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Each year approximately 3,200 women have a stillbirth in the UK. Although national evidence-based guidance has existed since 2010, case reviews continue to identify suboptimal clinical care and communication with parents. Inconsistencies in management include induction and management of labour and the frequency of investigation after stillbirth. The paper aims to discuss these issues.

An audit of stillbirths was performed in 2014 in 13 maternity units in the North West of England, this confirmed variation in practice described nationally. An integrated care pathway (ICP) was developed from national guidelines to enable optimal care for the management of stillbirth, reduce variation, standardise investigations and coordinate patient-focussed care. This was launched in 2015 and updated in 2016 to resolve the issues that were apparent after implementation.

Each participating unit had commenced using the ICP by May 2015. Following implementation there were changes in care, most notably from diverse methods for the induction of labour to guideline-directed induction of labour. There were trends towards better care in terms of information given, choices offered, more appropriate analgesia in labour and improved post-delivery investigation for cause. Staff feedback about the ICP was positive.

The use of this ICP improved care for women who had a stillbirth and their families. Issues with implementing a changed care pathway meant that further iterations were required, ongoing improvement is expected following the refinement of the ICP.

ICPs have been used for various clinical conditions. However, this is the first example of their use in women who had a stillbirth.

Well in the first place it is, as Mr. Jo Grimond, MP, says in his forewords, a tumely book. It looks as if the as if the UK is in for some pretty big changes in the traditional party system over the next decade, and this book deals with the dangers ahead — dangers that might profoundly influence our educational scene. More importantly however the book sets out to teach: it is a text‐book written by a professsional teacher who, for five years, was a Labour Member of Parliament and a Parliamentary Private Secretary to the Prime Minister.

Sociology of sport in the United Kingdom is as old as the subdiscipline itself but was uniquely shaped by the prominence of football hooliganism as a major social issue in the 1970s and 1980s. While it remains a somewhat niche activity, the field has been stimulated by the growing cultural centrality of sport in UK society. This quantitative and qualitative development has been recognized in recent governmental evaluations of research expertise. Current research reflects this expanded range of social stratification and social issues in sport both domestically and on a global level, while the legacy of hooligan research is evident in the continuing concentration on studies of association football. Historically, this empirical research has largely been underpinned by figurational, Marxist/neo-Marxist, or feminist sociological theories, but there is now a greater emphasis on theoretical synthesis and exploration. As a consequence of the expansion of the field, allied to its empirical and theoretical diversity, there is a burgeoning literature produced by UK sociologists of sport that spans entry-level textbooks, research monographs, and the editorship of a significant number of specialist journals. The chapter concludes by noting the future prospects of the sociology of sport in the United Kingdom in relation to teaching, research, and relations with other sport-related subdisciplines and the sociological mainstream.

A major shift in the policy and work of the Schools Council has been presented to the Council's Convocation by the Chairman, John Tomlinson. New skills and knowledge are needed because of the social, economic and technological changes in our society. Hitherto much of the Council's work has been concentrated on individual aspects of curriculum and examination reform but it is felt that a more general approach is now needed. Mr. Tomlinson said:

This paper traces the impact of the Report of the Further Education Funding Council's committee on learning difficulties and/or disabilities on educational opportunities for people with learning disabilities. Based on the principle of inclusion, the Report made sixty recommendations aimed at improving the quality of further education for people with learning disabilities. While approximately one third of the proposals have now been accepted by the funding council, this paper argues that only legislative reform can achieve the recommended changes to the post‐16 curriculum and to inter‐agency working.

What is the role of the DES Further Education Curriculum Development Unit? Despite the leadership provided first by John Tomlinson — who has now gone to chair the Schools Council, and is one of the most imaginative and dynamic Chief Education Officers in the business — and latterly by the Revd. Dr. George Tolley — who has made such a success of the development of Sheffield Polytechnic — the Unit has yet to make any significant impact on the world of further education. This is doubtless in part because the Unit is understaffed and underfinanced; a budget of under £100,000 is peanuts when set against the mammoth task of reviewing what is taught in FE and how, or by comparison with the budgets of any of the institutions the Unit should be guiding.

THE LIBRARY ASSOCIATION'S worsening financial position is a matter of general concern, and any constructive suggestions will no doubt be helpful to the Honorary Treasurer and others who plan our finances. The present Library Association structure is workable in practice, but it is becoming increasingly expensive to maintain, and a little thought begins to show the possibilities of economy, without any loss of effectiveness. The most important associated factor at the present time is the possibility of drastic local government reorganisation in 1974, only one year after the earliest date when Library Association subscriptions can be increased. The effect of this reorganisation, as at present proposed, on Library Association structure, needs to be borne in mind.

The transition from Solihull College of Technology to the European Parliament in Strasburg is every bit as great a contrast as that which I recorded for Education & Training ten years ago when I made my first exit from further education at South West London College to enter the House of Commons. I lost my Westminster seat in 1979, returned to further education at Solihull, failed to regain my House of Commons seat in 1983, and emerged in a new manifestation as a Euro‐candidate earlier this year.