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Considers marketing information and channel relationship issues raised by the commercialization of EFTPoS systems. Discusses the role and experience of the retailer, banker and consumer, and their evolving relationship in the context of electronic payment systems. Drawing on previous analysis of information flow within channels, where a dyadic relationship has been described, considers the triadic relationship created through the use of electronic payment systems at the point of sale, and the impact that consequent access to information will have on the relationship between bankers and retailers.

EFTPoS (electronic fund transfer at point of sale) seen as a potential development in the 1970s, increasingly became a realistic proposition during the 1980s. In 1985, Eftpos UK Ltd, a joint endeavour by banks and building societies, was established to develop a unified clearing system. In advance of national introduction, three cities, Edinburgh, Leeds and Southampton, were chosen to pilot the Eftpos UK Ltd system. These pilot schemes began in late 1989. This article presents survey findings from the Edinburgh pilot scheme. Retailer response was sought before and after the trial to ascertain changing perceptions. The results throw an interesting light on the evolving attitudes of retailers to the system and indicates areas where future marketing of EFTPoS systems should be modified.

The purpose of this paper is to explore Meka's method – an innovative teaching and training tool to teach and train students and trainees effectively to achieve desired teaching and training takeaways.

The methodology is gleaned from the author's 31 years of practical experience in industry, teaching, training, research and consultancy. It places emphasis on the need to take feedback from students through their body language and mould their teaching style accordingly during the teaching session to create a compatibility and chemistry with the students. It explains humor quotient and elaborates Just a minute (JAM) session. It enlightens 80:20 teaching based on Pareto's Principle.

The paper unveils tools to inspire students and unfolds teaching techniques. It implores teachers to unlearn, relearn and learn to remain relevant and competent in the current context.

Qualitative/action research inevitably needs to be backed up by more formal research into the topic. This paper offers an agenda for action and further qualitative/quantitative research in teaching and training methodologies.

The tool can be applied in teaching and training sessions. It enables improvement of training and teaching pedagogy. It is transferable wholly or partially to educational institutions and organizations.

This innovative teaching and training tool is essential for teachers and trainers to bring out the behavioral changes among the audiences and impact the society as a whole.

The article offers a unique concept to add value to teaching and training so as to benefit students and participants with the help of a diagram.

The topic of offender rehabilitation has been subject to much research over the past decade. Numerous meta‐analytic reviews of offender treatment, particularly group treatment based on cognitive behavioural principles, have been reported. Together with the ‘triad of principles’ — risk, need and responsivity — they have formed the foundation upon which most offending behaviour interventions have developed. However, outcome data from existing programmes provides mixed evidence, and evidence for interventions for those in forensic mental health settings are still in their infancy. This paper critically considers the current evidence for the treatment of offending behaviour, and its application in forensic mental health settings, in order to inform development of such treatments in low secure mental health care. Most of the research focuses on non‐mental health settings, and is largely what will be considered here. The paper concludes that low secure interventions need to capitalise on the evidence of ‘what works’ while revisiting key concepts such as ‘dose’ and responsivity in order to design appropriate treatments. Individual outcome evaluation needs to form part of development in this area.

This paper provides a clinical practice overview of the challenges that can arise when working with dangerous and severe personality‐disordered patients in a high secure hospital. Poor engagement and treatment readiness, mistrust, paranoia and dominant interpersonal styles are all clinical features that affect treatment delivery. The paper discusses the impact of these features, and suggests how clinicians can engage effectively with individuals who have personality disorders in regard to therapy in general.

Effective and robust governance of major projects and programmes in the public sector is crucial to the accountability of the state and the transparency of state spending. The theoretical discourse on governance, in the context of projects and programmes, is not fully mature, although is now sufficiently well developed to warrant an increased scholarly focus on practice. This paper aims to contribute to the empirical literature through a study of assurance routines in the UK Government Major Projects Portfolio (GMPP).

A framework analysis approach to the evaluation of a subset of GMPP database generates original insights into (1) the framing of assurance review recommendations, (2) the treatment of assurance review data and (3) the subsequent tracking of the implementation of actions arising from the assurance review process.

The analysis reveals that the “delivery confidence” of the major projects and programmes included in this study improves during the time that they are assured on the GMPP. This would suggest that “enhanced” governance routines are desirable in programmes and projects that exhibit high degrees of complexity and scale.

The research findings contribute to the wider conversations in this journal and elsewhere on project governance routines and governance-as-practice in the context of government and public services.

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.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Whereas a number of standardised psychological measures exist for the assessment of sex offenders (eg Beckett, 1994), very few such measures are appropriate for use with those with learning disabilities. Measures often use complicated language and concepts, fail to include people with learning disabilities in their standardisation samples and use notions of sex and sexuality that, in many cases, are of little relevance to the lives of people with learning disabilities. In order to help in the psychological formulation of Paul (a sex offender with learning disabilities), a Kelly Repertory Grid (Kelly, 1955) was used. The analysis of the grid provided important information about Paul's sense of self, his attitude towards women and his attitude towards relationships in general. This allowed for a systematic approach to assessment and formulation that might not otherwise have been available. It is proposed as a novel starting point in the process of assessment and formulation in this client group, which fits in well with existing cognitive‐behavioural (CBT) approaches to treatment.