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Webster's defines a turnaround as a reversal of one's course, attitude, position, or policy. While such a definition accounts for the key elements of a turnaround, it presents them as discrete and separate. From a practical perspective, turnaround management must consider all these elements complementary. At Steinberg, Inc., we're in the process of a turnaround, and I'd like to share with you some of our efforts of the past two years.

March WED.4. One‐Day Conference on In‐Training of Library and Information Staff. Imperial College, London.

The purpose of this study is to explore the strategies that companies could adopt to build a global brand during industry turbulence. CHALCO company was selected as a case study to conduct this research.

A multi-faceted approach to data collection is used to demonstrate that a company strategy in the form of targeted global branding is the main factor behind success. CHALCO annual reports and public announcements were collected and analyzed. Different secondary sources are exploited to confirm the research results and explore industry structure.

Results show that CHALCO is building a global brand by adopting master brand Strategy, in which the company is focusing on a straightforward strategy with two components: develop CHALCO as a strong master brand and remain to support the sub-brands. To achieve this strategy, CHALCO were seeking more innovations to reach better quality and reliability.

The literature reports considerable research that investigates global branding. However, this case study presents practical example of how companies can build global branding in turbulent environment.

Begins with a summary of the limits to growth analysis of the global situation, identifying over‐production and over‐consumption as the basic causes of ecological damage, resource depletion, Third World deprivation and social breakdown. Gives attention to the destructive effects of market relations on community and the social bond. States that if this analysis is valid some inescapable implications follow for the form that a sustainable society must take. Finally, outlines a general strategy for the building of sustainable communities and makes reference to the global ecovillage movement beginning to undertake this task.

This study aims to develop a hierarchical reliability framework to evaluate the service delivery performance of education public–private partnerships (PPPs) effectively and efficiently during long-term operations.

The research design included development and test phases. In the development phase, three performance layers, i.e. indicator, component and system, in the education service delivery system were identified. Then, service component reliability was computed through first order reliability method (FORM). Finally, the reliability of the service system was obtained using dynamic component weightings. A PPP school example in Australia was set up in the test phase, where performance indicators were collected from relevant contract documents and performance data were simulated under three assumptive scenarios.

The example in the test phase yielded good results for the developed framework in evaluating uncertainties of service delivery performance for education PPPs. Potentially underperforming services from the component to the system level at dynamic timepoints were identified, and effective preventative maintenance strategies were developed.

This research enriches reliability theory and performance evaluation research on education PPPs. First, a series of performance evaluation indicators are constructed for assessing the performance of the service delivery of the education PPP operations. Then, a reliability-based framework for service components and system is developed to predict service performance of the PPP school operations with consideration of a range of uncertainties during project delivery.

The developed framework was illustrated with a real-world case study. It demonstrates that the developed reliability-based framework could potentially provide the practitioners of the public sector with a basis for developing effective preventative maintenance strategies with the aim of prolonging the service life of the PPP schools.

Evaluating education PPPs is challenging as it involves long-term measurement of various service components under uncertainty. The developed reliability-based framework is a valuable tool to ensure that reliability is maintained throughout the service life of education PPPs in the presence of uncertainty.

Technical education in the twentieth century played an important role in the cultural life of Australia in ways are that routinely overlooked or forgotten. As all education is central to the cultural life of any nation this article traces the relationship between technical education and the national social imaginary. Specifically, the article focuses on the connection between art and technical education and does so by considering changing cultural representations of Australia.

Drawing upon materials, that include school archives, an unpublished autobiography monograph, art catalogues and documentary film, the article details the lives and works of two artists, from different eras of twentieth century Australia. Utilising social memory as theorised by Connerton (1989, 2009, 2011), the article reflects on the lives of two Australian artists as examples of, and a way into appreciating, the enduring relationship between technical education and art.

The two artists, William Wallace Anderson and Carol Jerrems both products of, and teachers in, technical schools produced their own art that offered different insights into changes in Australia's national imaginary. By exploring their lives and work, the connections between technical education and art represent a social memory made material in the works of the artists and their representations of Australia's changing national imaginary.

This article features two artist teachers from technical schools as examples of the centrality of art to technical education. Through the teacher-artists lives and works the article highlights a shift in the Australian cultural imaginary at the same time as remembering the centrality of art to technical education. Through the twentieth century the relationship between art and technical education persisted, revealing the sensibilities of the times.