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In the decade after the end of World War II, Japan commenced a new kind of invasion of the West. Japanese companies, trade associations and government organisations began to send missions of industrialists, bureaucrats and scholars overseas to study advanced systems of industrial production. Japan needed to adopt as much state‐of‐the‐art technology as possible in order to take advantage of its abundant labour supply and to produce goods at low prices and of sufficient quality to penetrate world markets.

The purpose of this paper is to examine the education of children at St Helena Penal Establishment in Queensland and the trials faced by the educators that delivered their formal schooling. The paper will add to the growing research into the prison island and will provide an insight into a unique facet of education in the newly established Australian State of Queensland.

The historical analysis draws on original documents and published works to chronicle the provision of education to the children of warders at the St Helena Penal Establishment.

The establishment of the Department of Public Instruction and the introduction of the State Education Act of 1875 were intended to provide Queensland children from 6 to 12 years of age with free, compulsory, and secular primary education. The full implementation of the Act took until 1900, and in the process, initiatives like St Helena State School No. 12, through issues of administrative control, saw teachers excluded from the Department of Public Instruction in order to include schoolchildren under the auspices of the same department.

The research paper is an initial investigation into the subject and limited by the paucity of primary data available on the topic.

The case study adds to the growing literature on other aspects of the prison at St Helena, Queensland and adds to knowledge of life on the island. Furthermore, the aspects of control over staff on the island and the requirement for the teachers to double as guards, ready to take up arms in defence of the prison, provides new insights into the obligations placed on some early educators.

The confrontational stance of the Royal Ulster Constabulary (RUC) against the Civil Rights Movement (CRM) was a central factor in the outbreak of political violence in Northern Ireland in the late 1960s. The analysis of the RUC officers’ testimonies before the Scarman Tribunal of Inquiry discloses both the police knowledge and the pattern of interaction between police and protesters. The closed political opportunity structure (POS) for the CRM filtered in the police knowledge, proving it to be a thorough indicator of the state's prevailing strategy towards challengers. Yet, even within a state firmly intolerant of mass dissent police can occasionally decide to cooperate with protesters. In Derry, the RUC was often willing to, and in fact did, negotiate with protest leaders, showing at times a remarkably flexible approach. However, the negotiations occurred haphazardly outside institutional channels, with unpredictable outcomes. Consequently, protest-policing styles failed to soften and conflicts to deescalate.

With the outset of automatic detection of information, misinformation, and disinformation, the purpose of this paper is to examine and discuss various conceptions of information, misinformation, and disinformation within philosophy of information.

The examinations are conducted within a Gricean framework in order to account for the communicative aspects of information, misinformation, and disinformation as well as the detection enterprise.

While there often is an exclusive focus on truth and falsity as that which distinguish information from misinformation and disinformation, this paper finds that the distinguishing features are actually intention/intentionality and non-misleadingness/misleadingness – with non-misleadingness/misleadingness as the primary feature. Further, the paper rehearses the argument in favor of a true variety of disinformation and extends this argument to include true misinformation.

The findings are novel and pose a challenge to the possibility of automatic detection of misinformation and disinformation. Especially the notions of true disinformation and true misinformation, as varieties of disinformation and misinformation, which force the true/false dichotomy for information vs mis-/disinformation to collapse.

The purpose of this paper is to assess the work of Howard Chase within the history of public relations, his role in the birth and development of issue management, and his relevance for contemporary practice.

Research for this paper draws heavily on the speeches and writings of Chase himself, both before and after the formal establishment of issue management, as well as commentary from key writers.

While Chase is widely acknowledged as the founder of issue management in 1976, his writings reveal that he saw this “new science” as only one part of a much broader restructuring of management design in which he positioned public policy and profit as corporate objectives of equal importance. Analysis confirms his work was innovative and of historical significance, but it has been increasingly outdated by evolution of the discipline he created.

Despite Chase's pioneering role, modern writing in the field usually cites little more than his definitions and his process model. This paper revisits his original concepts in their contemporary context, providing a fresh framework against which to properly assess his contribution.

Most issue management practitioners and scholars accept that issue management has progressed substantially over 25 years, from primarily a reactive crisis prevention tool to a maturing strategic management discipline. But the terminology used within issue management to define the different management positions has not kept pace with that evolution. In fact some of the language used heavily influences responses to issues and limits the apparent framework of choice. This paper reviews some past efforts to develop appropriate terminology and proposes an alternative lexicon.

The rate of alliance formation by firms has greatly increased over the past two decades. Congruently, firm interest in corporate social responsibility (CSR) initiatives has also increased. Signaling theory suggests that firms may be increasing their CSR strategies in an effort to signal their willingness to operate within social mores. However, firms are faced with the problem of how to communicate their social commitment objectively to stakeholders. We argue that firms are forming CSR alliances in an attempt to signal an objective message to stakeholders concerning their commitment to CSR. To provide insight into these explanations, we compare the Total CSR performance (TCSR) scores of firms that form CSR alliances with those firms that do not. We control for firm size, leverage, profitability, and industry. We find that firms that form CSR alliances generally have higher TCSR scores, which suggests that one of the reasons that firms form these alliances is to publicize their stronger social and environmental records to stakeholders.

This chapter will provide an overview of the lived experience and peer support context and draws on the origins of peer work in mental health arenas. The recovery movement will be discussed and peer support will be put in context as an alternative/adjunct/complimentary role to the predominant biomedical model. What is the role of peer support in mental health settings? What is it that a peer does on a day-to-day basis? What are the principles and practices that a person with lived experiences engages in to operationalise peer support? What are the outcomes associated with peer support working and what does peer work look like when it works well? What type of settings does the peer work in and what teams are they a part of? This chapter explores some of the challenges peers face when integrating into teams and organisations. The dominance of the biomedical model will be discussed and how this can potentially impact on the peer's role in these settings.