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Assesses smoking education programmes in terms of adolescent psychological development issues and social psychological theory. Evaluates two specific programmes using criteria based on developmental concepts and issues, and in terms of whether the programme is holistic in approach. Illustrates the scope of smoking education strategies, and discusses the subtle differences between the underlying principles of these programmes. Finally, assesses the implications of using authoritarian or negotiated approaches to smoking education with adolescent groups.

The social and cognitive development of young people at adolescence can have a marked influence on their health‐related behaviour. Psychological development can be influenced at both inter‐ and intrapersonal levels, and health behaviour can be explained and accounted for by a diverse range of influences. This article discusses issues such as experimentation, self‐esteem and individuality within the framework of current theories of psychological development. It assesses the implications of adolescent development for health education programmes, with specific reference to how psychological development influences the motivation and reinforcement of health‐compromising behaviour, such as smoking.

Like any other customer‐centred organisation, the library has a variety of methods at its disposal to gather information from and about its customers, such as usage data, survey results, focus groups, and face‐to‐face opportunistic encounters. Given that using survey instruments is currently the main way that libraries engage with their customers this paper seeks to look at how librarians can ensure that their surveys are of the best possible quality. It then aims to present two case studies.

The paper discusses successful methods for engaging customers, both online and in person, in conversation with particular reference to new generation learners, and the need to demonstrate to participants that their opinions are heard and have an impact. The paper then discusses two case studies of work undertaken at Victoria University of Wellington Library. In the first case the Library sought student participation and input to Te RōpŪ Whakamanawa, a working group convened to address the needs of Māori and Pasifika academic staff and students. In the second case the Library undertook a larger process of gathering client and stakeholder feedback as part of a wider ranging “Library services for the future” review. The customer engagement was extensive and robust, including 32 focus group sessions with a diverse range of people, and additional online feedback channels for wider university engagement.

The future‐focussed academic library must be distinguished by the scope and quality of its service programs. To be successful the design and development of those services have to be shaped and informed by the customers.

The paper examines the ways in which academic libraries can seek to understand the expectations of their customers, particularly those in minority groups, in order to be able to plan for the future.

This paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children.

This paper uses Tally Ho Boys’ Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood.

This paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century.

Scholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria.

MID‐OCTOBER sees the activities of the library world in full swing. Meetings, committee discussions, schools at work, students busy with December and May examinations in view, and a host of occupations for the library worker. This year—for in a sense the library year begins in October—will be a busy one. For the Library Association Council there will be the onerous business of preparing a report on State Control; for libraries there will be the effort to retain readers in a land of increasing employment and reduced leisure; and for the students, as we have remarked in earlier issues, preparations for the new syllabus of examinations which becomes operative in 1938. It is a good month, too, to consider some phases of library work with children, “which,” to quote the L.A. Resolutions of 1917, “ought to be the basis of all other library work.”

An integral metamap creates a common language to dynamically track values‐based urban change at multiple levels of scale: individual, organization, neighbourhood, city, bio‐region and nation.

In a pilot project, using an ethnographic codebook, analysis of data collected from urban residents via telephone interviews, discloses diverse lenses, indicators and values at different levels of complexity. A four quadrant metamap of the data reveals the relationship between four sets of values: (subjective, intersubjective, objective and interobjective) at eight levels of complexity.

A review of taxonomies of indicators shows how multiple existing data bases can be translated into a common integral map. The pilot project demonstrates how the four quadrant‐based analysis and feedback methodology creates vital signs monitors for what we value, want to change (stop or improve), and how we can develop processes to influence change.

The scope of application is global, and embedded in a paradigm shift to an integral worldview, implying users share that worldview. However, the methodology can be applied anywhere, on all scales.

Conclusions show how metamapping research data, planning and management, contributes to improving choices, monitoring and influencing change and the quality of urban life.

This paper proposes a new integral common language to frame and track urban change.

RECENTLY, visiting Honolulu, it all came back to my mind clearly. I had gone out to the famous Diamond Head for two reasons: I wanted to have a good view of the China Clipper sailing over, on the last lap of her trans‐Pacific flight, from Hawaii to California; and to see Diamond Head lighthouse for Stevenson's sake, as it was there that he made Loudon Dodd, in The Wrecker, meet a sailor from a man‐of‐war who inadvertently gave him some information regarding the mystery of that story. For Stevenson's sake also I had gone to Waikiki, a changed Waikiki from his day. The banyan‐tree in the shade of which he used to sit is surrounded by bungalows. A metal plate, commemorative of him and of his young friend the Princess Kaiulani has been placed on the tree by the Daughters of Hawaii.

This paper aims to advance best practice by gaining insights into key multi-owned property (MOP) issues challenging policymakers and communities. Ontario (Canada) and Victoria (Australia) are internationally recognised for best practice in MOP living and law. Yet, both jurisdictions struggle with the emerging urbanism related to condominium MOP.

Different ways of recognising community in MOP urbanism will be examined against public policy and political theory perspectives promoting social sustainability. A rich mixed-data and content analysis method is relied upon which synthesises three pillars of MOP community governance: harmonious high-rise living; residential-neighbourhood interface; and metropolitan community engagement. The article cross-examines Canadian policy and law reform documents and Australian dispute case law from the state of Victoria to explore and showcase critical MOP management, residential and policy issues.

A theory-building typology formally recognises “community” as an affective performance across MOP governance contexts: cosmopolitan, civic-citizen and neighbourly. These ideal types differentiate community affects in and beyond (case) law and land-use planning: from determining alternative dispute resolution remedies; addressing neighbourhood and metropolitan NIMBY-ism in urban consolidation to bridging the critical policy and civic gap between the limits and aims of socially sustainable MOP vertical-tenured community affects.

Strong cross-jurisdictional MOP community lessons exist, as other cities follow best practice in legal and governance structures to effect change at the frontiers of twenty-first century urbanism.

Past studies emphasise classifying dispute issues, single-issue concerns or historical and life cycle evaluations. This theory-building article advances why and how community must be better understood holistically across community contexts to inform cutting-edge governance practices.