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The library services we provide today are built on the skill, energy and vision of earlier generations of librarians; yet most of these pioneers remain unknown. Examines the career of Butler Wood, librarian at Bradford for 50 years, 41 of them as chief librarian. In addition to the successful development of a major municipal library, he developed art gallery and museum services; was a founder member and contributor to many literary, historical and cultural organizations; he influenced the development of reference and rural libraries; and he contributed to the growth of the library profession itself. An appreciation of this visionary scholar/ administrator can provide inspiration today.

Drawing on Dewey’s accounts of learning the Alexander Technique (AT), this chapter explores why he found the process so powerful. As AT teachers, we explain how the technique enables practitioners to become aware of fixed, unconscious habits and to bring them under conscious control. With a new student, work begins with physical habits. However, because physical, cognitive, emotional and social functionings are interdependent, AT lessons typically enable flexibility in each of these spheres. Dewey’s writings show his strong theoretical commitment to the idea of learning as practical and experiential. His AT lessons were truly revelatory in providing him with both direct, embodied experience of the power of habit to drive human behaviour and a practical means of becoming aware of, and resisting, his own habits of thought and action.

Perceptions are shaped by habit in such a way that the senses can be unreliable in working out how to respond in a given situation. Dewey’s practice of the AT revealed to him the dissonance between his habitual self in activity and his conscious view of himself. Dewey was challenged by his AT lessons, which required an open, enquiring attitude and sense of humility. In the AT, Dewey found a means of pursuing an active, critical, self-directed process of discovery and adaptation akin to childhood learning. AT begins with the self, our ‘tool of tools’. Through fundamentally modifying the self, the AT supports the openness and flexible response to the physical and social world that characterize productive experiential learning.

Within the past 20 years hiking and backpacking have enjoyed rapid growth among Americans as favorite outdoor activities. From 1965 to 1977 the number of hikers almost tripled, from 9.9 million to 28.1 million, while national forest visitor days among hikers and mountaineers increased from 4 million in 1966 to 11 million in 1979. Accompanying this growth in interest has been a boom in books about the sport. These include both “how‐to‐do‐it” volumes and guides to specific geographical areas. Each year brings another spate of books, yet to this compiler's knowledge no bibliography of hiking guides to the Rocky Mountains, one of North America's premier outdoor regions, has yet been attempted. This bibliography is an effort to correct that situation.

The paper aims to explore the food shopping and preparation responsibility in a sample of adults, average age 32.5 years.

A sample of 198 adults (81 men and 117 women) who were involved in a longitudinal dietary study self‐completed a questionnaire about their food habits. Chi‐squared analysis explored relationships between variables using SPSS (version 10). Open‐ended responses were analysed in QSR NUD*IST using a content analysis framework.

The majority of respondents were married or co‐habiting (79 per cent), 6 per cent were lone parents, 9 per cent lived alone and the remainder lived with parents and others. Significantly more women than men were responsible for food shopping and preparation (both p<0.001). Within shared households food responsibility was predominately a female dominated area, with a considerably higher proportion of women responsible for food shopping and preparation compared with men. Reasons given for this included aspects of time and work as well as women being more skilled in this task.

The study was a relatively small and homogenous sample, not necessarily representative of the wider UK population.

Identifies the enduring gender divide in food responsibility. Findings will be useful to health educators, policy planners and researchers.

In light of the recent focus on diet and health, this paper describes the reported shopping and food preparation behaviours in a sample of adults in their 30s at the beginning of a new century.

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and Education. The first section relates to the book’s subtitle by describing and analysing the context in which speakers at the conference engaged in a ‘fightback’ against educational policies found to be narrowly based on economic aims, and to have lost sight of the humanistic aims of education, aims which Dewey analysed and championed. The book is structured around three key areas, all related to Dewey’s philosophy of education – the first concerns technology, the second, embodiment and the third, democracy and development. A discussion on the significance of each of these areas for contemporary educational theory is followed by detail on the individual chapters within them. This chapter concludes with an introduction to the cautiously optimistic and forward-looking epilogue by Gert Biesta on the matters and issues raised in the book.

The Exxon Valdez oil spill in Prince William Sound in Alaska; the battle over future oil drilling in the Arctic National Wildlife Refuge in Alaska; oil spills in the Gulf of Mexico near Galveston, Texas; medical waste pollution on the beaches of the northeast; and nuclear contamination from the Department of Energy and Department of Defense facilities have all demonstrated how endangered and fragile America's remaining natural places have become. These ecological controversies make our designated parklands even more precious and reinforce the important responsibility given to the National Park System for preserving America's natural areas.

Of the libraries in which I worked during my youth several closed for ever after I left them. There were two central libraries and four branch libraries between 1930 and 1939—now gone. I must add that the reason for closure was either a building's age or its unsuitability for modern needs. It is of the branch libraries that I write. These were situated in the inner wards of Birmingham; wards rapidly changing from a mixed industrial and residential to an entirely industrial use. The housing that remained was fast decaying into slums prior to depopulation and eventual demolition.

Marischal College Buildings, i.e. the second and more modern portion of the University are situated in Broad Street; Aberdeen. Their site is the same as that which they originally occupied, viz.: the conventual buildings and grounds of the Grey Friars or Franciscan Monastery, which accounts for the proximity of the Grey‐friar's Church within what is now the College Quadrangle. The Library of this Quadrangle, entering the central door of the Mitchell Tower, thus reaching the vestibule in which the famous stone (the only remnant of the original College Buildings in the new Town) with the inscription passing up the flight of stairs leading to the Picture Gallery and Mitchell —“they haif said : quhat say they: let them say,” is to be seen, thence Hall—the latter being a piece of architectural excellence well worth a visit. The library door is on the left of the landing at the head of the stairs already mentioned, and the books contained in it belong to the Departments of Agriculture, Law, Medicine, and Natural Science.

The study aims to provide a clear framework of steps on how to implement the balanced scorecard model at the level of measuring and managing local performance, with a mix between what theoretical approaches show in this matter and examples of applied experiences in different contexts.

The study relies on the case study approach, which was used to present pioneer experiences in the field of application of the model on local government's level, namely, in the USA, England and South Africa. This paper was done by reviewing the original balanced scorecard literature and writings regarding the public and local government sector. This literature formed the basis for analyzing the various sections of study.

Balanced scorecard is one of the important models for developing and measuring local performance. International experiences under study confirmed that application of the model requires the following: The availability of bureaucratic will at the local level to apply the model, necessity of capacity building of local government units to apply it, introduction of institutional and strategic changes to the local units to be able to build their own performance cards, as well as strengthening local information systems, and not standardizing the performance cards at the different local administrative units.

This study will be useful for scholars, policymakers and local executive leaders on ways to apply the balanced scorecards at the local government units.