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Based on data drawn from ten cohorts of students successfully completing a first degree, this paper examines Government higher education (HE) policy and changes in its effects in practice over a period of ten years until 2008. In 1998, Government policy on HE was set to make HE more inclusive of previously under‐represented groups. These groups included students from semi‐skilled or unskilled family backgrounds and from socially deprived localities. By the year 2010, a target was set to have 50 per cent of 18‐30 year‐old individuals experiencing HE. Educational standards were to be maintained. Another identified under‐represented group was students with disabilities. This paper addresses the relationship between HE policy and its effects in practice in relation to both groups. Changes in the numbers and the first degree results of cohorts of successful male and female students with and without disabilities were analysed annually between the years 1998/99 (Cohort 1) and 2007/8 (Cohort 10). The numbers and the first degree results of successful disabled (nine categories of disability) and non‐disabled male and female students were analysed. To date, results from an overall total of 2,588,792 successful students have been examined. A Government announcement in the autumn of 2009 limited access to first degree courses. Has a metaphorical “end of the line” towards greater inclusion in HE been reached?

The different activities which may occur in industrial information departments are enumerated. Principal education needs are for: courses in librarianship which also teach a science to first degree level; more initial and postgraduate courses in information science in the provinces; improved foreign language competence among information workers; more opportunities to obtain higher, including research, degrees in information work and for approved researches in industry to be recognized for the award of higher degrees; full‐time and part‐time refresher courses in information work. Ways of meeting the needs are considered and it is shown that a number of steps have already been initiated and promise to benefit industry, but the shortage of teachers in information work may be a serious problem.

I am not a great believer in conspiracy theories, whether of the left or of the right. When we approve of something, we tend to regard the people who promote it as a legitimate pressure group fighting for the right kind of change. It is only when we disapprove of something that we tend to brand the same kind of activity as a conspiracy.

As predicted in this column only a month or two ago, the great debate about university entrance and the sixth form curriculum is gathering steam. At the end of last month, after a meeting of the Standing Conference on University Entrance, universities announced that they were in favour of ‘an early start with experimental curricula, aimed at the gradual introduction of reforms’.

Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

We examine the cumulative effects of mothers’ and grandparents’ institutionalized cultural capital (educational credentials) on parenting approaches and children’s educational outcomes to determine if degree attainment in one generation equalizes educational advantages for children. Using data on kindergarteners, first-graders, and their mothers from the 1998 to 1999 Early Childhood Longitudinal Study, we find minor differences in parenting approaches: When grandparents and mothers all have college degrees (Continuing-Generation), children are involved in more activities and have more books at home; however, school involvement is similar whether mothers have more education than their parents (First-Generation) or are Continuing-Generation. There are no differences between children of First- or Continuing-Generation mothers in how they are rated for effort by teachers. Differences in first-grade math achievement scores between children of First- and Continuing-Generation mothers disappear once controlling for parenting approaches. However, significant differences remain between the groups in how teachers rate the children’s language and literacy skills, even after controlling for parenting approaches. These findings imply that attaining a college degree may not benefit the children of First-Generation mothers to the same extent that it does the children of Continuing-Generation mothers for some academic outcomes. Moreover, children whose mothers and grandparents have only high school diplomas are at a disadvantage compared to children of First-Generation mothers for first grade math achievement and language and literacy ratings, as well as for growth in these outcomes between kindergarten and first grade.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides: