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This essay critically analyzes the Digital Archive of Literacy Narratives (DALN), an online public collection of over 8,000 personal accounts related to literacy and learning. Intentionally designed to be somewhat unruly, the DALN's collaborative collection and participatory curation of self-representations can also be understood as an experiment in critical archival practice. Through that lens, this article explores the ongoing challenges of open access and ethical curation in the hybrid academic, public, community-engaged DALN: How do technological and administrative infrastructures shape the power dynamics of open digital archives? Reflecting on its evolution, the authors examine the DALN's processes and back-end design through key issues of provenance, custody, representation, and usability. This case study demonstrates how project infrastructure is inextricable from values, with implications for the study and practice of other unruly critical archives.

At 7,000 literacy narratives and counting, it is becoming clear to Digital Archive of Literacy Narratives (DALN) co-directors Michael Harker and Ben McCorkle that the Archive's joint commitment to preserving and sharing stories make it a valuable and important resource to their profession and the public. And while the DALN's mission remains to "provide a historical record of the literacy practices and values of contributors, as those practices and values change" (Digital Archive of Literacy Narratives) shifts along with the political climate and changes in attitudes about the relationships of technology to literacy, learning, and schooling invite them to rethink and reenvision the form and function of the DALN. This brief article gives a glimpse into how the co-directors have rethought the DALN brand with the sensibilities of public utilities in mind by way of ongoing visual redesign of the site as well as element changes related to functionality and overall user experience.

This program profile describes a restructure of the PhD exam intended to enhance graduate-level instruction and advisement within the Rhetoric and Composition program at Georgia State University. We explain how a mix of institutional constraints and mentorship opportunities drove revisions to our doctoral exams and processes of doctoral advisement. Shifting away from a gatekeeping model to a heuristic-based approach, the revised exam is intended to decrease time-to-degree and to better support students' job preparedness. Our reflections on these programmatic changes speak to the necessity of graduate programs in Rhetoric and Composition to not simply replicate the models of doctoral studies through which we were educated and to instead imagine new possibilities.

The article titled "Unsettling Archival Research: Engaging Critical, Communal, and Digital Archives" is a book review of a collection that challenges traditional approaches to archival studies. It emphasizes disruption and instability in order to address wounded spaces, places, and memories. The collection includes diverse perspectives and evidentiary practices, such as institutional and community archives, oral histories, and interviews. The review highlights specific chapters that question key concepts in archival studies and offers alternative characterizations and methodologies. María Pas Carvajal Regidor's article "En) Countering Archival Silences: Critical Lenses, Relationships, and Informal Archives" focuses on the importance of informal archives in critical race theory and the need for critical archival perspectives on prison archives and marginalized histories. The collection as a whole provides alternative approaches to archival research and addresses ongoing social issues. [Extracted from the article]

The transition from living at home to living independently has been characterised as a time of stress, and there is evidence to suggest that this transition from youth to young adulthood influences food choice. The current study explores this phenomenon and compares 18-24-year-old university students' motivation for food choice in Australia and Germany. The study extends further to investigate the difference in students' food motives and attitude towards healthy eating by students' gender. In conducting this study, data collection were carried out using a self-administered questionnaire at regional universities in Australia and Germany. About 310 students in Australia and 305 students in Germany participated in the study. Whilst we found some significant differences on food choice factors, it also seems that German students' attitudes towards healthy eating are predicted by age, gender and health, whilst the Australian students' attitudes are predicted by age, health, mood, convenience, familiarity and ethical concerns. It appears that the Australian students had a stronger relationship between these variables than did the Germans. Also, the gender variable was only a significant predictor of attitude towards healthy eating amongst the German students. (Contains 1 note, 3 tables, and 1 figure.)

This study challenges the prevailing interpretations of the Greek rhetorical principle of "kairos"--"saying the right thing at the right time"--and attempts to draw on a more nuanced understanding of the term in order to provide generative re-readings of three Braddock Award-winning essays. (Contains 6 notes and 2 figures.)

The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 requires local authorities to prepare and implement an accessibility strategy to improve access to education for young people with disabilities. In this article, Dr. Richard Woolfson, Principal Psychologist, Michael Harker, Depute Principal Psychologist, Dorothy Lowe, Senior Psychologist, Mary Shields, Senior Psychologist, and Hilary Mackintosh, Research Assistant, all from Renfrewshire Educational Psychology Service, report the response of one local authority. Staff from the psychological service carried out a two-stage research study with children and young people. Stage One involved a postal questionnaire for 290 pupils with a range of disabilities; parents and carers were asked to assist their children with the questionnaire. Stage Two involved young people with disabilities in a number of focus groups. The results recorded here confirm that the area of greatest pupil satisfaction is physical access to the school environment. Few problems are identified regarding access to information from school and most pupils with disability consider that their opinions are listened to and respected. Other findings suggest that pupils with disability generally view their teachers as supportive, while pupils often struggle to complete homework. Further, the pupils indicated that they would like to be more closely consulted about access to the curriculum, working independently and the provision of support. Older students suggested that preparation for post-school options should start much earlier. In the light of these findings, the authors discuss recommendations for future practice and for further research.

The increasing recognition that children and young people should be consulted and involved in decision-making about their lives is reflected in national and international legislation. A great deal of this legislation, stemming from the UN convention on the Rights of the Child (1989), requires education authorities to consult children and young people when making decisions about their education. However, little is known about how children and young people themselves would like consultation to proceed. This study held four focus groups of young people with and without Additional Support Needs (ASN) to address this question. The young people came up with many suggestions which can be used to guide future consultation work, but the main message was one of individual choice. Children and young people want to be consulted but the consultation should be tailored to their individual needs if it is to be truly successful. There are lessons to be learned for EPs and other professionals who regularly seek the views of children and young people. (Contains 1 table.)

Examined potential differences in how Australian mature entrants and those who have just left school undertake the decision to attend a new university. Found differences between the two groups in terms of their need for public transportation and scheduling convenience, emphasis on program quality, and college search strategies. (EV)

The features of the private enforcement system that promote and hamper use of different types of private enforcement are discussed. It has been seen that it is faster to get a decision in a stand-alone case than in a follow-on case.

The need for undergraduate marketing education in United Kingdom is highlighted. The contents of such education are also discussed.

We present a comprehensive briefing on the past and present of a business educational culture that is significantly different in ethos and structure to the widely known systems in the United States and United Kingdom; namely, the history and culture of the French Grandes Ecoles de Commerce. We follow with a brief reminder of extant literature on the utility of business education and its seeming misalignment with the competencies and skills specified by practitioners. Key pressures and trends on and within this system, such as internationalization, accreditation, and a greater emphasis on publications are identified and discussed. We then combine these threads in a partial replication of the work of Dierdorff and Rubin (2006; Rubin & Dierdorff, 2009). Specifically, we present collated information on 1582 classes from 542 programs at the top Grandes Ecoles de Commerce alongside further secondary data and then analyze it in respect of alignment with Rubin and Dierdorff's identified behavioral competencies. Weargue that the outcome of these pressures may well be that inherent and historical strengths of great value are being discarded, and that the degree of irrelevance and misalignment between educational provision and required managerial competence will stay the same or even get worse. [ABSTRACT FROM AUTHOR]

The gap between theory and practice is narrowed by adding practical insights from an advertising self-regulation (ASR) body to the existing theoretical knowledge in this area. New Zealand operates an informal, voluntary scheme of ASR that achieves a 100% compliance rate as a result of operating a regulatory system in a country of just three million people.

A review of the history of advertising law in the UK and Australia preceeds analysis of both the legal regulatory framework and the predominant, successful self-regulatory framework of the modern Australian marketing industry.

An analysis of market-driven businesses by studying their market orientation and marketing strategies is offered. Additional information on six marketing capabilities developed by market-driven businesses is included.