Search results

This study looks at the visibility of logos during the televised broadcast of the 2006 Winter Olympic Games in Turin, and television viewers' perceptions, recall and recognition of those logos. The results indicate that the number of brands and logos perceived was far greater than actually existed, bringing into question the effectiveness of the Olympics' 'clean venue' policy.

This paper encourages teachers and scholars of English Language Arts to engage deliberately with literary ambiguity.

Through close attention to ambiguous moments in commonly taught texts, the essay argues that explicit attention to ambiguity can support four enduring goals in the field: fostering social justice, developing students’ personal growth, cultivating dispositions and skills for democracy and engendering disciplinary literacy skills.

The readings suggest the following: first, wrestling with ambiguities in Harper Lee’s To Kill a Mockingbird may foster critical orientations needed in the fight for social justice; second, ambiguities in Gene Luen Yang’s American Born Chinese may support students’ personal development; third, questions generated by Walter Dean Myers’ Monster invite readers to practice skills needed for democracy; finally, exploring divergent interpretations of Laurie Halse Anderson’s Speak may develop students’ disciplinary literacy skills.

In an era marked by standardization and accountability, it may be difficult for teachers and scholars to linger with literary ambiguity. By underscoring the instrumental potential of literary ambiguity, the essay illustrates why and how teachers might reject this status quo and embrace the indeterminacy of literary ambiguity.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Novels, short stories, plays, and poetry can help us understand the character traits, abilities, and contexts of leadership in ways that didactic methods cannot. I present examples of the use of literature in its several forms to stimulate thought and discussion and to enrich the understanding of the characteristics and dynamics of leadership. I consider the character traits of honesty, courage, adherence to principles, respect, ego, humility, calmness, and perseverance, and the abilities to listen, to select good people, and to know oneself. I also identify some of the conditions and contexts of leadership, such as chance, environment, interdependence, and the roles of heroes, mentors, and peers. These examples from literature are not intended to be authoritative but rather illustrative, with the intent that they will encourage others to seek and use their own examples in the process of understanding leadership and becoming good leaders.

This paper aims to explore the nature of voluntary greenhouse gas (GHG) disclosure by non-GHG-registered companies among industry sectors over a period after the introduction of the National Greenhouse and Energy Reporting (NGER) Act 2007 and before the introduction of the Australian ETS.

A GHG disclosure index is used to evaluate the levels of GHG disclosure in 2009 and 2011 annual reports.

This paper highlights that non-GHG-registered companies seem to improve their disclosure by incorporating more “behavioural management” actions rather than “symbolic” actions. The changing rationale of GHG disclosure is towards more serious GHG reduction strategies. Consistent with voluntary disclosure and signalling theories, companies having good news to tell disclose their superior GHG information to promote their superior environmental performance.

The findings should be useful for stakeholders who are interested in GHG disclosure strategies. Also, the content analysis of the annual reports provides some clarity in respect of the most common aspects of GHG disclosure by non-GHG-registered companies which is helpful in the evaluation of correspondence between carbon disclosure strategies and the objectives of carbon abatement.

Previous studies mostly investigate the differences in the type of GHG disclosure among companies subject to mandatory GHG regulations. However, this paper is the first study to examine the changing rationale in the nature of GHG disclosure of non-GHG-registered companies. While much of the prior research uses GHG-registered companies as the sample, no empirical study to date has considered non-GHG-registered companies that encompass 96 per cent of ASX listed companies.

THE catalogue, as a library appliance of importance, has had more attention devoted to it than, perhaps, any other method or factor of librarianship. Its construction, materials, rules for compilation and other aspects have all been considered at great length, and in every conceivable manner, so that little remains for exposition save some points in the policy of the catalogue, and its effects on progress and methods. In the early days of the municipal library movement, when methods were somewhat crude, and hedged round with restrictions of many kinds, the catalogue, even in the primitive form it then assumed, was the only key to the book‐wealth of a library, and as such its value was duly recognized. As time went on, and the vogue of the printed catalogue was consolidated, its importance as an appliance became more and more established, and when the first Newcastle catalogue appeared and received such an unusual amount of journalistic notice, the idea of the printed catalogue as the indispensable library tool was enormously enhanced from that time till quite recently. One undoubted result of this devotion to the catalogue has been to stereotype methods to a great extent, leading in the end to stagnation, and there are places even now where every department of the library is made to revolve round the catalogue. Whether it is altogether wise to subordinate everything in library work to the cult of the catalogue has been questioned by several librarians during the past few years, and it is because there is so much to be said against this policy that the following reflections are submitted.

In the present European crisis every intelligent individual of British birth must feel that a tremendous debt of gratitude is due to the British Navy, which, by keeping open the lines of traffic across the seas, has ensured the supply of daily food to the country. Although this journal does not concern itself with political matters, it does concern itself with the question of the maintenance of an efficient food supply in this country at all times, and the one question is indissolubly bound up with the other. Few people probably have any idea of the enormous extent to which they are dependent for the very food which nourishes them upon the ships that enter London and other ports of the English coast. Every day in the year nearly three‐quarters of a million pounds' worth of provisions are imported into this country, in addition to what we actually produce ourselves, and last year no less than two and a quarter million tons of grain, 360,000 tons of chilled and frozen beef and mutton, 170,000 tons of tea, 250,000 tons of sugar, and many other foods in proportion, were landed in the port of London alone. These figures, in view of the present crisis, completely shatter the absurd position of the “Little Navy” nincompoops.

Research has documented how white teachers often fall short of their anti-racist intentions. However, much of this research is done with preservice teachers or teachers across disciplines. The authors investigate stories in which white English teachers who teach substantial proportions of black students and who self-reported anti-racist goals nevertheless fell short of those goals. The purpose of the study is to understand the tensions between racial liberalism and racial literacy in their pedagogy.

The authors snowball sampled 12 veteran white high school English teachers (3–27 years’ experience) who taught in schools with substantial proportions of black students. The authors used a two-stage interview process to narrow the sample to 7 teachers who confirmed their anti-racist intentions and who wrote narratives of moments when they tried to be anti-racist, but the lesson failed in some way. The authors used a three-stage narrative analysis to analyze how racial liberalism and racial literacy were reflected in the narratives.

The veteran English teachers, despite their anti-racist intentions, told narratives that reflected racial liberalism, portraying racism as an individual and interpersonal phenomenon. Some narratives showed teachers who had taken steps toward racial literacy, but no narratives showed a fully developed sense of racial literacy, portraying the layers of institutional and structural racism in English education.

The sample suggests that veteran white English teachers are subject to similar limited racial literacies as novice teachers. While the authors found glimmers of racial literacy, they still note the work necessary to equip veteran English teachers with the racial literacies necessary for anti-racist instruction. The authors propose directions for teacher education, systemic support and professional development.