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This paper draws on a three‐year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

The industrial realities of teaching are documented in history, sociology and policy research: studies of the school as workplace, the tools of teaching, processes within the workplace, the changing composition of the teaching workforce, the gender politics of the occupation, teacher organisations, and change in teachers’ work and employment relations. Teaching as a form of work is difficult to pin down because it involves an unspecifiable object of labour, a limitless labour process, and is, in a sense, unteachable. Teaching is always transformative labour, bringing new social realities into existence; and is also fundamentally interactive, not individual. Teachers’ work is not social reproduction, but is creative and therefore a site of social struggle. This can be seen in education in colonial societies, and in the global transformation of the education of girls and women. Teachers are now caught up in the neoliberal agenda, often unwillingly ‐ but since neoliberalism transforms institutions in the public sector, unavoidably, and sometimes traumatically. In a long historical perspective, the modern teaching workforce is unique, and has the possibility of shaping the learning capacities of the whole society; this may now be uniquely important.

In 2006 the Brooklands' Adapted Sex Offender Treatment Programme (ASOTP) was adopted by Calderstones Partnership NHS Foundation Trust. To date, two groups of men (n = 10) have completed the programme and one group (n = 6) is currently in progress. This treatment model uses a cognitive behavioural framework and is a nurse‐led initiative, utilising trained ward staff. This paper discusses experiences of initiating and delivering the ASOTP programme. Several issues were encountered, including staff retention, clients discontinuing the group, the length of the group, the length of wait for clients to commence their treatment and high levels of administration. As a result of these, and developments to the Brooklands' model, several changes were made before the commencement of the second wave in 2008.The paper discusses how the ASOTP were able to overcome some, but not all, of the initial difficulties and highlights potential pitfalls for future groups.

This chapter reviews published studies of the use of pictorial information. Examining image user studies surfaces several research questions often addressed by this body of work, as well as some frequently encountered problems. These questions and problems organize this survey of the literature. Image user studies were included in two valuable reviews of digital image research and development, published by Christie Stephenson and Corinne Jörgensen in 1999 (Jörgensen, 1999; Stephenson, 1999). This overview considers research since that time, focusing on assessment that was not targeted at a single system or service. While attempting to incorporate some interesting research from the information and educational technology communities, this discussion of image delivery as an aspect of digital library development limits coverage of those important literatures.

Pretreatment of fabric with a number of chemicals and auxiliaries is a prerequisite for inkjet printing. Owing to the rapidly increasing use of inkjet printing for textile fabrics, the study of the effects of process variables on various characteristics of the resulting print has drawn considerable interest recently. The purpose of this paper is to study the effects of different variables associated with the inkjet printing process on the quality of the resulting print. Specifically, the effects of chemicals and auxiliaries used in the pretreatment of the fabric prior to printing and factors such as steaming time were studies.

In the present study, which forms a part of a larger study by the authors, the influence of the nature of thickener, the amounts of thickener, urea and alkali, pH of the pretreatment liquor and the duration of steaming on ink penetration into the printed fabrics and the ink spreading across the fabrics was studied. The nature of ink penetration and ink spreading are known to have pronounced effects on the quality and, in turn, the overall appearance of the resulting print. A set of experiments based on a blocked 2^5–1 fractional factorial design with four centre points were conducted to evaluate the role of the aforementioned five variables. Ink penetration was quantified on the basis of the principles of Kebulka-Munk theory while ink spreading was analysed by image analysis.

Detailed statistical analyses of the experimental data obtained show that different thickeners perform differently and can have a marked influence on ink penetration and ink spreading. In the case of polyacrylic acid-based thickener, changing the levels of the factors has a marked effect on ink penetration and in-turn on ink spreading. In the case of polyacrylamide (PAM)-based thickener, on the other hand, the effect of changing the levels of various factors on the ink penetration and ink spreading is considerably less pronounced. In addition, PAM treated samples exhibited better performance in terms of ink penetration and spreading.

This study provides useful information for textile printers and highlights the importance of selecting the right type of thickener to make the printing process and the quality of the resulting print more predictable and controllable.

The purpose of this study is to identify the most influential factors affecting the printing properties and print quality of digitally printed silk fabrics in terms of colour strength and fixation percentage.

In this study, five factors (concentration of thickener, concentration of urea, concentration of alkali, pH of pretreatment liquor and steaming duration) were investigated using a blocked 2⁵⁻¹ fractional factorial experiment. The type of thickeners [polyacrylic acid and polyacrylamide (PAM)] were considered as a block.

Linear models were obtained and statistically tested using both analysis of variance and coefficient of determination (R²), and they were found to be accurate at 90 per cent confidence level. It was revealed that concentration of alkali, concentrations of urea and pH of the pretreatment liquor had an increasing effect on colour strength, whereas concentration of thickener and steaming duration showed decreasing effect on colour strength of digitally printed silk fabrics. Furthermore, concentration of alkali, concentrations of urea had increasing effect on dye fixation percentage, whereas steaming duration showed decreasing effect on dye fixation percentage of digitally printed silk fabrics. In addition, PAM thickener based pretreatment recipe exhibited better printing properties for the digitally printing of silk fabrics.

The main influences and significant two-factor interactions were discussed in detail to gain a better understanding of the printing properties of digitally printed silk fabrics. The findings of this study are useful for further optimisation of pre- and post-treatment processes for digital printing of silk fabrics.

Self-determination policies and the expansion of bilingual schooling across Australia's Northern Territory (NT) in the 1970s and 1980s provided opportunities for Aboriginal educators and communities to take control over schooling. This paper demonstrates how this occurred at Shepherdson College, a mission school turned government bilingual school, at Galiwin'ku on Elcho Island in North East, Arnhem Land, in the early years of the policies between 1972 and 1983. Yolŋu staff developed a syncretic vision for a Yolŋu-controlled space of education that prioritised Yolŋu knowledges and aimed to sustain Yolŋu existence.

This paper uses archival data as well as oral histories, focusing on those with a close involvement with Shepherdson College, to elucidate the development of a Yolŋu vision for schooling.

Many Yolŋu school staff and their supporters, encouraged by promises of the era, pushed for greater Yolŋu control over staffing, curriculum, school spaces and governance. The budgetary and administrative control of the NT and federal governments acted to hinder possibilities. Yet despite these bureaucratic challenges, by the time of the shift towards neoliberal constraints in the early 1980s, Yolŋu educators and their supporters had envisioned and achieved, in a nascent way, a Yolŋu schooling system.

Previous scholarship on bilingual schooling has not closely examined the potent link between self-determination and bilingual schooling, largely focusing on pedagogical debates. Instead, this paper argues that Yolŋu embraced the “way in” offered by bilingual schooling to develop a new vision for community control through control of schooling.

This bibliography is offered as a practical guide to published papers, conference proceedings papers and theses/dissertations on the finite element (FE) and boundary element (BE) applications in different fields of biomechanics between 1976 and 1991. The aim of this paper is to help the users of FE and BE techniques to get better value from a large collection of papers on the subjects. Categories in biomechanics included in this survey are: orthopaedic mechanics, dental mechanics, cardiovascular mechanics, soft tissue mechanics, biological flow, impact injury, and other fields of applications. More than 900 references are listed.

Bobbie Scull's bibliography of federal government bibliographies was begun in 1971 as an annual informational publication primarily intended for the faculty at Louisiana State University. Later she distributed it to libraries all over the state of Louisiana. In 1973 RSR began to publish these lists on an annual basis. This is the fourth such appearance. In the meantime these bibliographies were cumulated and published in two volumes: Bibliography of U.S. Government Bibliographies 1968–73 and 1974–76. (Pierian Press, 1975, 1979). RSR is proud to continue the annual supplements which are now computer produced at LSU. Although this supplement appears in Volume 8:1 (1980) in the future they will appear in the final issue of the year.