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BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Examines the construction of the funding formula, following the 1988 Education Act, used to determine the levels of devolved budgets in three English local education authorities (LEAs). Explains that, in each LEA, a team was formed to determine the funding formula. Also explains that, as most schools pre‐local management of schools (LMS) only kept aggregate records showing the cost of education at the levels of primary/secondary sectors rather than individual school level, the LMS teams faced serious problems in defining budget parameters, identifying cost elements and attributing costs to functions. More critically, points out that while the 1988 Education Act made it clear that the new budgeting system should be comprehensive in the sense of not merely reflecting past expenditure patterns but being based on perceived education needs, the LMS teams developed funding formulae which predominantly preserved the status quo established by historical expenditure patterns. Explores both the arguments and the mechanisms which each LMS team deployed in order to produce an incrementalist budgeting system and the constraints that operated on incrementalism.

In order to explore in greater depth the attitudes, opportunities, and experience of the Kingstonians, we selected a series of focal points which were bound to shed at least some light on what opportunities were open to Hull's school‐leavers. Only the good employers, and a percentage at that, were selected — since we doubted whether the apathetic firms would have granted us an interview. They would certainly have objected to answering our exhaustive list of questions. One ‘outsider’ — the College of Education — is included, since the effect of the college on the City (hence on the children) is considerable

Fumes, grit, dust, dirt—all have long been recognized as occupational hazards, their seriousness depending on their nature and how they assail the human body, by ingestion, absorption, inhalation, the last being considered the most likely to cause permanent damage. It would not be an exaggeration to state that National Insurance (Industrial Injuries) provisions, now contained in the Social Security Act, 1975, with all the regulations made to implement the law, had their birth in compensating victims of lung disease from inhalation of dust. Over the years, the range of recognized dust disease, prescribed under regulations, has grown, but there are other recognized risks to human life and health from dusts of various kinds, produced not from the manufacturing, mining and quarrying, &c. industries; but from a number of areas where it can contaminate and constitute a hazard to vulnerable products and persons. An early intervention by legislation concerned exposed foods, e.g. uncovered meat on open shop fronts, to dust and in narrow streets, mud splashed from road surfaces. The composition of dust varies with its sources—external, atmospheric, seasonal or interior sources, uses and occupations, comings and goings, and in particular, the standards of cleaning and, where necessary, precautions to prevent dust accumulation. One area for long under constant scrutiny and a subject of considerable research is the interior of hospital wards, treatment rooms and operating theatres.

The general feeling about the new technician education council set up last month is that it will be an extremely important body. But no‐one is yet prepared to say exactly how and why. Its chairman, Mr A. L. Burton of the Furniture and Timber ITB, said that the council was going to have a lot to say and was going to say it ‘loud and clear’.

Library and Information Services within the Organisation It is quite possible for some managers to be unaware of the extent or even the existence of a library or information service within their organisation. This has become evident more than once at the beginning of both MBA and management development programmes where participants from the same organisation have been discussing access to information with the tutor. Manager “A” might know about the company library, being an occasional or frequent user; Manager “B” knows that there is a library but knows nothing of its services or its collection; Manager “C” is surprised to hear that there is a library. Arguably, managers within certain functions, notably marketing, are more likely than others to seek out and use information services within the organisation as they need more information concerning the “external environment”. Nonetheless during these discussions managers from all functions have expressed an interest in the available information services when they are told of their existence. At the end of the sessions, when they have been introduced to the management literature, there is often a determination not only to use the organisation's own library but to take an active part in selecting and requesting information sources.

Examines the roles, problems and potential of TECs in the UK, within the framework of the 1988 White Paper, Employment for the 1990s, as a catalyst for providing a world‐class workforce. TECs are seen to have faced problems internally as well as being subject to varying external constraints. Suggests that the remit for TECs may have been too broad but acknowledges progress being made.

Grand Metropolitan Foods Europe (GMFE), the European foods operation of Grand Metropolitan plc, is sponsoring a series of sponsoring a series of Understanding Industry courses throughout the country based in areas where GMFE has factories, and aimed at providing 16–19‐year‐old students with a better understanding of commerce amd industry. They specialize in putting managers in front of students; the students gain a real understanding of how business works, and schools and colleges are able to bring subjects into the curriculum of which teachers and lecturers may have little or no direct experience. Students will also have the opportunity to visit the local factories to obtain first‐hand experience of an industrial operation.

This article examines and highlights the potential ambit of liability for educational negligence within universities. While the absence of any existing body of case law on the liability of universities necessarily requires a degree of speculation as to the attitude of the courts, some guidance can be obtained from the principles and policy underpinning the existing case law and commentary on the negligence of teachers and schools. This article draws on recent developments in the United Kingdom with respect to educational negligence. The common law in Australia has traditionally developed alongside United Kingdom law and legal developments in the United Kingdom are indicative and pre‐empt or parallel developments in Australia.