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It has been held not infrequently that of the influences which together mould the individual and determine his or her value as a social unit those of heredity are so prepotent as to leave little room for those of the environment. By others this view has seemed to involve unjustifiable pessimism. You will, I think, admit that in the past when there was little objective knowledge to bear on such questions, current views were largely decided by that ingrained difference in social outlook which has divided and still divides human opinion on so many other fundamental questions. Those who are naturally inclined to justify privilege, and who have felt instinctively that class distinctions are a social necessity founded on nature, have been tempted perhaps to emphasise too exclusively the unmistakable influence of heredity; those to whom a different outlook is natural have wished to believe, not, of course, that all are born equal as the eighteenth century philosophers declaimed, but that in favourable environments individuals tend to display greater equality of capacity.

This research investigated how students are becoming teachers of primary school (ages 5–11) physical education (PE), using a physical literacy (PL) approach (Whitehead, 2010). Primarily methodological, the purpose was to disrupt how to investigate this topic since research highlights that the philosophy underpinning PL makes the concept difficult to operationalize (Shearer et al., 2018).

PE settings are inherently lively, and the author retained this in the analytic insights from what she called a “methodological meshwork” (Law, 2004; Ingold, 2006). Informed by phenomenology, posthumanism and sociomaterialism, data gathering included observations, interviews with artefacts, with humans, and tweets as part of the methodological meshwork. Diagrammatic presentations accompany written text, whilst also doing work in themselves (Decuypere and Simon, 2016). The author followed the actors (Adams and Thompson, 2016), thus entered the middle of data, such as lesson plan or physical education equipment.

Onto-epistemological entanglements (Barad, 2007) are presented in an interweaving format. Thus, theory is discussed alongside the empirical and shows that a PL informed approach to PE is evident in multiple places-spaces.

Broader issues are raised about methodological assumptions that inform investigations of PL and practice generally. It is hoped that these may be relevant to a wider professional audience as well as those in physical and teacher education.

Examines the impact of corporate disposal on the staff of TSB Bank Northern Ireland plc (TSBNI). Specifically, focuses on the major areas of concern for employees of TSBNI together with an assessment of how successful TSBNI management have been in allaying staff fears. Also looks at the effectiveness of various communication media. Suggests that a differential approach should be adopted by management in relation to the dissemination of information in the period immediately following the announcement of disposal. Bases this idea on the findings that disposal generates different concerns for differing groups of employees. Furthermore, presents evidence indicating that different grades of employees benefit from different communication strategies.

Higher education institutions (HEIs) can face barriers implementing the accreditation of informal learning, despite many institutions having developed policies and strategies to embed employability and skills. The purpose of this paper is to present the case of the institutional response of one HEI when dealing with the various drivers and challenges faced when accrediting informal learning at higher levels.

The case study approach was adopted as this method allowed for in‐depth qualitative enquiry into a contemporary phenomenon in a real‐life context.

The paper finds that by designing a shell framework incorporating module outlines and a toolkit of support materials for various stakeholder groups, HEIs may overcome many of the implementation problems often associated with HE accreditation of informal higher level learning.

This framework and toolkit approach could help other HEIs better enable the wider accreditation and embedding of work‐based learning within HE, which is deemed so important in facilitating the achievement of UK Government targets for 40 per cent of UK adults to gain a qualification at Level 4 or above in the next ten years. This is also a particular issue for Wales, dealing with its own skills agenda in response to specific skills gaps needed to ensure the sustainable future of the Welsh economy.

While a limited number of HEIs have adopted a framework approach to the accreditation of work‐based learning, this paper addresses the issues in a regional context, as the framework and toolkit presented is the first of its kind to be articulated for the Welsh skills agenda by a Welsh HEI.

A SPLENDID conference, I thought. True, there were those who complained, those who thought some of the papers were elementary and those who thought that we had come a long way to learn very little. I don't agree at all. Some of the papers did, I admit, deal with basic considerations but it does nothing but good to re‐examine the framework of our services from time to time. In any case other papers were erudite, and for the first time I have seen an audience of librarians and authority members stunned, almost, into silence.

WE tell our students to concentrate on policy rather than practice, and this I propose to do here. But I am sure that librarians are interested in the way in which our policy is implemented, so there will be some account of our selection procedures. Some questions of principle will be examined as they arise from the facts given; others will be left to later sections of this paper.