disciplines can be resolved. This generally occurs through voluntary alignment with alternative collectivities that provide individuals with coherent conceptual homes. Lecturers can and do develop researcher identities in this context but what it means to be a researcher can vary from one individual to the next.

The study provides a valuable insight into the process by which individuals operating in teaching‐focused higher education institutions develop the researcher dimension of their academic professional identities. It should be of benefit to individuals striving to become researchers in similar contexts. Its conclusions may also be of value to institutions striving to develop research cultures and to encourage staff to become research‐active.

There is a growing demand in industry for engineering graduates who can think “sustainably.” However, there are many barriers to developing assessment that fosters sustainability learning in engineering classrooms. There is no consensus on the definition of sustainability and its key competencies and teaching resources are limited.

Staff are unclear about what to teach, how to teach, and how to assess learning. Assessment is an integral part of teaching and learning and should be planned from the earliest stages, but this is rarely done. Engineering relies heavily on traditional assessments such as tests and examinations, but these are known to encourage surface learning. Sustainability is complex, multidisciplinary, and needs context, which requires higher-order thinking characteristic of deep learning.

Current assessment types for sustainability include examinations, case study, concept maps, and project-based learning. However, more research is needed to develop best practice assessments. Recommendations for teaching approach are to use a rigorous approach to instructional design, use a systems approach, and use a teaching model that promotes deep learning, incorporates context, and promotes alignment of learning objectives and assessment. Community-oriented assessments are recommended that feature the interdisciplinarity and complexity of sustainability and promote higher-order thinking.

The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems.

A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being.

The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students.

The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development.

Identifying a common set of evidence-based strategies for enhancing adolescents’ social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.