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This chapter will consider curriculum making in lower secondary education in Ireland. Building on the concept of curriculum as a social practice involving multiple actors across different contexts and involving intersecting domains of influence from the supra, to the nano, we characterizethe landscape of lower secondary education in Ireland as an “assemblage” (Deleuze & Guattari, 2003). An assemblage is any number of elements that are engaged in a process of arranging, organising, fitting together and a process of knowledge making. We discuss the emerging properties that have begun to evolve through the inter-connections of the assemblage as they engage in the process of reform by structuring the findings through the lens of how the semiotic, material and social flows worked simultaneously to open up or close down the process. Curriculum ideology, concepts, language and communication are examples of the semiotic flow. The material flow is the content of the domains, such as the actors, the physical structures, documents and artefacts. Relationships, pedagogy, and collaborative practice are involved in the social flow of the assemblage. The research underpinning this chapter mapped the agency of the actors in their capacity to make curriculum as these three flows worked simultaneously during a process of assemblage wide curriculum reform of lower secondary education in Ireland. The analysis and discussion gives rise to a number of insights into processes of curriculum making and into the complexities of system-wide reform.

Previous research has identified and clarified the nature of innovative marketing in small and medium size enterprises (SMEs), providing a list of key constituent elements. While this list of innovative marketing variables goes some way towards explaining the nature of innovative marketing it does not aid the understanding of the relevance and inter‐relationship of these variables. The aim of this paper is to develop a theoretical framework to facilitate further exploration of the core elements of innovative marketing in SMEs.

A case study approach is adopted in order to facilitate the emergence of new theoretical relationships based on the understanding of the complex and dynamic nature of innovative marketing in SMEs. Eight case SMEs are recruited, two of the case SMEs from the service industry, three from manufacturing and three of the SMEs combined elements of both service and manufacturing.

The findings of the study illustrate the component parts of innovative marketing and the inter‐relationships between those parts in accordance with their role in innovative marketing and practices in SMEs. In order to categorise SME innovative marketing constructs, the conceptual framework transformation, assimilation, prediction and exceptionality (TAPE) is developed from relevant literature. This helps to encapsulate and explore elements of SME innovative marketing. Based on this study, the TAPE framework can more appropriately be changed to transformation, assimilation and prediction (TAP), to reflect the finding that exceptionality is inconclusive in terms of its relevance to innovative marketing in SMEs. The exclusion of exceptionality from the framework is a surprising insight emanating from the research as it contradicts previous studies. Traditionally, these elements will have been considered to be the core of innovative marketing. The conclusion here is that exceptionality be treated with caution in relation to SMEs.

This paper presents a theoretical framework TAPE to re‐conceptualise elements of innovative marketing. In light of the role each element plays in SME marketing activities and practices, this paper confirms the value of TAP but not exceptionality.

This paper discusses the widening gulf between theory and practice and examines why theoretical marketing can be deemed to be of little use to many practitioners. In order to do this one of marketing’s core tenets, the customer focused marketing mix, is analysed and found to be in need of critical reappraisal. A dogmatic approach to customer orientation has produced several dichotomies of focus and perspective between theory and practice which may threaten the philiosophy’s continuing usefulness. These dichotomies are illustrated and analysed according to their primary focus: customer or profit. In an attempt to resolve these conflicts between theory and practice a modification is proposed for the customer focused marketing mix.

The popularization of slasher as subgenre begins with the release of The Texas Chainsaw Massacre (Hooper, 1974) and Halloween (Carpenter, 1978). Both films serve to define the topic of the subgenre: a serial killer that often slaughters groups of teenagers, especially attractive young women, using bladed weapons (Linz & Donnerstein, 1994; Molitor & Sapolski, 1993, 1994). Thus, although the definition of the slasher is not really fixed in terms of gender, the killers have been traditionally interpreted by men, while the victims have been usually interpreted by women (Clover, 2015; Trencansky, 2001; Weaver et al., 2015). Not for nothing, another important character is the final girl, who uncovers the monster´s motivations and finishes the killer off in the final scene; an important role that is actually a form of female subjugation. However, some exceptions can be found such as Pamela Voorhees (Friday the 13th, Cunningham, 1980), but she is simply defined as Jason´s mother. More interesting is the case of the Scream saga, in particular Scream 4 (Craven, 2011) where a teenage girl, portrayed by Emma Roberts, tries to play the role of the killer and the final girl at the same time.

In recent years, the slasher has gained importance in television. After Harper’s Island (CBS, 2009), an homage to the subgenre rather than a real slasher TV show, in 2015, MTV launched Scream, based on the film series and which continues exploring the gender roles anticipated by the last movie of the saga. In the same year, Fox launched Ryan Murphy’s Scream Queens (2015–2016) starred by Jamie Lee Curtis, the final girl of Prom night (Lynch, 1980) and Halloween saga, and Emma Roberts. In this regard, current television tries to renew the slasher, but starting from the clichés and even some familiar faces of the subgenre.

The purpose of this chapter is to evaluate the representation and evolution of female characters in slasher television series, exploring the relationship among the killer, the final girl and the rest of the victims. In this way, television series like Scream, Scream Queens (Fox, 2015–2016) or Slasher (Super Channel, 2016–) are analysed.

The recent LISC discussion paper Basic professional education for library and information work spoke of the need to recruit ‘a number of potential innovators and high fliers … managers of new enterprises’, particularly those in the it field. Small LISC misery twinges, then, at the publication of Graduate supply and availability to 1986 by the Institute of Manpower Studies. Apparently there's a shortage of high flying graduates, characters with substantial personal drive and matching intellectual skills. What's worse is that the problem is sharpest among it graduates where a drop of 10% is expected in the next two years. So dreary old trad librarians may have a short reprieve from being flown over and innovated at.

ANYBODY whoses daily work involves the planning and spending of money must at all times be concerned by efforts to ensure that value is being obtained for the money spent. Those of us who, as librarians, are spending the money of fellow tax‐payers, are naturally doubly concerned about this problem. In addition, the very phrase “value for money” to a Yorkshireman is a continual challenge, and a point on which he instinctively feels, rightly or wrongly, that he has some secret inborn knowledge.

As our correspondent on another page suggests, the economic crisis may have reactions upon libraries. The most obvious one he mentions is the increased difficulty we shall experience in obtaining American books. Not all libraries, public or private, make any special collection of books published in the United States, although there has been an increasing tendency to buy more as the relations of the two countries have grown closer through their common struggle; in fact, we know libraries which have spent many hundreds of pounds in the course of the past year or two on the select lists of books which have been made for us by American librarians. It is most unfortunate that the manipulation of dollar currency should have brought about a situation in which even the exchange of ideas between the countries becomes more difficult. One suggestion might be made and that is that our American colleagues should continue to sift the literature of this time of famine for us, so that further select lists may be available in better days.

This paper aims to present the process evaluation for a two‐year (2008‐2010) participatory action research project focusing on home‐school partnership in health learning, undertaken within the Schools for Health in Europe (SHE) in Eastern Finland.

Two intervention schools and two control schools (grade 5 pupils, parents, and selected school personnel) participated in a study. Process evaluation data were collected from intervention schools after 10 months of participation, by interviewing two classroom teachers and three families. In addition, program documents and relevant statistics were collected from schools during the intervention.

Teachers' opinions on the development process varied from more concrete expectations (School A teacher) to overall satisfaction to implementation (School B teacher). Parents believed that their children would benefit from the project later in life. The context and differences of the school environments were likely to affect the development process at the school level.

This paper demonstrates a process evaluation in two schools and, therefore, limits the generalizability of the findings.

The process evaluation was an essential part of this intervention study and may provide a useful structure and an example for process evaluation for future school‐based health intervention studies.

This study highlights the importance of planning the process evaluation structure before the start of the intervention, brings out the relevance of systematically assessing the process while it is ongoing, and illustrates process evaluation in an action research project.