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This paper sets out to investigate whether demand for gynaecological theatre time could be described in terms of the time required to undertake elective operations booked for surgery, and so help match the capacity to this.

A questionnaire assessed the estimates for total operation time for seven common operations, sent to surgeons, anaesthetists and nursing staff in one tertiary referral and one district general hospital (total 49 staff; response rate 58 per cent), and estimates were obtained from theatre computer logs. Average timings for each operation were then applied to cases added from clinics to the waiting list at the district general, to yield the mean demand for elective surgery, and were also applied to emergencies to estimate emergency workload. Finally these demand estimates were compared with the theatre capacity available.

The paper found no difference between the estimates of the three staff groups or between these and the theatre logs (p=0.669), nor did it find that estimates differed between the two centers (p=0.628). Including emergencies, the mean (95 per cent confidence intervals) demand at the district general was 2,438 (1,952‐2,924) min/week.

Although the paper modelled the variation in demand using the relevant variation in operation times, any additional variation caused by differences in booking rates from clinics over time was not nodelled. The minimum period over which data should be collected was not established.

The paper finds that the existing capacity of 1,680 min/week did not match these needs and, unless it was increased, a rise in waiting lists was predictable.

The paper concludes that time estimates for scheduled operations can be better used to assess the need for surgical operating capacity than current measures of demand or capacity.

We've been living in a homogenous world, you know a world centered on and seen through the language perceptions of men. The consequences of this for everything that we take for granted, for all our assumptions are very deep. Feminism, in the sense I use it, is a radical complexity thought in the process of transforming itself. It is a kind of breaking open of not only the oversimplification but of the lies and the silence in which so much of human experience has been cloaked. Too much has been left out, too much has been unmentioned, too much has been made taboo. Too many connections have been disguised or denied. (Interview with Adrienne Rich, Christopher Street, Jan. 1977, pp. 9–16.)

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

History teaching in a multi‐cultural society was one of the most frequently discussed topics in educational circles in 1990. Anybody who learned history in the pre‐1960 period would, however, have been surprised to learn that it was thought that “multi‐cultural society” was a new‐thing in the UK. To them the history of these islands seemed to be one wave of invaders after another with a sort of English only established as a universal language some 400 years ago. This strand in our history was matched by another in which brave Britons went off in search of fame and fortune, or to head off a foreign threat, overseas.

To be a writer, one must write. Research shows when teachers write and identify as writers, they transfer their writing practice into their classroom, positively impacting their students' writing development. Shifting instructional practices or identities requires educators to self-determine a gap in order to take on transformative learning experiences, such as mentoring, professional development, or modeled learning. Often professional development is chosen by administrators for educators to shift their instructional practice, ignoring a teacher's curriculum-maker role, and best-loved self identity. This narrative inquiry analysis details one teacher-writer in a creative writing professional development residency as she supports educators with a goal to transform educators into teacher-writers. This chapter includes the small step successes and systematic struggles the author faced as she modeled the writer's craft and writer's workshop strategies with her teachers. The chapter concludes with a discussion on the important role teachers have to decide, navigate, and discover their own best-loved self-teaching identity.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

In the last column, I reviewed some recent nonfiction works on the dilemma of the housewife. The fictional housewife has, I feel, as much to tell us—especially about the coping mechanisms of modern women.

The past decade has seen an enormous amount of publication and research focusing on the concerns of women. As feminist scholarship expands, publication about women and women's issues will continue. So much has been produced that it is nearly impossible to keep abreast of it all. And it is equally difficult to adequately evaluate these publications. Because the literature on women now is so vast, a brief list of essential resources of interest to public libraries is needed. Rather than attempt to name many specific titles for a core circulating collection I have concentrated on very basic reference tools. Women's studies journals are not included. See Serials Review 5:4.