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The purpose of this paper is to provide an overview of the potential use of virtual reality systems in facilities management design solutions.

The approach focuses on the human designer and acknowledges the importance of human input to the design process. The development of a metaphor‐based VR system is reported along with initial field trials, which compare VR with conventional CAD systems.

In the context of facilities management solutions advantages of using VR over CAD are shown and discussed along with strengths, weaknesses and future work.

The literature reviewed is not exhaustive. Many concepts are mentioned and referenced but not explained fully due to space constraints. The research suggests the future use of VR systems in FM solutions.

This paper discusses immersive virtual reality (VR) in support of building design tasks as an innovative tool, enabling more effective facilities management input at the building design phase.

The paper is based on original research. The paper explains and reviews the uses and potential uses of VR systems.

The National Lending Library for Science and Technology was formally opened on 5th November by Lord Hailsham, Minister for Science. About two hundred people were present. They included Sir Harold Roxbee Cox, Chairman of the DSIR Research Council, Sir Harry Melville, Secretary of DSIR, and many of the DSIR senior staff. Several of those who have played a pioneering part in promoting the establishment and growth of national scientific libraries were present including such well‐known figures as Professor R. S. Hutton and Mr Max Nicholson. Lord Hailsham in his address called the library ‘one of the wonders of modern Europe’. After the opening ceremony the visitors toured the library which was in full operation. This at present involves the dispatch of about seven hundred loans a day. Aslib sent a congratulatory Telex message to Dr D. J. Urquhart, Director of the library, and was represented at the opening ceremony by the Director of Aslib.

Dietary salt and hypertension: implications for public health policies is the title of the latest in the Royal Society of Medicine's Round Table publications. It reports the discussion of a panel of six medical experts who met to review published scientific data on the subject. This is a summary of their debate and conclusions

Domestic abuse victimisation is a common experience among women with problematic substance use, but support provision for both issues is siloed within the UK. Research on the topic focuses on practitioner responses, dominating women’s voices within research, policy and practice. As such, knowledge about women’s experiences of help-seeking is missing. This study therefore aims to fill a gap in knowledge by exploring the lived experiences of supporting seeking among women impacted by domestic abuse and substance use.

Semi-structured interviews were conducted with 12 women who had a history of co-occurring problematic substance use and domestic abuse. Influenced by interpretive phenomenological analysis and feminist research praxis, the study explored how women with dual needs navigated support and help seeking and the barriers they faced.

The women reported the biggest barrier was the disconnect between substance use and domestic abuse support, including a gap in the communication of information. This resulted in them having to choose which of their needs to seek support for. None of the women received support for their combined experiences, and most of the women never received support for their domestic abuse experiences alone.

This is the first piece of research from the UK to explore, in-depth, women’s journey through support for their co-occurring substance use and domestic abuse victimisation. Previous research has not consulted with women to understand how they navigate the complex support systems available. This paper is, therefore, important, because it demonstrates the journeys to services these women take and the barriers they have to overcome.

To provide a critique of Belbin's team role theory, including the provision of a re‐definition of the concept of team role and an adequate framework for relating personality to team roles. The re‐defined concept of team roles has a significant social dimension that relates it to the roles people habitually play in teams, the autonomy provided by such roles and their commitment to them. It also advocates the use of the “Big Five” model for describing individual personality differences and relating them to team role behaviour.

A revised model of team role behaviour is described, along with a brief account of the “Big Five” model of personality, and findings are presented that relate team role behaviour to three sets of variables, namely, personality, team role expectations and team role orientation, including autonomy and commitment.

Team role behaviour is described using both self‐assessments and aggregated assessments by others derived from instruments using Likert‐type scales. Information is presented showing the relationship between these measures of team role behaviour and three sets of variables, namely, personality, team role expectations and team role orientation, including autonomy and commitment. These findings support the idea that team roles have a significant social dimension and that the “Big Five” model of personality provides a useful model for relating team role behaviour to individual personality traits.

The research does not look at a number of other issues raised by Belbin's theory of team roles, including the relationship between team composition and team effectiveness. Further research, using the measures described in the article, could be carried out to explore this relationship in actual teams, including exploring team composition in different work contexts.

The main implication of the research is that, while team role behaviour does appear to be related in part to individual personality traits, such traits are much less constraining than Belbin's theory suggests. Team role behaviour can usefully be seen, in part at least, as learned social behaviour, with individuals learning to play different roles in teams. Thus attempts to improve team effectiveness would benefit from looking more at learned behaviour (including leadership, problem solving, work organisation and interpersonal skills, as well as specialist expertise relevant to the particular team), while focusing relatively less on assessment, selection, placement and guidance.

Previous research on, and criticisms of, Belbin's team role theory have challenged it from within the discipline of psychology. This research is unique in criticising it from a more sociological perspective. It is also unique in shifting the practical focus for improving team effectiveness away from assessment, selection, placement and guidance to learned behaviour and skills.

The purpose of this paper is to review the evidence of alcohol use disorders within the different stages of the criminal justice system in the UK. Furthermore it reviewed the worldwide evidence of alcohol brief interventions in the various stages of the criminal justice system.

A rapid systematic review of publications was conducted from the year 2000 to 2014 regarding the prevalence of alcohol use disorders in the various stages of the criminal justice system. The second part of the work was a rapid review of effectiveness studies of interventions for alcohol brief interventions. Studies were included if they had a comparison group. Worldwide evidence was included that consisted of up to three hours of face-to-face brief intervention either in one session or numerous sessions.

This review found that 64-88 per cent of adults in the police custody setting; 95 per cent in the magistrate court setting; 53-69 per cent in the probation setting and 5,913-863 per cent in the prison system and 64 per cent of young people in the criminal justice system in the UK scored positive for an alcohol use disorder. There is very little evidence of effectiveness of brief interventions in the various stages of the criminal justice system mainly due to the lack of follow-up data.

Brief alcohol interventions have a large and robust evidence base for reducing alcohol use in risky drinkers, particularly in primary care settings. However, there is little evidence of effect upon drinking levels in criminal justice settings. Whilst the approach shows promise with some effects being shown on alcohol-related harm as well as with young people in the USA, more robust research is needed to ascertain effectiveness of alcohol brief interventions in this setting.

This paper provides evidence of alcohol use disorders in the different stages of the criminal justice system in the UK using a validated tool as well as reviewing the worldwide evidence for short ( < three hours) alcohol brief intervention in this setting.

Since the late 1970s, research in accounting has been colonized by positive accounting theory (PAT) despite strong claims that it is fundamentally flawed in terms of epistemology and methodology. This paper aims to offer new insights to PAT by critically examining its basic tenets.

The paper subjects the language of the Rochester School to a deconstruction that is a transformational reading. This uncovers rhetorical operations and unveils hidden associations with other texts and ideas.

A new interpretation of the Rochester School discourse is provided. To afford scientific credibility to deregulation within the accounting field, Watts and Zimmerman used supplements and missing links to enhance the authority of PAT. They placed supplements inside their texts to provide a misleading image of PAT. These supplements rest on von Hayek's long‐term shaping blueprint to defeat apostles of the welfare state. Yet, to set PAT apart from normative theories that Watts and Zimmerman claimed were contaminated by value judgments, they made no reference in their text to the tight links between the Rochester School and the libertarian project initiated by von Hayek.

Any reading of PAT cannot present the infinite play of meaning that is possible within a text. Deconstruction involves a commitment to on‐going, eternal questioning.

The paper provides evidence of the relation between PAT and the neoliberal (libertarian) project of von Hayek. PAT is viewed as part of the institutional infrastructure and ideological apparatus that legitimates the hegemony of markets.

This study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.

Two hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.

The survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

The findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.

(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

The purpose of this paper is to present findings, and discuss the relevance of those findings, with regard to research undertaken about interpersonal influence in the workplace.

This paper is the second part of a three‐part paper considering influencing behaviour in the workplace, the ways in which people at work go about getting their way with others. This part of the paper is divided into two main sections. The first section presents the research findings. The second section discusses the relevance of the findings. In particular, it considers how the observed relationships may provide guidelines for action, suggesting the circumstances in which particular influencing strategies and styles may be appropriate and inappropriate.

The findings support the idea that influencing behaviour is related to the characteristics of the person, their work role and their orientation to that work role.

There is clearly a need for further research. For example, the findings presented in this paper tell us nothing about whether patterns of influencing behaviour are actually effective in particular contexts. This raises further questions about how we might assess “effectiveness”. One possible approach is to look at the relationship between behaviour and assessments of effectiveness by other people, including 360 degree assessments. This approach has the merit of being consistent with the model of interpersonal influence described in the paper, that includes explicit reference to expectancies and has feedback loops between behaviour, responses and expectancies.

This paper is of value in presenting research findings that shine light on the nature of the relationship between influencing behaviour and both personality and contextual variables.